Abstract
INTRODUCTION: Nursing educators' willingness to learn and teach patient safety is identified as a challenge in the process of implementing patient safety education in nursing programmes. However, the literature lacks an in-depth analysis of the factors affecting their willingness. This study aims to identify factors affecting willingness of nursing educators to learn and teach new patient safety concepts. METHODS AND ANALYSIS: The study will be conducted in eight state universities, two private universities approved by the University Grants Commission, and Sixteen (16) Nurses Training Schools in Sri Lanka. The sample will include permanent nursing educators fluent in Sinhala. The research design adopts the Critical Realist Mixed Method Sequential Explanatory Design (CRMMSED), utilizing both qualitative and quantitative approaches. Data collection will occur in four phases; curriculum content verification, individual innovativeness scale validation, quantitative data collection through surveys, and qualitative data collection via semi-structured interviews. The data will be analyzed using SPSS and AMOS for quantitative data, and NVivo for deductive thematic analysis. DISCUSSION: This study will provide valuable insights into nursing educators' perceptions of patient safety education in Sri Lanka and the integration of global patient safety competencies into local curricula. The findings will guide improvements in nursing education, addressing educators' concerns and enhancing healthcare outcomes. While focused on Sri Lanka, the studys' insights have broader implications for global nursing education. Additionally, the use of critical realist methodology will also contribute to the ongoing dialogue about its application in healthcare education research.