The purpose of this qualitative descriptive study was to explore how clinical instructors describe their preparedness of the QSEN patient safety competencies and subsequent experiential teaching strategies in pre-licensure registered nurse programs in the United States. The study was guided by D. A. Kolb's experiential learning theory and the knowledge, skills, and attitude learning construct by Kraiger et al. The research questions were: How do clinical instructors describe their teaching preparedness of the QSEN patient safety competencies in pre-licensure Registered nurse programs? How do clinical instructors describe their experiential teaching strategies of the QSEN patient safety competencies in pre-licensure registered nurse programs? Data were obtained from 17 registered nurse clinical instructors from pre-licensure nursing programs using one-to-one semi-structured interviews and an open-ended questionnaire and analyzed according to Braun and Clarke's reflexive thematic analysis. Two themes emerged to answer both research questions, one additional theme emerged to answer the first research question, and two themes emerged to answer the second research question. Clinical instructors lack preparation to teach patient safety competencies and are self-taught, but they do have a working knowledge of patient safety competencies. Clinical instructors describe their experiential teaching strategies as hands-on, and discussion based. The results may help nursing programs better understand the needs of their clinical faculty so they can provide the necessary tools to provide effective patient safety education and apply those tools to other nursing topics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]