A cross-sectional comparative study was exposed within three Turkish public universities. The aims of this study were to examine the attitudes toward medical error of the nursing students who are trained within three different education models and to determine factors that affect these attitudes. A personal and educational conditions questionnaire and the Medical Error Attitude Scale were used. All students who agreed to participate in the research from the second, third and fourth year nursing students of three universities were included in sample. Descriptive and statistical analysis of the data were performed. It was found that nursing students trained with the integrated education model and problem-based learning model had higher scores on the Medical Error Attitude Scale than nursing students trained in the classical education model. In the subscales of the Medical Error Attitude Scale, students trained in the integrated education model had a higher average score in the “perception” and the “causes” subscales. A statistically significant difference was found in the subscales of medical error causes and approaches in students of different years. Additionally, it was found that the mean scores of the second year nursing students were higher in the medical error perception subscale.