Quality And Safety Education For Nurses Competencies Research Articles

Competence and Confidence With Quality and Safety Education for Nurses Competencies by Newly Licensed Registered Nurses.

Understanding newly licensed registered nurses' perceived confidence in the Quality and Safety Education for Nurses (QSEN) competency domains and corresponding knowledge, skills, and attitudes will help inform clinical leaders to develop successful transition-to-practice programs. Newly licensed registered nurses and prelicensure nursing students had confidence in their understanding of QSEN competencies as they began their transition to practice. Online learning and virtual practicums were effective for attaining QSEN competencies, offering support for using these interventions in academic settings and transition-to-practice programs.

The QSEN Competency Legacy Threaded Through the Entry-Level AACN Essentials: Shaping the Future.

For the last 17 years, the Quality and Safety Education for Nurses (QSEN) prelicensure competencies and knowledge, skill, and attitude (KSA) statements were integrated into nursing curricula. With the publication of the competency-based American Association of Colleges of Nursing (AACN) Essentials , it is important to determine the overlap of the QSEN competencies. We developed a QSEN-AACN prelicensure crosswalk to help faculty map and integrate the 2021 AACN Essentials into their curriculum. The 6 QSEN competencies match to the 10 AACN Essentials domains except for evidence-based practice, which is listed as a concept. Fifty graduate-level QSEN KSAs were found to better align with prelicensure education and therefore important to integrate into the crosswalk. All but 1 of the original prelicensure QSEN KSA statements and all but 2 of the 50 transferred graduate-level QSEN KSAs were found in the AACN Essentials . Faculty implementing the QSEN framework can use the QSEN-AACN competency crosswalk and QSEN teaching strategies to guide their AACN Essentials journey.

Threading QSEN Competencies Across a Baccalaureate Nursing Program: The Development of Dedicated QSEN Labs.

In response to the development of the Quality and Safety Education for Nurses (QSEN) competencies and noting lower standardized test scores, nursing faculty at a midwestern United States university developed three safety and quality labs throughout a traditional baccalaureate curriculum. These labs intentionally integrated the QSEN competencies and occurred over three semesters of the nursing program. Students' learning activities aligned with the QSEN competencies and were leveled across the labs. Throughout all the labs, all six QSEN competencies provided a framework for students to learn the knowledge, skills, and attitudes essential to the profession of nursing. Students spent most of their time in the labs learning the QSEN competency of safety, followed by teamwork and collaboration, quality improvement, patient-centered care, informatics, and evidenced-based practice. The QSEN competencies provided a framework to teach pre-licensure nursing students the knowledge, skills, and attitudes essential in the profession of nursing. Safety and Quality I focused on foundational skills and individual patient safety. Safety and Quality II introduced intermediate skills with an emphasis on safety. The third and final lab introduced students to advanced quality improvement, teamwork and collaboration, and system safety. After the completion of the labs, the students stated they had gained knowledge and confidence in the application of all six QSEN competencies. [J Nurs Educ. 2021;60(9):526-528.].

Fostering nursing students’ clinical reasoning: a QSEN-based teaching strategy

The aim of this pilot study was to describe the development of an educational activity that combined an unfolding case study and interactive game elements, than evaluate the activity's effectiveness at improving nursing students' clinical reasoning. The educational activity was based on the Quality and Safety Education for Nurses (QSEN) framework. A single-group pre- and post-test design was used to carry out this study. The Italian version of the Nurse Clinical Reasoning Scale (NCRS) was submitted to nursing students. A paired sample t-test was used to evaluate possible differences in the students' responses before and after the educational activity. Results of the t-test indicated that the NCRS scores were significantly higher in post-intervention (t = -5.48(9); p < 0.001). The QSEN-based educational activity could be used in nursing education to foster students’ clinical reasoning. The slide presentation used to introduce the unfolding case study may provide nurse educators with a valid practical instrument for integrating QSEN competencies in nursing education programs.

Engaging students in a QI/QM presentation to enhance QSEN concept learning

The Quality and Safety Education for Nurses (QSEN) Initiative addresses goals to better prepare future nurses by proposing and defining 6 competencies addressing knowledge, skills, and attitudes (KSA) needed for undergraduate, pre-licensure nursing students to be successful, competent, and qualified registered nurses. Educators maintain the responsibility to bridge education and clinical preparation to enable nursing students to practice at a level that projects quality and safety. This article introduces and explains a guided Quality Indicator/Quality Measure (QI/QM) teaching-learning strategy aimed at the promotion of learning about QSEN competencies, in which students identify a clinical QI/QM issue, gather data, collaborate, apply research techniques, create a presentation, and report their findings. Specific QSEN competency sub-scores from an NCLEX test preparation strategy were used to measure students’ learning, and improvements on these sub-scores were observed. Introducing QSEN concepts sets the stage for competent nursing care in the future and this valuable teaching-learning strategy suggests how to infuse QSEN competencies into an undergraduate nursing curriculum.

Teaching Strategies and Tools for Ensuring Safe and Quality Care: A Scoping Review.

The aim of this scoping review was to map teaching strategies incorporating Quality and Safety Education for Nurses (QSEN) competencies and assessment tools based on the QSEN framework. The search was conducted through MEDLINE, Embase, Scopus, and Web of Science databases and carried out through the framework developed by Arksey and O'Malley and revised by Levac et al. Thirty-one studies were included. Among QSEN competences, patient-centered care, safety, and teamwork and collaboration were most frequently incorporated into teaching strategies. Most assessment tools aimed at capturing the achievement of QSEN competencies after a classroom learning experience. The scoping review made it possible to identify various teaching strategies and assessment tools developed on the QSEN framework. Further studies are needed to test teaching strategies to facilitate students' acquisition of QSEN competencies in clinical environments.

QSEN in an Amazon World.

Quality and Safety Education for Nurses (QSEN) was launched in 2005 as a national nursing initiative aimed at preparing nurses with the competencies needed to continuously improve the quality and safety of the health care they provide. The six QSEN competencies-and the knowledge, skills, and attitudes that each entails-have served as a basis for significant curricular revision, more enlightened professional practice, relevant research, and health care system improvements. Since the launch of QSEN, new technologies have emerged, the range of care sites has broadened, new practice roles have emerged, and patients and families have become more active health care consumers. This article highlights these changes, considers Amazon as a powerful contemporary social force, examines the company's core values, and considers their relevancy to the six QSEN competencies. Essential new literacies and cognitive capacities are also identified. Lastly, the authors outline steps nurses can take to incorporate the QSEN competencies, along with the literacies and capacities, into their practice and organizations. Doing so is vital to delivering safe, high-quality care in this rapidly changing health care climate, and will enable nurses to claim their leadership and thrive professionally in an Amazon world.

Quality and Safety Competencies in Undergraduate Nursing Education: Where are we now?

BACKGROUND: Medical errors are the third leading cause of death in the United States. To address this problem, a concerted effort by nurse educators to integrate Quality and Safety Education for Nurses (QSEN) competencies into nursing curricula is relevant. There is a need for innovative educational strategies, faculty development, and implementation approaches to support successful QSEN competency implementation. PURPOSE: The purpose of this research was to evaluate a faculty development course that included QSEN competency education, resources, and support. METHODS: A pretest posttest design was used and 19 nursing faculty from a northeast U.S. public college participated in the program. Participants completed the National QSEN Faculty Survey before and after a 6-part QSEN competency-based training course. Descriptive statistics and the chi-square statistical test were used to compare means of pretest and post-test responses. RESULTS: Results indicated a significant increase of incorporating the QSEN competencies in nursing courses following the faculty development program. The most helpful QSEN resource was found to be the QSEN website followed by the Institute for Healthcare Improvement (IHI) in pre and post-test results. Case studies, lectures, and group projects were the most frequently used teaching strategies, and the classroom was found to be the setting where most faculty integrated QSEN competencies into their courses. IMPLICATIONS: Faculty development programs are an effective method of providing support for the integration of QSEN competencies into the undergraduate nursing curricula. Evaluation of faculty development programs is essential so that effective programs can be shared and sustained. Keywords: QSEN, competencies, faculty development, quality, safety

Escape Tasks: An Innovative Approach in Nursing Education.

Innovative teaching strategies that incorporate active learning could be beneficial to the nursing student's performance not only in the classroom but also in the clinical setting. The article provides implementation steps for integrating escape room tasks into a baccalaureate nursing program. Thirteen escape room tasks were developed by faculty and a dean to facilitate Quality and Safety Education for Nurses (QSEN) competencies. The tasks challenged seven senior students to think critically outside of the normal classroom and clinical setting. Students reported the tasks empowered them to think critically, collaborate, and ultimately enhanced their knowledge. They enjoyed the group work and hands-on challenges. Escape room tasks can be active learning teaching strategies that facilitate learning QSEN competencies. Nurse educators can easily implement the 13 escape room tasks outlined in this article. The positive outcome of this activity revealed future opportunities for nurse educators to design easy escape room tasks centered around curriculum learning objectives. [J Nurs Educ. 2020;59(11):655-657.].

Assessing Nursing Students' Perceptions of the QSEN Competencies: A Systematic Review of the Literature With Implications for Academic Programs.

Nurses are in key positions in the healthcare system to provide, monitor, and manage the care delivered to their patients. In 2005, the Quality and Safety Education for Nurses (QSEN) initiative was launched to redefine quality and safety competencies for pre-licensure nursing education. It is imperative that nurses are graduating with the full spectrum of the QSEN competencies to practice in today's healthcare environments. The purpose of this systematic review was to evaluate the research about student nurses' perceptions of their abilities to perform the six QSEN competencies and to determine the effect of integrating the QSEN content in their courses, clinical placements, or simulation experiences. A systematic review of the literature was conducted to retrieve published studies from CINAHL, PubMed, Web of Science, and ERIC using the search terms of Quality and Safety Education for Nurses, QSEN, QSEN competencies, nursing student, and student nurse. The studies that were included in this review were assessed by both authors independently using standardized critical appraisal tools. Seven studies met the inclusion criteria: four descriptive, one quasi-experimental, and two mixed-methods designs. Overall, pre-licensure nursing students perceived patient-centered care as the most discussed and quality improvement as the competency least reviewed in their curricula. Students reported to be most prepared to perform patient-centered care skills and least prepared to perform quality improvement skills. Revisiting the integration of the quality improvement competency into nursing curricula can increase nursing students' understanding of this QSEN competency. More research with sufficiently powered sample sizes, valid and reliable tools measuring outcomes of interventional studies, and attention to quality and rigor is needed to assess graduating students' understanding of the QSEN competencies.

"Perioperative Unfolding Case Study"-A Lesson in Quality and Safety.

Unfolding case studies present the opportunity for learners to develop and improve their critical thinking and problem-solving skills to deliver safe patient care. The structure of an unfolding case study actively engages learners to determine and customize nursing care based on the patient's changing situation. In addition, this type of case study supports development of knowledge, skills, and attitudes consistent with the Quality and Safety Education for Nurses (QSEN) competencies. During the student session at the AORN Global Surgical Conference & Expo 2019, the author gave attendees the opportunity to participate in the "Perioperative unfolding case study" that was framed in the QSEN competencies. Session evaluations indicated that participants found the process provided a thorough overview of perioperative nursing and emphasized safety-focused initiatives that protect patients undergoing operative and other invasive procedures. This article offers an in-depth discussion of the "Perioperative unfolding case study" and its implementation.

An innovative course to prepare advanced practice registered nurses to spearhead quality and safety initiatives for older adults.

Current trends dictate that advanced practice registered nurses (APRNs) must be competent to address quality/safety issues specific to older adults. A gap analysis and review of key competencies in an adult-gerontology APRN-Doctorate of Nursing Practice (DNP) curriculum prompted the design and evaluation of an innovative online course, Quality and Safety for the Aging Adult. Course objectives align with key competencies, including graduate-level Quality and Safety Education for Nurses (QSEN) and the DNP Essentials. The course purpose was to prepare adult-gerontology APRN-DNP students as leaders to promote quality/safety outcomes for aging adults. The six-step Knowledge-to-Action Framework guided course development and evaluation. Select graduate-level QSEN competencies were used to construct a 20-item Quality and Safety Survey (4-point Likert scale) (Cronbach's alpha, 0.916). This survey was used during week 1 (pre) and week 15 (post) of the semester to evaluate students' preparation and confidence to perform key QSEN competencies. Significant improvements (p < .000) between pre/post scores on the Quality and Safety Survey were found across five classes. Students felt more prepared and confident to apply selected QSEN competencies on course completion. Moreover, nearly 60% (primary care) and nearly 35% (acute care) adult-gerontology APRN students selected the older adult population for their DNP projects. The Quality and Safety for the Aging Adult course positively influenced five classes of adult-gerontology APRN-DNP students. Integrating QSEN competencies with gerontology and quality/safety content is an effective strategy to prepare APRNs to lead quality/safety initiatives in aging adults. This innovative online course offers a successful model for innovative DNP education of adult-gerontology APRNs.

Simulation Strategies Used in the Transition From Expert Clinician to Novice Educator.

As the demand for nurses increases across the United States, nursing programs are challenged to increase enrollment. Thus, expert clinicians without teaching experience are often hired as clinical faculty. Using simulation to train novice clinical faculty is one method to bolster the clinical faculty workforce. For this project, six Quality and Safety Education for Nurses (QSEN)-focused simulation-based learning experiences (SBLEs) were developed to train novice clinical faculty. Master's-level nurse educator students participated in the SBLEs. The SBLEs were found to be valuable for learning the clinical faculty role and debriefing increased understanding of the QSEN competencies.

How do nurses and midwives perceive their preparedness for quality improvement and patient safety in practice? A cross-sectional national study in Ireland

BackgroundAlthough patient safety and quality are cornerstones of healthcare practice, evidence is limited of the knowledge, skills and competence of practicing nurses and midwives in Ireland. ObjectivesTo investigate the perceptions of nurses and midwives regarding their continuing professional development-based preparedness for, and participation in quality and safety in the clinical setting. DesignA cross-sectional survey was undertaken across the Republic of Ireland in 2016 examining nurses and midwives' perceptions of their knowledge and skills in quality and safety methods and tools, their views of competence in this field using the domains from the Quality and Safety Education for Nurses (QSEN) framework (person-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics), and their participation in practice related to their access to quality and safety data. Settings12 Health Service Executive (HSE) Centers of Nursing and Midwifery Education (CNMEs) in Ireland ParticipantsPracticing nurses and midwives (n = 654) working in acute hospitals and community healthcare organizations who were undertaking continuing professional development (CPD) education at the time of data collection (March–April 2016). MethodsSurvey methodology. 1787 surveys were distributed. Data were analyzed by IBM Statistical Package for the Social Sciences. ResultsA response rate of 37% (n = 654/1787) was achieved. While respondents were highly trained academically, many reported a lack of confidence in quality and safety methods and tools and QSEN competencies. Frontline staff nurses and midwives reported they were less prepared than their mid and senior level colleagues. Significant numbers indicated they were not engaged in quality and safety in practice. ConclusionsThis first nationwide study in Ireland has discovered that nurses and midwives perceive gaps in their preparedness to engage in quality improvement and patient safety in practice. To safeguard patient care, priority should be given to ensuring front-line staff are appropriately educated, have access to data, and time to competently participate in the continuous improvement of patient care.

Integration of Quality and Safety Education for Nurses Into Practice: Academic-Practice Partnership's Role.

There is a trend to adopt the Quality and Safety Education for Nurses (QSEN) competencies into nursing practice's organizational activities. Incorporating the competencies has created unique challenges for the practice setting. The purpose of this article is to identify the different types of academic-practice partnerships that promote quality and safety, including a specific focus on how the QSEN competencies are being incorporated into practice settings.

Quality and Safety Education for Nurses Competencies in Doctor of Nursing Practice Education: Exemplars From Education and Practice.

Graduate level Quality and Safety Education for Nurses (QSEN) competencies were created to facilitate preparation of the Doctor of Nursing Practice (DNP) graduate to have an impact on health care system changes, advance nursing practice, and improve the health of populations. Although there is agreement that QSEN competencies are important to DNP education, little is known about implementation of the competencies. This article describes the importance of QSEN competencies in DNP education and provides exemplars of QSEN competencies in DNP education and practice.

2017 National Quality and Safety Education for Nurses Faculty Survey Results.

The Quality and Safety Education for Nurses (QSEN) national initiative, started in 2005, has supported the adoption and integration of updated quality and safety competencies in nursing education. However, faculty needs regarding QSEN competency integration, and the degree to which QSEN competencies are reflected in current nursing curricula, have not been assessed nationally. This study (N = 2037) reports the findings of the 2017 National QSEN Faculty Survey and discusses implications for nurse educators and programs of nursing education.

Implementation Science: New Approaches to Integrating Quality and Safety Education for Nurses Competencies in Nursing Education.

Although quality and safety competencies were developed and disseminated nearly a decade ago by the Quality and Safety Education for Nurses (QSEN) project, the uptake in schools of nursing has been slow. The use of implementation science methods may be useful to accelerate quality and safety competency integration in nursing education. The article includes a definition and description of implementation science methods and practical implementation strategies for nurse educators to consider when integrating the QSEN competencies into nursing curriculum.

Testing for Quality and Safety Education for Nurses (QSEN)

The use of the Quality and Safety Education for Nurses (QSEN) competencies for nursing professional development is in its infancy. QSEN content was incorporated into nursing orientation and tested knowledge gain for three QSEN competencies. Results showed an increase in patient safety knowledge. A difference was noted in knowledge between ADN and BSN nurses for evidence-based practice and quality improvement. The results indicate a need for stronger interventions to build practicing nurses' QSEN competencies.

Assessing Student Perceptions of Quality and Safety Education for Nurses Competencies in a Baccalaureate Curriculum.

Nursing programs must ensure that graduate competencies in quality and patient safety are sufficient to meet practice needs. Student perceptions of the extent to which they acquired the knowledge, skills, and attitudes, as well as the importance and levels of preparedness associated with the Quality and Safety Education for Nurses (QSEN) competencies, were measured. Using a descriptive cross-sectional design, a convenience sample of 73 nursing students was surveyed using the QSEN Student Evaluation Survey tool. Students perceived being the least knowledgeable about, and least prepared to, engage in quality improvement (QI) activities. This competency was perceived as being the least important. Students reported they were somewhat prepared to perform all other skills related to QSEN competencies. Redesign of curricula emphasizing QI competencies is needed. A gap analysis identifying where in the curricula QI teaching is conducted and where it can be added may help ensure that students enter the workforce prepared to provide safe, quality care. [J Nurs Educ. 2017;56(7):435-438.].