Quality And Safety Education For Nurses Research Articles

"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.

Perceptions of digital storytelling in the classroom

Digital storytelling is used as an educational tool that enhances learning in many disciplines, although little is known about how prelicensure nursing students perceive the use of digital stories in the classroom. Digital stories were featured in the class sessions followed by a group care planning activity with objectives based on The Quality and Safety Education for Nurses (QSEN) Initiative Patient-Centered Care Competency. Focus group discussions and classroom evaluations by prelicensure students indicated positive results.

QSEN Transcends Cultures: Teaching Quality and Safety Education in China.

There has been increasing focus on improving the quality and safety of health care globally. Understanding that the health of one nation impacts others worldwide drives initiatives for collaboration to improve the health of all. In this, the Year of the Nurse and Midwife as designated by the World Health Organization, The Quality and Safety Education for Nurses (QSEN) Competencies provide structure that transcends culture for framing the nursing role to contribute to improving patient safety and the quality of care delivery internationally. This article describes initiatives to share resources and strategies to support quality and safety education and practice with nurses across countries. [J Contin Educ Nurs. 2020;51(3):106-108.].

QSEN Transcends Cultures: Leadership Lessons Learned From a Global Experience.

Quality and Safety Education for Nurses (QSEN) has global appeal, acknowledging the important role of nursing in care delivery. This article complements the Teaching Tips column, shifting from content covered to the leadership lessons that presenters must consider when preparing for and presenting to a global audience. Four critical lessons are addressed: humility and acceptance, time for translation, job role assumptions, and conceptual clarification. [J Contin Educ Nurs. 2010;51(1):9-11.].

Transition to Practice: Onboarding Components for Establishing and Sustaining Healthy Work Environments.

Transition to Practice: Onboarding Components for Establishing and Sustaining Healthy Work Environments.

Doctor of Nursing Practice Project Advisement: A Roadmap for Faculty and Student Success.

Robust enrollment in Doctor of Nursing Practice (DNP) programs has created a need for faculty teaching in other nursing programs to be project advisers. Faculty may lack the knowledge and skills needed to advise projects that are evidence-based practice (EBP) or quality improvement (QI) initiatives. A project roadmap with tools and resources was needed. Practice-based evidence from members of the Quality and Safety Education for Nurses (QSEN) DNP Leadership Taskforce was used to inform the process for DNP project advisement. This evidence was integrated with the American Association of Colleges of Nursing Taskforce 2015 recommendations and literature on DNP project criteria to develop a roadmap. Twenty-two students and six faculty have piloted the DNP Project Roadmap and provided positive feedback. Eight peer-reviewed presentations and three manuscript submissions with one acceptance have resulted from using the roadmap. Data support that the project roadmap phases and associated tools and resources facilitate faculty project advisement and offer students clear project guidelines and a foundation for future practice scholarship. [J Nurs Educ. 2019;58(12):728-732.].

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.

Content Validation of Quality and Safety Education for Nurses Prelicensure Clinical Evaluation Instruments.

Clinical evaluation is a high-stakes assessment that requires valid and reliable instruments that are understandable to faculty and students. This article describes the development of Quality and Safety Education for Nurses (QSEN)-based clinical evaluation instruments to measure competency in prelicensure clinical courses. The goal was to establish content validation for the items included on each and appropriately level requisite behaviors to demonstrate increasing progression in clinical performance expectation from fundamentals to senior nursing clinical courses. Based on their area of expertise, nurse educators were recruited into panels of 5 to 7 members each to review and rate items for relevance for each course-specific clinical evaluation instrument using the Content Validity Index. Two rounds of rigorous review yielded 6 content-validated instruments. The QSEN-based clinical evaluation instruments provide standardized language framed in quality and safety that demonstrate evolving sophistication, complexity, and expectation in student clinical performance.

Clinical Educator as Coach: Supporting Staff to Meet Quality and Safety Competencies.

Direct care nurses are frequently motivated to enhance practice processes but do not always understand the sequential steps that create sustainable improvement. Focusing on a local clinical problem and coaching staff through the steps for sustainable improvement as a learning activity builds competency. Framing learning activities in the Quality and Safety Education for Nurses (QSEN) competencies provides structure that supports the lifelong learning required for competent clinical practice. This article describes a creative teaching strategy clinical educators can use to enhance the knowledge, skills, and attitudes of direct care nurses for quality and safety competencies. [J Contin Educ Nurs. 2019;50(5):201-204].

The value of simulation debriefing in launching reduced anxiety and improved self-confidence in the clinical setting for accelerated baccalaureate nursing students

Background and objective: The development of self-confidence is an essential element of a nurse in the clinical setting. Nursing educators discuss the addition of simulation and debriefing into learning activities, which play a central role in identifying the fundamental elements of safety and clinical efficiency.Methods: Quality and Safety Education for Nurses (QSEN) competencies are used to examine the data supporting the effectiveness of simulation debriefing in nursing students registered in a fast-tracked baccalaureate program. This novel approach allows one to quantitatively measure the relationship between simulation debriefing, self-confidence and reduced anxiety.Results: Univariate Spearman Rho regression displays a significant positive correlation between reduced anxiety, self-confidence, and debriefing. The feedback received is encouraging, productive, and effective to learning. Logistic multivariate regression reveals debriefing mechanisms predict developing self-confidence and reducing anxiety, allowing the likeness on student’s clinical judgement and methodology to patient care (χ2 = 34.249, p = .011), sufficient time being provided to reflect and review clinical performance (χ2 = 0.68, p = .30) and identifying the justification for the actions and responses (χ2 = 119.365, p = .001).Conclusions: Debriefing is a central element that can be applied as a teaching strategy during simulation. This study offers further understanding of the role of debriefing in enhancing self-confidence and reducing anxiety in nursing students. This is a critical learning component and ought to be applicably focused in nursing education.

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.

A statewide initiative integrating Quality and Safety Education for Nurses (QSEN) through academic-clinical partnerships to improve health outcomes.

The purpose of this article is to describe an innovative project that contributed to the work of Quality and Safety Education for Nurses (QSEN's) second generation which resulted from the original initiative and the awareness that new environments, partnerships, and strategies were needed to improve quality and safety. It is the only known project that served as a pilot model to disseminate the QSEN competencies across an entire state to build academic-clinical partnerships and can be replicable across the country. Findings from the current project highlighted the following: (a) the need for ongoing education for both academic and clinical partners regarding the QSEN competencies as well as ongoing coaching to develop those collaborative relationships; (b) an awareness among the partnerships of the competing time demands with their other work responsibilities to complete their QSEN project; and (c) many unforeseen positive outcomes including the establishment of the QSEN Institute Regional Center at Jacksonville University. Supported by a mini-grant by the Florida Blue Foundation it is the authors' beliefs that we have now moved onto the third generation of QSEN due to the leveraged opportunities to further improve health outcomes.

Entrustable professional activities for quality and patient safety

BackgroundFurther efforts are warranted to identify innovative approaches to best implement competencies in nursing education. To bridge the gap between competency-based education, practice, and implementation of knowledge, skills, and attitudes, one emerging approach is entrustable professional activities (EPAs). PurposeThe objective of this study was to introduce the concept of EPAs as a framework for curriculum and assessment in graduate nursing education and training. MethodsSeven steps are provided to develop EPAs for nurses through the example of a quality and safety EPA. The example incorporates the Quality and Safety Education for Nurses (QSEN) patient safety competencies and evidence-based literature. FindingsEPAs provide a practical approach to integrating competencies in nursing as quality and safety are the cornerstones of nursing practice, education, and research. DiscussionIntroducing the EPA concept in nursing is timely as we look to identify opportunities to enhance nurse practitioner (NP) training models and implement nurse residency programs.

Quality and Safety Education for Nurses Implementation: Is It Sustainable?

Is the Quality and Safety Education for Nurses (QSEN) initiative still advancing in prelicensure nursing education? The purpose of this article is to report a 2-part evaluation regarding QSEN within the curricula. The evaluation included an online survey and conference for faculty in the San Francisco Bay Area (SFBA). This article discusses survey results and the ideas and suggestions of SFBA faculty that were made at the conference. The results were positive. Most schools continue to advance QSEN into their curricula. Ten ways to strengthen integration of QSEN in the curriculum and barriers are identified.

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.

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.

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.