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Danielle Olds, Mary A Dolansky
No abstract text is available yet for this article.
June 2017: Applied Nursing Research: ANR
Ann M Stalter, Janet M Phillips, Mary A Dolansky
The Quality and Safety Education for Nurses (QSEN) Institute RN-BSN Task Force presents a white paper on Recommendation for a Systems-based Practice Competency. The task force proposes a seventh QSEN competency, systems-based practice, to improve patient quality and safety. Recommendations to integrate systems-based practice into both education and practice settings, consistent with job descriptions and promotion criteria, involve a comprehensive continuing education program for nurses upon interview, orientation, residency programming, performance evaluation, and license renewal...
April 26, 2017: Journal of Nursing Care Quality
Kathleen G Burke, Tonya Johnson, Christine Sites, Jane Barnsteiner
: Background: The Institute of Medicine (IOM) and the Quality and Safety Education for Nurses (QSEN) project have identified six nursing competencies and supported their integration into undergraduate and graduate nursing curricula nationwide. But integration of those competencies into clinical practice has been limited, and evidence for the progression of competency proficiency within clinical advancement programs is scant. Using an evidence-based approach and building on the competencies identified by the IOM and QSEN, a team of experts at an academic health system developed eight competency domains and 186 related knowledge, skills, and attitudes (KSAs) for professional nursing practice...
May 2017: American Journal of Nursing
Gwen Sherwood, Barbara Nickel
Despite intense scrutiny and process improvement initiatives, patient harm continues to occur in health care with alarming frequency. The Quality and Safety Education for Nursing (QSEN) project provides a roadmap to transform nursing by integrating 6 competencies: patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics. As front-line caregivers, nurses encounter inherent risks in their daily work. Infusion therapy is high risk with multiple potential risks for patient harm...
March 2017: Journal of Infusion Nursing: the Official Publication of the Infusion Nurses Society
Ann M Stalter, Janet M Phillips, Jeanne S Ruggiero, Debra L Scardaville, Deborah Merriam, Mary A Dolansky, Karen A Goldschmidt, Carol M Wiggs, Sherri Winegardner
PURPOSE: This concept analysis, written by the National Quality and Safety Education for Nurses (QSEN) RN-BSN Task Force, defines systems thinking in relation to healthcare delivery. METHODS: A review of the literature was conducted using five databases with the keywords "systems thinking" as well as "nursing education," "nursing curriculum," "online," "capstone," "practicum," "RN-BSN/RN to BSN," "healthcare organizations," "hospitals," and "clinical agencies." Only articles that focused on systems thinking in health care were used...
December 21, 2016: Nursing Forum
Gerry Altmiller
Quality and Safety Education for Nurses (QSEN) has been prominent in nursing education for 10 years. Since its inception, faculty have used the QSEN competencies as a framework for developing teaching strategies and tools, but there are few findings available to support this practice. This article describes the process of developing a QSEN-based clinical evaluation instrument for a prelicensure nursing program and establishing content validation for its items using the content validity index.
January 2017: Nurse Educator
Susan Pauly-O'Neill, Elizabeth Cooper, Susan Prion
With the six QSEN competencies woven throughout the baccalaureate nursing curriculum, which includes high-fidelity simulation, the aim of this research was to uncover deficits in QSEN-related clinical opportunities. Pre-licensure BSN nursing students enrolled in a sophomore-level medical-surgical rotation augmented with 25 percent simulation were observed directly, with time-on-task for each QSEN competency recorded and tabulated. The students were found to spend little time addressing several of the six competency areas in both clinical and simulation settings...
May 2016: Nursing Education Perspectives
Deborah Y Lewis, Kimberly P Stephens, Ann D Ciak
The purpose of this project was to revise the curriculum at a diploma school of nursing to meet the call issued by QSEN. Course objectives were revised and principles of quality and safety were threaded throughout the curriculum with classroom, clinical, and simulation strategies. Students and faculty completed the Healthcare Professionals Patient Safety Assessment Curriculum Survey, and preceptors were surveyed regarding students' ability to meet QSEN competencies. No difference was found post-implementation, but statistically significant differences were found between students and faculty and between students at the start of the nursing program and one year later...
March 2016: Nursing Education Perspectives
Janet M Phillips, Ann M Stalter, Mary A Dolansky, Gloria McKee Lopez
There is a critical need for leadership in quality and safety to reform today's disparate spectrum of health services to serve patients in complex health care environments. Nurse graduates of degree completion programs (registered nurse-bachelor of science in nursing [RN-BSN]) are poised for leadership due to their recent education and nursing practice experience. The authors propose that integration of systems thinking into RN-BSN curricula is essential for developing these much needed leadership skills. The purpose of this article is to introduce progressive teaching strategies to help nurse educators achieve the student competencies described in the second essential of the BSN Essentials document (American Association of Colleges of Nursing, 2009), linking them with the competencies in Quality and Safety Education for Nurses (QSEN; L...
January 2016: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
Diane B Monsivais, Kristynia Robinson
PURPOSE: This article discusses the development of students as future researchers within the context of carrying out an R-15-funded research project, and demonstrates the application of selected competencies from the Quality and Safety Education for Nursing project as a project framework. Operationally, the project had two parallel tracks; the first track was the research project itself, and the second track was the development of researchers through carrying out the research project...
November 9, 2015: Nursing Forum
Heidi A Mennenga, Lois Tschetter, Lily Sanjaya
AIM/PURPOSE: The purpose of the study was to evaluate senior students' level of preparedness to perform and perceived importance of 22 QSEN-related skills over a three year project period. BACKGROUND: The national Quality and Safety Education in Nursing (QSEN) project promotes student learning in the provision of safe, quality health care. One Midwestern nursing program attempted to address health care challenges by purposefully utilizing the QSEN competencies for curricular changes...
2015: International Journal of Nursing Education Scholarship
Kim Leighton, Patricia Ravert, Vickie Mudra, Christopher Macintosh
AIM: This study evaluated the psychometric properties of the modified Simulation Effectiveness Tool (SET), the SET-M. BACKGROUND: The SET, developed in 2005, was updated to be consistent with INACSL Standards of Best Practice, QSEN practices, and American Association of Colleges of Nursing baccalaureate essentials. METHOD: Undergraduate nursing students from two nursing programs, one with multiple campuses, completed the SET-M following completion of a simulated clinical experience; 1,288 students took part in the study...
September 2015: Nursing Education Perspectives
Nam-Ju Lee, Haena Jang, Su-Yeon Park
This cross-sectional study examines baccalaureate nursing programs in South Korea to determine how and to what extent patient safety education was delivered, and to assess nursing students' patient safety competency. The Quality and Safety Education for Nurses (QSEN) student evaluation survey and a Patient Safety Competency Self-Evaluation tool were used. We distributed 234 surveys to senior students in four nursing schools; 206 (88%) students responded to the survey. The majority of students (81.6%) reported that they had received patient safety education during coursework...
June 2016: Nursing & Health Sciences
Susan Prion, Audrey Berman, Judith Karshmer, Paulina Van, Jonalyn Wallace, Nikki West
Four transition-to-practice programs for new RN graduates who had not yet found employment in nursing were based on the Quality and Safety Education for Nurses (QSEN) competencies of knowledge, skills, and attitudes (KSAs). To support consistent evaluation of participants by preceptors, a 35-item tool was developed that used a 4-point scale to assess selected behaviors. This article describes the initial reliability and validity testing of the tool, which had good internal consistency, with a Cronbach's alpha of 0...
July 2015: Journal of Continuing Education in Nursing
Karen Neil Drenkard
The Quality and Safety Education for Nurses (QSEN) grant was launched over 5 years after the Institute of Medicine's report that shared the stark truth about medical errors. The 4 phases of QSEN have provided a roadmap for nursing prelicensure and graduate students to integrate quality improvement and safety content into educational programs. By fully aligning the resources of academic programs with health care organizations, a more robust and comprehensive approach could be taken to ensure that all nurses receive the benefit of the most up-to-date and thorough education about quality and safety...
July 2015: Nursing Administration Quarterly
Jean Johnson, Karen Drenkard, Esther Emard, Kathy McGuinn
The purpose of this article is to provide information about the efforts to educate faculty teaching in graduate programs about the Quality and Safety Education for Nurses (QSEN) competencies, provide examples of teaching strategies for each graduate competency, and finally provide information about the outcomes of the graduate-faculty QSEN project. Examples are given of the critical QSEN work that remains to be done to ensure that care for patients and communities is high quality, safe, and reliable.
November 2015: Nurse Educator
Kimberly D Helms, Laura Pruitt Walker
BACKGROUND: Nurse educators continually search for alternative methods of instruction that provide a meaningful experience while meeting clinical objectives. One approach incorporated the Quality Safety Education for Nurses (QSEN) competencies' evidence-based practice (EBP) into the clinical setting. METHOD: The Paint a Picture of Mental Illness assignment is a creative teaching approach in the Psychiatric Mental Health Nursing course. Students prepare a poster presentation using pictures, drawings, and illustrations demonstrating the mental, emotional, physical, financial, and spiritual impact of the mental illness...
April 2015: Journal of Nursing Education
Gina L Schaar, Jennifer L Titzer, Roxanne Beckham
In light of the nursing faculty shortage, many clinical nurses are transitioning to adjunct clinical faculty roles. This transition requires formal orientation programs that are based on an established framework that links academic and practice competencies. The authors propose that linking academic and practice competencies will enhance students' education and promote patient safety. The model described in this article uses the Quality and Safety Education for Nurses (QSEN) competencies to design and deliver an onboarding orientation model for new adjunct clinical faculty...
February 2015: Journal of Nursing Education
Gwen Sherwood, Meg Zomorodi
Preventable errors are a major issue in health care. The complexity of health care requires interactions among numerous providers for any patient multiple times a day. Nurses are the constant presence with patients and have an important role in coordinating the contributions of the myriad of caregivers. Nurses are also the last line of defense. Increasingly, it is recognized that nurses need to be better prepared with quality and safety competencies to have a leading role in making our healthcare system safer...
October 2014: Journal of Nursing Administration
Mary Dolansky, Susan Tullai-McGuinness
No abstract text is available yet for this article.
July 2014: Ohio Nurses Review
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