Integrating QSEN into the intermediate Nursing Curriculum: Working with Courses that Focus on Specialty Populations
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This module highlights how nursing faculty can integrate QSEN competencies into intermediate courses. Focusing on specialty courses (Pediatrics, Obstetrics, and Operating Room), faculty experts will share pedagogical strategies for introducing students to higher level competencies and reinforcing those learned in beginning courses.
Upon completion of this section, you will be able to:
- Recognize quality and safety work occurring in practice specific to nursing care for special populations
- Establish QSEN KSAs specific for intermediate level courses
- Review various pedagogical strategies for building on foundational quality and safety knowledge in intermediate level courses
- Explore current barriers to the updating of prelicensure curricula in areas of quality and safety
- Gail Armstrong, DNP, ACNS-BC, CNE
- Dayna Cardinal, MS, RN
- Joyce Welch, MSN, RN
- Meg Moorman, MSN, RN
To embed QSEN competencies across the curriculum, it is important that specialty courses also reflect the QSEN KSAs. In this Module teachers from diverse settings (peri-operative, pediatrics and maternal/child) will describe their efforts to create meaningful ways to promote students' achievement of the QSEN competencies in these settings.
- Integrating QSEN into Intermediate Courses Part 1
- Integrating QSEN in the Peri-operative Setting
- Integrating QSEN in the Pediatric Setting
- The Use of Visual Thinking Strategies in an Obstetrics Course
Integrating QSEN into Intermediate Courses Part 1
Integrating QSEN in the Peri-operative Setting
Integrating QSEN in the Pediatric Setting
The Use of Visual Thinking Strategies in an Obstetrics Course
- Daily Log File (PDF)
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Beck, C.T., (2009). Metasynthesis: a goldmine for evidence-based practice. Association of Operating Room Nurses Journal, 90(5), 701-710. Retrieved from EBSCOhost.
Burgess, L.P.A., Herdman, T.H., Berg, B.W., Feaster, W.W., & Hebsur, S. (2009). Alarm limit settings for early warning systems to identify at-risk patients. Journal of Advanced Nursing, 65(9), 1844-1852. Retrieved from EBSCOhost.
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Daniels, S.M. (2007). Improving hospital care for surgical patients. Nursing2007, 8, 36-41. Retrieved from www.nursing2007.com.
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Hall, L.W., & Nelson, K.J. (2007). Patient safety teaching case: Wrong patient procedure. QSEN website. Last retrieved December 15, 2010 from: http://www.qsen.org/teachingstrategy.php?id=52
Hall, L.W., & Scott, S. (2007). Interprofessional curriculum in patient safety and quality improvement. QSEN website. Last retrieved December 15, 2010 from: http://www.qsen.org/teachingstrategy.php?id=45
Ironside, P.M. (2007). Providing patient care through teamwork and collaboration. QSEN website. Last retrieved December 15, 2010 from: http://www.qsen.org/teachingstrategy.php?id=56
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After you have reviewed the module presentations and resources, consider how this material is relevant to your own work and experience. The following is a list of questions for self-reflection or for use in class.
- Do our current efforts to teach QSEN competencies focus predominantly on medical/surgical courses or capstone courses?
- How might our specialty courses provide unique opportunities for us to emphasize quality and safety?
- How can an emphasis on quality and safety in specialty courses help students extend their competency in each of the six QSEN competency domains?