Author: Kristen Doughty, EdD, MSN, RN
Title: Nursing Faculty
Institution: Delaware Technical and Community College
Coauthors: Lynda Kopishke DL, MSN, RN; Kristine Gawrych MSN, RN; Kathy Sokola EdD, MSN, RN, CNE
Examine common barriers to active involvement of patients in their own health care processes
Describe strategies to empower patients or families in all aspects of the health care process
Describe examples of the impact of team functioning on safety and quality of care
Base individualized care plan on patient values, clinical expertise and evidence
Recognize that nursing and other health professions students are parts of systems of care and care processes that affect outcomes for patients and families
The QSEN project provides direction for the nursing faculty to transform students’ critical thinking and clinical reasoning. Incorporating QSEN competencies into an ADN clinical project fosters awareness for positive outcomes in safe nursing practice
Students are assigned weekly journal questions and challenged to reflect on their clinical observations and experiences (attached). These journal questions link to QSEN Competencies: Patient-Centered Care, Teamwork & Collaboration, Evidence-based Practice, and Safety.
In the final clinical week, students are assigned a journal topic and tasked with finding evidence-based literature relative to their topic. Students are placed in groups based on their topic and tasked with the collaboration of resources and experiences in creating a presentation addressing outlined key talking points (attached).
Students increased their understanding of the role of the professional nurse and identify necessary behaviors and actions in preparation for the transition to practice.
Analysis of post project effectiveness demonstrated 75 of 77 (97%) of students found this excellent/great/very effective as a teaching method for QSEN concepts; 2 students were unsure.
Evaluation of objectives was completed through the evaluation of weekly journal submissions and the final presentations. Journal questions and presentation guidelines attached.
Weekly journals included key questions for students to address.
Guideline provided for final presentations included key talking points.
Student’s completed a survey post-presentation, to gather feedback.
Students were able to establish professional behaviors that were characteristic of the QSEN competencies and were able to specify how those behaviors would lead to improved patient outcomes.