Making QSEN Visible in the Classroom: Innovative use of In-Class Care Mapping Activity

Submitter Information

Author: Karla Rodriguez, DNP, CNE, RN
Title: Clinical Instructor
Institution: New York University
Email: kgr215@nyu.edu
Coauthors: Karyn Boyar, DNP, RN, FNP-BC; James Weidel, PhD, FNP-BC, PMHNP-BC; Emerson Ea, DNP, APRN, CNE

Competency Category(s)
competencies, conference, Evidence-Based Practice, Teamwork and Collaboration

Learner Level(s)
competencies, conference, Staff Development

Learner Setting(s)
Classroom, Clinical Setting, competencies, conference, Skills or Simulation Laboratories

Strategy Type
competencies, conference

Learning Objectives

1. Demonstrate an understanding of the role of Evidence-Based Practice (EBP) in
achieving positive patient outcomes.
2. Develop a plan of care based on patient’s preference and values, clinician’s
expertise, and evidence.
3. Integrate QSEN competencies and the nursing process in developing an in-class
care map.

Strategy Overview

The purpose of this collaborative in-class care mapping activity is to introduce nursing
students in a first level nursing sequence course the concept of Evidence-Based Practice
(EBP). Students develop a care map based on a case study based on the week’s lecture
topic. In the example provided, a case study that focuses on safety and fall prevention and
the complex care needs of an older adult was the basis of the in-class care mapping
activity. Students work in small groups for 20-25 minutes to populate the different
sections of an electronic care map that include identifying the pertinent patient history
and assessment data, formulating priority nursing diagnoses, developing short and long
term outcomes, and identifying evidence-based interventions and rationales. The team
leader then uploads the group’s completed work and shares with the instructor. The
instructor then randomly picks from the submitted care map, shares the care map with the
rest of the students, and use this opportunity to generate class discussion that infuses the
concepts relevant to EBP.
The use of this in-class care mapping activity allows beginning nursing students to
develop an understanding of the concept of EBP by providing them the opportunity to
work as a team to develop a care map that takes into account the unique needs of an older
adult patient who has complex needs.

Submitted Materials

Copy-of-Adult-and-Elder-I-Care-Map-Template3_18.pdf
Case-Scenario-1.pdf
Students-using-QSEN-in-creating-Care-Map_final3_18kr-1.pdf
Strategy-Evaluation-for-In.pdf
FINAL.EBPFocusedInClassCareMappingActivity.QSENStrategy-1.pdf

Additional Materials

Evaluation Description

The outcomes measures used to evaluate the effectiveness of this in-class activity
included assessing the submitted care map for (a) appropriately identifying pertinent
patient history and important assessment data from the case study (b) including
appropriate nursing diagnoses based on assessment data and patient history (c)
identifying short and long term outcomes that using the SMART method (specific,
measurable, attainable, realistic, and has a time-frame), and (d) identifying evidencebased
interventions, and (e) stating a rationale why each intervention identified is
appropriate for this patient. Future plan is to assign students a grade for successfully
meeting the outcomes measures.