Posted by on Mar 30, 2007 in Teaching Strategies |

Submitter Information

Author: Shirley M. Moore, RN, PhD, FAAN
Title: Associate Dean for Research and Professor of Nursing
Institution: School of Nursing, Case Western Reserve University
Email: Shirley.moore@case.edu

Competency Category(s)
Quality Improvement, Teamwork and Collaboration

Learner Level(s)
Graduate Students, New Graduates/Transition to Practice, Pre-Licensure ADN/Diploma, Pre-Licensure BSN, RN to BSN

Learner Setting(s)
Classroom, Clinical Setting

Strategy Type
General Strategy

Learning Objectives

Uses data to monitor the outcomes of care processes, and uses improvement methods to design and test changes to continuously improve the quality and safety of health care systems.

Functions effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care.

Objectives of the field project are:

  1. Through a field experience, use the four dimensions of improvement knowledge (knowledge of a system, knowledge of psychology, knowledge of variation, theory of knowledge) to describe a change in patient care. a. Explain the system of care: for instance, the interface between core products, production processes, customers, and improvement. b. Identify specific psychology of work (e.g., organizational design, motivation) and psychology of change factors with potential influence on a health care problem. c. Differentiate the types of variation (common and special) present in a process. d. Examine tools to plot data about processes. e. Describe one Plan-Do-Study-Act cycle.
  2. In their work with the interdisciplinary student team and field experience, demonstrate an appreciation for the several health disciplines and a realization that improvement will occur by cooperative problem solving. a. Analyze the contributions of each discipline to the group project. b. Evaluate the success of these efforts. c. Identify ways to improve collaborative efforts.

Strategy Overview

The heart of our semester long CQI course is work in an interdisciplinary student team focused around a specific quality improvement field project. This is an organizationally-based performance improvement project. Projects are bid to our course faculty by local health care agencies and we select the ones that best meet our needs for student learning over a semester period. Interdisciplinary student teams (4-5 students) provide consultation/assistance on an improvement initiative in a health care setting in the Cleveland community. The team works in consultation with members of the sponsoring organization and applies the philosophy, methods and tools of improvement. One faculty member serves as a sponsor to each team. The attached description of the field project experience and assessment form for evaluating the improvement projects have been very successful in experientially teaching CQI over the past 10 years.

Submitted Materials

Additional Materials

I can provide more information on the use this field project to teach interdisciplinary experiential CQI. I am best reached at Shirley.moore@case.edu

Evaluation Description

As students give their field project reports in class, faculty rate the projects based on the criteria rating sheet. See attached: QSEN field project assessment.doc

Also, the team self-analysis is written in a team report of 5 pages or less addressing the criteria listed on page 5 of the directions for the field project (QSEN field improvement project.doc)

The self-analysis paper is provided to the faculty at midway and at the end of the field project time, which is usually one semester in length.