QSEN Case Western Frances Payne Bolton School of Nursing

Quality and Safety Education for Nurses

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I-SBAR reporting for the nursing student

Posted by on May 8, 2015 in Teaching Strategies |

  Students are introduced to the concept of communication and I-SBAR reporting/safe patient handoff through lecture.  To reinforce taught material through application, students are provided with the I-SBAR reporting activity.  Students can complete this I-SBAR activity in lecture as a learning strategy, in a post conference to emphasize the content to the clinical environment, or as an independent study.  This activity can be completed individually, as a group, or both.  Students are given a blank I-SBAR form (attachment 1). Students are required to review nurse statements from a “Shift report handoff” (attachment 2) and apply these statements to the appropriate section on the I-SBAR form.   Students are asked to address critical thinking questions that support patient-centered care, safety, teamwork and collaboration (attachment 3).  Faculty is provided with a grading rubric and an answer key (attachment 4). The time allotted for this activity is 30 minutes.  A debriefing can occur to discuss the activity and critical thinking questions as a group. This learning strategy relates to quality and safety in education as I-SBAR reporting supports the National Patient Safety Goal #2, “to improve effectiveness of communication among caregivers.”    In addition, with the use of this I-SBAR activity, it allows students and educators the opportunity to assess the value of I-SBAR reporting which will enhance the quality of patient-centered...

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Medication Error Reporting Form

Posted by on May 5, 2015 in Teaching Strategies |

The Medication Error Reporting Form was created to help students link the process of medication math problems in the classroom with potential patient outcomes as a result of calculation errors. Entry-level student’s that have minimal exposure to the clinical setting often have a difficult time understanding how medication math errors on a quiz or exam in the classroom are directly related to clinical patient safety. As a result, many students may make the same errors repeatedly because they fail to understand the dangers that exist for the patient related to their error. Strategy Implementation: Students are given medication math questions on selected quizzes and exams in their corresponding nursing course. If a student calculates a medication math question incorrectly, the question is treated as a medication error incident with a simulated patient, Susie Smith. The student must complete a medication error reporting form. The medication error reporting form requires the student to calculate the safe and correct dose which is verified by the course instructor. The student is then required to investigate what the medication is commonly given for and what are the potential adverse effects that Susie Smith may experience as a result of their medication error. Students are asked to identify safety measures that may help to prevent similar medication errors from occurring again and the student must reflect on how the medication error reporting form has changed their view of medication calculations and medication administration to patients. In conclusion, the student must sign the medication error reporting form to take accountability for the error just as a registered professional nurse would be required to sign a hospital incident...

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Case Study for Classroom – Emergency Contraception with IUD at a College Health Clinic

Posted by on Mar 9, 2015 in Teaching Strategies |

This unfolding case study was developed as a group learning activity on contraception in a Nursing Care of the Childbearing Family course. Students were expected to prepare for class by reading the contraception content in the assigned textbook prior to class.  Previous courses in the program addressed sexually transmitted infections, and Behavioral Health. As the case study progresses students identify the current standard of care, develop nursing diagnoses, plan interventions, and locate resources...

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Unfolding Case Study: Applying the QSEN Competencies to the Care of Patients with Parkinson’s Disease

Posted by on Mar 4, 2015 in Teaching Strategies |

Students will be instructed to review information on Parkinson’s Disease prior to class by visiting the National Parkinson’s Disease website http://www.parkinson.org/parkinson-s-disease.aspx. This unfolding case study powerpoint presentation will be provided in class. Students will be encouraged to brainstorm to answer the questions as the case study unfolds. Theory bursts are woven throughout the case study.  The presentation includes links to Lee Siverman’s Voice Training (LSVT), which is a proven program to help patients with Parkinson’s Disease speak loudly and walk with a more stable gait.  Following the class session, the case study will be posted for the class to retrieve so that theory content is available to...

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Mr. Potato Head: A LEAN, Mean Quality Improvement Teaching Machine!

Posted by on Nov 15, 2014 in Teaching Strategies |

This is a simulation teaching strategy used to illustrate Quality Improvement.  This strategy can be used with:     Medical Students, Residents, Faculty, Nurses, other health care providers and team members Anyone!  Has been done successfully with 9 year learners at summer camp, as well as industrial engineers!   Number of Participants Needed: Ideal number is 7-8 members per team Has been done with as few as 4 participants, or 125 students in teams of 8-10 members.   A bus filled with 16 Potato Head family members is in a terrible crash!  At the scene of the accident, Emergency Medical Services arrives to find only scattered body parts.  Luckily, one of the family members was carrying a photo album with a photo of each family member. There are men, women, children, and pets on the bus. A health care team is waiting in the emergency room to correctly assemble as many family members as possible in 7 minutes. On the health care team, two of the members are designated “Implantation Specialists” (a.k.a. trauma surgeons). Only they can “implant” the parts into the potato bodies. The number of correctly assembled Potato Heads and the number of errors are tracked through each PDSA cycle....

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