QSEN Case Western Frances Payne Bolton School of Nursing

Quality and Safety Education for Nurses

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Eight Week MIndfulness Program for Nursing Students

Posted by on Mar 5, 2013 in Teaching Strategies |

This is an eight session Mindfulness Program for nursing students. It can be used in clinical setting or small classroom setting. The purpose was to introduce the practice of mindfulness to nursing students in order to prepare them to deliver quality, effective, and safe nursing care with compassion in a non-judgmental manner and to promote professionalism, teamwork, self-awareness, and critical thinking. The program includes weekly topic readings and discussions as well as brief sitting meditation practice. The weekly topics included: Orientation; Being Fully Present; Responding Mindfully Without Judgment; Teamwork, Compassion; Communication; Balanced Life; and Closure. We have used this program in our Mental Health course during clinical. It takes approximately 30 minutes each week. Permission was obtained from the author to play the 10 minute CD Sitting Meditation Guided Mindfulness Meditation CD (Series 2) by Jon Kabat-Zinn. Permission would be the responsibility of anyone interested....

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Problem-Based Learning Scenarios

Posted by on Mar 5, 2013 in Teaching Strategies |

QSEN competencies are utilized daily in the clinical setting. Each decision the clinician makes in the clinic setting utilizes the competencies of safety and patient centered care. Informatics is integral in the clinic setting to document and share pertinent patient information. Each clinician works as a member of the healthcare team and needs to understand group dynamics and communication styles. It is a challenge to educate future clinicians on these important concepts as they learn by working with real patients in real clinical settings. By providing assignments that utilizes these concepts so the students are able to practice in a safe environment prior to real patients, nurse faculty are able to promote safe and effective care. Approach: Problem based learning scenarios (PBLs) were developed to be utilized in two consecutive semesters in a Nurse Practitioner program. QSEN competencies were interwoven throughout the PBLs with increasing complexities as the student progressed through the program. A patient scenario based in a “real life” setting was presented to the students. In the first semester, the history and physical of the patient were supplied to the students. In the second semester, the students interviewed a “patient” for the history and physical exam. The students in both semesters were responsible for ordering diagnostic testing for this patient. To accomplish this, they utilized informatics to work as a team and collaborate on necessary and patient centered diagnostics through a discussion board. Each student contributed ideas to the group discussion. Then, individually each student would apply evidence based guidelines and research to recommend a treatment plan for the patient. Each student needed to script the dialogue they would use in the clinic setting to educate the patient to accomplish mutual goals. Patient centered care was utilized as the patient may have additional medical history, have religious beliefs that limit treatment options, be from another culture, or have low education or socioeconomic resources. Safety was interwoven as the students needed to order appropriate diagnostics as well as treatment plan and evaluate the patient for adverse effects. Please see attachments for an example.  The first attachment is an example of the patient’s chart that would be supplied to the students.  The second attachment is the rubric and explanation for the students.  The third attachment is an example of the H & P for the “patient.”  In the first semester, this...

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Incorporating Quality and Safety Case Studies, problem-based learning assignments and reflective practice exercises into Geriatric Practicum Setting

Posted by on Mar 5, 2013 in Teaching Strategies |

The purpose of this teaching strategy is to incorporate the six QSEN competencies into a series of geriatric practicum seminars. Using a variety of interactive teaching techniques, including the unfolding case study and problem-based learning, students increase their awareness and assessment of quality and safety issues specific to older adults. Seminar A: Students listen to the unfolding case study of an elderly man named Sherman “Red” Yoder, who is an 80 year old widower with multiple health care needs. The case study is available free at the National League of Nursing (NLN) website http://www.nln.org/facultyprograms/facultyresources/ACES/unfolding_cases.htm. Students divide into pairs and identify and prioritize care needs of the client focusing on individual preferences and values revealed in the tape. They are also asked to discuss what other members of the health care team would be appropriate to collaborate with based on the team member’s role and education, and what referrals they would make. (PCC and T&C) Seminar B: Students interview a client the week before and bring a comprehensive medication list (both prescribed and over the counter) of their client to this week’s seminar.  Students then draw from a list of pre-selected websites by the instructor and look up medication information and interactions.  The students critique the credibility of the sites selected using the critique developed by the University of Minnesota. http://hsl.lib.umn.edu/biomed/help/evaluating-web-resources (Informatics) Seminar C: Students research and present articles on evidence based practice for one of the 3 D’s- (Delirium, Dementia or Depression) comparing their literature findings to the current practice and policies in their assigned facility. Students are then expected to share their findings with their assigned preceptors. (EBP) Seminar D: Students are asked to select an assigned client and to go into the client’s room and time and conduct the “One Minute Safety Checklist” developed by K. Amer and found under Submitted Materials. Students need to quickly assess six categories of safety risks, (e.g. weight and age, assessment of airway) and based on the findings develop a prioritization of concerns and a plan of care (POC). The student is expected to involve the client, family and preceptor in the discussion of possible risks and interventions. (Safety and PCC) Seminar E: Students do a quality assessment of a long term care facility where they have a client and develop plans for improvement based on identified needs and opportunities using the “Observable Indicators of Nursing Home Care Quality...

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Geriatric Care in Community: Physical Changes in Older Adults “A Real Life” Simulation

Posted by on Feb 3, 2013 in Teaching Strategies |

This activity provides the learner valuable information about the challenges and safety issues often encountered by physically impaired senior citizens during activities of daily living. Students have an opportunity to experience life as a senior citizen living with physical challenges. The focus of this activity is to educate students about the QSEN competencies as they apply to a geriatric population. Students learn to assist a geriatric patient within a community context. In this activity, students “walk into” a typical day in the life of a physically challenged senior citizen. Nursing support measures go far beyond the hospital setting. Student nurses soon realize nurses support patients in many ways: physically (i.e. medications and treatment), emotionally (i.e. through touch, words of comfort) and spiritually (i.e. supporting their spiritual beliefs and prayer). During this activity students read a case study, then practice the role of a nurse caring for a senior citizen. They also role play using many realistic classroom “props” to simulate life as a physically challenged older person. Lastly they reflect on the learning...

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