QSEN Case Western Frances Payne Bolton School of Nursing

Quality and Safety Education for Nurses

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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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An Interactive Teaching Strategy Using I-SBAR-R to Improve Communication and Quality and Safety in Patient Care

Posted by on Jan 18, 2013 in Teaching Strategies |

This teaching strategy encourages practice with I-SBAR-R so that students can develop communication skills that are necessary for safe practice. The purpose of this strategy is to 1) promote the use of I-SBAR-R, 2) use I-SBAR-R to communicate with peers and health care providers and 3) evaluate the importance of communication for the quality and safety in nursing practice. This teaching strategy prepares novice students to provide safe quality care by embedding the QSEN competencies of safety, teamwork and collaboration in a conference setting. Students practice I-SBAR-R by receiving and providing a shift report and using communication effectively between multidisciplinary teams. In addition, the shift report encourages the student to develop clinical reasoning and skills in order to provide holistic patient centered...

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