QSEN Case Western Frances Payne Bolton School of Nursing

Quality and Safety Education for Nurses

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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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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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Writing Assignment Linking QSEN competencies with a Perioperative Clinical Experience

Posted by on Aug 12, 2014 in Teaching Strategies |

The purpose of this assignment is for the student to write a professional paper, utilize APA formatting, enhance understanding of hospital systems, and have the opportunity to reflect on a surgical experience from the patient’s perspective. First year nursing students are assigned a patient in the preoperative period and are expected to follow this patient until they have arrived to the postoperative unit.  The following day students provide postoperative care to this same patient.  Students are instructed to review the criteria for the paper so they are familiar with what they are observing for.  Students then write a professional paper addressing all the required components explicitly laid out in the assignment instructions.  Students are encouraged to seek information from staff and clarification from faculty when needed. This assignment addresses each of the six QSEN competencies.  The competency of patient centered care is met by students remaining with the patient throughout their surgical experience enabling them to understand the healthcare situation “through patient eyes” and when they evaluate communication they observe.  The competency of teamwork and collaboration is addressed when students describe the roles of healthcare team members.  By reviewing an article and identifying whether actual practice matched evidence based practice students meet the competency of evidence-based practice.  Quality improvement is met when students discuss the value of their and others’ contribution to patient care experience in the care setting.  The competencies of safety and informatics are addressed when students discuss the system used for medication administration.  Students must also discuss the use of the electronic health record in the preoperative period.  In all this assignment allows students to see the patient’s perspective while also being introduced to the systems perspective of hospital care....

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“QOO” Quality Observation Opportunity: Safely Floating a Student in Clinical

Posted by on Jul 1, 2014 in Teaching Strategies |

Online Video Vignette: http://onlinetraining.umassmed.edu/floatingastudent/ This vignette was designed for students to discover opportunities for QOO (Quality Observation Opportunities) while in clinical and how they can leave the clinical unit for a patient observational opportunity. The vignette demonstrates to students how to clearly identify learning objectives for their clinical rotation and to link them to QOO. This vignette also provides an example of how faculty may prepare a student prior for an observational experience and the importance of linking the observation to the role of the registered nurse. Strategy Activity: Prior to beginning clinical the students with their clinical faculty will view the vignette in the nursing lab.  Then the student will discuss the clinical objectives and what the appropriate QOOs they might encounter while they are in clinical.  This discussion will help the students to identify the importance of the learning outcomes for the clinical and how the QOO might meet those objectives.  The discussion will include the role of the student while in “observation,” mode and away from the clinical unit.  This discussion will allow the faculty to clearly articulate the importance of this role and emphasizes the role of the student is observation only.  Furthermore, this activity will help faculty to coach the students to gather information while on QOO, and to bring essential information from the experience back to the post clinical/conference discussion. Safety Students understand and are able to prepare their patients for a test/diagnostics procedure/ or off the unit examination.  The students will care for their patients while off the unit.  (Knowledge/Skill) The students will be in observation mode while the patient are having their procedure/exam/test. (Knowledge, Attitudes) Teamwork/Collaboration Students will gather subjective and objective patient data, and will communicate to their faculty member the procedures that their patients are going off the unit for, what the role of the nurse is during the procedure, and nursing care during the procedure.  (Knowledge, Skills, Attitudes) Students will clearly understand their role as an observer and be able to articulate this to the nurse/physician/technician with whom they will be engaged during the observation experience. (Knowledge, Attitudes). Students will demonstrate teamwork/collaboration as a member of the patients healthcare...

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