QSEN Case Western Frances Payne Bolton School of Nursing

Quality and Safety Education for Nurses

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Webquest on Patient Safety & Quality

Posted by on May 25, 2012 in News |

The webquest is formatted to strategically introduce basic concepts of Safety and Quality as well as expose the learner to the preferred best practices of these concepts.  In this assignment the learner will find a wealth of information and shared knowledge from the healthcare community and this activity may be the first exposure to new organizations, groups, initiatives, goals, plans, ideas, and to the leaders and drivers of the healthcare reform movement.  The student reviews the narrated powerpoint and then begins the webquest either in a classroom setting or as an independent learning...

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Quality Improvement Project: Using Problem and Solution fishbone diagrams

Posted by on May 22, 2012 in News |

I start out with this quote: Albert Einstein: “We can’t solve problems by using the same kind of thinking we used when we created them.” I have used these fishbone diagrams for classroom discussions, didactic assignments and clinical assignments. They are effective in each setting. I have used these as the basis of discussion/assignments related to these Adverse Events: The Lewis Blackman Story Video (http://www.qsen.org/video/) and First Do No Harm (http://www.p4ps.net/guides/p4psbrochure.pdf). The post-licensure BSN students rated this as one of the most helpful assignments they had in an EBP/Research course. Use both the problem and solution diagrams. The problem one is common and I developed the solution one to assist students in making evidence-based practice recommendations. They need to use both to make the connection between problems and solutions. I tried using just one as a stand-alone activity and it didn’t work.  Sources of evidence: Use of the diagrams emphasizes that EBP draws from nurse expertise, patient preference and the literature. Have them find and incorporate an EBP article pertinent to the solution. Have students bold the items they assess as key to the problem and the solution. This helps students prioritize causes and identify a key...

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Staff work-arounds assignment

Posted by on May 11, 2012 in Teaching Strategies |

This assignment is meant to familiarize the student with standardized nursing policies, procedures, standards of care, and other evidence based nursing practice guidelines, and to encourage students to observe actual nursing practice on the units to note compliance with, deviations from, or “work arounds” by RN’s when implementing nursing procedures. The following aspects of the assignment can guide students in preparation for clinical conference discussion, in writing a paper or in putting together a poster presentation. Choose a nursing policy or procedure that is commonly used on your nursing unit. Examples : Central line dressing change, Hand washing, Insertion of a peripheral IV catheter, Obtaining lab specimens, Pain management Find the current written nursing policy or procedure in place for your institution/unit and answer these questions: *How easy/difficult was it to find the policy/procedure? *Did the RN’s know where to find the written policy/procedure? *How was the policy/procedure originally disseminated to the staff? *Is the policy/procedure evidence-based? Review the current practice standards from professional organizations and/or oversight and accreditation groups (eg: JCAHO, CDC) and/or the research literature Observe RN’s on the unit performing the identified procedure and describe: *what steps the RN took *in what ways the RN deviated from the written policy/procedure *what prompted the RN to make the deviations she/he did *as many details as you can recollect Discuss why RN’s may or may not follow the institution’s written policies and procedures. Reflect on the opportunities and challenges of evidence based practice and the implementation into actual bedside nursing practice. Discuss what the proper response should be when you as an RN discover unsafe practice that deviates from standards, policies or...

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Clinical Performance Evaluation Tools Utilizing the QSEN Competencies

Posted by on Apr 27, 2012 in News |

Innovative teaching strategies combined with ensuring safe nursing practice is a challenge for faculty across baccalaureate programs. Despite integrating innovative teaching strategies in the classroom, educators continue to struggle with evaluating students’ ability to provide safe, competent patient-centered care in the clinical setting. Gaps in evaluation of clinical practice, the BSN Essentials, and the baccalaureate program’s newly revised conceptual model provided an impetus for rigorous revision of current clinical evaluation tools. Members of the baccalaureate research and evaluation committee developed a set of Clinical Performance Evaluation Tools incorporating the knowledge, skills, and attitudes for each of the Quality and Safety Education in Nursing (QSEN) competencies. Eight course/level specific tools were developed demonstrating progression throughout the program. Remediation strategies for each course were addressed with a separate tool, the Clinical Performance Remediation (CPR) Tool. Walsh (2010) and University of Portland (2011) shared clinical evaluation information and contributed to the development of the tools. Input from faculty representing all levels within the program was also welcomed and considered. In addition to incorporating the QSEN competencies, the faculty felt strongly about including a professionalism section within the tools. This presentation describes the process and outcome for creating an evaluation tool that blended an effective combination of QSEN’s core competencies, the BSN Essentials, and the baccalaureate program’s conceptual model. Spring of 2012, each clinical nursing course across all levels will pilot implementation of the individualized course/level specific evaluation tools. The pilot study will provide student and faculty feedback and serve to improve the evaluation tools prior to creating the finalized versions, which will be implemented in the fall of 2012. Results of the pilot study and all evaluation tools will be presented and shared during this presentation. Nursing programs can enhance evaluation of students’ clinical performance by incorporating the newly developed clinical performance evaluation tools. The tools will then be made available on the QSEN web site for use by other nursing faculty interested in incorporating the QSEN competencies into their clinical evaluation...

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Integrating QSEN into Clinical Evaluation Tools

Posted by on Apr 27, 2012 in News |

These clinical evaluation tools were created from a number of sources. First, to enhance reliability and performance ratings, a variation of the rating scale as published by S.D. Holaday and K. M. Buckley, A Standardized Clinical Evaluation Toolkit: Improving Nursing Education and Practice, was employed. Second, the ANA Standards of Practice criteria for Professional Behaviors. Third, faculty determined the most relevant QSEN competencies to include in clinical evaluation. The tool was piloted in 2009 and minor modifications have been made subsequently based on faculty...

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