Author: Kristina Patterson, MSN, RN
Institution: St. Petersburg College
Coauthors: Marc Rupp, MBA, MSN, RN, CCRN
(1) Faculty will gain insight into the meaning and use of the QSEN KSA’s for the standard of informatics using a simulation-based methodology.
(2) Faculty will explore various applications of informatics and understand how use of the QSEN KSAs for informatics can help nursing students learn the impact of technologies on safe patient care.
(3) Faculty and students will be able to “explain why information and technology skills are essential for safe patient care.”
(4) Students will be able to: “identify essential information, contrast benefits and limitations to communication technologies and their impact on safety and quality and develop appropriate attitudes of valuing technologies that support safety and quality of care as well as valuing nursing’s contribution to such technologies.”
(5) Faculty and students will gain insight into gaps in clinical partnerships.
This strategy can be used to educate faculty and/or students.
(1) Hand each faculty member and/or student Attachment #1: Worksheet and QSEN KSAs for Informatics.
(2) Run video (Attachment #2). During each “pause and discuss” session, stop the video and allow faculty and/or students to review the competencies and discuss how the competencies were met or not met during the video in relation to informatics and patient safety. Faculty and/or students should gain valuable insight into how informatics effects patient safety.
(3) After the video simulation, faculty and/or students should be given time to openly discuss the worksheet and any barriers experienced in practice. This will help faculty and administrators gain valuable knowledge as to gaps in clinical partnerships faculty and students may face.
For security reasons, this website would not allow a link to the video to be placed as a resource. Please refer to https://youtu.be/4RqvhRfyaqQ for the video.
Faculty and/or students should express increased confidence in knowledge, skills and attitudes related to informatics and patient safety. Faculty and students should also have time to express gaps in clinical practice and brainstorm ways to close those gaps. Administrators should gain valuable knowledge in practice gaps and use that to begin conversations with key stakeholders at clinical facilities to ensure students are gaining appropriate informatics competencies during their clinical time.