Teaching Strategy Author Guidelines

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Teaching Strategy Author Guidelines (download document for your records)


Contact Person

Yolanda Nelson, EdD, MSNed, RN-BC
Director of QSEN Institute Teaching Strategies
Email: nelsony1@tcnj.edu

Chelsea Grays, BA, MA
QSEN Teaching Strategies Coordinator
Email: cagz1993@gmail.com


QSEN teaching strategies provide the opportunity for faculty to share their efforts to help students develop QSEN competencies. Teaching strategies go through a peer process. Once submitted, the QSEN project team evaluates all submissions in terms of relevance to quality and safety education, how well the teaching strategy meets criteria and overall quality of presentation including grammar and editing.

Additional information:

1. Peer reviews are blinded.
2. The submission form and any additional materials submitted are sent to the reviewers.
3. Reviewers are asked to evaluate the teaching strategy against the criteria and provide feedback for the author(s) within 2 weeks of receiving the documents.
4. Submissions will receive one of the following recommendations:
a. Publish
b. Publish with revision
c. Review again after revision
d. Do not publish
5. If the submission is resubmitted, you may receive it back to review again.

When submitting and/or attaching documents that accompany your teaching strategy, please de-identify all personal and school-related information, such as the name of the author, affiliation, course number, etc.

The criteria for teaching strategies are different from traditional peer review criteria used for evaluating journal manuscripts and are amplified below.


The Title should clearly describe the strategy.

Competency Domains

Select one or more QSEN competencies that are promoted using your teaching strategy. Be certain the competency domains are clearly recognizable in the teaching strategy and use language consistent with QSEN competencies. The Competency domains/categories selected should clearly represent the focus of the strategy.

Learner Level

Indicate the learner level for which the strategy is designed. If the teaching strategy is appropriate for more than one level of the learner, please write a brief statement with justification regarding how the objective and strategy serves both. E.g., the same objectives would not serve for both undergraduate/prelicensure and graduate students – this situation would require submission of two separate teaching strategies, with objectives that show clear differences in leveling and differences in sophistication in the overview and evaluation methods.

Learner Setting

In what setting(s) would this strategy be appropriate? Users should be able to easily adapt the strategy to any of the Learning Settings selected.

Strategy Type

What descriptor best fits this strategy?

Learning Objectives

Objectives should be written so they identify the QSEN knowledge, skills, or attitudes (KSAs) that your strategy is designed to develop or evaluate. If your teaching strategy objectives, as written for your own target audience, have focused on more specific outcomes, be sure your descriptions are edited for consistency with QSEN competency language prior to submission. Learning objectives should be written as behavioral outcome objectives.

In addition:

● Authors are encouraged to convert QSEN outcomes into objectives.
● Other objectives should be written in a format such as SMART (see information at end of author guidelines on Writing Outcome Objectives) and need to clearly link to QSEN.
● Remember: there are three domains of objectives, and effective learning is essential to changes in behavior.

Strategy Overview

Describe the strategy and its implementation. This should be an explanation of the teaching strategy and should provide a specific means by which the student/learner can meet the objectives. It should be presented clearly, be directly associated with the objectives, and relate to QSEN competency definitions. If you have additional materials to submit, indicate in the strategy overview where they are to be used.

Strategy Evaluation (assessment)

Describe evaluation methods for your assessments (anecdotal or databased) of learning outcomes and student/learner and faculty/instructor satisfaction with this strategy. Assure that the strategy evaluation methods align with the learning objectives, are relevant to the strategy, and can be reasonably met if the user follows the strategic

In addition:

● The assessment or evaluation strategies should be linked to the learning objectives;
● It is helpful if the author provides an evaluation rubric or other types of evaluation tool; and
● Authors are encouraged to share results of evaluation if available.

General Instructions

● If abbreviations or initials are used, spell out the word or term the first time, followed by the abbreviation/initials in parentheses. The abbreviation/initials may be used thereafter.

● Be sure to use spellcheck, but also edit; spellcheck will not catch correctly spelled words that are incorrect in context.

● Remember to keep returning to the QSEN competencies – the teaching strategy aligns to one or more teaching strategy, and must associate with the associated knowledge, skills, attitudes, or a combination.

● Reports of research studies (such as an abstract) or academic assignments are not appropriate and will not be accepted. If it seems to have merit, the author can convert it into a teaching strategy.

● Please reference all non-original materials used in the teaching strategy.

● In addition to the strategy sections on the online submission form, please upload the entire teaching strategy in the upload file blocks.

Writing Outcome Objectives

● Bloom’s original taxonomy vs Bloom’s taxonomy revised – includes cognitive, psychomotor and affective objectives
● Revised Bloom’s Taxonomy from Iowa State University http://www.celt.iastate.edu/teaching/RevisedBlooms1.html