Teaching Quality Improvement to the Next Generation of Nurses

Odell, Ellen

doi:10.1097/nna.0b013e3182378d8a

Cited by 8 publications

(7 citation statements)

References 14 publications

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“…Our work adds to the growing body of evidence associated with ways to engage frontline clinicians in QI work and the perceptions of those participating in these initiatives. Involvement from managers 5,18,19,23 and unit staff as key players to the success of QI projects has also been reflected in the literature. [20][21][22] Our study findings elucidated how nurses were able to learn and problem solve with each other around moving their QI project forward on their respective units.…”

Section: Discussionmentioning

confidence: 99%

“…[1][2][3][4][5] Key to implementation efforts is a multilevel engagement approach that involves frontline clinicians [6][7][8][9] and leadership from managers and administrative executives to facilitate QI success. [1][2][3][4][5] Key to implementation efforts is a multilevel engagement approach that involves frontline clinicians [6][7][8][9] and leadership from managers and administrative executives to facilitate QI success.…”

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confidence: 99%

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Implementing an Organization-Wide Quality Improvement Initiative

Jeffs

Beswick

et al. 2013

Nursing Administration Quarterly

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With the movement to advance quality care and improve health care outcomes, organizations have increasingly implemented quality improvement (QI) initiatives to meet these requirements. Key to implementation success is the multilevel involvement of frontline clinicians and leadership. To explore the perceptions and experiences of frontline nurses, project leads, and managers associated with an organization-wide initiative aimed at engaging nurses in quality improvement work. To address the aims of this study, a qualitative research approach was used. Two focus groups were conducted with a total of 13 nurse participants, and individual interviews were done with 10 managers and 6 project leads. Emergent themes from the interview data included the following: improving care in a networked approach; driving QI and having a sense of pride; and overcoming challenges. Specifically, our findings elucidate the value of communities of practice and ongoing mentorship for nurses as key strategies to acquire and apply QI knowledge to a QI project on their respective units. Key challenges emerged including workload and time constraints, as well as resistance to change from staff. Our study findings suggest that leaders need to provide learning opportunities and protected time for frontline nurses to participate in QI projects.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Implementing an Organization-Wide Quality Improvement Initiative

Jeffs

Beswick

et al. 2013

Nursing Administration Quarterly

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“…For example, students may well be educated about quality improvement, but their preparedness to implement initiatives is limited [18] . Students may compile literature reviews for classroom assignments, but the use of information technology to support practice in the clinical area must be integrated into nursing program curricula to fully prepare graduates for the real world of nursing practice [23] .…”

Section: Discussionmentioning

confidence: 99%

“…Practical application of theoretical knowledge can assist students in understanding how QI affects patient care [18] . To allow students to synthesize classroom learning, Odell [18] introduced a QSEN project assignment in a BSN critical care clinical course.…”

Section: Introductionmentioning

confidence: 99%

“…To allow students to synthesize classroom learning, Odell [18] introduced a QSEN project assignment in a BSN critical care clinical course. In cooperation with nurse managers, students conducted literature reviews, evaluated the evidence, collected data within the agency, compared the findings to national benchmarks, and presented plans for improvement to the agency.…”

Section: Introductionmentioning

confidence: 99%

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Addressing gaps in quality and safety education during pre-licensure clinical rotations

Pauly-O'Neill

Cooper²

2013

JNEP

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United States national reports have called for improvement in healthcare professions education to better address patient care outcomes. In response, an initiative titled "Quality and Safety Education for Nurses (QSEN)" has been adopted by nursing programs across the nation, which describes the six main competencies to be included in nursing curricula. As early adopters of the QSEN competencies, the University of San Francisco nursing faculty promptly threaded the material throughout the 4-year Bachelor's of Science in Nursing (BSN) curriculum. Confident that the topics were well covered in the classroom, we then sought to learn how often our students practiced these skills during their assigned clinical rotations.After completing an IRB-approved observational study of junior-level BSN students, we tallied the actual number of minutes spent in each competency area while assigned to the patient care unit. Using a time-on-task author developed QSEN-based tool, we found that our students spent little to no time engaged in quality improvement, evidence based practice, or informatics. This is a very important finding, as it indicates that our students may not be sufficiently developing these particular skills during assigned clinical hours.Weaving the six QSEN competencies throughout the curriculum is a good start, but as we saw in our observational study, all of the competencies are not equally demonstrated in the clinical setting. Continuing to provide QSEN enriched didactic courses, adding targeted simulation experiences, and nourishing academic/practice partnerships may help bridge the gaps.

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Using Process Improvement Methodology to Address the Complex Issue of Falls in the Inpatient Setting

Christopher

Trotta

Yoho³

et al. 2014

Journal of Nursing Care Quality

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Falls in the acute care hospital are a significant patient safety issue. The purpose of this article was to describe the use of process improvement methodology to address inpatient falls on 5 units. This initiative focused on a proactive approach to falls, identification of high-risk patients, and a complete assessment of patients at risk. During the project timeframe, the mean total fall rate decreased from 3.7 to 2.8 total falls per 1000 patient days.

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Teaching Quality Improvement to the Next Generation of Nurses

Cited by 8 publications

References 14 publications

Implementing an Organization-Wide Quality Improvement Initiative

Implementing an Organization-Wide Quality Improvement Initiative

Addressing gaps in quality and safety education during pre-licensure clinical rotations

Using Process Improvement Methodology to Address the Complex Issue of Falls in the Inpatient Setting

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