Teaching Strategies and Tools for Ensuring Safe and Quality Care: A Scoping Review

Abstract

The aim of this scoping review was to map teaching strategies incorporating Quality and Safety Education for Nurses (QSEN) competencies and assessment tools based on the QSEN framework. METHOD The search was conducted through MEDLINE, Embase, Scopus, and Web of Science databases and carried out through the framework developed by Arksey and O'Malley and revised by Levac et al. RESULTS Thirty-one studies were included. Among QSEN competences, patient-centered care, safety, and teamwork and collaboration were most frequently incorporated into teaching strategies. Most assessment tools aimed at capturing the achievement of QSEN competencies after a classroom learning experience. CONCLUSION The scoping review made it possible to identify various teaching strategies and assessment tools developed on the QSEN framework. Further studies are needed to test teaching strategies to facilitate students' acquisition of QSEN competencies in clinical environments.KEY WORDS Assessment Tools -QSEN Competencies -Quality and Safety Education for Nurses -Teaching Strategies -Scoping Review P atient safety and quality of care are issues of global interest. Each health care system is responsible for identifying national strategies to improve the quality and safety of care and patient outcomes in all health care settings (Sherwood & Nikel, 2017).

Quality and safety education for nurses: A bibliometric analysis

“…This gap could be addressed through stronger academic-practice partnerships for bidirectional workforce planning and education, the transition of new graduates to practice, and regulatory updates. While QSEN gained clear support as an educational framework (Marcomini et al, 2021), the small number of articles from practice perspectives indicates a gap in practice implementation.…”

“…The 2003 IOM Health Professions Education report that inspired the development of QSEN cited education as the bridge for improving quality and safety outcomes by integrating the six essential competencies across health professions education. While QSEN gained clear support as an educational framework (Marcomini et al, 2021), the small number of articles from practice perspectives indicates a gap in practice implementation. Education is a forerunner for practice change, but it may be that the initial focus of QSEN on education limited its adoption in practice settings.…”

Video-recorded unfolding case studies to improve clinical judgment of new graduate nurses

“…BY AMANDA JENKINSON, PhD, RN, CNE; TERESA WENNER, EDD, MSN, RN-BC, CNE; KAREN WATERFALL, MSN, RN-CCNE; ANITA FENNESSEY, DRNP, RN, CNE; AND MARIANN KERR, PhD, MSN, RN, PCCN-K, CNE N ew graduate nurses require knowledge, skills, and attitudes that will allow them to adapt to an ever-changing healthcare environment where patient safety and quality of care are paramount. 1 Research has demonstrated that new graduate nurses lack critical thinking skills as they transition from students to professional nurses. 2 Nurse educators must adapt their curricula to address the disconnect between the knowledge and skill sets learned in school and the clinical practice expectations of the healthcare setting.…”

“…New graduate nurses require knowledge, skills, and attitudes that will allow them to adapt to an ever-changing healthcare environment where patient safety and quality of care are paramount 1. Research has demonstrated that new graduate nurses lack critical thinking skills as they transition from students to professional nurses 2.…”

Evaluation of a Postpartum Hemorrhage Escape Room: A Multisite Study

“…Emphasis has been placed on nursing programs to develop and implement learning activities that target the different competencies. Some suggested teaching strategies to meet the QSEN competencies include: simulation-based learning, reflective practice (case studies and reflective writing assignments), online modules/digital media assignment, educational workshops, visual art, problem-based learning, and complex education interventions (Marcomini et al, 2021).…”