Assessing quality and safety competencies of graduating prelicensure nursing students

Sullivan, Dori Taylor; Hirst, D. Guy; Cronenwett, Linda R.

doi:10.1016/j.outlook.2009.08.004

Cited by 89 publications

(116 citation statements)

References 11 publications

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“…For example, the pre-and post-averages of participants on the QSEN questionnaire that measures their core competency of nursing knowledge, skills, and attitudes of patient-centered care, safety, team work, evidence based practice, quality improvement, and informatics are compared using t-tests: In all cases, the post-sums show significantly higher levels than the pre-sums, indicating that the study participants have perceived themselves more competent carrying out nursing skills after the program. This outcome coincides with the study conducted by Sullivan, Hirst, and Cronenwett [37] in that their study sample relatively have perceived high levels of preparedness in the nursing program that implemented the QSEN framework, implying skills' improvements; and participants have endorsed the importance of quality and safety competencies to professional practice after the program. Although literature provides the substantial numbers of recommendations for educators to use the QSEN framework in their nursing curriculum, there is a scarcity of literature that report research outcomes on investigating the effectiveness of core QSEN competency skills in students and their comprehensive applications to novice nurses.…”

Section: Discussionsupporting

confidence: 86%

New RN residency program to improve clinical competency, confidence, and socialization skills of novice nurses

Kim

Lee

Eudey

et al. 2015

JNEP

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Objective: The transition to practice experience provides a useful process to integrate nursing knowledge, skills, and attitudes of newly graduated nurses before they assume the professional nurses' roles. The study examined the levels of perceived clinical competency, confidence, and professional role development skills of 114 culturally diverse novice nurses enrolled in 12-15 weeks of a collaborative RN residency program at a state funded California university during academic years 2009-2013. Methods: Descriptive pre-and post-program measures study assessed core competency and confidence of participants before and after the residency program using three instruments; a modified quality and safety education for nurses (QSEN) competency questionnaire, Preceptorship Experience Questionnaire, and Graduate Nurse Survey. Results: Compared to the pre-program sum, participants report to perceive the significantly higher levels of the post-program sum of competency skills in applying QSEN concepts and nursing process cycles that include assessment, planning, implementation, and evaluation as well as professional role development. Interestingly, participants report to feel it is very important to develop a trusting relationship with their preceptor and positive relationship with staff nurses. Participants also report to perceive the higher level of confidence in carrying out nursing care at the end of the program. Conclusions: Findings suggest that newly graduated nurses perceive the increased levels of clinical competency and confidence on their self-administered report after participating in the RN residency program.

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Section: Discussionsupporting

confidence: 86%

New RN residency program to improve clinical competency, confidence, and socialization skills of novice nurses

Kim

Lee

Eudey

et al. 2015

JNEP

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“…In addition, the OSCE includes awareness of the culture and the complexity of the healthcare system, as well as teamwork and the relevance of learning from skills [19,21]. Similar to the patient safety framework of the WHO, the Quality and Safety Education for Nurses (QSEN) includes six quality and patient safety domains, more specifically patient-centred care, evidence based practice, quality improvement, informatics, patient safety, teamwork and collaboration [1,2,10,[22][23][24][25][26]. These domains were explicitly established to create inter-professional education [23].…”

Section: Health Professional Education In Patient Safety Survey (H-pementioning

confidence: 99%

The Effectiveness of a Course on Patient Safety Management on the Patient Safety Competencies by Final Year Bachelor of Nursing Students in the Netherlands

Timmermans¹,

Mieke²,

Franck³

2017

Health Edu Care

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Background: Enhancing competencies of patient safety and quality of care is an actual and important issue in Bachelor of Nursing education. In 2010, the Dutch ministry of health adopted ten themes of patient safety and developed six competences for patient safe nursing care. Nursing schools integrated these competences in their Bachelor of nursing programs. This study evaluates the progress of undergraduate nursing students on the six competences, before and after a course on the management of innovation and policy-making of safety management.

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“…The number of participants from the associate degree programs was small with the research results reported jointly among both program types (Chenot & Daniel, 2010;Smith, Cronenwett, & Sherwood, 2007). Safety research has focused on student perspectives of safety knowledge taught in curricula (Sullivan, Hirst, & Cronenwett, 2009). …”

Section: Literature Gapsmentioning

confidence: 99%

“…Guidelines on achieving consensus are subjective and must be determined prior to beginning the study (Hasson, Keeney, & McKenna, 2000). designed to test teaching strategies and generate ideas to explore collaboration learning strategies (Cronenwett et al, 2009). A suggestion for additional research is to organize state-wide faculty focus groups to define the appropriate level of quality and safety complexity expected for first semester students, first-year students and second-year students.…”

Section: Recommendations For Further Studymentioning

confidence: 99%

Faculty identification of competencies addressing quality and safety education in Alabama Associate Degree Nursing Education Programs

Cabaniss

2014

Teaching and Learning in Nursing

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This study described the extent to which Alabama associate degree nursing faculty, implementing a standardized curriculum, implement the Quality and Safety Education in Nursing (QSEN) selected competencies of safety and teamwork and collaboration. Full-time nursing faculty with a minimum of three years teaching in the Alabama Community College System associate degree schools of nursing participated in a web survey. The survey instrument was created to incorporate the two selected QSEN competencies' knowledge, skills, and attitude statements.The participants were predominantly female holding a master's degree in nursing with teaching responsibilities in both the classroom and clinical setting and had ten years of teaching experience on average. Faculty were asked to identify the hours of direct classroom and clinical instruction dedicated to each knowledge and skill statement and rate the attitude statements in relation to importance of inclusion in the curriculum.The data reflected inconsistencies between hours of instruction and the importance rating for each attitude statement. The findings of this study did not indicate QSEN knowledge, skills, or attitudes had current widespread inclusion in the Alabama associate degree nursing curriculum.This was the first study to explore evidence of the QSEN knowledge, skill, and attitude statements within the Alabama standardized curriculum. Implications from this study suggest the concepts of quality and safety, though familiar to faculty, are not identifiable nor taught at the complexity level which relates to 1) safety and 2) teamwork and collaboration. A review of the state-wide curriculum may be warranted. iii LIST OF ABBREVIATIONS AND SYMBOLS

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Assessing quality and safety competencies of graduating prelicensure nursing students

Cited by 89 publications

References 11 publications

New RN residency program to improve clinical competency, confidence, and socialization skills of novice nurses

New RN residency program to improve clinical competency, confidence, and socialization skills of novice nurses

The Effectiveness of a Course on Patient Safety Management on the Patient Safety Competencies by Final Year Bachelor of Nursing Students in the Netherlands

Faculty identification of competencies addressing quality and safety education in Alabama Associate Degree Nursing Education Programs

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