Diffusing QSEN Competencies Across Schools of Nursing: The AACN/RWJF Faculty Development Institutes

Aligning Healthcare Safety and Quality Competencies: Quality and Safety Education for Nurses (QSEN), The Joint Commission, and American Nurses Credentialing Center (ANCC) Magnet® Standards Crosswalk

“…Disch et al 10 and Barnsteiner et al 11 published works that highlight the effort to mobilize the nation to adopt such competencies.…”

“…(A detailed breakdown of survey results can be found in Table 2 and Table 3.) (11) Structural Empowerment (6) Medication Management (1) Exemplary Professional Service (5) Medical Staff (11) New Knowledge, Innovations, Nursing (5) and Improvements (1) Provision of Care, Treatment, and Services (1)…”

Patient and Family Engagement Summit

“…The overall goal of QSEN is to address the challenge of educating and preparing future nurses with the knowledge, skills, and attitudes (KSAs) necessary to continuously improve the quality and safety of the practice setting. 26,27,29 The QSEN project has demonstrated positive outcomes to ensure faculty are prepared to incorporate quality and safety education throughout nursing curricula. 26,27,29 For this summit, the focus was to build further upon the QSEN patient-centered care focus area with PFE engagement practices in mind.…”

“…26,27,29 The QSEN project has demonstrated positive outcomes to ensure faculty are prepared to incorporate quality and safety education throughout nursing curricula. 26,27,29 For this summit, the focus was to build further upon the QSEN patient-centered care focus area with PFE engagement practices in mind. Thought leaders leveraged their knowledge and expertise to build on the QSEN patientcentered care competencies for the role of the interprofessional team in patient engagement.…”

Quality and Safety Education for Nurses: Is It Time to Rethink Quality Improvement Knowledge, Skills, and Attitudes?

“…QI and teamwork and collaboration are the two QSEN competencies lagging integration within curricula (Barnsteiner et al, 2013). Barnsteiner et al (2013) provided some explanation: faculty themselves lack the QI KSAs that are necessary to teach QI, and our current clinical education practices tend not to provide interprofessional opportunities. From a QI perspective, QI KSAs are extremely complex.…”