Multimethod teaching strategies to integrate selected QSEN competencies in a Doctor of Nursing Practice distance education program

Manning, Mary Lou; Frisby, Anthony J

doi:10.1016/j.outlook.2011.01.001

Cited by 16 publications

(14 citation statements)

References 18 publications

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“…Students can learn to hold individual group members accountable by completing peer evaluations of members based on objectives such as participation, collaboration, timeliness, and feedback to the group [19,20] . Examples of faculty rubrics developed for evaluation of distance accessible discussion boards and assignments are available in the literature [1,12,13,21] .…”

Section: Assignments and Peer Evaluationmentioning

confidence: 99%

“…Although the importance of peer evaluations has been documented [7,21,22] , few rubrics for student evaluation of individuals within a group were found. Manning and Frisley published their rubric for student evaluation of a group's outcome [21] .…”

Section: Assignments and Peer Evaluationmentioning

confidence: 99%

“…Manning and Frisley published their rubric for student evaluation of a group's outcome [21] . Wright, Scherb, and Forsyth published a rubric for student self-evaluation of their own participation in online discussions [22] .…”

Section: Assignments and Peer Evaluationmentioning

confidence: 99%

“…The amount of time that faculty will require to grade assignments or exams should also be posted in the course [12,21] . The time required to grade assignments is somewhat dependent on the number of students enrolled in the course, and/or length of assignments.…”

Section: Timeliness In Communication and Evaluationmentioning

confidence: 99%

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Best practices for teachers new to distance education

Reed

2013

JNEP

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Distance education is an essential teaching strategy in nursing education, and the inclusion of distance accessible education in nursing programs requires that nursing faculty new to this area become knowledgeable of this teaching strategy. Therefore, the purpose of this article is to describe teaching strategies for teachers new to distance education including technology available to support courses, preparation for those courses, early student contact, and socialization into the course. Further, student assignments, evaluation, including peer evaluation, and timely feedback in regard to communication and evaluation are covered.

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Section: Assignments and Peer Evaluationmentioning

confidence: 99%

Section: Assignments and Peer Evaluationmentioning

confidence: 99%

Section: Assignments and Peer Evaluationmentioning

confidence: 99%

Section: Timeliness In Communication and Evaluationmentioning

confidence: 99%

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Best practices for teachers new to distance education

Reed

2013

JNEP

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“…3,4 However, the direction is less clear regarding specific exercises or strategies to incorporate Quality and Safety Education for Nurses (QSEN) competencies into DNP education. 5 Nevertheless, expertise in quality and safety, improvement methods, and systems thinking are essential for DNP education, 3 with the burden placed on the individual programs to achieve this objective. This article describes a successful problem-based learning (PBL) activity designed to provide students an opportunity to apply the Lean 8-step problem-solving method to a clinical problem.…”

mentioning

confidence: 99%

Use of a Problem-Based Learning Exercise to Teach the Lean 8-Step Problem-Solving Method

Tovar

Warshawsky

2015

Nurse Educator

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Doctor of nursing practice (DNP) graduates must be prepared to lead quality improvement (QI) initiatives in health care settings; however, effective and feasible teaching strategies pose a challenge for many DNP program faculties. This article describes a successful and practical problem-based learning exercise for students to work through the QI process using the Lean 8-step problem-solving method. Suggestions for faculty and recommendations for future activities are discussed.

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Perioperative Nurses’ Perceptions of the QSEN Competencies

Cengiz,

Yoder

2023

AORN Journal

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Since the development of the Quality and Safety Education for Nurses (QSEN) competencies, most published studies related to the topic have focused on investigating the perceptions of nursing faculty members, prelicensure and graduate nursing students, and recently graduated nurses regarding the competencies. Few researchers have explored practicing nurses’ perceptions. The purpose of this study was to describe practicing perioperative nurses’ perceptions of their knowledge, skills, and attitudes associated with the QSEN competencies. Survey results from 654 perioperative nurses representing 49 states showed that participants reported they were very prepared for the patient‐centered care and teamwork and collaboration competencies, but they were not prepared for the quality improvement competency. Similarly, perioperative nurses reported less participation in QSEN competency–related activities when they felt not at all prepared or somewhat prepared, despite perceiving these activities to be important. Hospital leaders should support perioperative nurses’ efforts to apply the QSEN competencies in the practice setting.

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Multimethod teaching strategies to integrate selected QSEN competencies in a Doctor of Nursing Practice distance education program

Cited by 16 publications

References 18 publications

Best practices for teachers new to distance education

Best practices for teachers new to distance education

Use of a Problem-Based Learning Exercise to Teach the Lean 8-Step Problem-Solving Method

Perioperative Nurses’ Perceptions of the QSEN Competencies

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