Quality and safety education for nurses

Cronenwett, Linda R.; Sherwood, Gwen; Barnsteiner, Jane; Disch, Joanne; Johnson, Jean E.; Mitchell, Pamela H.; Sullivan, Dori Taylor; Warren, Judith

doi:10.1016/j.outlook.2007.02.006

Cited by 900 publications

(622 citation statements)

References 21 publications

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“…The initial QSEN focus was competency development during pre-licensure nursing education, followed by suggested adaptation for graduate and practice doctorate nursing education. [4][5][6] The QSEN competencies are consistent with, and embedded in the AACN DNP Essentials. 1 The challenge is to utilize multi-method strategies to support robust integration of these concepts throughout DNP curricula in a manner encouraged by Pohl and colleagues.…”

mentioning

confidence: 63%

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

Manning

Frisby

2011

Nursing Outlook

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mentioning

confidence: 63%

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

Manning

Frisby

2011

Nursing Outlook

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“…The QSEN initiative started in 2005 driven by a grant funded by the Robert Wood Johnson Foundation. [82] According to the organization website, "the overall goal through all phases of QSEN has been to address the challenge of preparing future nurses with the knowledge, skills, and attitudes (KSAs) necessary to continuously improve the quality and safety of the healthcare systems in which they work". [83] Even with the many changes in nursing education, from the apprenticeship model to the current university settings, nurse preceptorships, in one form or fashion, have persisted.…”

Section: Resultsmentioning

confidence: 99%

Role functions of staff nurse preceptors for undergraduate pre-licensure nursing students

Hall

2016

JNEP

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Preceptorships are an indispensable part of undergraduate clinical education and are prevalent among schools of nursing. However, there is wide interpretation and implementation of preceptorships which leaves many facets of the preceptor role poorly understood. Research has suggested preceptors experience several benefits from serving; however, the role has also been described as one leading to overload, conflict, and burnout. There is a lack of studies exploring preceptor role functions from the perspective of those who serve in it. The purpose of this qualitative study was to explore staff nurse experiences as preceptors to undergraduate, pre-licensure nursing students with emphasis on the RN's perceptions of the role, specifically the preparation for, support in, and understanding of what the role entails. Focus groups were used to collect data. Transcripts were analyzed using conventional content analysis. Findings suggest that the primary role function is Protector, with Socializer and Teacher as secondary role functions. Preceptors in this study described a strong empathetic drive to protect students from negative experiences, to protect patients from harm, to protect their own professional identities, and to protect the nature of the nursing profession. Within each role function, there are specific behaviors in which the preceptor engages to varying degrees depending on the needs of the individual student. Findings have implications for continued development of the preceptor role.

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“…Data were collected using three instruments: Modified version of quality and safety education for nurses (QSEN) Competency Questionnaire, [33,34] Preceptorship Experience Questionnaire, [35] and Graduate Nurse Survey. [36] The modified version of QSEN competency instrument was a selfadministered 36-item questionnaire evaluating participants' core nursing knowledge, skills, and attitude.…”

Section: Measurementsmentioning

confidence: 99%

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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Quality and safety education for nurses

Cited by 900 publications

References 21 publications

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

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

Role functions of staff nurse preceptors for undergraduate pre-licensure nursing students

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

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