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

D’Eramo, Anthony L.; Puckett, Joanne Belviso

doi:10.3928/01484834-20141022-10

Cited by 6 publications

(3 citation statements)

References 4 publications

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“…The enablers and positive impacts of the identified quality improvement partnerships on students, healthcare staff and healthcare organisations are clear (Baillie et al, 2014; Gleason et al, 2019; James et al, 2016; Kool et al, 2017) and create a compelling argument for the creation of quality improvement partnerships to teach pre‐registration health professions students (D'Eramo & Puckett, 2014; VanGraafeiland et al, 2019; Windish et al, 2009). The barriers to successful quality improvement partnerships have also been identified in this review and may be a contributing factor as to why there are so few quality improvement partnerships in existence.…”

Section: Discussionmentioning

confidence: 99%

Partnering with healthcare organisations to teach pre‐registration health professions students about quality improvement: A systematic review

Mak

Brand

Morphet

2022

Journal of Clinical Nursing

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Aims and Objectives:To describe what higher education and healthcare organisation partnerships can be identified in the published literature to teach pre-registration health professions students quality improvement and the impact of these partnerships.Background: Quality improvement has been gaining traction in the Western world and has been incorporated in varying degrees into the curricula for pre-registration health professions students. Providing quality improvement education in partnership with healthcare organisations has been found to be a valuable experiential learning solution, but the impacts of higher education and healthcare organisation partnerships have not been explored.Design and Methods: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a systematic review was undertaken using the Ovid MEDLINE, Emcare, CINAHL, Scopus and Eric databases. Studies were subject to quality appraisal using the Critical Appraisal Skills Program validated tools and a thematic analysis and narrative synthesis was undertaken.Results: Eight studies were included in this review. Features of existing quality improvement partnerships included experiential learning, time pressures and barriers to successful quality improvement partnerships. The impacts of quality improvement partnerships were demonstrated by an increase in quality improvement knowledge and understanding, students leading change and the implementation of quality improvement projects. Conclusion:Several key elements were identified that may act as barriers or enablers to successful implementation of quality improvement partnerships. This review advances understandings of the need for a shift in focus that pays attention to the

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Section: Discussionmentioning

confidence: 99%

Partnering with healthcare organisations to teach pre‐registration health professions students about quality improvement: A systematic review

Mak

Brand

Morphet

2022

Journal of Clinical Nursing

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“…Given the dynamic nature of QI classes, interactive assessment methods are ideal for courses in that subject area (22), where learning achievements tend to include individual aspects (e.g., problem-solving abilities and critical thinking skills), interpersonal aspects (e.g., group work), and aspects of project management, including designing and managing projects in health care settings and using relevant theories and tools (23). Because QI is a core competency of nursing and an important part of nursing curriculum (13,24), nursing students need knowledge of QI methods and tools to apply clear goal-setting strategies, improve processes, implement suitable interventions, and evaluate outcomes from tests of change (25). Other valuable competencies related to QI are providing quality health care, striving for excellence in line with nurses' professional values and ethical responsibilities, constantly improving nursing care, enhancing patient experiences and outcomes, and remaining effective and sustainable.…”

Section: Quality Improvement Coursementioning

confidence: 99%

A Comparison of Three Interactive Examination Designs in Active Learning Classrooms for Nursing Students

Åhlström

Holmberg

2021

Preprint

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Background: Despite the advantages of using active learning strategies in nursing education, researchers have rarely investigated how such pedagogic approaches can be used to assess students or how interactive examinations can be modified depending on circumstances of practice (e.g., in online education). Aims: The aim was to compare three interactive examination designs, all based on active learning pedagogy, in terms of nursing students’ engagement and preparedness, their learning achievement, and instructional aspects.Methods: A comparative research design was used including final-year undergraduate nursing students. All students were enrolled in a quality improvement course at a metropolitan university in Sweden. In this comparative study to evaluate three course layouts, participants (Cohort 1, n = 89; Cohort 2, n = 97; Cohort 3, n = 60) completed different examinations assessing the same course content and learning objectives, after which they evaluated the examinations on a questionnaire in numerical and free-text responses. Chi-squared tests were conducted to compare background variables between the cohorts and Kruskal–Wallis H tests to assess numerical differences in experiences between cohorts. Following the guidelines of the Good Reporting of a Mixed Methods Study (GRAMMS), a sequential mixed-methods analysis was performed on the quantitative findings, and the qualitative findings were used complementary to support the interpretation of the quantitative results. Results: The 246 students who completed the questionnaire generally appreciated the interactive examination in active learning classrooms. Among significant differences in the results, Cohort 2 (e.g., conducted the examination on campus) scored highest for overall positive experience and engagement, whereas Cohort 3 (e.g., conducted the examination online) scored the lowest. Students in Cohort 3 generally commended the online examination’s chat function available for use during the examination. Conclusions: Interactive examinations for nursing students succeed when they are campus-based, focus on student preparation, and provide the necessary time to be completed.

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“…Hasil post-test yang meningkat dibandingkan dengan nilai pre-test menunjukkan bahwa edukasi yang diberikan kepada perawat memberikan peningkatan pengetahuan sesuai dengan tujuan kegiatan ini. Hasil kegiatan ini sejalan dengan salah satu penelitian yang menyatakan bahwa edukasi membantu meningkatkan pengetahuan perawat (D'Eramo & Puckett, 2014). Peningkatan pengetahuan ini penting sebagai dasar untuk pelaksanaan praktik klinis.…”

Section: Materiunclassified

Peningkatan Pengetahuan Perawat Tentang Penggunaan Terapi Oksigen Non Humidifier Pada Pasien Dengan Nasal Kanul Di Rsud Dr. Saiful Anwar

Hany

Ariningpraja²,

Ismail

et al. 2021

CJPM

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Terapi pemberian oksigen (O2) melalui nasal kanul menjadi salah satu terapi yang seringkali diberikan pada pasien di tatanan klinis. Humidifier merupakan alat yang membantu melembabkan oksigen yang diberikan dengan harapan agar oksigen murni yang kering tidak mengiritasi saluran pernafasan pasien. Permasalahan timbul ketika penggunaan alat, terutama cairan humidifier tidak digunakan dengan benar dan menimbulkan resiko kontaminasi. Kontaminasi tersebut malah berisiko menimbulkan infeksi nosocomial yang tentunya dapat memperberat masalah pasien. Terapi oksigen non-humdifikasi dapat menjadi pilihan. Perawat harus memahami dengan baik penggunaan terapi oksigen dengan humidifier maupun tanpa humidifier. Kegiatan ini terdiri dari 3 tahap kegiatan: persiapan, pelaksanaan, dan evaluasi yang bertujuan untuk meningkatkan pengetahuan perawat tentang terapi O2 non-humidifier. Hasil evaluasi kegiatan ini pengetahuan perawat yang meningkat adalah sebesar 100% dari sebelum pelatihan yaitu sebesar 75%. Seluruh peserta aktif berpartisipasi dalam diskusi. Kesimpulan dari kegiatan bahwa edukasi dapat meningkatkan pengetahuan perawat tentang pemberian terapi oksigen non humidifikasi. Terapi oksigen non-humidifier juga dapat di pertimbangkan untuk digunakan di ruang perawatan khusus yang mempunyai tingkat kelembaban dan kebersihan ruangan yang baik.

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

Cited by 6 publications

References 4 publications

Partnering with healthcare organisations to teach pre‐registration health professions students about quality improvement: A systematic review

Partnering with healthcare organisations to teach pre‐registration health professions students about quality improvement: A systematic review

A Comparison of Three Interactive Examination Designs in Active Learning Classrooms for Nursing Students

Peningkatan Pengetahuan Perawat Tentang Penggunaan Terapi Oksigen Non Humidifier Pada Pasien Dengan Nasal Kanul Di Rsud Dr. Saiful Anwar

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