QSEN Competencies: Quality And Safety Education For Nurses

In an effort to create more efficient and effective health care services, decision makers and organizational leaders have looked to the implementation of interprofessional healthcare teams to deliver care together as opposed to the traditional model of healthcare delivery one that sees practitioners working alone in silos (Tomblin Murphy, Alder, MacKenzie & Rigby, 2010; Weinberg, Cooney-Miner, Perloff, Babington, & Avgar, 2011). In 2008, the World Health Organization (WHO) Study Group on Interprofessional Education (IPE) and Collaborative Practice (IPC) created a set of definitions to assist the health researchers, educators, policy developers, decision makers and others in developing IPE and IPC in their jurisdictions to both build capacity

NU 413 Week 9 Discussion Board Post student response to Katie-Lynn Fournier by Kathryn Moultrie Good afternoon Kathie, Enjoyed reading your post, and seeing how other organizations handle the operations of their facility and nursing departments. My biggest concern with improving quality care and patient safety issues in that, the responsibility is not ours alone, our Chief Nurse Executives (CNEs) and Director of Nursing (DON), and senior nursing management staffs to lead the journey Disch J. (2008). I find it overwhelming that the majority of the research literature (studies, surveys and reports believe nursing plays the pivotal role in changing the face of health care and improving quality care and patient safety.

Fundamentals of Nursing National Patient Safety Goals are the foundation of the nursing department. Without these goals in place, the patient will not be receiving patient-centered care. As nursing students, it is important to understand these goals, as well as the DMACC program student learning objectives. EOP SLO Safe Practice Safe Practice is doing what is best for the patient and their autonomy. Safe practice involves many different aspects, such as the patient’s comfort, pain level, physical health, mental health, psychosocial needs, and that all their possessions are accounted for.

An example of the importance of interprofessional training is that when a physical therapist works with a patient in the hospital. If the patient is in too much pain or is sleepy from the medication the physical therapist will not be able to accomplish much. However, if the physical therapist contacts the nurses beforehand and informs them of the time he will arrive to work with a patient, the nurse could make accommodations. This would allow the patient to accomplish the physical therapist’s intended tasks for the day and the patient’s recovery time could decrease exponentially. Many patient’s care relies on their health care team effectively cooperating and acting as a cohesive unit for the patient to experience optimal

According to Case Western Reserve University (2014) the QSEN project was launched in pilot nursing schools in 2007 in an effort to continuously improve the quality and safety of the healthcare system. It was recognized that in order to affect dramatic change within the field of nursing, it had to start with nursing education, and brand new nurses. Basically, initiating change at the source. Therefore, I do believe that the QSEN project was initially aimed solely at new nurses.

By utilizing systems thinking principles, nurse informaticists can analyze healthcare system elements, contributing to improved EHR usability, reduced medical errors, and enhanced patient care quality. To enhance research and evidence-based practice, this article can guide nurse informaticists in incorporating systems thinking approaches into their informatics projects. It emphasizes the interconnectedness of various factors in healthcare systems, influencing system analysis and design. Understanding this interconnectedness can lead to more effective system designs that align with patient safety goals. The American Nurses Association (ANA) (2020) identifies security and safety as vital functional areas of nursing informatics.

High quality, accessible, and patient care which is considered to be patient-centered is crucial for quick and quality recovery (Wilkinson, 2012). Plans require visions that involve the creation of interprofessional competencies by students who are planning to take up nursing as their profession. Providing such skills to students will ensure that they get into the workforce ready to engage in the effective creation of teamwork and even team-based care (Eastman, 2010). My current station of work is an example where continuing competence is to build on each professional nurse. They are expected to engage in interdisciplinary collaboration so as to ensure best practices are adhered to.

Teamwork: When it comes to the healthcare field, teamwork is very important to ensure ultimate patient care. The nursing

In the leadership in care delivery course, we were assigned to a hospital to perform clinical hours and provide care to four patients. Additionally, the purpose of this paper is to explain and provide examples on how our patient care included the concepts of Quality and Safety Education for Nursing (QSEN) competencies, delegation, handoff reporting, and a reflection of the clinical experience. Quality and Safety Education for Nursing (QSEN) Competencies QSEN consists of six competencies: patient centered care, quality improvement, teamwork and collaboration, safety, informatics, and evidence based practice. To provide patient-centered care, I had to educate the patient when administering medications on why the patient was taking the medication and side effects. Care had to be individualized with each patient and it included providing respect with his or her decisions in their care.

Interprofessional teamwork has become essential part of health care system in order to improve the quality of care. Many researches has suggested that collaboration of health care workers has impacted the patient care outcome in a positive way, as well as assisting to avoid errors by, “watching each other’s backs” (Cherry & Jacob, p 398). Furthermore, “Important indicators of safety, patient care, and environment of care, such as complications and error rate, length of hospital stay, conflict among caregivers, staff turnover, and mortality rate, have all been shown to decrease in collaborative care environment” (Green & Johnson, 2015, p. 2) In recent years, nurses are in front line in running health care in USA. According to Lomax and White (2015), the Institute of Medicine (IOM) published the report stating that in order to provide safe and high-quality care, it is crucial for nursed to collaborate with other health care professionals (para. 6).

As shortages in the health care system continually increase, the media and government leaders frequently emphasize the problem lies in the lack of health care providers available to manage the system. The Canadian Interprofessional Health Collaborative (2008) states that the problem is not simply solved by producing and admitting more health professional students, but by “changing the way health services are delivered and the manner in which providers interact with each other” (p. 7). As a future registered nurse going into the largest profession in the health system, I can expect to always be a member of a collaborative team. Interprofessional collaboration (IPC) is the “process of developing and maintaining effective interprofessional working

Healthcare professionals play a role in quality management process by taking accurate patient information using the electronic health record system. Technology with professional knowledge of nursing improves quality of patient care and general quality management process in the healthcare. The baccalaureate nurse involves an integration of nursing knowledge, skills, and attitudes that are fundamental to improving quality and safety of patients in the healthcare

I used to overlook this notion as a simple concept that’s easy to accomplish within a team. However, I’ve learnt that it is not so easily achieved. Functional interprofessional collaboration is integral in delivering optimal health care and promotion. Successful interprofessional collaboration is important for nursing students, such as myself, as it is a concept and skill that is applicable to multiple contexts. My experience in an elementary school has given me the chance for mutual learning and collaboration with non-health professionals within the broader context of the community.

“Collaboration is an essential feature of nursing work and is seen as a central nursing competency, nurses often find that collaborative practice can be challenging within contemporary health care settings” (Doane & Varco, 2015, p. 397). Some nurses go as far as to ignore or avoid the collaborative aspect of their work, there are many factors as to why they would do this, lack of knowledge sharing, a misconstrued perception of reciprocity and equity of status, the hierarchy of power between interprofessional colleagues, and some nurses elicited, “individual anxiety, avoidance behaviors and defensive professional efforts” (Doane & Varco, 2015, P. 397) as their reasons. The professional consequences of these actions for nurses are “a poorer comprehension and

Patient care technology has become increasingly complex, transforming the way nursing care is conceptualized and delivered. Before extensive application of technology, nurses relied heavily on their senses of sight, touch, smell, and hearing to monitor patient status and to detect changes (Powell-Cope, Nelson &Patterson, 2008). Information technology has played a vital role in the innovation of health care system. There is a lot of innovation in the healthcare and most of them has a positive impact in the healthcare. These healthcare innovation had improved patient quality of care and outcomes by improving clinical outcomes, diagnosis, treatment and improved patient safety Information and information exchange are crucial to the delivery of care on all levels of the health care delivery system the patient, the care team, the health care organization, and