Transcript Quality and Safety in Nursing Education (QSEN)

Michele Gilmore
Julie Saladin
Kelly Vogt
Sandra Wernstrom
Ferris State University
QSEN
Michele Gilmore
 Developed to prepare nursing students with the knowledge to improve quality
and safety in Nursing (QSEN, 2013).
 Mainly funded by the Robert Wood Johnson Foundation (QSEN, 2013).

Funds used to educate nursing students on patient safety and improved quality (QSEN, 2013).
 Began in 2005 by the American Association of Colleges of Nursing (AACN,
2013).

Goal was to develop quality and safety competencies among nursing students to improve
healthcare practices (AACN, 2013).
Phase 1
Michele GIlmore
 Developed from 2005-2007 to focus on 6 key areas that pre licensure nursing
students must pass competencies in:
1.
Patient centered care

Patient is in charge of their care and their preferences, values and needs should be respected (QSEN, 2013).
2. Teamwork and collaboration

3.
To achieve the best patient care, teams should have open communication, mutual respect and shared decision
making (QSEN, 2013).
Evidence based practice

Nurses use current best evidence based care in addition to the patients values to provide the best patient care
possible (QSEN, 2013).
Phase 1 cont.
4. Quality improvement

5.
Continue to monitor and evaluate changes to ensure the best practices are being used in the healthcare system
(QSEN, 2013).
Safety

Utilizes ways to minimize harm to patients and employees including system and self-evaluations (QSEN, 2013).
6. Informatics

Uses information and technology to minimize error and improve communication (QSEN, 2013).
Phase II- Kelly Vogt
 Developed in April 2007.
 Principal investigator Linda Cronenwett received $1,094,477 from Robert
Wood Johnson Foundation to fund phase II (QSEN, 2013).
 In Phase II, QSEN will partner with representatives of organizations that
represent advanced practice nurses to draft proposed knowledge, skills, and
attitude targets for graduate education (QSEN, 2013).
 Phase II also includes work with 15 pilot schools committed to active
engagement in curricular change to incorporate quality and safety
competencies (QSEN, 2013).
Phase II continued- Kelly Vogt
 QSEN.org was launched in April 2007 to feature teaching strategies and
resources (QSEN, 2013).
 QSEN faculty completed a national survey if baccalaureate program
leaders and a state survey of associate degree educators to assess beliefs
about the extent to which the competencies are included in current
curricula.
Phase II continued- Kelly Vogt
 Defined graduate-level quality and safety competencies for nursing education
and proposed targets for the knowledge, skills, and attitudes (KSAs) for each
competency.
 The 6 competencies are:
1. Quality improvement (QI)
2. Safety
3. Teamwork and Collaboration
4. Patient-centered Care
5. Evidence-based practice (EBP)
6. Informatics
Phase II Project Leaders
Linda Cronenwett , PhD , Dean of the University of North
Carolina at Chapel Hill School of Nursing, is the project
Principal Investigator with Gwen Sherwood as the project
Co-investigator (QSEN, 2013).
National Advisory Board
17 leaders from 11 professional organizations representing
advanced nursing practice
Phase III – Sandra Wernstrom
 Robert Wood Johnson Foundation
 awarded $4.25 million to the American Association of Colleges of Nursing
(AACN) and the University of North Carolina School of Nursing to continue
to research and educate nurses on quality and safety of the healthcare system
in 2009. (QSEN Institute, 2013)
 Phase III collaborates with colleges to ensure that educators are competent in
training quality and safety to nursing students. (QSEN Institute, 2013)
 The money will help develop programs within the colleges to introduce the
six competencies as defined in phase I. (QSEN Institute, 2013)
Phase III Project Leaders
Linda Cronenwett, PhD, FAAN is the
principle investigator for Phase III.



Cronenwett identifies the importance
of developing and implementing
training based on the six
competencies. (QSEN Institute, 2013)
Goal for phase III is to “’…promote
innovation in the way we teach, test,
and certify’” (QSEN Institute, 2013).
Cronenwett stresses that to move
health care forward, we must train the
next generation of nurses to continue
to promote quality and safety (QSEN
Institute, 2013)
Geraldine P. Bednash, PhD, RN,
FAAN also leads the project.

Bednash stresses the importance of
improving the nursing profession by
implementing the following:
1.
2.
3.
“’…Assess student learning of the
knowledge, skills, and attitudes of the
six competencies…’” (QSEN Institute,
2013).
Ensure that nursing faculty is
competent in the six competencies
(QSEN Institute, 2013).
Focus on promoting high standards
with initial training and continuing
education (QSEN Institute, 2013).
Faculty Development and Support
 Information can be found through the following sources:
1. Conferences
2. QSEN.org
3. QSEN National Forums
4. QSEN Speaker’s Bureau
 QSEN Partners with the VA National Quality Scholars Fellowship
Program to ensure high quality training for doctoral students (QSEN
Institute, 2013).
Continued Commitment
 QSEN has committed to the safety, quality, and advancement of the nursing
profession. Goals have been clearly identified through the leadership team.
 Gordon and Betty Moore Foundation (GBMF) provided money to implement
initiative and evaluate outcomes. (Barnsteiner, & McGuinn, 2013)
 Initial evaluation reveals that many schools have implemented the six
competencies into their curriculum. (Barnsteiner, & McGuinn, 2013)
 GBMF stress that it is too soon to evaluate outcomes. (Barnsteiner, & McGuinn,
2013)
QSEN - Phase IV
Julie Saladin
 Development of new
program in March of 2012 to
support the Institute of
Medicine (IOM) in their
recommendation to have
more nurses pursue higher
level degrees (QSEN, 2013).
 Leading the Program is the Tri-Council of
Nursing which consists of the American
Association of Colleges of Nursing, National
League for Nursing, American Nurses
Association, and the American Organization
of Nurse Executives (AONE) (QSEN, 2013).
 Funding the program is the Robert Wood
Johnson Foundation who will fund $4.3
million for phase 1 of this 2 year program,
with the intent to fund another 2 years at the
conclusion of phase 1 for those states who
have met or exceeded the goals set forth in
phase 1 (QSEN, 2013).
QSEN - Phase IV continued
 In 2010, IOM recommended that 80
percent of nurses acquire the
minimum of a bachelors degree by
2020 (QSEN, 2013).
 The Campaign for Action is a collaborative
effort to find ways to assist the nursing
profession to improve care and is responsible
for the Academic Progression in Nursing
(APIN) initiative to help support academic
progression (QSEN, 2013).
 In Phase IV, RWJF advances these
recommendations by supporting
The Future of Nursing: Campaign
for Action (QSEN, 2013).
 According to the Campaign for Action
website, the states that are progressing with
this initiative are CA, WA, MT, NM, TX, NY
and NC
(http://campaignforaction.org/apin).
QSEN - Phase IV continued
 Funding will be used towards
working on at least one academic
strategy and one employment
strategy for BSN or higher level
nurses (QSEN, 2013).
 Strong working relationships
between community colleges and
universities are vital to making the
transition to BSN a smooth one
(QSEN, 2013).
 APIN will provide up to $300,000 over two
years to each of the nine state Action
Coalitions who have made progress towards
IOM’s goal of 80 percent of nurses obtaining
bachelors degrees or higher by 2020 (QSEN,
2013).
QSEN - Phase IV continued
 Phase IV of the QSEN project is a
collaborative effort to ensure that
nurses acquire the advanced skills
required to provided high-quality
patient-centered care (QSEN 2013).
 Goals of program include:
“ensuring that nurses have critical
competencies, including leadership,
cultural competence,
interprofessional collaboration, and
quality and safety, and to increase
the diversity of the nursing
workforce” (QSEN, 2013).
 The Robert Wood Johnson Foundation
mission statement:
 “To improve the health and health care of all
Americans” (Robert Wood Johnson
Foundation, 2013).
 The progression of the QSEN project and the
efforts to advance the education of the
nursing workforce is advantageous to RJWF’s
mission (QSEN 2013).
QSEN -Julie Saladin
 QSEN’s initiative to nurses to improve
 How QSEN’s practice standards
influence my personal nursing
practice.
quality and safety in Healthcare is becoming
the standard of practice and the higher level
education for nurses, the expectation.
Healthcare is becoming more and more
challenging and to keep up with the
demands of the aging and diverse
population, along with the competitive
workforce, I needed to return to school to
earn a higher level degree.
 Despite my 16 years as a Registered Nurse
and 12 years as a nurse manager, I have found
that I am not as marketable as a nurse with a
Bachelors Degree in Nursing. I have found
that I need to pursue a higher level degree so
that I can grow both academically and
professionally.
How the Practice Standards Influence My Nursing Practice
 QSEN continues to promote quality and safety in the nursing profession,
which directly impacts my daily practice.
 QSEN promotes a higher education, which directly affects the quality of
my patient care.
 QSEN provides resources, which directly affects my continued education.
 QSEN promotes the “’…innovation in the way we teach, test, and certify”’
(QSEN institute, 2013), which directly affects the upcoming generation of
nurses.
Sandra Wernstrom
How QSEN has helped in our individual
practice.
 When starting at Hurley Medical Center in 2011, all needle systems were still
being used. There were a lot of employee bodily fluid exposures to used needles,
either with a trauma patient or a combative patient. That placed the healthcare
providers at a risk of contracting Hepatitis B, C or even HIV. I did the research
and presented the information to my educator as well as the quality control
board on an all needleless system. And, at the beginning of 2013 Hurley Medical
Center has went to a mostly needless system to provide more safety for the
healthcare providers as well as the patients. -Michele Gilmore
How QSEN has helped in our individual
practice.
 QSEN promotes patient safety. This is evidenced in my workplace by the
scanning of the wrist bands, medications, and laboratory slips. This is also
evidenced by the double checking of certain medications that are a high risk for
medication error. This includes insulin, heparin, TPN, and when programming
medications on IV pumps.
 Another patient safety initiative is the fall risk identifiers. We assess whether
the patient is at risk for falls due to medications, delirium, previous falls,
impulsiveness, and confusion.
Kelly Vogt
References
Barnsteiner, J. (2011). Teaching the Culture of Safety. Retrieved from http://www.medscape.com
Disch, J., Barnsteiner, J., McGuinn, K. (2013). Taking a “deep dive” on integrating QSEN content in San Francisco Bay area schools of nursing.
Journal of Professional Nursing, 29(2), 75-81. doi: 10.1016/j.profnurs.2012.12.007
Future of Nursing Campaign for Action. (2013). Retrieved from http://www.campaignforaction.org/apin
Mitchell, P. (2008). Defining Patient Safety and Quality Care. Retrieved from http://www.ncbi.nlmh.nih.gov/books/NBK2681
Robert Wood Johnson Foundation. (2013). Retrieved from http://www.rwjf.org
The American Association of Colleges of Nursing. (2013). Quality and Safety Education for Nurses. Retrieved from
http://www.aacn.nche.edu/faculty/qsen
QSEN Institute. (2013). Pre-licensure KSAS. Retrieved from http://qsen.org/competencies/pre-licensure-ksas/
QSEN Institute. (2013). Press release: Phase II. Retrieved from http://qsen.org/about-qsen/project-overview/press-release-phase-ii/
QSEN Institute. (2013). Press release: Phase III. Retrieved from http://qsen.org/about-qsen/project-overview/press-release-phase-iii/
QSEN Institute. (2013). Press release: Phase IV. Retrieved from http://qsen.org/about-qsen/project-overview/press-release-phase-iv/