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Learning Objective 1: The learner will be able to explain the adoption of QSEN competencies by faculty and its impact on the scholar, students, and institution.
Learning Objective 2: The learner will be able to explain the adoption of QSEN competencies by students and its impact on the scholar, students, and institution.
A multitude of national commissions have documented significant problems related to safety and quality in today’s health care system. Infusing the Quality and Safety Education for Nurses (QSEN) competencies into the undergraduate curriculum can provide ways to improve health care through nurse graduates’ ability to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches, and informatics. The purpose of the leadership project is to plan, implement, and evaluate the adoption of the (QSEN) competencies by undergraduate faculty and senior nursing students at Indiana University School of Nursing using a leadership framework.
The senior nursing students, medical students and emergency medicine residents engaged in a research study of inter-professional simulations at a shared virtual hospital simulation center on the medical center campus at Indiana University. The purposes of the study were to determine whether inter-professional high-fidelity simulation experiences (a)improve self-confidence in teamwork and collaboration, (b) improve attitudes toward reporting medical errors, and (c)decrease barriers to nurse-physician communication. The results of the study will be presented at the STTI Biennial Convention.
The undergraduate nursing faculty were presented with a retreat on the topic of QSEN competencies in the fall, 2010, where they completed a survey about their knowledge of the competencies, what they were using in their teaching, and what they intended to adopt. QSEN resources were reviewed, examples were presented, and discussions were facilitated. An online teaching resource was established, and a faculty luncheon and discussion took place in the spring, 2011 where stellar faculty presented QSEN competency applications in their courses, which was followed by discussion of other new strategies that were implemented during the academic year. A second faculty retreat followed one week later, with newly established champions for QSEN, and plan to implement QSEN throughout the undergraduate curriculum.
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