Learning Objective 1: 1. The learner will be able to discuss roles of academic, frontline nurses, and administrative partners in collaborative improvement process to improve bedside care.
Learning Objective 2: 2. The learner will be able to synthesize information from organizational theory and evidence-based research that impacts the process on frontline practice improvement.
University of South Alabama Medical Center and University of South Alabama College of Nursing participated as a first cohort in a national study “Small Troubles, Adaptive Responses (STAR-2): Frontline Nurse Engagement in Quality Improvement (Stevens & Ferrer, 2011). Frontline nurses identified operational failures, team vitality and measures of culture of safety. The data collected reflected significant potential for improvement interventions from multiple disciplines (technology, pharmacy, nursing, medicine, etc.).
Following the national study, a Frontline Innovations group was formed to identify solutions to address common interruptions of nurses’ work, test these innovations, and determine effects on quality of care. The formation of interdisciplinary teams promoted understanding of the problems, improved communication and interdepartmental relationships.
Early results indicate renewed staff enthusiasm, empowerment, and ownership of their practice environment secondary to having a voice. This stage is foundational for shared governance (Kear, Duncan, Fansler, & Hunt, 2012; Newman, 2011). Meaningful change occurred as problems were solved and new relationships formed. Opportunities for transforming the culture to one of shared decision-making are evident. Participation enabled our team to become active contributors to the priority research studies of the ISRN and initiate a structure for sustained shared governance.
See more of: Evidence-Based Practice Sessions: Oral Paper & Posters