Done in partnership with the National League for Nursing (NLN), the aims of this national study were to assess: 1) whether QSEN competencies are being taught in U.S. schools of nursing, 2) the degree of faculty development in schools where QSEN competencies are being taught, and 3) the degree of integration into curricula where QSEN competencies are being taught. A 19 question instrument of mostly select all that apply items and open text boxes for additional information, was distributed to NLN members over a 2 month period, resulting in 2037 participants.
Results indicate progress has been made in the last 12 years in the dissemination and adoption of the QSEN competencies, however significant needs remain for faculty development and support. Faculty indicate that the QSEN competencies are being incorporated into nursing education to some degree by many nurse educators; the degree to which varies greatly among programs, with a large number indicating the integration is segmental and not throughout the curriculum. The competencies of patient-centered care, evidence-based practice, and safety were identified as most evident in nursing curricula, while quality improvement and informatics have the lowest representation. Medical-surgical and nursing fundamentals courses demonstrate more thorough integration while there is a clear need for increased integration of the competencies into community-based care and nursing research. Resources identified by faculty included the QSEN website and learning materials from various nursing organizations. Only a small number of faculty reported having received formal training about the QSEN competencies, while a large percentage indicated they learned through self-study and other modalities. 133 participants did not know what QSEN is.
Future efforts will need to focus on supporting faculty to do this work by providing training, ideas, and strategies, and combining forces between major nursing organizations to disseminate comprehensive resources and support to nurse educators in both academia and practice. It is essential that deans and directors support this work, promoting formal faculty education in the QSEN competencies and time to devote to this work. Further study is needed to determine if faculty understand and are teaching updated concepts that support the QSEN competencies.