Developing New Knowledge Through Leadership, Teamwork, and Collaboration: A QSEN Academic Task Force Success

Friday, March 27, 2020: 3:15 PM

Monika Schuler, PhD, RN, CNE1
Rayna Letourneau, PhD, RN2
Gerry Altmiller, EdD, APRN, ACNS-BC, FAAN3
Belinda Deal, PhD, RN, CNE4
Beth Vottero, PhD, RN, CNE5
Teri Boyd, EdD, MNSc, RN6
Nancy W. Ebersole, PhD7
Randi Flexner, DNP, APN, FNP-BC, RN8
Vicki Jowell, MSN, RN9
Linda McQuiston, PhD, RN10
Mary Jo Risetter, MSN, RN11
Kathleen Szymanski, MSN, RN11
Danielle Walker, PhD, RN, CNE12
Janet Jordan, MSN, RN13
Tommie Norris, DNP, RN14
(1)College of Nursing, University of Massachusetts - Dartmouth, North Dartmouth, MA, USA
(2)College of Nursing, University of Massachusetts Dartmouth, North Dartmouth, MA, USA
(3)School of Nursing, The College of New Jersey, Ewing Township, NJ, USA
(4)Tyler School of Nursing, University of Texas at Tyler, Tyler, TX, USA
(5)College of Nursing, Purdue Northwest, Hammond, IN, USA
(6)Goldfarb School of Nursing, Barnes Jewish College, St. Louis, MO, USA
(7)School of Nursing, Salem State University, Salem, MA, USA
(8)School of Nursing, Rutgers School of Nursing, New Brunswick, NJ, USA
(9)College of Nursing, University of Texas at Tyler, Tyler, TX, USA
(10)School of Nursing, Indiana State University, Terre Haute, IN, USA
(11)College of Nursing, Lake Michigan College, Benton Harbor, MI, USA
(12)College of Nursing, Texas Christian University, Forth Worth, TX, USA
(13)University of Texas at Tyler, Tyler, TX, USA
(14)College of Nursing, University of Tennessee, Memphis, TN, USA

Purpose:

Research in nursing education is challenged by a paucity of research dollars, a faculty shortage, workload and a lack of differentiation between evidence based practice and evidence based teaching. A shared focus on the Quality and Safety Education for Nurses (QSEN) competencies can serve as a stimulus for nursing research and collaboration among nurse educators. In 2017, 14 members of the QSEN Academic Task Force from 11 academic settings nationwide collaborated on a multi-site study to examine a QSEN-framed teaching strategy. Following this successful collaboration, the investigators participated in an introspective qualitative study to examine the lived experience of nurse educators conducting research as part of multi-site study, across academic settings without funding and support. The research question guiding this study was: What is the experience of nurse educators participating in an academic focused multi-site research study.

Methods:

Following IRB approval an autoethnographic reflexive approach was used to explore the lived experiences of 15 nurse educators who participated in some or all of the original study ‘Constructive Feedback Teaching Strategy: A Multi-site Study of its Effectiveness’. The team used guided reflective questions based on Kim’s Critical Reflective Inquiry Model for self-reflection. A detailed treatment fidelity plan was followed. Data was collected and de-identified by an additional co-PI nurse educator not involved in the original study. An ad hoc team used Colaizzi’s Phenomenological Reduction to identify themes and subthemes. A member check was conducted with all participants to verify the identified themes.

Results:

Demographic data revealed the researchers came from varied educational backgrounds and experiences as nurse researchers and educators. Qualitative data analysis revealed eight major themes 1) Strong leadership is essential for success, 2) Participants valued the teamwork, 3) Learning and mentoring occurred concurrently, 4) Evolving confidence as researchers, 5) Treatment fidelity plan provided clarity and guided the work, 6) Motivated by common purpose, 7) Joy in work, and 8) Multi-site research creates challenges.

Conclusion:

Historically, high quality nursing education research has been challenged by inadequate funding and limited opportunities to work across academic settings. Cooperative work within the Academic Task Force based on quality and safety nursing education practices provides novel opportunities for scholarship and collaboration. The shared interest in supporting the work of QSEN served as a driving factor for discovery and the development of new knowledge. The results of this study suggest strong leadership, a commitment to teamwork and collaboration, and a shared interest can support nursing faculty in the work of conducting successful national studies across academic settings. Multi-site projects provide opportunity for novice and expert researchers to engage, learn, build camaraderie, and advance nursing science.

See more of: G 17
See more of: Research Sessions: Oral Paper & Posters