Anita M. Stineman, PhD, RN
Jill Gaffney Valde, PhD, RN
1. Discuss the relationship
of the QSEN
Competencies and
teaching students to
provide quality patient
care.
2. Develop activities for
learning environments
that will enhance student
retention of the QSEN
Competencies.
 Patient-Centered Care
 Safety
 Teamwork and Collaboration
 Quality improvement (QI)
 Informatics
 Evidence-based practice (EBP)

http://www.ahrq.gov/video/teamsteppstools/
ts_Sue_Sheridan/Sue_Sheridan-400300.html

Recognize the patient
or designee as the
source of control and
full partner in
providing
compassionate and
coordinated care
based on respect for
patient's preferences,
values, and needs.
www.qsen.com
What does this
mean to you?




Role of patient in
deciding care
“What is the most
important thing for
you to have happen
today?”
Doing with vs. doing to
Family Involvement


White boards
Patient Teaching:
Teach Back
www.nchealthliteracy.
org/toolkit/tool5.pdf


Bed side Reports
Rounding as clinical
group vs. end of
clinical classroom
conference

Minimizes risk of
harm to patients
and providers
through both
system
effectiveness and
individual
performance.
www.qsen.com
One Minute Safety Checklist
 Prioritize safety concerns
(ABC’s of Physiologic Safety)
 Complete form – can be
shared with staff/peers
www.qsen.org
K. Amer, 2007
“What is your priority
safety concern for your
assigned patient today?”

Discuss NPSG and
their purpose
http://www.jointcommission.org/ass
ets/1/6/NPSG_EPs_Scoring_HAP_
20110706.pdf

Select 1-3 goals to focus on
each week

Students observe how goal
is addressed/implemented
on their unit
Error - “the failure of a
planned action to be
completed as intended or
the use of a wrong plan to
achieve an aim” (IOM, 1999)
Focus on how we can
prevent errors!
http://www.ihi.org/offering
s/IHIOpenSchool/resource
s/Pages/default.aspx
•
Provide a scenario in which an
error occurs.
•
Teams analyze the error
•
Compare different solutions and
how team decided
approach

Function effectively within nursing
and inter-professional teams,
fostering open communication,
mutual respect, and shared
decision-making to achieve quality
patient care.
www.qsen.com


A powerful solution
to improving patient
safety
An evidence-based
teamwork system to
improve
communication and
teamwork skills



Team Structure
Leadership
Situation Monitoring
http://www.qsen.org
/search_strategies.php
?id=89


Mutual Support
Communication
“Watching
each other’s
back”
I-SBAR-R

Use data to monitor
the outcomes of care
processes and use
improvement methods
to design and test
changes to
continuously improve
the quality and safety
of health care
systems.
www.qsen.com

‘Near Miss’

‘Fix the Problem,
Not the Blame’

Human Error

At- Risk Behavior

Reckless Behavior
PDSA
• Plan
• Do
• Study
• Act

Run Chart and Control Charts

Flow Chart

Root Cause Analysis/ Fishbone diagram/ Cause Effect

Ask 5 Times
http://www.qsen.org/search.php?id
=51&text=flow%20chart - Tools
Flow Chart
Wet, slippery floors
Policy on staffing
ratios
Patient
Falls
Lack of staff training
Limited
number
of wheel
chairs

Use information and
technology to communicate,
manage knowledge, mitigate
error, and
support decision
making.

EMR

Standardized
Language
www.qsen.com
E-Patients

Authority/source

Accuracy

Objectivity/content

Currency/timeliness

Structure/access
http://hsl.lib.umn.edu/biomed/help/evaluatingweb-resources
University of Minnesota
Google Scholar vs. Wikipedia vs. CINAHL
http://www.qsen.org/teachingstrategy.p
hp?id=69
Jarzemsky & Voge
www.QSEN.org
Medical Apps

Integrate best
current evidence
with clinical
expertise and
patient/family
preferences and
values for
delivery of
optimal health
care.
www.qsen.com
Nursing Quality
Indicators
 Pressure ulcers
 Falls
 Restraint use
 Patient satisfaction
 Hospital-acquired
infection (HAI)



Unit/setting specific
Policy/Procedure
Care bundles/protocols
 Identify specific EBP
Guideline appropriate to
your unit
 Procedure/Protocol –
 1.Work-arounds (www.qsen.org
Day & Smith, 2007)
 2. locate research
article; compare &
contrast with agency’s
(www.qsen.org Tesch, 2008)
 Group Activity -
identify problem
and research
intervention
(www.qsen.org Ironside,
2007)
 Provide opportunity
to present process
to students, staff
and faculty

AHRQ Guideline Clearinghouse
 www.guideline.gov

Cochrane Collaborative Library
 www.cochrane.org/index0.htm

RNAO Nursing Best Practice Guidelines
 www.rnao.org/Page.asp?PageID=861&SiteNo
deID=133
Josie King and Lewis Blackman video –
http://www.qsen.org
(Look under Faculty Resources – Videos)
TeamSTEPPS: http://teamstepps.ahrq.gov/
Fishbone Diagram Template:
http://www.qsen.org/teachingstrategy.php?i
d=171