QSEN: Quality and Safety Education in Nursing – Flashcards
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Quality, Safety, and Education in Nursing (QSEN)
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The overall goal is to meet the challenge of preparing future nurses who will have the knowledge, skills and attitudes (KSAs) necessary to continuously improve the quality and safety of the healthcare systems within which they work.
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The 6 competencies of Knowledge, Skills and Attitudes
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1. Patient-Centered Care 2. Teamwork and Collaboration 3. Evidence Based Practice 4. Quality Improvement 5. Safety 6. Informatics
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Patient Centered Care
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"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."
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Patient Centered Care: Knowledge
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-*Understand* complex dynamics of patient centered care. -Describe the main points of communication. -Determine and describe how to improve health care for the patient.
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Patient Centered Care: Skill
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-Applying your knowledge. -*Draw out* expectations and needs of patient/family and treat accordingly. -Assess levels of pain and comfort. -*Engage/encourage* patients/family in "active partnerships" that promote health, well-being, and self-care management. - Communicate effectively with team members when transitioning care.
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Patient Centered Care: Attitude
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-"Seeing health care situations through the patients eyes". -"*Willingly support* patient-centered care for individuals and groups whose values differ from own". -Take the situation you encounter and learn from it, seek improvement.
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Teamwork and Collaborative
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"Function effectively within nursing and inter-professional teams,fostering open communication, mutual respect and shared decision-making to achieve quality patient care."
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(Teamwork and Collaborative) QSEN addresses the Knowledge, Skills and Attitudes needed to...
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...ensure quality, safety and patient care when a nurse is on a team or involved in a collaboration
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(Teamwork and Collaborative) Intermediate
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Of the Beginning, Intermediate and Advanced Competency Level, teamwork and collaboration is _____________
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Teamwork and Collaborative: Knowledge-when in a work team, each should know
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-Strengths and limitations -Values of functioning as a member of the team -Scopes of practice and roles of team members -Strategies for identifying and managing overlaps -Difference of communication styles and impact -Influence of authority gradients -Barrier and facilitators of team function Understanding this subset of competencies will improve collaborative patient care
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Teamwork and Collaborative: Skills - Student team members should apply these skill to their team:
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-Act with integrity consistency and respect -Competence within the scope of one's own practice -Initiate requests for help if needed -Clarify roles and accountability in case of overlap -Integrate contributions -Communicate with team members, Solicit information from other team members -Initiate actions to resolve conflict -Participate in designing systems
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Teamwork and Collaborative: Attitudes - When collaborating a student should have the attitude of:
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-Acknowledge own potential to contribute -Appreciate the importance of collaboration -Value and respect team members -Value different styles of communication -Appreciate the risks associated with handoffs -Value the influence of system solutions. Nursing students should apply this competency to all of the group collaborations.
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Evidence- Based Practice
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"Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care" (Cronenwett et al, 2007).
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EBP and the Scientific Method: Knowledge
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-Demonstrate knowledge of the scientific method and its processes -Include components of research evidence, clinical expertise and patient/family values in evidence-based care
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EBP and the Scientific Method: Skills
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-Use effective and appropriate data collection and other research resources -Follow the Institutional Review Board (IRB) guidelines -Create an individualized care plan based on the patient's values, clinical expertise and evidence
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EBP and the Scientific Method: Attitudes
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-Appreciate the strengths and weaknesses of scientific bases in practice -Understand the need for ethical conduction of research and quality improvement -Value EBP as a significant component in practicing quality healthcare
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Research in EBP: Knowledge
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-Distinguish clinical opinions from research and evidence -Have reliable sources for locating evidence reports and clinical practice guidelines
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Research in EBP: Skills
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-Study original research and evidence related to your areas of practice -Find evidence reports related to clinical practice topics
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Research in EBP: Attitudes
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Realize and appreciate the importance of reading relevant professional journals regularly
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To Implement Quality Improvement the Nurse and Hospital Administration must be able to: Knowledge
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-Distinguish possible outcomes of care in a clinical setting -Recognize that an individual nurse as well as all other health professionals in a health care community affect the outcomes of care for patients and families -Be able to understand and explain why variation and measurement in assessing quality of care is important such as in locating gaps in local and best practice -Describe ways for implanting change in process of patient care
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To Implement Quality Improvement the Nurse and Hospital Administration must be able to: Skills
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-Be able to find research/information on these outcomes -Use knowledge to prepare a change in practice or work environment and use measures to evaluate the effect of this change -Be able to use visual informational tools (flow-chart) and quality measures to illustrate to process of care which can help others see and understand variations in quality of care
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To Implement Quality Improvement the Nurse and Hospital Administration must be able to: Attitude
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-Acknowledge that knowledge seeking is part of the daily work of all health professionals -Consider and accept other's contributions to outcomes of care -Appreciate how even unwanted variation can affect patient care -Value and accept change (individual or the whole organization) and appreciate the value that both individuals and teams can do to improve care
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Safety
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Minimizes risk of harm to patients and providers through both system effectiveness and individual performance.
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(Safety) Dealing with Technology: Knowledge
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-Examine human factors and other basic safety design principles as well as commonly used unsafe practices (such as: work-arounds and dangerous abbreviations). -Describe the benefits and limitations of selected safety-enhancing technologies (such as: barcodes, Computer Provider Order Entry, medication pumps, and automatic alerts/alarms).
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(Safety) Dealing with Technology: Skills
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Demonstrate effective use of technology and standardized practices that support safety and quality. Demonstrate effective use of strategies to reduce risk of harm to self or others
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(Safety) Dealing with Technology: Attitudes
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-Value the contributions of standardizations/reliability to safety. -Appreciate the cognitive and physical limits of human performance.
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(Safety) Human Error: Knowledge
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Describe processes used in understanding causes of error and allocation of responsibility and accountability.
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(Safety) Human Error: Skills
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-Participate appropriately in analyzing errors and designing system improvement. -Engage in root cause analysis rather than blaming when errors or near misses occur.
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(Safety) Human Error: Attitude
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Value vigilance and monitoring (even of own performance of care activities) by patients, families, and other members of the health care team.
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(Safety) Communication: Knowledge
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-Delineate general categories of errors and hazards in care. -Describe factors that create a culture of safety (such as, open communication strategies and organizational error reporting systems).
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(Safety) Communication: Skills
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-Communicate observations or concerns related to hazards and errors to patients, families, and the health care team. -Use organizational error reporting systems for near miss and error reporting.
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(Safety) Communication: Attitudes
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Value own role in preventing errors
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Informatics
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"The use of information and technology to communicate, manage knowledge, mitigate error, and support decision making."
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informatics is important because:
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-Healthcare is becoming more technological and data-rich. -Nurses must be information integrators. -Currently, RNs may not be prepared to meet this challenge.
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Informatics: Knowledge
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-Explain why information and technology skills are essential for safe patient care. -Identify essential information that must be available in a common database to support patient care. -Contrast benefits and limitations of different communication technologies and their impact on safety and quality. -Describe examples of how technology and information management are related to the quality and safety of patient care. -Recognize the time, effort, and skill required for computers, databases, and other technologies to become reliable and effective tools for patient care.
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Informatics: Skills
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-Seek education about how information is managed in care settings before providing care. -Apply technology and information management tools to support safe processes of care. -Navigate the electronic health record. -Document and plan patient care in an electronic health record. -Employ communication technologies to coordinate care for patients. -Respond appropriately to clinical decision-making supports and alerts. -Use information management tools to monitor outcomes of care processes. -Use high quality electronic sources of healthcare information.
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Informatics: Attitudes
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-Appreciate the necessity for all health professionals to seek lifelong, continuous learning of information technology skills. -Value technologies that support clinical decision-making, error prevention, and care coordination. -Protect confidentiality of protected health information in electronic health records. -Value nurses' involvement in design, selection, implementation, and evaluation of information technologies to support patient care.
