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  • Faculty | QSEN - Quality & Safety Education for Nurses
    Pamela Ironside PhD RN FAAN Indiana University Jean Johnson PhD RN FAAN George Washington University Shirley Moore PhD RN FAAN Case Western Reserve University Phase II Faculty Linda Cronenwett PhD RN FAAN University of North Carolina at Chapel Hill Gwen Sherwood PhD RN FAAN University of North Carolina at Chapel Hill Jane Barnsteiner PhD RN FAAN University of Pennsylvania Joanne Disch PhD RN FAAN University of Minnesota School of Nursing Lisa Day RN CNS PhD University of California San Francisco Carol Durham PhD EdD University of North Carolina at Chapel Hill Pamela Ironside PhD RN FAAN Indiana University School of Nursing Jean Johnson PhD RN C FAAN George Washington University Shirley Moore PhD RN FAAN Case Western Reserve University Dori Taylor Sullivan PhD RN NE BC CNL CPHQ Duke University School of Nursing Deborah Ward PhD RN FAAN Psychosocial and Community Health University of Washington Judith Warren PhD RN BC FAAN FACMI University of Kansas School of Nursing Phase I Faculty Linda Cronenwett PhD RN FAAN University of North Carolina at Chapel Hill Gwen Sherwood PhD RN FAAN University of North Carolina at Chapel Hill Jane Barnsteiner PhD RN FAAN University of Pennsylvania Lisa Day RN CNS PhD University of
    http://www.qsen.org/faculty.php (2012-11-11)


  • Advisory Board Members | QSEN - Quality & Safety Education for Nurses
    Leader IHI Health Professions Education Collaborative Leslie Hall MD Director Office of Clinical Effectiveness and Associate Chief of Staff for University Hospitals and Clinics at the University of Missouri Columbia Mary P Polly Johnson MSN RN FAAN Executive Director North Carolina State Board of Nursing and member of the Board of Directors National Council of State Boards of Nursing Audrey Nelson PhD RN FAAN Director Patient Safety Research Center Veterans
    http://www.qsen.org/advisory_board.php (2012-11-11)

  • Quality and Safety Competencies | QSEN - Quality & Safety Education for Nurses
    and Safety Competencies Using the Institute of Medicine 2003 competencies for nursing QSEN faculty have defined pre licensure and graduate quality and safety competencies for nursing and proposed targets for the knowledge skills and attitudes to be developed in nursing pre licensure programs for each competency Patient Centered Care Teamwork Collaboration Evidence Based Practice Quality Improvement Safety Informatics Led by a national advisory board and distinguished faculty QSEN pursues strategies to build will and develop effective teaching approaches to assure that future graduates develop competencies in patient centered care teamwork and collaboration evidence based practice quality improvement safety and informatics Acknowledgments The authors gratefully acknowledge the following QSEN faculty and Advisory Board members for their contributions to the development of the competency definitions and KSAs Paul Batalden MD Dartmouth Geraldine Bednash PhD RN FAAN American Association of Colleges of Nursing Jean Blackwell MLS UNC Chapel Hill Lisa Day PhD RN UC San Francisco Karen Drenkard PhD RN CNAA Inova Health System Carol Durham EdD c MSN RN UNC Chapel Hill Leslie Hall MD U Missouri Columbia Pamela Ironside PhD RN FAAN Indiana University Mary Polly Johnson MSN RN FAAN NC Board of Nursing Maryjoan Ladden PhD RN Harvard Shirley Moore
    http://www.qsen.org/competencies.php (2012-11-11)

  • Competency KSAs (Pre-Licensure) | QSEN - Quality & Safety Education for Nurses
    when appropriate to situation Clarify roles and accountabilities under conditions of potential overlap in team member functioning Integrate the contributions of others who play a role in helping patient family achieve health goals Value the perspectives and expertise of all health team members Respect the centrality of the patient family as core members of any health care team Respect the unique attributes that members bring to a team including variations in professional orientations and accountabilities Analyze differences in communication style preferences among patients and families nurses and other members of the health team Describe impact of own communication style on others Discuss effective strategies for communicating and resolving conflict Communicate with team members adapting own style of communicating to needs of the team and situation Demonstrate commitment to team goals Solicit input from other team members to improve individual as well as team performance Initiate actions to resolve conflict Value teamwork and the relationships upon which it is based Value different styles of communication used by patients families and health care providers Contribute to resolution of conflict and disagreement Describe examples of the impact of team functioning on safety and quality of care Explain how authority gradients influence teamwork and patient safety Follow communication practices that minimize risks associated with handoffs among providers and across transitions in care Assert own position perspective in discussions about patient care Choose communication styles that diminish the risks associated with authority gradients among team members Appreciate the risks associated with handoffs among providers and across transitions in care Identify system barriers and facilitators of effective team functioning Examine strategies for improving systems to support team functioning Participate in designing systems that support effective teamwork Value the influence of system solutions in achieving effective team functioning Evidence based Practice EBP Definition Integrate best current evidence with clinical expertise and patient family preferences and values for delivery of optimal health care Knowledge Skills Attitudes Demonstrate knowledge of basic scientific methods and processes Describe EBP to include the components of research evidence clinical expertise and patient family values Participate effectively in appropriate data collection and other research activities Adhere to Institutional Review Board IRB guidelines Base individualized care plan on patient values clinical expertise and evidence Appreciate strengths and weaknesses of scientific bases for practice Value the need for ethical conduct of research and quality improvement Value the concept of EBP as integral to determining best clinical practice Differentiate clinical opinion from research and evidence summaries Describe reliable sources for locating evidence reports and clinical practice guidelines Read original research and evidence reports related to area of practice Locate evidence reports related to clinical practice topics and guidelines Appreciate the importance of regularly reading relevant professional journals Explain the role of evidence in determining best clinical practice Describe how the strength and relevance of available evidence influences the choice of interventions in provision of patient centered care Participate in structuring the work environment to facilitate integration of new evidence into standards of practice Question rationale for routine
    http://www.qsen.org/ksas_prelicensure.php (2012-11-11)

  • Competency KSAs (Graduate) | QSEN - Quality & Safety Education for Nurses
    that diminish the risks associated with authority gradients among team members Assert own position perspective and supporting evidence in discussions about patient care Appreciate the risks associated with handoffs among providers and across transitions in care Value the solutions obtained through systematic inter professional collaborative efforts Identify system barriers and facilitators of effective team functioning Examine strategies for improving systems to support team functioning Lead or participate in the design and implementation of systems that support effective teamwork Engage in state and national policy initiatives aimed at improving teamwork and collaboration Value the influence of system solutions in achieving team functioning Evidence based Practice EBP Definition Integrate best current evidence with clinical expertise and patient family preferences and values for delivery of optimal health care Knowledge Skills Attitudes Demonstrate knowledge of health research methods and processes Describe evidence based practice to include the components of research evidence clinical expertise and patient family values Use health research methods and processes alone or in partnership with scientists to generate new knowledge for practice Adhere to Institutional Review Board guidelines Role model clinical decision making based on evidence clinical expertise and patient family preferences and values Appreciate strengths and weaknesses of scientific bases for practice Value the need for ethical conduct of research and quality improvement Value all components of evidence based practice Identify efficient and effective search strategies to locate reliable sources of evidence Employ efficient and effective search strategies to answer focused clinical questions Value development of search skills for locating evidence for best practice Identify principles that comprise the critical appraisal of research evidence Summarize current evidence regarding major diagnostic and treatment actions within the practice specialty Determine evidence gaps within the practice specialty Critically appraise original research and evidence summaries related to area of practice Exhibit contemporary knowledge of best evidence related to practice specialty Promote research agenda for evidence that is needed in practice specialty Initiate changes in approaches to care when new evidence warrants evaluation of other options for improving outcomes or decreasing adverse events Value knowing the evidence base for practice specialty Value public policies that support evidence based practice Analyze how the strength of available evidence influences the provision of care assessment diagnosis treatment and evaluation Evaluate organizational cultures and structures that promote evidence based practice Develop guidelines for clinical decision making regarding departure from established protocols standards of care Participate in designing systems that support evidence based practice Acknowledge own limitations in knowledge and clinical expertise before determining when to deviate from evidence based best practices Value the need for continuous improvement in clinical practice based on new knowledge Quality Improvement QI Definition 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 Knowledge Skills Attitudes Describe strategies for improving outcomes of care in the setting in which one is engaged in clinical practice Analyze the impact of context such as access cost or team
    http://www.qsen.org/ksas_graduate.php (2012-11-11)

  • Competency Definition | QSEN - Quality & Safety Education for Nurses
    care Kleinman s Mini Ethnography Graduate Level Clinical Assessment Tool Teaching strategy for safety and patient centered care Creating a Climate of Safety in the Clinical Setting Health Literacy Learning Activity Little Room of Errors Providing Client Medication Teaching Utilizing an SBAR Format Focusing on QSEN competencies during high fidelity simulation The role of the observers Health Literacy Incorporating QSEN Quality and Safety Education in Nursing Competencies into a Senior Capstone Project and Paper Patient Centered Care Assessment of Health Literacy Delegation A Collaborative Patient Centered Approach A Universal Template for Designing QSEN Learning Activities Setting Expectations Using KSAs Graduate Level Quality and Safety Monitor Assignment Integrating QSEN into Clinical Evaluation Tools Reflective Clinical Journaling Using QSEN Competencies to Promote Student Self Awareness of Quality and Safety in Nursing Practice Clinical Performance Evaluation Tools Utilizing the QSEN Competencies Skills or simulation laboratories Pediatric Simulation and Unfolding Case Study Low Fidelity Simulation Care of the Post CABG Patient Promoting Safety in an Unfolding Simulated Public Health Disaster OB Unfolding Case Reformulating SBAR to I SBAR R A template for simulation scenario development that incorporates QSEN competencies Clinical Assessment Tool Teaching strategy for safety and patient centered care Developing A QSEN Competency Checklist for Simulation Experiences Little Room of Errors Integration of QSEN competencies when designing simulation scenarios Integrating QSEN Competencies into a Capstone Simulation A Universal Template for Designing QSEN Learning Activities Setting Expectations Using KSAs Graduate Level Using Simulation to Introduce Beginning Students to Patient Centered Care and Communication Online or web based modules Providing Patient Centered Care Through Teamwork and Collaboration Exploring the Complexity of Advocacy Balancing Patient Centered Care and Safety Creating a Climate of Safety in the Clinical Setting A Universal Template for Designing QSEN Learning Activities Setting Expectations Using KSAs Graduate Level Classroom Peri operative Nursing
    http://www.qsen.org/definition.php?id=1 (2012-11-11)

  • Competency Definition | QSEN - Quality & Safety Education for Nurses
    Interdisciplinary Team CQI Field Project Graduate Level Creating a Climate of Safety in the Clinical Setting The 60 Second Situational Assessment Quality Improvement Exercise for Seniors Reframing Constructive Criticism Using Reflection Based on QSEN Competencies Focusing on QSEN competencies during high fidelity simulation The role of the observers Student Officer of Patient Safety SOS Health Literacy Incorporating QSEN Quality and Safety Education in Nursing Competencies into a Senior Capstone Project and Paper Delegation A Collaborative Patient Centered Approach A Universal Template for Designing QSEN Learning Activities Setting Expectations Using KSAs Graduate Level A Novel Format for Student Post Conference and Teaching SBAR Communication Integrating QSEN into Clinical Evaluation Tools Reflective Clinical Journaling Using QSEN Competencies to Promote Student Self Awareness of Quality and Safety in Nursing Practice Clinical Performance Evaluation Tools Utilizing the QSEN Competencies Skills or simulation laboratories Pediatric Simulation and Unfolding Case Study Low Fidelity Simulation Care of the Post CABG Patient Promoting Safety in an Unfolding Simulated Public Health Disaster Communication Picture Exercise OB Unfolding Case Reformulating SBAR to I SBAR R SBAR Memory Card Strategy Nurse Physician Communication Exercise A template for simulation scenario development that incorporates QSEN competencies Developing A QSEN Competency Checklist for Simulation Experiences Mass Casualty Triage Bear Learning Activity The 60 Second Situational Assessment Quality Improvement Exercise for Seniors Integration of QSEN competencies when designing simulation scenarios Utilizing SBARR Using Peer Reviewers in a Low Fidelity Lab Exercise Integrating QSEN Competencies into a Capstone Simulation A Universal Template for Designing QSEN Learning Activities Setting Expectations Using KSAs Graduate Level Using Simulation to Introduce Beginning Students to Patient Centered Care and Communication Online or web based modules Interdisciplinary CQI Course Syllabus Graduate Level Providing Patient Centered Care Through Teamwork and Collaboration Creating a Climate of Safety in the Clinical Setting A Universal Template
    http://www.qsen.org/definition.php?id=2 (2012-11-11)

  • Competency Definition | QSEN - Quality & Safety Education for Nurses
    Linking Evidence Based Practice with a Nursing Procedure Senior Nursing Student Capstone Clinical Integration Paper Incorporating Quality and Safety Competencies Staff work arounds assignment Website Evaluation Exercise Data Mining Directed data collection exercise Evidence Based Practice EBP Project Guidelines and Grading Criteria Graduate Level Using Evidence to Address Clinical Problems Information Literacy in Nursing Creating a Climate of Safety in the Clinical Setting Health Literacy Incorporating QSEN Quality and Safety Education in Nursing Competencies into a Senior Capstone Project and Paper A Universal Template for Designing QSEN Learning Activities Setting Expectations Using KSAs Graduate Level Preventing Catheter Associated UTIs Implementing a Clinical Activity Template to Incorporate EBP Integrating QSEN into Clinical Evaluation Tools Quality Improvement Project Using Problem and Solution fishbone diagrams Graduate Level Reflective Clinical Journaling Using QSEN Competencies to Promote Student Self Awareness of Quality and Safety in Nursing Practice Clinical Performance Evaluation Tools Utilizing the QSEN Competencies Skills or simulation laboratories Pediatric Simulation and Unfolding Case Study Linking Evidence Based Practice with a Nursing Procedure Promoting Safety in an Unfolding Simulated Public Health Disaster Safe Patient Handling and Movement Curriculum Staff RN Perspective on Evidence Supporting Practice Graduate Level A template for simulation scenario development that incorporates QSEN competencies Developing A QSEN Competency Checklist for Simulation Experiences Integration of QSEN competencies when designing simulation scenarios Integrating QSEN Competencies into a Capstone Simulation A Universal Template for Designing QSEN Learning Activities Setting Expectations Using KSAs Graduate Level Online or web based modules Evidence Based Practice Course Application Strategy Information Literacy in Nursing Creating a Climate of Safety in the Clinical Setting A Universal Template for Designing QSEN Learning Activities Setting Expectations Using KSAs Graduate Level Quality Improvement Project Using Problem and Solution fishbone diagrams Graduate Level Classroom Critiquing Nursing Research Articles Safety Research Evidence Based Practice Course Application
    http://www.qsen.org/definition.php?id=3 (2012-11-11)