Interprofessional Interview Paper As the delivery of care becomes more complex, the need to coordinate care among physicians, nurses, pharmacists, social workers, and others becomes ever more important. In the face of increasingly complex health issues, several institutions have proposed inter-professional education (IPE) as a way to improve teamwork among health professionals and move health systems from fragmentation to collaboration, with the goal of improving health outcomes (Schmitt, Blue, Aschenbrener & Viggiano, 2011). This key competency also has been included in the accreditation standards for pharmacy, medicine, nursing, and dentistry. Additionally, core competencies for Interprofessional Collaborative Practice were developed to provide tools to prepare future health professions for interprofessional, team-based, and patient-centered care (American Association of Colleges of Nursing [AACN] 2012). These collaborative competencies connects to the five core competencies identified by the Institute of Medicine and are instrumental in working effectively with other health professions, patients, and families (Bethea, Holland & Reddick, 2014).
In response to improved quality and safety, the Quality Safety Education in Nursing (QSEN) created graduate level competencies to address the challenges and assure that nurses have the knowledge, skills, and attitudes (KSA) necessary to continuously improve the quality and safety of the healthcare system (AACN , 2012).
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3. Please list the six Quality and Safety Education for Nurses (QSEN) competencies that were developed for pre-licensure and graduate nursing programs.
In October 2005 the Quality and Safety Education for Nursing program was established. This program is funded by the Robert Wood Johnson Foundation. QSEN was developed specifically for future nurses to understand and be aware of key challenges such as the knowledge, skills, and attitudes that are essential to constantly advance the quality and safety of the way healthcare systems work. The goal for QSEN is to reshape the identity of nursing so it includes the recommendations by the Institute of Medicine so there is a commitment to the quality and safety proficiency (Dycus, 2009).
Quality and Safety Education in Nursing (QSEN) was started around 2005 by the Robert Wood Johnson Foundation. QSEN's main goal is to “prepare future nurses with knowledge, skills and attitudes (or KSAs) necessary to continuously improve the quality and safety of the healthcare system,” (QSEN, 2017). “Integration of clinical skills with the intellectual capacity to safely manage the complexity of nursing work in key to quality care in a time of diminishing resources,” ( Dolansky, 2013). “It is vital for schools of nursing to meet the needs of today's complex health care systems by including principles of quality and safety throughout the curriculum,” (Lewis, 2016). Within the KSAs are six main categories; patient-centered care, teamwork
The overall goal through all phases of The Quality and Safety Education for Nurses (QSEN) is to address the challenge of preparing future nurses with the knowledge, skills and attitudes necessary to continuously improve the quality and safety of the healthcare systems in which they work. In order to accomplish this goal, six competencies were defined. These competencies from the Institute of Medicine (IOM) are patient centered care, teamwork and collaboration, evidence-based practice, quality improvement, informatics and safety. Over a decade has passed since the Institute of Medicine’s reports on the need to improve the American healthcare system. The Quality and Safety Education for Nurses
Over time the health care industry has become more complex. Health care is rapidly evolving and continuing to complicate our delivery of care, which in turn has the same effect on quality of care. This steady evolution and change results in nursing shortages and an increase in the prevalence of errors being made. In hopes of preventing these errors and creating safe and high quality patient care, with the focus on new and improved ways of thinking, The Quality and Safety Education for Nurses (QSEN) initiative was developed. The QSEN focuses on the following competencies: patient-centered care, quality improvement, safety, and teamwork and collaboration. Their initiatives work to prepare and develop the knowledge, skills, and attitudes that are necessary to make improvements in the quality and safety of health care systems (Qsen.org, 2014).
Another important aspect of healthcare is effective interprofessional practice. This allows practitioners from different disciplines to work together to provide the best care for patients. There are four areas of competency in interprofessional collaborative practice. They are values/ethics, roles/responsibilities, interprofessional communication, and teams/teamwork (American Association of Colleges of Nursing, 2011). Each of these areas contribute to skilled interprofessional
As time goes by, people get infected with new diseases or current prevailing diseases. Consequently, new drugs are produced in an attempt to overcome these diseases, which results in patients with complex health needs. The complexity of the patients’ healthcare therefore needs to be addressed by more than one discipline. Interprofessional collaborative care is a type of health care that involves people from different professions working together and relying on each other to provide effective care to patients. Interprofessional collaborative care is important and predominantly a focus of the health care reform because it improves healthcare outcome for the patients and reduces disagreements between different professions. I was able to experience interprofessional care when my grandma was diagnosed with cancer. The physician and the pharmacist worked together in ensuring that she got the proper medication that would not have any side effects on her. In addition, the physician would call the pharmacy every two weeks to check on my grandma’s progress and to ensure that she had picked up her medications. Both my grandma and I were grateful because we felt that our needs were taken care of appropriately. Moreover, interprofessional health care is important in a curriculum because if helps the students to be better prepared to work as a team. This is achieved by teaching students about their own profession while receiving an understanding of the other professions and the roles they
Quality and Safety Education for Nurses (QSEN) was developed with the purpose of providing professional nurses with the knowledge, skills and attitudes (KSA) necessary to continuously improve the quality and safety of the health care systems within which they work (QSEN, 2014). However, since its implementation and integration in nursing education, studies show little progress in improving quality and safety in health care delivery (Dolansky & Moore, 2013). The purpose of this article critique is to evaluate the cause analysis and recommendations made by the authors.
“All health care disciplines share a common and primary commitment to serving the patient and working toward the ideal of health for all.” (American Association of Colleges of Nursing, 2014, p. 1) There are many different professional members in the healthcare system. Each of them, have a specific specialty and responsibility to the patient and play an important role in the patient’s overall plan of care. “The scope of health care mandates that health professionals work collaboratively and with other related disciplines. Collaboration emanates from an understanding and appreciation of the roles and contributions that each discipline brings to the care delivery experience.” (American Association of Colleges of
The Quality and Safety Education for Nurses or QSEN project addresses the challenge of preparing future nurses with the knowledge, skills, and attitudes that are necessary to constantly improve the quality and safety of healthcare systems.
This shift in practice identified the need for Interprofessional Education (IPE) as a way of encouraging and establishing effective collaborative practice between current and future healthcare professionals (Goodman & Clemow,
The Quality and Safety Education for Nurses (QSEN) identifies competencies using the competencies that the Institute of Medicine has set as goals for nurses and the healthcare profession. Some of those competencies are patient centered care, teamwork and collaboration, evidence based practice, quality improvement, safety, and informatics (The Quality and Safety Education for Nurses, 2014). There are a few way that nurses can implement these competencies into their practice; for example, nurses can keep up to date on research to ensure they are current on issues and change their practice if needed. Nurses can for committees, do evidence based research, and develop pilot programs for change (Chamberlain College of Nursing, 2015). Lastly, nurses
The Quality and Safety Education for Nurses (QSEN) was developed to improve the quality and safety of the healthcare system. The QSEN project is an initiative to prepare future nurses their transition into practice with continuing education and research. The QSEN faculty and National Advisory Board developed six competencies as guides for future programs. From those six competencies I will discuss two that are relevant for nurses pursuing a career as a patient care coordinator, or as formerly known as case management.
The Quality and Safety Education for Nurses (QSEN) looks to educate nurses in improving the quality and safety of patient care in the workplace. QSEN looks at improving the nursing care of future and experienced nurses. The profession of nursing is constantly changing, and there is a need to educate and prepare upcoming nurses with the needed skills and education to provide quality nursing care. QSEN uses six categories to serve as competency guidelines in nursing, both for student and graduate nurses. The six categories are: patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics (Armstrong, 2010, 2).
This assignment will be a discussion and analysis of handover in aspects of nursing care. It will identify principles of best practice in relation to handover and explore organisational and managerial factors. My personal experiences of handover will also be reflected upon.Then it will concluded the main issues that were raised from the essay. Handover is an important aspect in nursing because it is a form of communication between nurses who are caring for patients on one shift to the next. This promotes continuity of care and is vital for patient safety, by all staff being aware of events and preventing mistakes. It is a time to discuss information and to plan care. Currie and Watterson