With rapidly advancing technology and the aging population, health care improvement remains at the center of providing proper patient care. However, it is imperative to ensure improvement is quality improvement, thus advancing patient care while still protecting patient safety. Quality and Safety Education in Nursing provides goals and guidelines for providing the best care. Prioritizing patient-centered care, quality improvement, and teamwork provides methods to increase patient safety, while excellent patient care can be maximized when striving to achieve cares that are safe, timely, efficient, effective, equitable, and patient-centered. Question 1: How do patient-centered care, quality improvement, and teamwork/collaboration relate to patient safety? Patient-Centered Care Patient-Centered Care proves to be one facet of increasing patient safety. With patient-centered care, patients and their families need to be the primary managers of care; they lead the way and make decisions (Whorley, 2010). Health care employees are responsible for providing the options and following through on the cares the patient chooses. Patient engagement improves patient safety because patients tend to be more invested in their care and can even help observe for adverse or unwelcome reactions. Patients’ willingness to adhere to their regimen increases if they provide input about their treatment modalities. One method for health care employees to include patients
From an early age we are instilled the importance of teamwork. The lessons may come from a soccer field, a classroom group project, or even a song on Sesame Street. Regardless of our future careers, we are all likely to experience some sort of teamwork requirement, even if it is as simple as getting along with your co-workers.
The Quality and Safety for Nurses (QSEN) project, developed in 2005 from recommendations made by the Institute of Medicine (IOM), addresses issues pertaining to how to better prepare future nurses with knowledge, skills, and attitudes (KSAs) to continue to improve the safety and quality of care provided by the healthcare organizations in which they work (Billings & Halstead, 2016; QSEN, n.d.). The mission of QSEN emphases the collaboration of all healthcare professionals focusing on education, practice, and scholarship to improve the healthcare system. With the partnerships of national nursing organizations and schools of nursing, QSEN has been developed from IOM reports and integrated into pre-licensure and graduate student’s
healthcare organization accrediting bodies, and to maintain credibility with patients and peers alike, must adhere to the National Patient Safety Goals. As stated by Ulrich and Kear (2014), "Not only are nurses responsible for providing safe patient care, we are also responsible for creating an environment in which others can provide safe patient care, and for being the last line of defense when needed between the patient and potential harm. Having a deep understanding of patient safety and patient safety culture allows nurses to be the leaders we need to be in ensuring that our patients are always
Mark, B. A., Hughes, L.C., & Jones, C.B. (2004). The role of theory in improving patient safety and quality health care. Nursing Outlook, 51(1), 11-16.
Patients want and expect to receive high quality care. Nurses want to provide the best care possible to their patients and like everybody else; want a pleasing job environment. Hospitals, on the other hand, are expected to provide a safe environment to patients, have enough nursing staff and remain profitable (Keller, Dulle, Kwiecinski, Altimier & Owens, 2013). The ultimate goal is to improve quality of care and patient safety across the United States; therefore, all the different interests of these major stakeholders should be taken into
The Quality and Safety Education for Nurses (QSEN) Institute developed six core competencies: patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics (Quality and Safety Education for Nurses Institute, 2017). At my facility, it is clearly evident that they have adopted these six core competencies to improve patient quality and safety. My facility created the Office of Patient Experience which supports care that is safe, of high quality and high value. Patient satisfaction is a top priority which is why our guiding principle is known as “Patients First”. Through teamwork and collaboration, we deliver care that is patient-centered by working together in multidisciplinary rounds on the inpatient units. Also, the nursing education department supports quality, safety and consistent nursing care through a database of policies and procedures developed using evidence-based research. Lastly, the nursing informatics department is working towards making our EPIC system more patient-centered. They are doing this by decreasing the redundancy in charting for the nursing staff and finding ways to improve processes which automate tasks. This in turn will reduce the time that the nursing staff spends with their computer and increase the time that the nursing staff can spend with their patients.
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.
The term quality improvement can be defined according to ones prospective in life. However, quality improvement in nursing is the steps nurses use to ensure the safety for our patients. It is also the standard in which leader’s incorporate within a medical facilities to ensure that safe patient care are been rendered. Nevertheless, It has been “estimated that 250,000 American died as a result of nurses or medical care error; which has become the third highest causes of death in the United States” (Hood, 2017, p.475).
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
Errors pervade in our lives whether it is our home, in our workplace, or in our society. The effects of healthcare errors have impacted all our lives either directly or indirectly. Patient safety and quality care are at the core of healthcare system which strongly depends upon nurses. “To achieve goals in patient safety and quality, thereby improve healthcare, nurses must assume the leadership role. Nurses need to ensure that they and other healthcare providers center healthcare on patients and their families. Even though the quality and safety of healthcare is heavily influenced by the complex nature
Mulloy, D. F., & Hughes, R. G. (2008). Patient safety & quality: an evidence-based handbook for nurses. Rockville, MD: Agency for Healthcare Research and Quality. Retrieved from http://www.nlm.nih.gov/books/NBK2678/
Learning about patient safety is a quality that all nurses and future nurses need to have instilled in them before they
In the article “What Do Nurses Really Do?”, Suzanne Gordon explores what nurses truly do. She concludes that nurses “save lives, prevent complications, prevent suffering, and save money” (Gordon 2006). Nurses provide care for their patients in the physical and emotional sense. Emotionally caring for a patient and being sensitive to his or her needs result from interacting with patients while performing the skills and using the knowledge that nurses learned in school. Nurses grow in their skills, knowledge, and attitudes through practice. Quality and safety education for nursing incorporates competencies that all nurses must use in their practice. These nursing competencies include evidence-based nursing practice, quality improvement, safety, teamwork and collaboration, patient-centered care, and informatics.
In an effort to incorporate quality and safety competency into nursing education, the Quality and Safety Education for Nurses Institute has developed target goals for knowledge, skills, and attitudes (KSA) in safety, along with the core competencies previously identified by the Institute of Medicine; patient-centered care, interdisciplinary teamwork, evidence based practice, informatics, and quality improvement (ANA, 2012 , QSEN, n.d.).
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).