The Impact Of Educational Interventions On Enhancing Perceptions Of Patient Safety Culture Among Jordanian Senior 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).

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.

Patient safety is an important factor in the nursing profession. It is of utmost importance for a nurse to be educated in patient safety before they start out in their profession. According to an article in the Journal of Nursing Education, it is vital for nursing students to learn certain skills and tasks that relate to patient safety (Tella, Liukka, et al., 2014). The goal of teaching patient safety in nursing education is to help nursing students take on real life situations to practice patient safety before applying what they learned into the real world (Tella, Liukka, et al., 2014).

(2011). Teaching the Culture of Safety. American Nurses Association. Online Journal. Retrieved September 20, 2017.

In the 1990’s, the American Nurses Association (ANA) identified indicators which brought about the development of the Nursing’s Patient Safety and Quality Initiative (Miller & Soule, 2008). These indicators were specific to nursing,

Patient safety and quality of care are vital outcomes in the healthcare system. As professionals dealing with human lives, we consider these topics as core to our practice. In 2005, the Quality and Safety Education (QSEN) project was created in response to the challenges recognized in preparing nurses with the knowledge, skills, and attitude (KSAs) essential in providing safe and high-quality care to every patient (QSEN, 2012). This QSEN collaboration was the product of the strategies developed by the Institute of Medicine (IOM) report Crossing the Quality Chasm in 2001 and Health Professions Education: A Bridge to Quality in 2003 (Armstrong, G. & Barton, J., 2014). There were six competencies identified in the QSEN curriculum that includes patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, informatics, and safety. In this paper, the QSEN competency, evidence-based practice will be discussed in relation to achieving quality and safety to the nursing process.

The actions of the preceptor demonstrated her competency for patient safety. According to the QSEN Project, nurses demonstrating the competency of safety, aim to minimize the risk of harm to the patient by effectively using their knowledge, technology and standards of practice that have been developed from the study, observation and improvement upon commonly unsafe practices. Through this, there is a development of standardized practices that support the provision of quality and safety in patient care (Cherry & Jacob, 2014, p.

The National Database for Nursing Quality Indicators is an organization that allows hospitals to compare nursing quality of national, state, and regional for similar units and hospitals (Cherry & Jacob, 2017). This organization uses criteria used to grade and improve quality such as patient falls, use of physical restraints, nosocomial infections, nursing care hours provided per patient day, and nurse satisfaction surveys (Cherry & Jacob, 2017). The Quality and Safety Education for Education was established to educate registered nurses to constantly improve the safety and quality in the facilities they work (Cherry & Jacob,

The education department at our organization assigns courses and providing resources to staff members to ensure we can identify vulnerable populations and how to ensure safety is maintained in every healthcare setting of our organization. In home health, we work as patient advocates ensuring patient safety is maintained. If we discover unsafe living conditions such as possible abuse or inadequate resources available while in the home, the nurse and health professionals are aware that we must report these situations to case managers, social worker, and our nurse managers. Weekly meetings are held in our facility, and we discuss concerns and patients situations with case managers, social worker, and nurse managers to ensure everything is being done to ensure a culture of safety is maintained for staff members and for the patients we provide care to. Our organization was evaluated by Joint Commission last month; this is also an excellent way to ensure a culture of safety is maintained in our healthcare organization. Receiving feedback from the surveyors and incorporating their suggestions for change into our organization is an excellent way to ensure a culture of safety as well. Ever since the results were received from our evaluation from Joint Commission, the education department and nurse managers have conducted two meetings and provided education on where improvements can be

The medical field has changed so much in the last decade, and continues to change everyday. New information is always coming out on how to give better care to patients and not make mistakes when doing it. The latest project that has emerged is the Quality and Safety Education for Nurses (QSEN) project. This project was started by the non-profit, Robert Wood Johnson Foundation. The project was stared to reduce the number of healthcare errors and to better prepare nurses for their roles in patient care. The six competencies that make up the QSEN project are as follows; Patient-centered care, Teamwork and collaboration, Evidence-based practice, Quality improvement, Safety, and Informatics.

The Quality and Safety Education for Nurses (QSEN) initiative is a newer project within the nursing realm. It began in 2005 with funding from the Wood Johnson Foundation. The overarching goal of QSEN “has been to address the challenge of preparing future nurses with the knowledge, skills, and attitudes (KSAs) necessary to continuously improve the quality and safety of the healthcare systems in which they work,” (CRWU, 2014). Many nurses are still unaware of the initiative, and hospitals are slowing starting to recognize the initiative and employ its goals and competencies into their policies and procedures. This paper will focus on two selected competencies as they are found in practice at Los Alamitos Medical Center, including safety

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

Focusing her attention on nursing leaders, Dolansky and Moore wrote a thorough article exploring how effective the Quality and Safety Education for Nurses (QSEN) initiative has been since its inception in 2005. The authors further examined the importance of expanding the QSEN framework from an individual approach to a systems approach. They described how expanding the QSEN framework will ultimately allow for an acceleration of quality and safety in both the individual and the healthcare environment. Accomplishing this goal means recognizing patterns that occur between a patient’s behavior and their environment (social, cultural, and so forth). Dolansky and Moore did an outstanding job of supporting their arguments by providing historical

This is not a new ideology as it is well embraced in the healthcare literature. Quality and Safety Education for Nurses (QSEN) is a collaborative and joint initiative to integrate quality and safety competencies into nursing education by leaders of nursing schools across the country. QSEN was initiated in response to the Institute of Medicine’s (IOMs) reports on the need to improve the American healthcare system but were made more specific and applicable to nursing education and practice in order to specifically address nursing education quality concerns (Dolansky & Moore, 2013). QSEN is frame worked around the Institute of Medicine (IOM) competencies for nursing and outlines the following six competency

The project objective is to increase trainee awareness of current patient safety standards by 50% as evidenced by an increased participation in patient safety initiatives both in the academic and in