Wearable Simulation Equipment Research Paper

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).

This outcome is based on the MSN essentials III, IV, and VIII. MSN essential III focuses on quality improvement and safety. A master’s prepared nurse must be skilled in the methods, tools, performance measures, and standards associated to quality, as well as prepared to apply quality principles within an organization. Improvement in the patient safety along with diminishing and eliminating patients harm is the fundamental of quality care. Masters prepared nurses should analyze the information about quality initiatives to improve health outcomes across the continuum of care. They also need to implement evidence-based plans to improve quality and safety as well as compare and contrast several appropriate quality improvement models. MSN IV focuses on applying research outcomes within the practice setting to resolve practice problems. Professional practice in all levels should be grounded in the ethical translation of current evidence into practice. Master’s-prepared nurses are expected to lead continuous improvement processes based on translational research skills (American Association of Colleges of Nursing, 2017). Based on the chamberlain program outcome, I have learned how to provide quality and safest patient care by making an appropriate diagnosis and treating the patient by utilizing the research

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

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.

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).

I chose a learning plan topic that would increase my nursing practice competency as a senior nursing student, would be relevant to my placement setting, would build on my knowledge obtained from completing NSE417 – Nursing Practice IV class and NSE407 – Nursing: Professional Issues and Trends class, and was approved by my Primary Preceptor and Faculty Advisor (FA). With a global trend of an increasing senior population and having a placement in a nursing home, it was important to choose a learning plan that focused on the challenges and trends in senior safety. My Overarching goal for my learning plan was to expand my knowledge and critical thinking skills related to expertly assessing and managing elder frailty in a long-term care setting by Tuesday, March 1, 2016. By completing this learning plan, I have fulfilled and demonstrated the College of Nurses of Ontario (CNO)’s Continuing Competency Standard by performing a self-assessment of my knowledge, developing and implementing a learning plan, and evaluating the outcomes of the plan (CNO, 2002). Ultimately, the goal is to enhance geriatric care at my placement setting and advance my competency in delivering safe, ethical, competent client-centred care.

Dolansky and Moore (2013) argued that the development and integration of QSEN competencies into nursing education had not have the outcomes intended. They stated "over a decade has passed since the Institute of Medicine (IOM) report, To Err Is Human: Building a Safer Health System" and national initiatives to improve quality, especially QSEN, have been futile in significantly improving quality and safety. "QSEN is a national movement that guides nurses to redesign the "what and how ' they deliver nursing care so that they can ensure high-quality, safe care" (Dolansky & More 2013).

QSEN is quality and safety in nursing. It is designed for nurses to continuously improve the quality and safety of patient care delivered. Interdisciplinary friction can threaten the delivery of quality patient care. In addition to ineffective communication and teamwork which can be very detrimental and result in adverse effects in patient care. These adverse reactions lead to the need for incident reports to be filled out, however, some reports end up incomplete or overlooked. The implementation of new skills can change the outcomes in patient safety.

The purpose of this paper is to discuss how safety in the nursing profession affects the nursing education, nursing practice, and nursing research. Safety in the nursing profession means to minimize the risk of harm to patients and providers through both system effectiveness and individual performances (QSEN, 2014). Patient safety is a very important aspect in the profession of nursing. It is the nurse’s job to keep up to date with their patients and to make sure that protocol is being followed at all times. To maintain this strategy, the nurse must show proper knowledge of a nurse, skills of a nurse, and also a professional attitude.

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.

After reviewing the six Quality and Safety Education for Nurses (QSEN) Competencies I can definitely see how implementing these skills into the medical field results in improved patient care. Examining this week’s reading assignments I selected practices/ strategies that met each individual competency and they are as follows:

In this essay, we will explore the course goals, which I achieved by completing the course assignments and discussion posts. Therefore, we will discuss the driving forces that promotes a patient safe culture. Also, we will discuss the interdisciplinary team and their contribution has an impact on improving the quality of care delivered to patients. Also, we will discuss evidence-based practice and the importance of the nurse leaders to increase their knowledge in interpreting research and why different approaches may be utilized. Also, we will discuss quality management how it may improve patient care and how it is utilized by the nurse leaders. Also, we will explore healthcare informatics and the impact it has had on the healthcare system.

The five core competencies identified by IOM and the sixth added by QSEN, safety, are believed to be necessary to improve both quality and safety of the healthcare system within which nurses work (Multimethod teaching). The six core competencies outlined are patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, informatics, and safety (Diffusing Qsen). While all competencies are significant to the healthcare system, patient centered care is vital to positive patient outcomes and focuses on the patient’s perspective within the healthcare system.

As a competent registered nurse, my career goal is to become a healthcare quality improvement leader, a position that would enhance my commitment in promoting patient safety. I not only believe in enhancing the capacity of other care providers, but also in improving the quality of the healing environment for the benefit of both patients and their care providers. This means not only promoting collaboration with the multidisciplinary teams, but also building the necessary healing partnerships with our patients. To enhance the quality of the healing environment, I aspire to continue analyzing researches for evidence based practices and advocating for their actualization. I will continue focusing my time and energy in encouraging other nurses to improve their skills through formal education, so they can empower themselves as advocates of quality improvement for the benefit of their patients and coworkers.