Partnership between Academia and Practice: Integration of QSEN Competency and Joy - PowerPoint Presentation

Partnership between Academia and Practice: Integration of QSEN Competency and Joy Lisa Harmon, PhD, RN, CNE Associate Professor of Nursing, University of Great FallsLynette Savage, PhD, RN, COIAssistant Professor of Nursing, University of Great Falls

Overview Founder: Nonprofit founded by Sisters of ProvidenceNumber of employees: 101,000Registered Nurses: 39,000+We Serve: 50 hospitals, 600 physician clinics, 22 long-term care facilities, and 693 supportive housing units in 14 locationsAcute Care Beds: 9,377+ Health Plan: 513,000 membersUniversity of Great Falls (UGF): RN-BSN program averages 300 students annuallyCore Values: Respect, Compassion, Justice, Excellence, StewardshipPromise: Together, we answer the call of every person we serve Know me, care for me, ease my way 2

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Capstone Design Unique feature: all of the students in the program are employed through Providence St. Joseph Health (PSJH)University of Great Falls, in partnership with Providence St. Joseph Health, created a connection between practice and qualityIncorporated Capstone Project in the online hybrid RN-BSN Completion Program over three-semesters Used QSEN competency to integrate academia and practice(Quality and Safety Education for Nurses, [QSEN], 2014). 4

Purpose Nurses can experience a disconnect between quality improvement processes and their daily nursing practicesWe wanted to create a connection between practice and qualityEvery class needs a theoretical base to inform and support; we selected QSEN’s FOCUS- PDSA methodologyIntra-and inter-professional teamwork expertise with quality improvement as a central focus is emphasized throughout the Capstone projectWe wanted our students to have a practical tool to use in their workplaces 5

Pre-Capstone work PracticeTie academia to the workplace – Faculty member(s) meet with local Nurse Managers or Senior Nursing Leaders to ask what their needs are related to Quality Improvement processesTopic list is developedAcademiaPrior to beginning the Capstone process, students are encouraged to review pre-approved topic list and talk with their Nurse Manager about potential projects 6

2016-2017 Topic List: Nursing Quality Indicators (Approved by Regional Chief Nursing Officers, PSJH) Hospital acquired pressure ulcers (HAPU)Patient falls – with injuryCatheter associated urinary tract infection (CAUTI)Central line associated bloodstream infections (CLABSI) Patient handoversSurgical site infections including colorectal and/or hysterectomySepsisDeliriumVenous thromboembolism (VTE) Other topic: _____________ (must receive approval from the student’s Manager and/or Chief Nursing Officer (CNO) to deviate from the menu of options) 7

Capstone 1 – Spring Term AcademiaStudents in the final 12 months of the program enroll in Capstone 1Learn about their hospitals’ quality strategic plansMake a choice from the approved topic listReceive Nurse Manager and Faculty approval for topic choiceSelect and interview intra-and inter-professional Stakeholders 8

Capstone 1 – Spring Term AcademiaCollect baseline data to assist with needs assessmentsDesign project interventions with input from stakeholder sensing sessionsBuilt the curriculum so that every Discussion Forum helped the student write to the paperWrite a proposal Needs AssessmentReview of Literature PlanningImplementation Data CollectionTimeline 9

Capstone 1 – Spring Term AcademiaCollect baseline data to assist with needs assessmentsDesign project interventions with input from stakeholder sensing sessionsBuilt the curriculum so that every Discussion Forum helped the student write to the paperWrite a proposal 10

Methods Kolb’s Experiential Learning Theory (Kolb & Kolb, 2005)FOCUS - PDSA Model (Minnesota Department of Health, n.d.) 11

Summer Session Students are implementing their interventionsData Collection: PDSA cyclesLots of learning12 (Quality Digest, n.d.)

Capstone 2 - Fall Term Students have collected post-intervention dataLearn how to do Data AnalysisEvaluate their findingsDetermine gap analyses, which may lead to various PDSA cycles to improve the processesShare project outcomes at work or in the classroomWrite the conclusion to their scholarly Capstone Paper 13

What if your nursing program is not online? Things to consider14

Going the Magnificent Mile Online/Hybrid Learning ProgramStudent would meet with the Nurse Manager and/or senior nursing leadership to ascertain institutional priorities for potential Capstone topicsEstablish potential topic list using national priorities Face-to-Face Program If your students are in a new environment, you may need to obtain facility affiliation agreementsFaculty should meet with local Nurse Executives or Managers to talk about focus of potential Capstone topics Establish potential topic list using national prioritiesPresent finalized topic list to Nursing Faculty within the program15

Results Directly related to QSEN’s Quality Improvement Core Competency knowledge component of the ‘approaches for changing processes of care,’ the year-long Capstone course helps provide: 16

Results 17

Lessons Learned PracticeFaculty and student flexibility are key in this processTrying to align hospital calendar and timing of strategic initiatives with an academic calendar do not always blendFocus of student’s Capstone may change mid-course due to shifting hospital prioritiesThere will always be a new manager in the middle of the student’s Capstone Faculty may have to intervene if students are delayed or not granted access to internal hospital dataInstitutional Review Board (IRB): the focus of Capstone is on quality improvement rather than nursing research 18

Lessons Learned AcademiaAvailability of faulty is huge; need to continually encourage students Provide short videos for individualized learning (adult learning theory)Be firm on deadlines for papers – there will always be a reason to delayTeaching students a new vocabulary – must be used consistently through the three semesters Faculty need to retain the same students each semester through the process Be prepared for the long haulFocus on students learning a life-long tool of process improvement rather than specific outcome measurements 19

Questions Lisa Harmon, PhD, RN, CNELisa.Harmon@ugf.edu406 370-9747Lynette Savage, PhD, RN, COILynette.Savage@ugf.edu 503 349-021520

References Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy Of Management Learning & Education, 4(2), 193. doi:10.5465/AMLE.2005.17268566 Minnesota Department of Health, (n.d.). PDSA: Plan-Do-Study-Act (rapid cycle improvement). Retrieved from https://www.google.com/search?q=focus+pdca+nursing&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi-2qfU2P7SAhUH6mMKHZk1BA8Q_AUIBigB&biw=1920&bih=916#imgrc=sLxS4MwRYB5PUM Quality Digest (n.d.) PDSA. Retrieved from https://www.google.com/search?q=focus+pdca+nursing&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi-2qfU2P7SAhUH6mMKHZk1BA8Q_AUIBigB&biw=1920&bih=916#imgdii=FcDDiOUxafZbjM:&imgrc=sLxS4MwRYB5PUMQuality and Safety Education for Nurses, [QSEN] (2014). QSEN competencies. Retrieved from http://qsen.org/competencies/pre-licensure-ksas/#quality_improvement 21