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Partnership between Academia and Practice: Integration of QSEN Competency and Joy Partnership between Academia and Practice: Integration of QSEN Competency and Joy

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

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Uploaded On 2019-11-03

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

Partnership between Academia and Practice Integration of QSEN Competency and Joy Capstone Design Unique feature all of the students in the program are employed through one integrated healthcare organization ID: 762757

capstone amp students quality amp capstone quality students nursing learning improvement focus topic program list qsen pdsa manager potential

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Partnership between Academia and Practice: Integration of QSEN Competency and Joy

Capstone Design Unique feature: all of the students in the program are employed through one integrated healthcare organizationThe University, in partnership with the healthcare system, 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). 2

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 3

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 4

2016-2017 Topic List: Nursing Quality Indicators (Approved by Regional Chief Nursing Officers) 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 hysterectomy Sepsis Delirium Venous 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) 5

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 6

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 proposalNeeds AssessmentReview of Literature Planning Implementation Data Collection Timeline 7

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 8

Methods Kolb’s Experiential Learning Theory (Kolb & Kolb, 2005)FOCUS - PDSA Model (Minnesota Department of Health, n.d.) 9

Summer Session Students are implementing their interventionsData Collection: PDSA cyclesLots of learning10 (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 11

What if your nursing program is not online? Things to consider12

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 agreements Faculty should meet with local Nurse Executives or Managers to talk about focus of potential Capstone topics Establish potential topic list using national priorities Present finalized topic list to Nursing Faculty within the program 13

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:14

Results 15

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 CapstoneFaculty may have to intervene if students are delayed or not granted access to internal hospital data Institutional Review Board (IRB): the focus of Capstone is on quality improvement rather than nursing research 16

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 semestersFaculty need to retain the same students each semester through the process Be prepared for the long haul Focus on students learning a life-long tool of process improvement rather than specific outcome measurements 17

Questions 18

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.2005.17268566Minnesota 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=sLxS4MwRYB5PUM Quality and Safety Education for Nurses, [QSEN] (2014). QSEN competencies . Retrieved from http://qsen.org/competencies/pre-licensure-ksas/#quality_improvement 19