Reframing nursing education: the Quality and Safety Education for Nurses initiative

Quality and safety are paramount concerns in today's health care industry. The Quality and Safety Education for Nurses Initiative (QSEN), funded by the Robert Wood Johnson Foundation, has identified six competencies for graduates of all levels of prelicensure programs and the knowledge, skills, and attitudes necessary to meet them. The authors describe the three phases of the QSEN initiative and their experiences as one of two associate degree pilot schools involved in the early phases of QSEN.     

Using nursing grand rounds to enforce Quality and Safety Education for Nurses competencies

Creative teaching is critical to engaging students. Medical grand rounds emerged as a central teaching activity in United States medical schools for the first half of the past century but have faded as education has moved to the classroom. Combining this age-old Socratic teaching method with modern high-fidelity laboratory manikins makes for an optimal learning opportunity for nursing students. Development of activities with the structure of Quality and Safety Education for Nurses competencies supports evidence-based practice and critical reasoning skills.     

Quality and Safety Education for Nurses:Making progress in patient safety,learning from COVID-19

The past year of global COVID-19 pandemic renewed the atten-tion on the inherent quality and safety risks in healthcare.Frag-mentation in delivery services,poor...     

A statewide initiative integrating Quality and Safety Education for Nurses (QSEN) through academic-clinical partnerships to improve health outcomes

The purpose of this article is to describe an innovative project that contributed to the work of Quality and Safety Education for Nurses (QSEN's) second generation which resulted from the original initiative and the awareness that new environments, partnerships, and strategies were needed to improve quality and safety. It is the only known project that served as a pilot model to disseminate the QSEN competencies across an entire state to build academic-clinical partnerships and can be replicable across the country. Findings from the current project highlighted the following: (a) the need for ongoing education for both academic and clinical partners regarding the QSEN competencies as well as ongoing coaching to develop those collaborative relationships; (b) an awareness among the partnerships of the competing time demands with their other work responsibilities to complete their QSEN project; and (c) many unforeseen positive outcomes including the establishment of the QSEN Institute Regional Center at Jacksonville University. Supported by a mini-grant by the Florida Blue Foundation it is the authors' beliefs that we have now moved onto the third generation of QSEN due to the leveraged opportunities to further improve health outcomes.     

不同学历层次护士临床护理的比较

目的探讨不同学历层次的护士对临床护理质量的影响。方法2012年10月,便利抽样法选择哈尔滨医科大学附属第一临床医院工作年限〈5年的临床护士100名作为研究对象,按照学历不同将其分为本科组、大专组、中专组。以《全国卫生系统护师岗位技能训练和竞赛活动护理技术项目考核要点》为依据,对三组护士的临床护理质量水平进行考核评估,比较三组护士的临床护理水平差异。结果护理评估、护理诊断、制定护理计划、护理评价等方面的成绩,三组护士的差异有统计学意义（P〈O．05或P〈0．01）。结论必须加强对护士队伍的继续教育,提高护士的学历层次,从而提高整体护理质量。     

10所综合医院临床护理人员人文素质继续教育需求调查分析

目的 了解临床护理人员人文素质继续教育需求及其影响因素,为科学开展人文素质继续教育提供依据.方法 抽取国内10所综合医院,采用分层随机抽样方法抽取临床护理人员2 800名,使用"临床护理人员人文素质继续教育需求问卷"对其进行无记名调查.结果 实际有效调查对象2 727名.93.22%的护理人员认识到了人文素质继续教育的必要性和重要性;临床护理人员人文素质继续教育需求最高的前5位依次为:护患纠纷处理技巧、职业防护知识和能力、医疗护理法律知识、自我心理健康维护知识和能力、医疗领域人际关系处理技巧;影响护理人员参加继续教育的因素主要是精力和时间不足(68.72%)、机会欠缺(48.55%)及经费问题(44.52%).结论 临床护理人员人文素质继续教育需求迫切,继续教育内容及影响因素涉及范围广,应通过增强认识、激发动力、科学设计人文素质继续教育的内容,切实将人文素质继续教育落到实处.     

基于健康安全环境管理体系的低年资护士安全培训

目的以"健康"、"安全"、"环境"为目标,探索一套低年资护士安全培训模式。方法借鉴杜邦管理体系的理念和方法,根据培训需求评定确定安全基础教育培训,提供跨学科协同教学,以岗位技能培训为主,以行为安全训练观察法关注人的操作行为,直线管理培训,以日常评估、岗位检验培训效果。比较培训前后低年资护士不良事件发生率、护理安全管理质量。结果培训后低年资护士发生不良事件明显低于培训前(P0.01),事件损伤结局以无伤害为主(71.6%),身份识别和交接流程质量、医嘱执行和查对制度质量、用药安全质量合格率分别为95.5%、96.5%、96.5%,明显优于培训前(P0.01)。结论实施低年资护士安全培训,充分考虑护士特点和培训需求,关键是消除人的不安全行为,能有效提升护士安全意识和风险防范能力,具有实用性和可操作性。     

加强实习护生的自我防护

临床实习是护理教育的重要阶段,要提高实习护生的自我防护,首先要走出认识误区,使学校,医院及护生均认识到加强自我防护和为病人服务是一致的,其次临床教师要关心爱护学生;学校对学生要进行必要的体检和预防接种;学生要合理安排休息,注意营养。更重要的是要针对性地采取措施,避免物理性、化学性、生物性因素所造成的损伤。     

提升内科系统低年资护士健康教育质量的行动研究

目的探讨内科系统低年资护士对住院患者进行健康教育过程中存在的问题,在行动中不断提升低年资护士的健康教育能力。方法 2015年2-5月,便利抽样选取昆山市中医医院内科系统低年资(3~5年)的护士106名,采用行动研究法,识别问题后,按照"计划-行动-观察-反思"的螺旋循环过程,制定专科化健康教育资料并对低年资护士进行健康教育知识的培训以及基于护理程序应用能力的沟通技能的培训及实践。结果对两次行动进行效果评价的结果显示,行动后内科系统低年资护士的健康教育知识水平、沟通技能的水平均明显提高,差异均有统计学意义(均P0.01)。结论采用行动研究法的螺旋循环模式,对内科系统低年资护士进行系统的专科化健康教育知识及沟通技能的培训,可以提高其健康教育的能力,提升患者满意度。     

Promote Radiation Safety for Nurses: A Policy Perspective

Radiologic and imaging nurses (RINs) continue to be exposed to radiation at the workplace. However, many studies identified that most health care systems do not have policies on radiation safety training for RINs; the less educated they are on radiation safety, the more fear they have with radiation and the less comfortable they are with assisting patients while receiving medical imaging procedures. This policy perspective will identify gaps in radiation protection training, and development of education training, and suggest strategies for compliance with annual radiation training. We recommend that radiology or nursing departments should develop and enforce a policy mandating annual radiation safety training for RINs and that The Joint Commission should evaluate the institutional adherence to that policy.     

Online Palliative and End-of-Life Care Education for Undergraduate Nurses

The curricula of undergraduate nursing programs lack education in palliative and end-of-life care. If the topic is covered, it is generally within isolated lectures and rarely as a full course. With the growing demand for nursing competence in palliative care, curricula must adapt to also place emphasis on this important topic. The release in 2016 of the American Association of College of Nursing (AACN) Palliative Competencies and Recommendations for Educating Undergraduate Nursing Students (CARES) drew attention to the need for expanded undergraduate education on this topic. This paper describes the development and delivery of an undergraduate-level online nursing elective course in palliative and end-of-life care offered through a large public university. Innovative elements of the course include practicing difficult conversations using technology to enable active student engagement in an online environment, a serious game involving individual role play for treatment decision making, and special topic weeks allowing a deeper dive into seldom discussed populations such as the homeless, which the students described as playing an important role in contributing to their learning.