Integrating quality and safety education into clinical nursing education through a dedicated education unit |
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| Institution: | 1. York College of Pennsylvania, 441 Country Club Road, York, PA 17403, USA;2. York Hospital, WellSpan Health, 1001 South George Street, York, PA 17403, USA;1. Andrology Australia, c/o School of Public Health and Preventive Medicine, Monash University, Prahran, Victoria, Australia;2. Hunter New England Nursing and Midwifery Research Centre, School of Nursing and Midwifery, Faculty of Health and Medicine, University of Newcastle, NSW, Australia;1. Department of Nursing, Illawarra Shoalhaven Local Health District, Wollongong Hospital, Loftus Street, NSW, Australia;2. Department of Pharmacy, Illawarra Shoalhaven Local Health District, Wollongong Hospital, Loftus Street, NSW, Australia;1. School of Nursing, Midwifery and Paramedicine, Curtin University, Perth, Western Australia, Australia;2. Department of Nursing and Midwifery Education and Research, King Edward Memorial Hospital, Subiaco, Western Australia, Australia;1. Ersta Sköndal University College, Department of Health Care Sciences, P.O. Box 11189, S-100 61 Stockholm, Sweden;2. Karolinska Institutet, Department of Neurobiology, Care Sciences and Society, Division of Nursing, Stockholm, Sweden;1. The School of Nursing & Midwifery, Trinity College, Dublin, Ireland;2. Faculty of Health, Social Care and Education Kingston University and St George''s, University London Kingston Hill Campus, Kingston upon Thames, Surrey, KT2 7LB, UK;1. School of Nursing, Midwifery and Social Care, Edinburgh Napier University, Sighthill Campus, Edinburgh EH11 4BN, UK;2. University of Stirling, School of Health Sciences, Stirling FK9 4LA, UK |
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| Abstract: | The Institute of Medicine and American Association of Colleges of Nursing are calling for curriculum redesign that prepares nursing students with the requisite knowledge and skills to provide safe, high quality care. The purpose of this project was to improve nursing students' knowledge of quality and safety by integrating Quality and Safety Education for Nurses into clinical nursing education through development of a dedicated education unit. This model, which pairs nursing students with front-line nursing staff for clinical experiences, was implemented on a medical floor in an acute care hospital. Prior to implementation, nurses and students were educated about the dedicated education unit and quality and safety competencies. During each clinical rotation, students collaborated with their nurses on projects related to these competencies.Students' knowledge was assessed using questions related to quality and safety. Students who participated in the dedicated education unit had higher scores than those with traditional clinical rotations. Focus groups were held mid-semester to assess nurses' perceptions of the experience. Five themes emerged from the qualitative data including thirsting for knowledge, building teamwork and collaboration, establishing trust and decreasing anxiety, mirroring organization and time management skills, and evolving confidence in the nursing role. |
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| Keywords: | Dedicated education unit Quality and safety education for nurses Service/academic partnerships Clinical nursing education |
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