JEANNIE COUPER, MSN, RN-BC

SETON HALL UNIVERSITYMAY 2, 2012

QSEN in Practice

QSEN Competency 2: Team Work and Collaboration

Definition: Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care (QSEN, 2012).

KnowledgeDescribe own

strengths, limitations, and values in functioning as a member of a team

SkillsDemonstrate

awareness of own strengths and limitations as a team member

Initiate plan for self-development as a team member

Act with integrity, consistency and respect for differing

views

AttributesAcknowledge own potential to contribute to effective team functioning

Appreciate importance of intra- and inter-professional collaboration

Cronenwett et al., 2007

QSEN Competency 2: Team Work and Collaboration

Program Outcome: Collaborate with members of the health care team in planning, guiding, coordinating and evaluating nursing practice .

Course Objective: Utilize the critical thinking process to generate outcome oriented clinical judgment.

Knowledge

Analyze how personal development is affecting your function as a team member

Skills

Plan for continued growth thru self-reflection and journaling

Evaluate personal growth and development

Advocate for patientActively assist teamDelegate to CNA

Attitudes

Appreciate importance of intra- and inter-professional collaboration: build community and team via mutual respect and shared decision-making

Cronenwett et al., 2007; Sherwood & Drenkard, 2007; Zimmerman & Ramirez, 2007; Hall, et al., 2007

QSEN Competency 5: Safety

Definition: Minimize risk of harm to patients and providers through both system effectiveness and individual performance (QSEN, 2012).

Knowledge Skills AttitudesDelineate general categories Communicate observations Value own

roleof errors and hazards in or concerns related to in

preventingcare hazards and errors to errors

patients, families, and health care team

Cronenwett et al. (2007)

QSEN Competency 5: Safety

Program Outcome Demonstrate interpersonal, clinical, and technological skills consistent with the standards and guidelines of professional nursing practice.

Course Objective: Utilize the SBAR-R approach for communication with healthcare team. Promoting and maintaining safety for patients. Knowledge Skills Attitude

Explore categories of Utilize the revised SBAR *Reflect on your

errors and potential approach in giving handoff practice; *List 2

hazards in providing communication with staff things learned

handoff report from your patient; *Explain where and how nurses intercede to promote safety

Cronenwett et al., 2007; Sherwood & Drenkard, 2007; Zimmerman & Ramirez, 2007; Hall, et al., 2007;

Grbach & Vincent, 2007)

Clinical education: Integration Required!

2. Identify a problem or need that arose during your observation in the PICU. Explain the circumstances of the problem including who, what, when, where, and how urgent the problem was.

a. Identify the knowledge required by the staff nurse to solve the problem.

b. Analyze steps taken by nurse to solve the problem.c. Evaluate collaborative efforts of health care team members

in helping to solve the problem.d. Consider other possible solutions to the problem.

3. Discuss how the staff nurse’s participation in clinical decision making relates to improved patient outcomes and job satisfaction.

References

Cronenwett, L et al. (2007). Quality and safety education for nurses. Nursing Outlook, 55(3), 122-131.

Grbach, W. & Vincent, L. (2008). Reformulating SBAR to “I-SBAR-R”. Accessed at http://www.qsen.org/teachingstrategy.php?id=33

Hall, L., Scott, S. & Cox, K. (2007). Interprofessional curriculum in patient safety and quality improvement. Accessed at http://www.qsen.org/teachingstrategy.php?id=45

Sherwood, G. & Drenkard, K. (2007). Quality and safety curricula in nursing education: Matching practice realities. Nursing Outlook, 55(3), 151-155

Smith, E. L., Cronenwett, L., & Sherwood, G. (2007). Nursing Outlook, 55(3), 132-137.

Zimmerman, R. & Ramirez, Y. (2011). A universal template for designing QSEN learning activities: Setting expectations using KSAs. Accessed at http://www.qsen.org/teachingstrategy.php?id=179