Introduction

            According to the American Nursing Association, there are six integral focus areas when analyzing QSEN competencies. They are patient-centered care, informatics, quality improvement, safety, teamwork and collaboration, and evidence-based practice (Lewis, 2016). The zones play a critical role in ensuring that safety and quality are met in areas of practice. Understanding the importance of the care would be imperative in ensuring that nurses can deliver quality healthcare that would correspond to improved health to patients and clients. Part 5 of the project will be reviewing the synthesis of evidence in accordance to influence from QSEN competencies.

Analysis of Evidence

            The purpose of QSEN competencies is to ensure they address the challenges of the future nursing profession, impacting the nurses with knowledge, attitudes, and skills imperative in improving the quality and also the safety of the healthcare system where they are working. Patient-centered care ensures that designee or even patients are recognized as the source of full control and partners in providing coordinated care based on the patient’s values, needs, and also preferences. Teamwork and collaboration ensure there is an effective interdependence between nurses and other inter-personal teams, which fosters communication, respect, and shared decision-making (Lyle-Edrosolo, 2016). Evidence-based practice ensures that there is a piece of current integrated evidence between clinicians and patients, and their preferences are adhered to during the delivery of optimal care. Quality improvement ensures the use of data to monitor the possible outcomes of the applied care and, as such, improve and test the changes. Safety ensures that there is reduced chances to harm patients and providers through ensuring system effectiveness and also swift individual performance. Lastly, informatics uses technology and information to mitigate error, communicate, and also support the process of decision making.

Nurse Leader Interview

            The interview is aimed at reviewing the effect of QSEN competencies on nursing practice. The interviewee was a nurse leader in a local healthcare provider and been working in the position for the past ten years.

Me: What is the effect of QSEN competencies in the nursing profession?

Nurse Leader (NL): The competencies act as guidance to nurses to redesign the why and what as they deliver care so as to ensure high-quality and safe care.

Me: How have the competencies impacted your career as a nurse?

NL: The competencies zones have ensured that I provide patient-centered care and also ensure safety while providing such care.

Me: As a nurse, what should I understand before entering the workforce in terms of the QSEN competencies?

NL: That is a good question. It is important to understand that patients and other inter-disciplinary teams are always looking up to the nurse to ensure that we provide quality care as well as education to patients. As a nurse leader, I have always ensured that my team understands the coherent role we play in healthcare and always strives to ensure that we have a strong and swift team.

Me: What are the barriers to supporting this fully?

NL: Most of the time, the barrier comes from the nurses themselves. Most of the time, they fail to understand the importance of QSEN competencies in care and often regard it as a waste of time. However, in recent times, many have started to appreciate the effectiveness of the strategy and have been practicing, resulting in satisfaction from patients and other inter-disciplinary teams.

Me: Thank you for your time and comprehensive answers regarding the integration of QSEN competencies in nursing and healthcare system.

NL: Welcome, thank you for having me explain this to you and your colleagues.

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Evidenced-based Entry-level RN Job Description

            Evidence-based entry-level is an integral part in registered nurses’ careers as it defines the requirements and presents the expectations that would be expected when they are in the workforce. As nurses, it imperative to understand that they are required to practice the six competencies and particularly ensure that their care is evidence-based. Evidence-based care is one of the six competencies in the job description. It requires nurses to integrate the best current clinical expertise and family or patients’ preferences and also value for the delivery and practice of optimal healthcare (Schaar, 2015). Nurses must demonstrate knowledge of basic scientific skills and methods, adhere effectively in appropriate research and data collection, and appreciate the strength and weaknesses of the scientific methods, patients and acknowledge the limitations present in knowledge and clinical practice.

Conclusion

            QSEN competencies are effective in ensuring that nurses are able to be all-round while delivering care to patients as well as addressing families on the effectiveness of care to the patient. Through integrating the competencies to care, nurses and other caregivers can provide quality care, which is effective in ensuring that patients receive and acknowledge the type of services they are receiving. It is imperative to ensure that the RN understands the effect of providing such care to patients and the immediate results when practiced in the right manner—as such, understanding the motive of QSEN in practice would be paramount in defining the type of service being provided by nurses.

References

Lewis, D. Y. (2016). QSEN: Curriculum integration and bridging the gap to practice. Nursing Education Perspectives, 37(2), 97-100.

Lyle-Edrosolo, G. &. (2016). Aligning healthcare safety and quality competencies: quality and safety education for nurses (QSEN), The Joint Commission, and American Nurses Credentialing Center (ANCC) magnet® standards crosswalk. Nurse Leader, 14(1), 70-75. Retrieved from https://doi.org/10.1016/j.mnl.2015.08.005

Schaar, G. L. (2015). Onboarding new adjunct clinical nursing faculty using a quality and safety education for nurses–based orientation model. Journal of Nursing Education, 54(2), 111-115. Retrieved from https://doi.org/10.3928/01484834-20150120-02

Appendices

Lewis, D. Y., Stephens, K. P., & Ciak, A. D. (2016). QSEN: Curriculum integration and bridging the gap to practice. Nursing Education Perspectives, 37(2), 97-100.

The purpose of this project was to revise the curriculum at a diploma school of nursing to meet the call issued by QSEN. Course objectives were revised and principles of quality and safety were threaded throughout the curriculum with classroom, clinical, and simulation strategies. Students and faculty completed the Healthcare Professionals Patient Safety Assessment Curriculum Survey, and preceptors were surveyed regarding students’ ability to meet QSEN competencies. No difference was found post-implementation, but statistically significant differences were found between students and faculty and between students at the start of the nursing program and one year later.

Lyle-Edrosolo, G., & Waxman, K. T. (2016). Aligning healthcare safety and quality competencies: quality and safety education for nurses (QSEN), The Joint Commission, and American Nurses Credentialing Center (ANCC) magnet® standards crosswalk. Nurse Leader, 14(1), 70-75.

There is little to no improvement in the quality of patient care since the publication of To Err Is Human report in 1999 by the Institute of Medicine. Health care provider education must address quality and patient safety language in order to meet the demands of the 21st century. Academic institutions focus on the quality and safety language as outlined by the Quality and Safety Education for Nurses (QSEN). Conversely, hospitals emphasize competencies and standards as outlined in The Joint Commission accreditation standards and the American Nurses Credentialing Center Magnet® competencies. Nurse leaders need a crosswalk among all 3 standards that can help guide their practice. The crosswalk can help nurse leaders have an increased understanding of the role that QSEN plays in educating a competent and safe nursing workforce.

Schaar, G. L., Titzer, J. L., & Beckham, R. (2015). Onboarding new adjunct clinical nursing faculty using a quality and safety education for nurses–based orientation model. Journal of Nursing Education, 54(2), 111-115.

In light of the nursing faculty shortage, many clinical nurses are transitioning to adjunct clinical faculty roles. This transition requires formal orientation programs that are based on an established framework that links academic and practice competencies. The authors propose that linking academic and practice competencies will enhance students’ education and promote patient safety. The model described in this article uses the Quality and Safety Education for Nurses (QSEN) competencies to design and deliver an onboarding orientation model for new adjunct clinical faculty. For each QSEN competency, orientation topics, learning objectives for new faculty, and orientation activities are offered. This model serves as a template on which new adjunct clinical faculty can be onboarded, thus lessening role-transition stressors. Adequately prepared adjunct clinical faculty offer students a clinical expert who has received an orientation built on the QSEN competencies.