Relevant bibliographies by topics / Quality and safety education for nurses

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Quality and safety education for nurses'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Quality and safety education for nurses"

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Cronenwett, Linda, Gwen Sherwood, Jane Barnsteiner, Joanne Disch, Jean Johnson, Pamela Mitchell, Dori Taylor Sullivan, and Judith Warren. "Quality and safety education for nurses." Nursing Outlook 55, no. 3 (May 2007): 122–31. http://dx.doi.org/10.1016/j.outlook.2007.02.006.

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Altmiller, Gerry, and Mary A. Dolansky. "Quality and Safety Education for Nurses." Nurse Educator 42 (2017): S1—S2. http://dx.doi.org/10.1097/nne.0000000000000416.

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Cooper, Elizabeth. "Quality and Safety Education for Nurses Implementation." Nurse Educator 42 (2017): S8—S11. http://dx.doi.org/10.1097/nne.0000000000000415.

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Bristol, Tim. "Quality and Safety Education for Nurses in class." Teaching and Learning in Nursing 10, no. 4 (October 2015): 200–203. http://dx.doi.org/10.1016/j.teln.2015.07.003.

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Barnsteiner, Jane, and Joanne Disch. "Second-Generation Quality and Safety Education for Nurses." Nursing Clinics of North America 47, no. 3 (September 2012): xi—xiii. http://dx.doi.org/10.1016/j.cnur.2012.07.012.

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Rosenblum, Ruth K., and Julie Sprague-McRae. "Using Principles of Quality and Safety Education for Nurses in School Nurse Continuing Education." Journal of School Nursing 30, no. 2 (May 14, 2013): 97–102. http://dx.doi.org/10.1177/1059840513489710.

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WARREN, JUDITH J., and TERI L. THOMPSON. "Quality and Safety Education for Nurses Competencies for the Clinical Nurse Specialist." Clinical Nurse Specialist 24, no. 4 (July 2010): 187–88. http://dx.doi.org/10.1097/nur.0b013e3181e653f6.

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Armstrong, Gail. "Quality and Safety Education for Nurses Teamwork and Collaboration Competency: Empowering Nurses." Journal of Continuing Education in Nursing 50, no. 6 (June 1, 2019): 252–55. http://dx.doi.org/10.3928/00220124-20190516-04.

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Walsh, Teresa, Nalini Jairath, Mary A. Paterson, and Cindy Grandjean. "Quality and Safety Education for Nurses Clinical Evaluation Tool." Journal of Nursing Education 49, no. 9 (June 30, 2010): 517–22. http://dx.doi.org/10.3928/01484834-20100630-06.

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James, David H., Patricia A. Patrician, and Rebecca S. Miltner. "Testing for Quality and Safety Education for Nurses (QSEN)." Journal for Nurses in Professional Development 33, no. 4 (2017): 180–84. http://dx.doi.org/10.1097/nnd.0000000000000365.

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Dissertations / Theses on the topic "Quality and safety education for nurses"

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Swart, Reecë Pearl. "The relationship between nurses educational background and the safety and quality of patient care in surgical units in private hospitals in Gauteng / Reecë Pearl Swart." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9215.

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Background: International literature seems to agree that nurses are the backbone of quality patient care and safety. Moreover, the appropriate training of nurses is vital to providing high quality and safe patient care. South Africa has a dual healthcare system and different categories of nurses. The perceptions of the safety and quality of care of the different categories of nurses are not known in the South African context. Objective: To determine the relationship between the educational background of nurses and their perceptions on the safety and quality of patient care in private surgical units in South Africa. Methods: This study followed a comparative descriptive design. Data was collected by means of a questionnaire as part of an international collaborative study, Nurse Forecasting in Europe (RN4CAST). Hierarchical linear modelling was used to examine the relationships among the variables in the 304 completed and returned questionnaires. Results: Overall, both registered- and enrolled nurses seemed satisfied with the safety and quality of care delivered in their units. Registered nurses (RNs) scored higher in the occurrence of incidents in surgical wards, whilst enrolled nurses (ENs) were of the opinion that current efforts to prevent errors are adequate. Conclusions: This study provides information that RN’s and EN’s have different perceptions in some areas on the quality and safety of patient care. A statistically significant difference was found between RN’s and EN’s perceptions on the prevention of errors in the unit, namely, losing patient information between shifts and patient incidents related to medication errors, pressure ulcers and falls with injury.
Thesis (MCur)--North-West University, Potchefstroom Campus, 2013.
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Mereigh-Frederick, Florianne. "Nursing Faculty's Integration of Quality and Safety Competencies as a Curricular Framework." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5378.

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The call to better prepare nurses in safety and quality performance resulted from the concern of the Institute of Medicine regarding egregious gaps and errors in U.S. hospitals that resulted in serious injuries and patient deaths. Quality and safety education for nursing (QSEN) competencies were set forth in 2005 to enhance nursing curricula and nursing students' preparation for practice; however, QSEN's integration and implementation have been gradual and inconsistent. This qualitative interpretive study was guided by Senge's principles of the learning organization and Benner's professional development model. Using face-to-face interviews, the perspectives of 9 full-time nursing faculty members at 2 private nursing colleges in the Northeast United States were obtained about QSEN integration into their curriculum. Data analysis employed the use of open in vivo coding, categorizing, and the formation of themes. The results indicated that QSEN integration was perceived as complex and daunting due to faculty's limited knowledge about QSEN, lack of adequate preparation to develop and employ instructional strategies, lack of adequate time to teach, and limited learning opportunities at clinical sites to develop competencies such as teamwork and collaboration and informatics. Meaningful reform in nursing education may occur as leaders engage faculty members in meaningful dialogue to better understand the complexity and challenges of QSEN integration, including faculty members' needs for successful implementation. Nursing students may then be better trained to understand the nature and consequences of human and system errors and appreciate higher standards of care that will result in a decrease in preventable injuries, medication errors, and patient deaths.
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Shanks, Staci. "Wright's Competency Model and Quality and Safety Competencies." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6667.

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Competent nurses are instrumental in assuring that a patient receives safe patient care of the highest quality. Patient care that lacks quality places patients at risk of poor health outcomes and results in negative financial impacts for the organization. The purpose of this staff education project was to develop nurse competency education for a facility's competency program, which merged the Wright competency model with quality and safety education for nurses' competencies. The nurse competency staff education program was evaluated by the organization's stakeholders for inclusion in the competency program. The whole-part-whole model, Knowles's adult learning theory, and Lewin's change theory were used to guide this project. Pre- and posttest data were collected from 16 organization stakeholders, including nurse managers, directors, clinical nurse specialists, nursing professional development specialists, and preceptors, who participated in an in-person education session. Data were analyzed by calculating the mean test scores and calculating the percent change. Results indicated a 32% increase in knowledge from pre- to posttest. Findings supported implementation through the nursing departments and may furthermore support implementation across other healthcare disciplines within the organization. The project promoted social change by developing and providing education to improve nurses' knowledge regarding competent practice, ensuring safe and high quality nursing practice and supporting improved patient outcomes.
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Fisher, Melanie. "An exploration into student nurses' perception of patient safety and experience of raising concerns." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/36280/.

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Background: Patient safety is of paramount importance in healthcare delivery. Following the inquiry into the Mid Staffordshire Health Trust (Francis 2013, 2015), there has been an increasing demand for nurses and other healthcare professionals to be open and candid in a transparent culture where harm and error are minimised. Despite this drive for openness, there is evidence that health care professionals remain reluctant to raise concerns and this includes student nurses as well as registrants. There is however paucity in research focusing upon the underlying factors which prevent student nurses from raising concerns about suboptimal practice. In an attempt to contribute to the discussion, this study will focus upon student nurses. Aim: The overall aim of this research is to understand student nurses’ perception of what they believe is a patient safety incident in their practice placements and understand the reasons that influence their willingness or reluctance to raise concerns about patient safety. Findings: Four main themes emerged from analysing the data: the context of patient safety; team culture; hierarchy and fear of retribution. Analysis and discussion of the data revealed that students were driven to raise concerns as they possessed strong moral and ethical beliefs to uphold patient safety. However, they had an overwhelming desire to fit in with their clinical colleagues and feared retribution and failure if they voiced concerns regarding care. This demonstrated that student nurses were subject to a fluctuating moral compass which was determined by psychological and sociological determinants. Conclusion: This research study has provided information which contributes to our understanding of student nurses’ beliefs about patient safety. It also helps us to recognise the factors that influence student nurses’ willingness or reluctance to speak up. This is important because with an increased understanding of their experiences and beliefs, we are better informed to broaden our teaching on this topic and develop effective policies to protect student nurses who raise concerns.
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Moore, Sheila Marjean. "Impact of Simulation Training on Novice Nurses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3114.

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In 1999, the Institute of Medicine released its report on building a safer health system. Since then, safety in patient care has become a paramount interest. Given the growing support for increasing patient safety, simulation training has become a common part of novice nurses' orientation program. This simulation training is designed to mimic situations in the acute care setting where novice nurses can practice in a patient safe environment. In this DNP project, a stroke simulation scenario and supporting patient chart was developed as an addition to a novice nurses' orientation program. The National League for Nursing simulation template was used to ensure successful incorporation of the League's standards and evidence-based practices. Five local experts were chosen to review the developed stroke simulation and corresponding patient chart. After reviewing, the experts were given a Likert-types evaluation survey to complete. The results of these surveys revealed that all experts strongly agreed that the simulation scenario was easy to follow and that the simulation patient chart provided the supporting information needed for the scenario. All experts strongly agreed that the simulation scenario would be easy to incorporate into the existing simulation programs and that the simulation scenario would enhance the critical thinking and decision making of the novice nurse. Lastly, all five of the participants strongly agreed the simulation scenario would increase patient safety when novice nurses are faced with similar situations in the acute care setting. The products of this project have been made available to the local healthcare facility for incorporation into its existing orientation program for novice nurses. The purpose of developing this simulation training is to improve the novice nurse ability and confidence to make a positive social change.
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Ray, Dr Tiney Elizabeth. "Education Program for Nurses Working in an Immigration Detention Facility." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3000.

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Nursing response to medical emergencies has been an ongoing issue in immigration detention centers. Lack of teamwork and poor communication with medical and security staff have resulted in detainees sustaining injuries during medical emergencies. This project was developed to persuade Immigration and Customs Enforcement Health Service Corps (IHSC) leaders to consider piloting the TeamSTEPPS emergency response curriculum for nurses working in the immigration detention center. Tuckman and Jensen's model of group development will provide guidance to IHSC leaders in understanding the transformational stages of forming a successful team. TeamSTEPPS will address gaps in emergency health care competency by improving collaboration, communication, and detainee outcomes. Evaluation questionnaires will be offered after each training module and several months after the conclusion of the program. Questionnaires will be distributed, analyzed, and interpreted by IHSC leadership or their designee. Implementation of the Team STEPPS curriculum may result in increased staff morale, decreased staff turnover, and improved detainee outcomes.
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Gant, April. "Educating Nurses About Spirituality's Effects on Quality of Life With Chronic Illness." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2151.

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Spirituality has been associated with wholeness, inner peace, and key elements of well-being or quality of life. Spirituality support is particularly important for patients with chronic illness and patients who view spirituality as a way of coping with suffering. Evidence-based education is lacking in schools of nursing and in places of nursing employment on spirituality interventions that nurses can use to improve patient quality of life. The purpose of this project was to determine whether an educational intervention would increase knowledge of spiritual care in a small sample of clinic nurses (n = 37). This project used Watson's caring theory, which is an explanatory, middle-range theory focused on human caring. Watson's caring theory supports the relationship between spirituality and quality of life in patients with a chronic illness. Staff nurses completed the Spirituality Care Competence Scale as a pretest evaluation of spirituality knowledge. Spirituality training, which included evidence-based handouts, articles, and assessments, was followed by a second completion of the Spirituality Care Competence Scale as a posttest evaluation of the training effectiveness. The pretest to posttest knowledge of spiritual care significantly increased (p < .0001) on the 10 questions as measured by a t test statistic. These findings may contribute to social change by guiding training strategies to meet organizational goals for increased nurses' knowledge of and skills in spiritual care delivery for chronically ill patients. Nurses will have increased competency to provide patients with quality holistic care that includes support of spirituality.
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Tukay, Remeliza Navarrete. "Diabetes Mellitus Type 2: A Quality Improvement and Patient Safety Initiative." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3213.

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The purpose of the quality improvement (QI) project was to examine the relationship between amended nursing education concerning diabetes mellitus (DM) Type 2 self-care management incorporating Tune in, Explore, Assist, Communicate, and Honor (TEACH) and Motivational Interviewing (MI) strategies and techniques and the Glycosylated hemoglobin (HgbA1C) of veteran patients with uncontrolled diabetes. The target sample included the 2 licensed practical nurses and 2 registered nurses assigned to 2 primary care teams, and the 10 purposively sampled patients with uncontrolled DM Type 2 from each team. The nurses' competencies were measured through descriptive comparison before and after nursing education implementation using the instrument Patient Education: TEACH for Success Self-Assessment Questionnaire. The nurses' confidence and their perceived importance of the TEACH and MI skills application and skill assessment for promoting health behavior change were tested inferentially with a paired t test before and after nursing education implementation using the instrument Clinician Importance and Confidence Regarding Health Behavior Counseling Questionnaire. The primary care team developed their skills tailored to each patient's needs, considering the guiding principles and premises of the health belief model (HBM). Patients' self-care management knowledge, skills and confidence were improved. The project decreased the elevated HgbA1C of patients measured after the project initiative. The QI project leads to positive social change by decreasing the number of patients with uncontrolled diabetes among the veteran population. The patients and their providers can develop individualized plans of care for diabetes management by educating, redirecting, and evoking behavioral changes in the veteran patients by using a team approach.
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Chacko, Mary Laly. "Orientation of Nurses Transitioning into Hospital Specialty Units." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2399.

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Competency-based nurse orientation programs focus on the new nursing graduate and experienced nurse employees' ability to perform skills necessary in a new work setting. The purpose of this project was to develop a learner-focused and competency-based orientation program for new nursing employees at a large urban hospital to enhance patient safety and nurse retention. The Johns Hopkins nursing evidence-based practice model and guideline were used in the selection of articles with higher levels of evidence and research quality for the critical appraisal of literature in support of the program development. The best practices for nursing orientation content and delivery for positive effects on hospital finances, nurse turnover rates, and patient safety were the focus of the literature review. Benner's model of 5 levels of skill development was the theoretical framework for advancing skills of nurses who enter the orientation program with different expertise and skill sets. Nurse orientation materials and processes, comprising a collaborative team approach to orientation and a guideline for preceptor selection, were developed as the essential components for successful orientation at the project hospital. A nursing orientation based on the evidence may provide an infrastructure and operational process for the organization in developing the competencies of all levels of nurses, including experienced nurses transitioning to new units or duties. The social change resulting from the project will be a supportive and seamless transition of nurses into the new practice role and work environment. When implemented, this project is anticipated to increase nurse satisfaction, improve quality of health care delivery, decrease anxiety related to the new nursing role, and improve collegiality among all levels of nurses.
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Cooley, Janet, Samuel F. Stolpe, Amber Montoya, Angela Walsh, Ana L. Hincapie, Vibhuti Arya, Melissa L. Nelson, and Terri Warholak. "An Analysis of Quality Improvement Education at US Colleges of Pharmacy." AMER ASSOC COLL PHARMACY, 2017. http://hdl.handle.net/10150/624022.

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Objective. Analyze quality improvement (QI) education across US pharmacy programs. Methods. This was a two stage cross-sectional study that inspected each accredited school website for published QI curriculum or related content, and e-mailed a questionnaire to each school asking about QI curriculum or content. T-test and chi square were used for analysis with an alpha a priori set at .05. Results. Sixty responses (47% response rate) revealed the least-covered QI topics: quality dashboards /sentinel systems (30%); six-sigma or other QI methodologies (45%); safety and quality measures (57%); Medicare Star measures and payment incentives (58%); and how to implement changes to improve quality (60%). More private institutions covered Adverse Drug Events than public institutions and required a dedicated QI class; however, required QI projects were more often reported by public institutions. Conclusion. Despite the need for pharmacists to understand QI, it is not covered well in school curricula.
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Books on the topic "Quality and safety education for nurses"

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Kelly, Patricia, Beth A. Vottero, and Carolyn A. Christie-McAuliffe, eds. Introduction to Quality and Safety Education for Nurses. New York, NY: Springer Publishing Company, 2014. http://dx.doi.org/10.1891/9780826121844.

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author, Horton-Deutsch Sara, and Sigma Theta Tau International, eds. Reflective organizations: On the front lines of QSEN & reflective practice implementation. Indianapolis, IN, USA: Sigma Theta Tau International, 2015.

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Saccaro, Joseph A. Developing safety training programs: Preventing accidentsand improving worker performance through quality training. New York: Van Nostrand Reinhold, 1994.

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Developing safety training programs: Preventing accidents and improving worker performance through quality training. New York: Van Nostrand Reinhold, 1994.

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Ingram, Claire. Why are nursery nurses not more involved in quality early years provision: (MA Education dissertation). [Guildford]: [University of Surrey], 1996.

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Sherwood, Gwen. Quality and safety in nursing: A competency approach to improving outcomes. Chichester, West Sussex, UK: Wiley-Blackwell, 2012.

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Nursing malpractice: Implications for clinical practice and nursing education. Seattle: University of Washington Press, 1995.

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Authority, South West Thames Regional Health. Educating for quality care: Review of the 1986 strategy for the education of nurses and midwives : consultative document. London: SWTRHA, 1992.

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Murashko, Mikhail, Igor Ivanov, and Nadezhda Knyazyuk. THE BASICS OF MEDICAL CARE QUALITY AND SAFETY PROVISION. ru: Advertising and Information Agency "Standards and quality», 2020. http://dx.doi.org/10.35400/978-5-600-02711-4.

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SUMMARY Current monograph represents and reviews key approaches to creating an effective internal quality and safety control system for an organization, based on patient-oriented approach, process approach, risk management, continuous process improvement and other methods including definition of all applied terms, a number of examples and step by step manuals on executing key measures and events to create and develop a quality control system and local documentation samples. Target audience for this monograph: hospital leadership, including CMO, deputy CMO on quality, head of quality control committee or designated quality control specialist, other medical workers. ABOUT «THE BASICS OF MEDICAL CARE QUALITY AND SAFETY PROVISION» All changes and reforms in healthcare should provide for medical care quality improvement, preservation of life and health of all citizens. Once an abstract word “quality” has its’ own specific meaning today, acquired by means of legislative validation of the term “medical care quality and safety”. Providing healthcare quality and safety is one of the key priorities within the confines of Russian Federation national policy for citizens’ health protection. Current issue represents actual knowledge and practical experience in terms of medical care quality and safety control, continuous medical organization efficiency improvement. Current issue addresses the matters of theoretical and practical aspects of introducing management and internal quality and safety control system in medical care. It also contains the methodological description of Proposals (practical recommendations) of Federal Service for Supervision in the Sphere of Healthcare, developed based on global experience generalization, adapted to Russian specificity, aimed at quality and safety provision. Current issue represents a large number of samples, examples, templates and check-list tables. Data, accumulated in the monograph, allows the reader create a proper system of measures in a medical organization to comply with the order № 381-н of Ministry of Health of Russian Federation «On approving Requirements towards organizing and executing medical care internal quality and safety control». TARGET AUDIENCE Current issue is intended for a wide range of readers, interested in management: for healthcare organization leaders, CMOs and deputy CMOs, deputy CMOs on quality, quality control committee leaders or designated quality control specialists, physicians, nurses, medical academicians and students, and all specialists, interested in medical organizations’ stable development and improvement.
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Patton, Kurt A. Anticoagulant therapy FAQs: A guide to compliance with national patient safety goal 3E. Marblehead, MA: HCPro, 2008.

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Book chapters on the topic "Quality and safety education for nurses"

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Dow, Alan W., Deborah DiazGranados, and Marianne Baernholdt. "Interprofessional Practice and Education." In Nurses Contributions to Quality Health Outcomes, 177–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69063-2_10.

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Ros, Soveacha, Thomas N. B. Pascual, and Rethy K. Chhem. "Sustaining Praxis: Quality Assurance of Education and Training Programmes of the IAEA’s Division of Human Health." In Radiological Safety and Quality, 241–49. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7256-4_13.

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Schwaitzberg, Steven D. "SAGES History and Commitment to Education and Safety." In The SAGES Manual of Quality, Outcomes and Patient Safety, 397–404. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-1-4419-7901-8_40.

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Buyske, Jo. "Standardizing Surgical Education: Implications for Quality of Care." In The SAGES Manual of Quality, Outcomes and Patient Safety, 407–16. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-1-4419-7901-8_41.

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McGaghie, William C., Diane B. Wayne, and Jeffrey H. Barsuk. "Translational Science and Healthcare Quality and Safety Improvement from Mastery Learning." In Comprehensive Healthcare Simulation: Mastery Learning in Health Professions Education, 289–307. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34811-3_16.

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Nehru, R. S. S., and Srabanti Chakraborty. "The Education of Things (EoT) for Smart Learning Through IoT Intervention: A Case Study Based Analysis." In ICICCT 2019 – System Reliability, Quality Control, Safety, Maintenance and Management, 529–36. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8461-5_60.

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Heukelom, S., and J. Meijer. "Biomedical Physics Education for the Healthcare Profession: Quality and Safety as the Starting Points." In IFMBE Proceedings, 119–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03893-8_34.

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Tartaglia, Riccardo. "Brief Story of a Clinical Risk Manager." In Textbook of Patient Safety and Clinical Risk Management, 19–28. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59403-9_2.

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AbstractThis chapter briefly describes the experience of a doctor who worked for over 15 years as a clinical risk manager in a regional health service. The chapter describes the phases of a project that started with the establishment and organization of a structure dedicated to patient safety and the creation of a network of doctors and nurses with the function of managing clinical risk. The project was therefore developed through the training of health workers and the creation of a reporting system for adverse events. The first results obtained and the criticalities experienced in the relationship with the political-administrative apparatus are reported. In Italy, this experience has contributed to the enactment in 2017 of an important law on the patient safety that has established centers for the management of health risk and the patient safety in every Italian region and has laid the foundations to further improve the quality of care in the Italian health service.
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Potts, John R., Constance K. Haan, and Kevin B. Weiss. "Surgical Graduate Medical Education Program Accreditation and the Clinical Learning Environment: Patient Safety and Health Care Quality." In Surgical Patient Care, 799–816. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44010-1_47.

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Vosper, Helen, Sue Hignett, and Paul Bowie. "Creative ‘Tips’ to Integrate Human Factors/Ergonomics Principles and Methods with Patient Safety and Quality Improvement Clinical Education." In Advances in Intelligent Systems and Computing, 97–101. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96098-2_14.

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Conference papers on the topic "Quality and safety education for nurses"

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Ryder, Isobel, Michael Taylor, and Carrie Hamilton. "SC25 Improving safety and quality of care in nursing education for the ‘future nurse’." In Abstracts of the Association of Simulated Practice in Healthcare, 10th Annual Conference, Belfast, UK, 4–6 November 2019. The Association for Simulated Practice in Healthcare, 2019. http://dx.doi.org/10.1136/bmjstel-2019-aspihconf.58.

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Dominguez-Vergara, Nicolas, and Daniel Nicolas Dominguez-Perez. "QUALITY CONTROL TOOLS IN THE ANALYSIS OF COVID-19 CAUSED PROBLEMS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end105.

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Quality control tools are taught in engineering careers to analyze and try to solve problems in the production of goods and in the performance of service businesses. Those tools can be used to analyze and understand many problems. The coronavirus pandemic has caused many problems around the world, like many people infected in people’s agglomerations in public transportation, in celebrations like parties, in political rallies and in public markets because of the people not wearing masks. A Pareto diagram clearly shows the most dangerous comorbidities in case of covid-19 infection. A lot of doctors and nurses have been contagious around the world in many cases because of lack of protection materials for them, hopefully health and safety procedures (check lists) and Poka Yoke devices are being created and implemented to reduced contagion. In this paper we identified and analyzed some covid-19 caused problems using basic quality control tools and for some cases we proposed solutions to them. Examples of a Pareto Diagram in analyzing the death rate in age ranges is used to explain the decrement in deaths in the United States of America if certain age groups are first vaccinated, an Ishikawa Diagram is used to analyze the ineffective distant learning in Mexico, a Check List is elaborated to avoid contagion in shopping and a Dispersion Diagram is used to find a relation between the number of contagious and the number of deaths in many countries of the world. Some other tools are briefly explained and some problems which could be analyzed with those are identified. The examples could enhance the interest of the students in learning the usefulness of those tools in a variety of fields.
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Kusumaningrum, P. R., Daryani, F. Suciana, and A. A. Krismiyantara. "Impact of Surgical Safety Checklist Training on Nurses’ Compliance in Operating Room." In 1st International Conference on Science, Health, Economics, Education and Technology (ICoSHEET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200723.076.

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Ramsey, G., and C. Grippi. "0020 The impact of focused child passenger safety (CPS) education on pediatric nurses’ knowledge of CPS." In Injury and Violence Prevention for a Changing World: From Local to Global: SAVIR 2021 Conference Abstracts. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/injuryprev-2021-savir.6.

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Huang, Mingxin, and Lu Yuan. "Comparative Study on Agricultural Product Quality Safety Law and Food Safety Law." In 2017 International Conference on Education, Culture and Social Development (ICECSD 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icecsd-17.2017.9.

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Li, Mei. "Study on Food Quality and Safety Issues and Total Quality Management of Food Production." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.241.

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Yu, Ping, and Huanxin Wang. "Improving Course Education to Upgrade the Psychological Quality of Students of Seafaring Specialties." In First International Conference on Transportation Information and Safety (ICTIS). Reston, VA: American Society of Civil Engineers, 2011. http://dx.doi.org/10.1061/41177(415)304.

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Tureková, Ivana, Peter Brečka, and Henrieta Paučeková. "MAINSTREAMING OCCUPATIONAL SAFETY AND HEALTH INTO EDUCATION. CASE STUDY OF OBJECTIVIZATION INDOOR QUALITY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0373.

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Li, Ling, Yani Chang, Juanjuan Bai, and Tieling Liu. "The Thinking about the Biochemistry Teaching in Food Quality and Safety Specialty." In 2018 2nd International Conference on Education, Economics and Management Research (ICEEMR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceemr-18.2018.136.

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Tingting, Tang, Wang Min, Zhang Yu, Yang Yuting, Li Jinling, and Sun Jianming. "Agricultural Products Quality and Safety Monitoring System Research Based On Supply Chain." In 2017 7th International Conference on Social Network, Communication and Education (SNCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/snce-17.2017.72.

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Reports on the topic "Quality and safety education for nurses"

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Stoddard, Amy, Donna Lynch-Smith, Kate Carlson Wrammert, and Bobby Bellflower. Increasing Nurse Knowledge Using a Formal Lung Transplant Education Program. University of Tennessee Health Science Center, December 2020. http://dx.doi.org/10.21007/con.dnp.2020.0001.

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Abstract:
This quality improvement project was completed to show that a formal lung transplant education course for nurses caring for lung transplant patients increased their knowledge. An eight-hour education course was developed by experts in the field of lung transplantation. A pretest was administered before the education course. A posttest was administered to determine if knowledge was improved. A three-month follow-up test was administered to determine knowledge retention. Based on the data analysis, nurse knowledge improved after formal education. Item analysis determined what areas of educational content need to be the focus of quarterly education. The education course was adopted as formal training for transplant nurses.
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