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

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

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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Brown, Robin, Lisa Feller, and Linda Benedict. "Reframing nursing education: the Quality and Safety Education for Nurses initiative." Teaching and Learning in Nursing 5, no. 3 (July 2010): 115–18. http://dx.doi.org/10.1016/j.teln.2010.02.005.

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Altmiller, Gerry. "Quality and Safety Education for Nurses Competencies and the Clinical Nurse Specialist Role." Clinical Nurse Specialist 25, no. 1 (January 2011): 28–32. http://dx.doi.org/10.1097/nur.0b013e318201f830.

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Mohn-Brown, Elaine. "Implementing Quality and Safety Education for Nurses in Postclinical Conferences." Nurse Educator 42 (2017): S18—S21. http://dx.doi.org/10.1097/nne.0000000000000410.

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Koffel, Chris, Kathleen G. Burke, Kathy McGuinn, and Rebecca S. Miltner. "Integration of Quality and Safety Education for Nurses Into Practice." Nurse Educator 42 (2017): S49—S52. http://dx.doi.org/10.1097/nne.0000000000000424.

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Sherwood, Gwen. "Perspectives: Nurses' expanding role in developing safety culture: Quality and Safety Education for Nurses – competencies in action." Journal of Research in Nursing 20, no. 8 (December 2015): 734–40. http://dx.doi.org/10.1177/1744987115621142.

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Brenner, Zara R., and Nancy S. Iafrati. "Incorporating Best Practices Into Undergraduate Critical Care Nursing Education." Critical Care Nurse 34, no. 1 (February 1, 2014): 61–65. http://dx.doi.org/10.4037/ccn2014174.

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Incorporation of best clinical practices into the baccalaureate critical care nursing curriculum is important. At The College at Brockport, best clinical practices are introduced early in the semester and are reinforced throughout the semester in both class and clinical settings. Among the best clinical practices included are those recommended by the American Association of Critical-Care Nurses, The Centers for Medicare and Medicaid Services, the Institute for Healthcare Improvement, The Joint Commission, Quality and Safety Education for Nurses, the Surviving Sepsis Campaign, and the Institute for Safe Medication Practices. The culminating assignment of the semester requires students to focus on patient safety. Students describe the use of the National Patient Safety Goals and other best practices in the critical care setting. The role of the nurse leader and exploration of near-miss and work-around events also are described. Nursing students need to provide safe competent nursing care by incorporating best practices into their clinical practice now and in the future when they become registered professional nurses.

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Didion, Judy, Mary A. Kozy, Chris Koffel, and Kristin Oneail. "Academic/Clinical Partnership and Collaboration in Quality and Safety Education for Nurses Education." Journal of Professional Nursing 29, no. 2 (March 2013): 88–94. http://dx.doi.org/10.1016/j.profnurs.2012.12.004.

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Acton, Cindy, Susan Farus-Brown, Catherine Alexander, Linda Morrow, Julianne Ossege, and Elizabeth Tovar. "Quality and Safety Education for Nurses Competencies in Doctor of Nursing Practice Education." Nurse Educator 42 (2017): S44—S48. http://dx.doi.org/10.1097/nne.0000000000000426.

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Saragih, Sontina, and Yusnaini a. "THE RELATIONSHIP BETWEEN CLINICAL LEADERSHIP OF NURSE AND THE IMPLEMENTATION OF PATIENT SAFETY CULTURE AT NURUL HASANAH HOSPITAL." International Journal of Advanced Research 8, no. 12 (December 31, 2020): 1065–68. http://dx.doi.org/10.21474/ijar01/12252.

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The quality of health services is the main focus in health service facilities, especially hospitals. A patient safety culture can improve quality and patient safety. Nurse clinical leadership was identified as one of the supporting factors for the successful application of a patient safety culture. This study aims to analyze the relationship between clinical leadership of nurses and the application of a patient safety culture at Nurul Hasanah Hospital. This type of research is descriptive correlational analytic with cross sectional approach.The population in this study were all nurses at Nurul Hasanah Hospital with a total sampling technique of 62 nurses. The results showed that most of the respondents with good clinical leadership (53.2%), most of the application of a good patient safety culture (66.1%) and there was a significant relationship between the clinical leadership of nurses and the application of a patient safety culture (p-value = 0.043). So it can be concluded that the application of a good patient safety culture can be realized by the optimal clinical leadership abilities of nurses. Therefore, the support of the hospital managerial is very important to support the clinical leadership competence of nurses in realizing the achievement of a patient safety culture through both formal and non-formal education.

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Harrison, Elizabeth Marion. "Quality and Safety Education for Nurses: A Nursing Leadership Skills Exercise." Journal of Nursing Education 53, no. 6 (May 12, 2014): 356–61. http://dx.doi.org/10.3928/01484834-20140512-01.

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Altmiller, Gerry, and Loraine Hopkins-Pepe. "Why Quality and Safety Education for Nurses (QSEN) Matters in Practice." Journal of Continuing Education in Nursing 50, no. 5 (May 1, 2019): 199–200. http://dx.doi.org/10.3928/00220124-20190416-04.

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Altmiller, Gerry, and Gail Armstrong. "2017 National Quality and Safety Education for Nurses Faculty Survey Results." Nurse Educator 42 (2017): S3—S7. http://dx.doi.org/10.1097/nne.0000000000000408.

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Altmiller, Gerry. "Establishing Frameworks for Quality and Safety Education for Nurses Competency Integration." Nurse Educator 43, no. 5 (2018): 230–31. http://dx.doi.org/10.1097/nne.0000000000000567.

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Durham, Roberta, and Lynn Van Hofwegen. "Integration of Quality and Safety Education for Nurses Into Nursing Curriculum." International Journal for Innovation Education and Research 2, no. 4 (April 30, 2014): 77–85. http://dx.doi.org/10.31686/ijier.vol2.iss4.172.

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International heath and nursing organizations have called for significant changes in nursing education to improve health outcomes. In the United States, a national initiative of Quality and Safety in Nursing Education (QSEN) has been underway to articulate competencies to improve patient safety and health outcomes. The purpose of this study was to evaluate the integration of QSEN competencies into an undergraduate nursing curriculum. Student self-reports of QSEN competencies were evaluated with the Student Evaluation Survey. Data was collected at baseline, and after Year 1 and Year 2 following implementation of a QSEN integrated curricular intervention. Two-sample T-tests, was used to analyze data from comparable groups. Although the findings were not statistically significant, this is an important area of inquiry as it represents one undergraduate program’s efforts to quantify and measure QSEN integration through curricular changes. Suggestions are made to quantify curricular change and lessons learned are discussed.

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Sullivan, Dori Taylor. "Connecting Nursing Education and Practice: A Focus on Shared Goals for Quality and Safety." Creative Nursing 16, no. 1 (February 2010): 37–43. http://dx.doi.org/10.1891/1078-4535.16.1.37.

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The gap between the worlds of nursing education and nurses in practice has been highlighted over the past four decades. Cyclical efforts to bridge this gap have met with varying degrees of success. A recent attempt to unite nursing education and practice is the Quality and Safety Education for Nurses (QSEN) initiative, generously funded by the Robert Wood Johnson Foundation (Cronenwett et al., 2007). The major goal of QSEN is to prepare future nurses with the knowledge, skills, and attitudes necessary to continuously improve the quality and safety of care delivery in health care systems. This article summarizes and discusses QSEN’s accomplishments and upcoming activities within a framework of the factors contributing to the separation of the education and practice worlds and makes recommendations for building on the progress derived from QSEN activities.

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Watanabe, Yaeko, Sachiko Claus, Taiya Nakagawa, Shigeko Yasunami, and Megumi Teshima. "A study for the evaluation of a safety education program me for nursing students: discussions using the QSEN safety competencies." Journal of Research in Nursing 26, no. 1-2 (March 2021): 97–115. http://dx.doi.org/10.1177/1744987121994859.

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Background To respond to calls for improvements in nursing education in Japan, a group of faculties of a baccalaureate nursing programme has made an initial attempt to incorporate quality and safety education for nurses safety competency into three related courses, two sophomore level courses and one senior level course. Aims To evaluate the learning experiences in a senior level course on medical safety in order to identify learning outcomes in terms of areas of strengths and areas for further improvements of the course and a system-wide implementation of quality and safety education for nurses competencies in the future. Methods Fourteen students who met the criteria had volunteered to participate in one of the two 40-minute focus group interviews. During the interviews, participants were asked questions as to what they have learned and how they may use that knowledge in the future. The sessions were tape recorded, the data were transcribed and analysed using the content analysis method according to Berelson. Results Eight categories of learning related to medical safety were identified, including awareness of own risks for errors and plans to reduce such risks. These categories of learning were thought to have achieved the level equal to 75% of quality and safety education for nurses knowledge, skills and attitudes items. Conclusions The current content and methods for this course identified strengths to be continued, with some areas of improvement for the future for further adoption of quality and safety education for nurses competencies into the entire curriculum.

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Sherwood, Gwen. "Quality and Safety Education for Nurses: Making progress in patient safety, learning from COVID-19." International Journal of Nursing Sciences 8, no. 3 (July 2021): 249–51. http://dx.doi.org/10.1016/j.ijnss.2021.05.009.

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Jarzemsky, Paula, Jane McCarthy, and Nadege Ellis. "Incorporating Quality and Safety Education for Nurses Competencies in Simulation Scenario Design." Nurse Educator 35, no. 2 (March 2010): 90–92. http://dx.doi.org/10.1097/nne.0b013e3181d52f6e.

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Johnson, Jean, Karen Drenkard, Esther Emard, and Kathy McGuinn. "Leveraging Quality and Safety Education for Nurses to Enhance Graduate-Level Nursing Education and Practice." Nurse Educator 40, no. 6 (2015): 313–17. http://dx.doi.org/10.1097/nne.0000000000000177.

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Mukhtar, Hayat Fadllalah, and Mohammed Ibrahim Osman Ahmed. "EFFECT OF PROPOSED PROGRAM OF PATIENT SAFETY ON NURSE’S KNOWLEDGE AND QUALITY OF CARE AT KOSTI AND RABAK TEACHING HOSPITALS-SUDAN." International Journal of Research -GRANTHAALAYAH 7, no. 2 (March 31, 2019): 10–17. http://dx.doi.org/10.29121/granthaalayah.v7.i2.2019.989.

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Background: The profession of Nursing has been at the forefront of patient safety taking special attention to the training and education of its workforce. Internationally, the International Council of Nurses (ICN) has been tackling this issue with force since it established that Patient safety is fundamental to quality health and nursing care Aim: To study the impact of a design propose program for nurses about patient safety and evaluate the impact of it on nurses knowledge. Methodology: This was quiz experimental study, one hundred eight nurses were included as all the entire population meeting the inclusion criteria taken as a sample, using census to achieve a desirable level of precision, the data was collected in four phases using a self-administered questionnaire, phase one include an orientation about the training program. Phase two (pretest data), in which the questionnaire was distributed for nurses and each one was allowed sufficient time to fill it. After collection of pretest data the nurses were received the training program, the training was continued for four months. Phase three: A posttest was obtained from the participants at the end of the program, the same self-administrative questionnaire. Follow up phase include the same process in phase three after one, two and three months to make sure of the consistency. The data was analyzed by (SPSS) program with (P. value, mean, standard deviation, T. test and chi squire test). Results: The present study revealed that the nurse’s knowledge were improved affected by the proposed training program. The mean of nurse’s knowledge regarding maintain patient safety was improved ,in pre intervention ( 3.77 +/- Std 1.24 ) to be ( 4.44 +/- Std 0.60 ) in posttest I which get better to ( 4.93 +/- Std 0.283 ) in posttest II , and it was ( 4.13 +/- Std 0.613 ) in posttest III, there was highly statistically significant association between the nurses knowledge and application of training program (p=0.000). Recommendations: Great emphasis should be directed towards the educational aspects on patient safety by providing educational posters, guidelines, pamphlets, manual and modern educational facilities, collaboration should be encourage between institutions and federal ministry of health to formalize a protocol of patient safety.

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den Breejen-de Hooge, Linda E., Harmieke van Os-Medendorp, and Thóra B. Hafsteinsdóttir. "Is leadership of nurses associated with nurse-reported quality of care? A cross-sectional survey." Journal of Research in Nursing 26, no. 1-2 (January 6, 2021): 118–32. http://dx.doi.org/10.1177/1744987120976176.

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Background Nurses need to exhibit stronger leadership by taking more responsibility and accountability to improve healthcare quality and patient safety. Aims The aim of this study was to determine the association between quality of care and leadership styles and practices, and whether the characteristics of nurses influence this interaction. Methods We conducted a multicentre cross-sectional survey of 655 nurses working on clinical wards in Dutch university medical centres in 2018. Results Transformational leadership was significantly associated with quality of care which explained 5.9% of the total variance ( R2 = 0.059 F = (11,643) = 3.726, p = 0.011), and the nurse characteristics gender, profession and type of practice area were significant influencing factors. Nurses rated the quality of care (mean (M) = 7.7, standard deviation (SD) = 1.3) as moderate and they showed moderate levels of transformational leadership style (M = 3.7, SD = 0.5) and transformational leadership practices (M ≥ 6.2 and ≤ 7.6). Conclusions When considering quality improvement on clinical wards strategic managers need to be aware of the fact that leadership is associated with quality of care and that nurse characteristics influence this association. The findings indicate a pressing need for education and training for nurses in how to develop leadership and raising the awareness among strategic managers about the importance of leadership in health care is recommended.

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Mandawati, Murti, Muhammad Jauhar Fu'adi, and Jaelan Jaelan. "Impact Of Hospital Acreditation: Qualitative Study To Nurses In RSUD KRT Setjonegoro Of Wonosobo." Nurscope : Jurnal Penelitian dan Pemikiran Ilmiah Keperawatan 4, no. 1 (June 9, 2018): 23. http://dx.doi.org/10.30659/nurscope.4.1.23-29.

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Introduction: As stated by the Ministry of Health, hospital accreditation is mandatory done through a series of assessments and improvements as a step to ensure the hospital in prioritizing public services, safety and protection. Nursing care as one of the main services in hospitals is the most widely rated service in accreditation. Therefore, this study was done to determine the nurse's perception of the impact of accreditation on nursing. Methodology: This qualitative study examined 21 hospital nurses as its respondents. The data were collected by in-depth interviews using interview guides. The data were then analyzed and categorized to determine the theme. Results: According to the nurses, hospital accreditation was important to implement. The positive impacts of accreditation were the increased care of nurses on patient safety indicators, among others, improvements in the problem reporting flow, compliance with standard operating procedures, communication among health workers, documentation, service facilities,continuing nurses education, health education, and working enviroument. Discussion: a positive outlook on accreditation activities is a good start for hospitals to continue to improve service quality. Because the main thing in service is the quality of service assessed from the clinical indicators of the service, not the completeness of the documentation.

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Sherrill, Karin J. "Using nursing grand rounds to enforce Quality and Safety Education for Nurses competencies." Teaching and Learning in Nursing 7, no. 3 (July 2012): 118–20. http://dx.doi.org/10.1016/j.teln.2011.11.007.

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Altmiller, Gerry. "Application of the Quality and Safety Education for Nurses Competencies in Orthopaedic Nursing." Orthopaedic Nursing 32, no. 2 (2013): 98–103. http://dx.doi.org/10.1097/nor.0b013e3182879bf2.

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&NA;. "Application of the Quality and Safety Education for Nurses Competencies in Orthopaedic Nursing." Orthopaedic Nursing 32, no. 2 (2013): 104–5. http://dx.doi.org/10.1097/nor.0b013e31828cf1fe.

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Altmiller, Gerry. "Content Validation of Quality and Safety Education for Nurses Prelicensure Clinical Evaluation Instruments." Nurse Educator 44, no. 3 (2019): 118–21. http://dx.doi.org/10.1097/nne.0000000000000656.

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Schaar, Gina L., Marilyn J. Ostendorf, and Tracy J. Kinner. "Simulation: Linking Quality and Safety Education for Nurses Competencies to the Observer Role." Clinical Simulation in Nursing 9, no. 9 (September 2013): e401-e404. http://dx.doi.org/10.1016/j.ecns.2012.07.209.

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Sanford, Julie, Christine Argenbright, Gwen Sherwood, Portia J. Jordan, Maria F. Jiménez-Herrera, Mariette Bengtsson, Michiko Moriyama, Lee Peng Lui, and Maria McDonald. "Student outcomes of an international learning collaborative to develop patient safety and quality competencies in nursing." Journal of Research in Nursing 26, no. 1-2 (January 11, 2021): 81–94. http://dx.doi.org/10.1177/1744987120970606.

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Background Patient harm is a global crisis fueling negative outcomes for patients around the world. Working together in an international learning collaborative fostered learning with, from and about each other to develop evidence-based strategies for developing quality and safety competencies in nursing. Aims To report student outcomes from an international learning collaborative focused on patient safety using the Quality and Safety Education for Nurses competency framework. Methods A global consortium of nursing faculty created an international learning collaborative and designed educational strategies for an online pre-workshop and a 10-day in-person experience for 21 undergraduate and graduate nursing students from six countries. A retrospective pre-test post-test survey measured participants’ confidence levels of patient safety competence using the health professional education in patient safety survey and content analysis of daily reflective writings. Results Statistical analysis revealed student confidence levels improved across all eight areas of safe practice comparing-pre and post-education (significance, alpha of P < 0.05). Two overarching themes, reactions to shared learning experiences and shared areas of learning and development, reflected Quality and Safety Education for Nurses competencies and a new cultural understanding. Conclusions The international learning collaborative demonstrated that cross-border learning opportunities can foster global development of quality and safety outcome goals.

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Schickel, S., SN Cronin, A. Mize, and C. Voelker. "Removal of femoral sheaths by registered nurses: issues and outcomes." Critical Care Nurse 16, no. 2 (April 1, 1996): 32–36. http://dx.doi.org/10.4037/ccn1996.16.2.32.

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The results of this evaluation indicate that specially trained critical care nurses can remove femoral sheaths with an acceptable margin of safety. As a result, these nurses can provide quality, cost-effective care to angioplasty patients. However, before this procedure is included as part of the RN's responsibility, written protocols are needed to identify appropriate patients, proper removal technique, and specific actions to take if complications occur. In addition, plans must be developed for initial education and ongoing competency evaluation to ensure that each nurse involved maintains an adequate knowledge base and skill level.

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Lyle-Edrosolo, Giancarlo, and KT Waxman. "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, no. 1 (February 2016): 70–75. http://dx.doi.org/10.1016/j.mnl.2015.08.005.

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Zineldin, Mosad. "Determinants of patient safety, satisfaction and trust." Clinical Governance: An International Journal 20, no. 2 (April 7, 2015): 82–90. http://dx.doi.org/10.1108/cgij-12-2014-0038.

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Purpose – The purpose of this paper is to assess and examine the impact of physicians-nurses performance on patient perceptions on safety, trust and satisfaction. Design/methodology/approach – A cross-sectional study of 170 inpatients at 78 Chinese hospitals has been conducted. A structured questionnaire covering multiple constructs was used to collect the data. Methodology is described and results are discussed. Findings – Multivariate regression results show that despite the variations in education and training of physicians and nurses, trust is statistically significant in the models with doctors performance and nurses performance as dependent variables. One surprise result is that patient safety is not statistically significant in the regression model with NP as dependent variable. Practical implications – Doctor and nurses as well as other staff at any healthcare setting or ward should provide patients with high-quality and safe healthcare. Competences and performance of physicians and nurses are the primary source of patient safety. Social implications – The patient correlate their patients safety with doctors but not with nurses. On the other hand, they relate their satisfaction more to nurses performance than doctors performance.

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Purpora, Christina, and Mary A. Blegen. "Horizontal Violence and the Quality and Safety of Patient Care: A Conceptual Model." Nursing Research and Practice 2012 (2012): 1–5. http://dx.doi.org/10.1155/2012/306948.

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For many years, nurses in international clinical and academic settings have voiced concern about horizontal violence among nurses and its consequences. However, no known framework exists to guide research on the topic to explain these consequences. This paper presents a conceptual model that was developed from four theories to illustrate how the quality and safety of patient care could be affected by horizontal violence. Research is needed to validate the new model and to gather empirical evidence of the consequences of horizontal violence on which to base recommendations for future research, education, and practice.

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Vaismoradi, Mojtaba, Susanna Tella, Patricia A. Logan, Jayden Khakurel, and Flores Vizcaya-Moreno. "Nurses’ Adherence to Patient Safety Principles: A Systematic Review." International Journal of Environmental Research and Public Health 17, no. 6 (March 19, 2020): 2028. http://dx.doi.org/10.3390/ijerph17062028.

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Background: Quality-of-care improvement and prevention of practice errors is dependent on nurses’ adherence to the principles of patient safety. Aims: This paper aims to provide a systematic review of the international literature, to synthesise knowledge and explore factors that influence nurses’ adherence to patient-safety principles. Methods: Electronic databases in English, Norwegian, and Finnish languages were searched, using appropriate keywords to retrieve empirical articles published from 2010–2019. Using the theoretical domains of the Vincent’s framework for analysing risk and safety in clinical practice, we synthesized our findings according to ‘patient’, ‘healthcare provider’, ‘task’, ‘work environment’, and ‘organisation and management’. Findings: Six articles were found that focused on adherence to patient-safety principles during clinical nursing interventions. They focused on the management of peripheral venous catheters, surgical hand rubbing instructions, double-checking policies of medicines management, nursing handover between wards, cardiac monitoring and surveillance, and care-associated infection precautions. Patients’ participation, healthcare providers’ knowledge and attitudes, collaboration by nurses, appropriate equipment and electronic systems, education and regular feedback, and standardization of the care process influenced nurses’ adherence to patient-safety principles. Conclusions: The revelation of individual and systemic factors has implications for nursing care practice, as both influence adherence to patient-safety principles. More studies using qualitative and quantitative methods are required to enhance our knowledge of measures needed to improve nurse’ adherence to patient-safety principles and their effects on patient-safety outcomes.

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Sherwood, Gwen. "Integrating quality and safety science in nursing education and practice." Journal of Research in Nursing 16, no. 3 (May 2011): 226–40. http://dx.doi.org/10.1177/1744987111400960.

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Worldwide, health care delivery systems are applying new quality and safety science in response to startling reports of negative patient outcomes. Many health care professionals lack the knowledge, skills and attitudes to change the systems in which they work, calling for radical redesign of nursing education to integrate new safety and quality science. This paper describes the transformation underway in nursing education in the United States to integrate quality and safety competencies through the Quality and Safety Education for Nurses (QSEN) project. A national expert panel defined the competencies and surveyed US schools of nursing to assess current implementation. To model the changes needed, a 15-school Pilot Learning Collaborative completed demonstration projects and surveyed graduating students to self-assess their achievement of the competencies. A Delphi process assessed level and placement of the competencies in the curriculum to offer educators a blueprint for spreading across curricula. Specialty organisations are cross-mapping the competencies for graduate education, educational standards have incorporated the competencies into their essentials documents, and a train the trainer faculty development model is now helping educators transform curriculum. Two key questions emerge from these findings: Are any of these projects replicable in other settings? Will these competencies translate across borders?

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D'Eramo, Anthony, and Joanne Belviso Puckett. "Quality and Safety Education for Nurses: Is It Time to Rethink Quality Improvement Knowledge, Skills, and Attitudes?" Journal of Nursing Education 53, no. 11 (November 1, 2014): 604–5. http://dx.doi.org/10.3928/01484834-20141022-10.

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Preheim, Gayle J., Gail E. Armstrong, and Amy J. Barton. "The New Fundamentals in Nursing: Introducing Beginning Quality and Safety Education for Nurses’ Competencies." Journal of Nursing Education 48, no. 12 (December 1, 2009): 694–97. http://dx.doi.org/10.3928/01484834-20091113-10.

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Altmiller, Gerry. "Content Validation of a Quality and Safety Education for Nurses–Based Clinical Evaluation Instrument." Nurse Educator 42, no. 1 (2017): 23–27. http://dx.doi.org/10.1097/nne.0000000000000307.

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Habahbeh, Atallah A., and Murad Abdulrahim Alkhalaileh. "Effect of an educational programme on the attitudes towards patient safety of operation room nurses." British Journal of Nursing 29, no. 4 (February 27, 2020): 222–28. http://dx.doi.org/10.12968/bjon.2020.29.4.222.

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Background: A culture of patient safety is one of the cornerstones of good-quality healthcare, and its provision is one of the significant challenges in healthcare environments. Aim: The purpose of this study was to evaluate the effect of a surgical safety educational programme on the attitudes of nurses to patient safety in operating rooms (OR). Design: An interventional one-group pre-/post-test design, which sought to measure changes in OR nurses' attitudes toward patient safety culture. Methods: A simple random sampling technique was used to recruit 66 OR nurses working at six Royal Medical Service hospitals in Amman, Jordan. All participants took part in a 4-hour educational workshop. Pre-tests and post-tests were done. Results: The results of this study showed that OR nurses' attitudes towards a culture of patient safety was originally negative; significant improvement after attending the programme was found (3.3 ± 0.20 versus 3.8 ± 0.30). There was a negative correlation between years of experience and nurses' attitudes towards patient safety. Conclusions: Incorporating courses about safety culture into continuing education programmes may improve nurses' attitudes towards patient safety. Nurses should be qualified to play an important role in creating a culture of patient safety.

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McKown, Terri, Leslie McKeon, and Sherry Webb. "Using Quality and Safety Education for Nurses to Guide Clinical Teaching on a New Dedicated Education Unit." Journal of Nursing Education 50, no. 12 (October 17, 2011): 706–10. http://dx.doi.org/10.3928/01484834-20111017-03.

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Butterworth, Tony, Kate Jones, and Simone Jordan. "Building capacity and capability in patient safety, innovation and service improvement: an English case study." Journal of Research in Nursing 16, no. 3 (May 2011): 243–51. http://dx.doi.org/10.1177/1744987111406008.

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It is clear that for at least the next decade, funding for many health systems across the world will be challenged by serious uncertainties in country economies. In facing these challenges nurses have to respond positively to innovations in the delivery of care, increases in productivity and the eradication of errors that result in harm to patients. In committing to supporting this necessary change, quality improvement and innovation programmes are now available from national, not-for-profit organisations, such as the Health Foundation (UK) and the Institute for Health Improvement (USA) and the National Health Service Institute for Innovation an Improvement (UK) that specifically address these important issues. Although the targets for these programmes are often health care systems at the macro level, the role of nurses in understanding and delivering innovative practices at a more micro level is vital. Evidence is now available that demonstrates the outputs of such programmes and the impact from making consequent changes to nursing practice. Education programmes and research activity by nurses can also take advantage of this activity and begin to ask questions that focus on those subject areas, as well as adding positive value to people who use health care services. This paper briefly describes background developments during the last decade, offers one example of innovation programme content, describes the results of introducing patient safety, quality improvement and innovation into education curricula and suggests potential areas for future research by clinical academic nurse researchers.

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