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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, et al. "Quality and safety education for nurses." Nursing Outlook 55, no. 3 (2007): 122–31. http://dx.doi.org/10.1016/j.outlook.2007.02.006.

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2

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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3

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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4

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

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5

Barnsteiner, Jane, and Joanne Disch. "Second-Generation Quality and Safety Education for Nurses." Nursing Clinics of North America 47, no. 3 (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 (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 (2010): 187–88. http://dx.doi.org/10.1097/nur.0b013e3181e653f6.

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8

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

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9

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 (2010): 517–22. http://dx.doi.org/10.3928/01484834-20100630-06.

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10

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 (2010): 115–18. http://dx.doi.org/10.1016/j.teln.2010.02.005.

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12

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

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13

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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15

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 (2015): 734–40. http://dx.doi.org/10.1177/1744987115621142.

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16

Brenner, Zara R., and Nancy S. Iafrati. "Incorporating Best Practices Into Undergraduate Critical Care Nursing Education." Critical Care Nurse 34, no. 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

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17

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 (2013): 88–94. http://dx.doi.org/10.1016/j.profnurs.2012.12.004.

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18

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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19

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 (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

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20

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

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21

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 (2019): 199–200. http://dx.doi.org/10.3928/00220124-20190416-04.

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22

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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23

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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24

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 (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

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25

Sullivan, Dori Taylor. "Connecting Nursing Education and Practice: A Focus on Shared Goals for Quality and Safety." Creative Nursing 16, no. 1 (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

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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 (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 nurs

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27

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 (2021): 249–51. http://dx.doi.org/10.1016/j.ijnss.2021.05.009.

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28

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

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29

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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30

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 (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 pop

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31

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 (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

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32

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 (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.

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33

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

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34

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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35

&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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36

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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37

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 (2013): e401-e404. http://dx.doi.org/10.1016/j.ecns.2012.07.209.

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38

Sanford, Julie, Christine Argenbright, Gwen Sherwood, et al. "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 (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

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39

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 (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 a

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40

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 (2016): 70–75. http://dx.doi.org/10.1016/j.mnl.2015.08.005.

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41

Zineldin, Mosad. "Determinants of patient safety, satisfaction and trust." Clinical Governance: An International Journal 20, no. 2 (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 d

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42

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,

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43

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 (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 i

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44

Sherwood, Gwen. "Integrating quality and safety science in nursing education and practice." Journal of Research in Nursing 16, no. 3 (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 comp

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45

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 (2014): 604–5. http://dx.doi.org/10.3928/01484834-20141022-10.

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46

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 (2009): 694–97. http://dx.doi.org/10.3928/01484834-20091113-10.

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47

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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48

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 (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

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49

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 (2011): 706–10. http://dx.doi.org/10.3928/01484834-20111017-03.

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50

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 (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 th

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