Partnership between Academia and Practice Integration of QSEN

Partnership between Academia and Practice: Integration of QSEN Competency and Joy

Capstone Design • Unique feature: all of the students in the program are employed through one integrated healthcare organization • The University, in partnership with the healthcare system, created a connection between practice and quality • Incorporated Capstone Project in the online hybrid RN-BSN Completion Program over three-semesters • Used QSEN competency to integrate academia and practice (Quality and Safety Education for Nurses, [QSEN], 2014). 2

Purpose • Nurses can experience a disconnect between quality improvement processes and their daily nursing practices • We wanted to create a connection between practice and quality • Every class needs a theoretical base to inform and support; we selected QSEN’s FOCUS- PDSA methodology • Intra-and inter-professional teamwork expertise with quality improvement as a central focus is emphasized throughout the Capstone project • We wanted our students to have a practical tool to use in their workplaces 3

Pre-Capstone work Practice • Tie academia to the workplace – Faculty member(s) meet with local Nurse Managers or Senior Nursing Leaders to ask what their needs are related to Quality Improvement processes • Topic list is developed Academia • Prior to beginning the Capstone process, students are encouraged to review pre-approved topic list and talk with their Nurse Manager about potential projects 4

2016 -2017 Topic List: Nursing Quality Indicators (Approved by Regional Chief Nursing Officers) • • • Hospital acquired pressure ulcers (HAPU) Patient falls – with injury Catheter associated urinary tract infection (CAUTI) Central line associated bloodstream infections (CLABSI) Patient handovers Surgical site infections including colorectal and/or hysterectomy Sepsis Delirium Venous thromboembolism (VTE) Other topic: _______ (must receive approval from the student’s Manager and/or Chief Nursing Officer (CNO) to deviate from the menu of options) 5

Capstone 1 – Spring Term Academia • Students in the final 12 months of the program enroll in Capstone 1 • Learn about their hospitals’ quality strategic plans • Make a choice from the approved topic list • Receive Nurse Manager and Faculty approval for topic choice • Select and interview intra-and inter-professional Stakeholders 6

Capstone 1 – Spring Term Academia • Collect baseline data to assist with needs assessments • Design project interventions with input from stakeholder sensing sessions • Built the curriculum so that every Discussion Forum helped the student write to the paper • Write a proposal • • • Needs Assessment Review of Literature Planning Implementation Data Collection Timeline 7

Capstone 1 – Spring Term Academia • Collect baseline data to assist with needs assessments • Design project interventions with input from stakeholder sensing sessions • Built the curriculum so that every Discussion Forum helped the student write to the paper • Write a proposal Needs Assessment Review of Literature Planning Implementation Data Collection Timeline 8

Methods Kolb’s Experiential Learning Theory (Kolb & Kolb, 2005) FOCUS - PDSA Model (Minnesota Department of Health, n. d. ) 9

Summer Session • Students are implementing their interventions • Data Collection: PDSA cycles • Lots of learning (Quality Digest, n. d. ) 10

Capstone 2 - Fall Term • Students have collected post-intervention data • Learn how to do Data Analysis • Evaluate their findings • Determine gap analyses, which may lead to various PDSA cycles to improve the processes • Share project outcomes at work or in the classroom • Write the conclusion to their scholarly Capstone Paper 11

What if your nursing program is not online? Things to consider 12

Going the Magnificent Mile Online/Hybrid Learning Program • Student would meet with the Nurse Manager and/or senior nursing leadership to ascertain institutional priorities for potential Capstone topics • Establish potential topic list using national priorities 1. 2. 3. 4. Face-to-Face Program If your students are in a new environment, you may need to obtain facility affiliation agreements Faculty should meet with local Nurse Executives or Managers to talk about focus of potential Capstone topics Establish potential topic list using national priorities Present finalized topic list to Nursing Faculty within the program 13

Results Directly related to QSEN’s Quality Improvement Core Competency knowledge component of the ‘approaches for changing processes of care, ’ the year-long Capstone course helps provide: Skills and tools students need in the workplace to align aims Targeted Goals Outcome Measurements Resultant effects of change 14

Results Empowerment Fulfillment of Learning Reigniting of Joy 15

Lessons Learned Practice • Faculty and student flexibility are key in this process • Trying to align hospital calendar and timing of strategic initiatives with an academic calendar do not always blend • Focus of student’s Capstone may change mid-course due to shifting hospital priorities • There will always be a new manager in the middle of the student’s Capstone • Faculty may have to intervene if students are delayed or not granted access to internal hospital data • Institutional Review Board (IRB): the focus of Capstone is on quality improvement rather than nursing research 16

Lessons Learned Academia • Availability of faulty is huge; need to continually encourage students • Provide short videos for individualized learning (adult learning theory) • Be firm on deadlines for papers – there will always be a reason to delay • Teaching students a new vocabulary – must be used consistently through the three semesters • Faculty need to retain the same students each semester through the process • Be prepared for the long haul • Focus on students learning a life-long tool of process improvement rather than specific outcome measurements 17

Questions 18

References Kolb, A. Y. , & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy Of Management Learning & Education, 4(2), 193. doi: 10. 5465/AMLE. 2005. 17268566 Minnesota Department of Health, (n. d. ). PDSA: Plan-Do-Study-Act (rapid cycle improvement). Retrieved from https: //www. google. com/search? q=focus+pdca+nursing&source=lnms&tbm=isch&sa=X&ved=0 a h. UKEwi 2 qf. U 2 P 7 SAh. UH 6 m. MKHZk 1 BA 8 Q_AUIBig. B&biw=1920&bih=916#imgrc=s. Lx. S 4 Mw. RYB 5 PUM Quality Digest (n. d. ) PDSA. Retrieved from https: //www. google. com/search? q=focus+pdca+nursing&source=lnms&tbm=isch&sa=X&ved=0 a h. UKEwi 2 qf. U 2 P 7 SAh. UH 6 m. MKHZk 1 BA 8 Q_AUIBig. B&biw=1920&bih=916#imgdii=Fc. DDi. OUxaf. Zbj. M: &imgrc =s. Lx. S 4 Mw. RYB 5 PUM Quality and Safety Education for Nurses, [QSEN] (2014). QSEN competencies. Retrieved from http: //qsen. org/competencies/pre-licensure-ksas/#quality_improvement 19