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Faculty Learning Module 12

Integrating QSEN into the Advanced Nursing Curriculum


In this module, you will learn about integrating QSEN competencies into advanced courses where preparing students for the upcoming transition to practice is paramount. Presenters will also highlight ways faculty can identifying course outcomes and evaluate QSEN competencies to optimize students’ learning and achievement.


Upon completion of this section, you will be able to:

  • Explore quality and safety competencies required for the new graduate nurse clinicians and indentify advanced level courses to address these competencies

  • Examine QSEN KSAs that operationalize these advanced level quality and safety competencies

  • Create course outcomes and evaluation rubrics to facilitate optimal learning by advanced levels students of these quality and safety competencies.

  • Explore the current barriers to the updating of prelicensure curricula in areas of quality and safety.

  • Gail Armstrong, DNP, ACNS-BC, CNE

  • Amy Barton, PhD, RN, FAAN


This module will examine ways teachers can embed QSEN competencies embed QSEN competencies in advanced level, prelicensure courses. Expected outcomes and evaluation mechanisms will also be explored.

  • Integrating QSEN into Advanced Courses Part 1

  • Integrating QSEN into Advanced Courses Part 2

  • Integrating QSEN into Advanced Courses Part 3

Integrating QSEN into Advanced Courses Part 1
Integrating QSEN into Advanced Courses Part 2
Integrating QSEN into Advanced Courses Part 3

Altmiller, G. (2008). Unfolding pancreatitis case study. QSEN website. Last retrieved February 10, 2011 from:

American Nurses Association (2008). Nursing Informatics: Scope and Standards of Practice. Silver Spring, MD:

Barton, A. J., Armstrong, G., Preheim, G., Gelmon, S. B., & Andrus, L. C. (2009) A national Delphi to determine developmental progression of quality and safety competencies in nursing education, Nursing Outlook, 57(6), 313-322.

Cronenwett, L., Sherwood, G., Barnsteiner, J., Disch, J., Johnson, J., & Mitchell, P.(2007). Quality and safety education for nurses. Nursing Outlook, 55(3), 122-131.

Flood, L.S. (2008). Using a capstone cultural diversity paper for program outcome evaluation. QSEN website. Last retrieved February 10, 2011 from:

Hall, L.W. (2007). Nurse-physician communication exercise. QSEN website. Last retrieved February 10, 2011 from:

Hall, L.W., & Scott, S. (2007). Interprofessional curriculum in patient safety and quality improvement. QSEN website. Last retrieved December 15, 2010 from:

Ironside, P.M. (2007). Using evidence to address clinical problems. QSEN website. Last retrieved February 10, 2011 from:

Lamb, G., Lewis, M., Robertson, B., Abraham, C., & Connor, A. (2009). Quality improvement exercise for seniors. QSEN website. Last retrieved February 10, 2011 from:

Meyers, T (2004). Family presence during invasive procedures and resuscitation: the experience of family members, nurses, and physicians. Top Emerg Med, Vol 26 (1) pp. 61-73.

Neily, J., Mills, P.D., Young-Xu, Y., Carney, B.T., West, P., Berger, D.H., et al. (2010) Association between implementation of a medical team training program and surgical mortality. Journal of the American Medical Association. 2010;304(15):1693-1700.

Patterson, K., Grenny, J., McMilliam, R., Switzler, A. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw Hill

Scott,K., McSherry,R. (2009). Evidence-based nursing: clarifying the concepts for nurses in practice. Journal of Clinical Nursing, 18 (8), 1085-1095.

The Joint Commission and World Health Organization (n.d.) Nine patient safety solutions : Collaborating center for patient safety. Last retrieved February 10, 2011 at:


After you have reviewed the module presentations and resources, consider how this material is relevant to your own work and experience. The following is a list of questions for self-reflection or for use in class.

  1. How can our advanced level courses provide opportunities for students to demonstrate their achievement of QSEN competencies?

  2. To what extent do our strategies used in advanced courses build on those learned at beginning and intermediate levels? Do students see their knowledge, skills and attitudes developing across each of the competencies?

  3. How well are quality and safety competencies integrated into our assessment of students’ readiness for practice?


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