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StoryCare® is a web-based, easy-to-use, enterprise-wide simulation solution that harnesses the power of stories to help individuals and teams improve their performance. StoryCare StoryCare® StoryCare® is a web-based, easy-to-use, enterprise-wide simulation solution that harnesses the power of stories to help individuals and teams improve their performance. If you are faced with the challenges of making learning stick, conveying content in minimal time, and/or coping with a workforce that is spread out with limited lab time, you should consider StoryCare. With a special emphasis on patient safety, StoryCare can get you results in a way that learners enjoy and which has been shown to have a positive impact on both patient care and patient satisfaction. Website Articles Linked to QSEN QSENArticle Read More StoryCare – Making QSEN Simple Read More Haigh and Hardy NET Read More Webinar: Making QSEN Learning Easier during COVID-19 Read More Laerdal QSEN Bro print Read More The Courage to Make the Call Read More

12 resource infographics to help prevent the spread of COVID-19. COVID-19 Community Outreach

Strategies Search. Search by Title or search by Author Name. Strategies Search Search by Title: Search by Author Name: RESET SEARCH Submission Title Submitter Institution/Organization Strategy Category Date Community reflection: Experiences, understanding, and a call to action Angela D. Jones Stephen F. Austin State University Teaching Strategy 12/01/2022 High-Fidelity Simulation to Teach the Role of the Advanced Practice Nurse in Palliative Communication Adrienne Markiewicz University of Wisconsin-Milwaukee Teaching Strategy 11/17/2022 Suicidality in the Older Adult: A Primary Care Mental Health Simulation Craig King Case Western Reserve University, Frances Payne Bolton School of Nursing Teaching Strategy 10/12/2022 Vaccination Think, Pair, Share Activity Brittany Lawson Lakeview College of Nursing Teaching Strategy 09/12/2022 Simulation of Skills Fair Day Deborah Wood Louisiana State University of Alexandria Teaching Strategy 08/03/2022 An Interprofessional Simulation of Opioid Overdose in the Community and Acute Care Setting Jamie Hunsicker Ohio Northern University Teaching Strategy 07/05/2022 Humanizing task trainers to inform patient-centered care Mary Franklin Case Western Reserve University Teaching Strategy 04/27/2022 Just Call Me Amy: An Immersive Role Play to Discuss Appropriate Patient-Centered Care for Transgender Patients David Foley Case Western Reserve University and Hondros College Teaching Strategy 04/26/2022 IV Push Evidence-Based Practice Checklist Loretta K Dorn Fresenius Kabi Practice Strategy 01/07/2022 Simulating an Evidence-based Practice Committee to Teach Pre-licensure Students the Evidence-based Practice Process Elizabeth Murray Florida Gulf Coast University School of Nursing Teaching Strategy 12/19/2021 Personality Disorders in the Media Erin Kelley Northern Kentucky University Teaching Strategy 12/19/2021 Case Study: Focus on Teamwork/Collaboration, Quality Improvement, and Safety in Caring for a Newly-Diagnosed Schizophrenic Patient David Foley Case Western Reserve University Teaching Strategy 12/07/2021 Building Student Confidence in Clinical Communication with SBAR and Conversation Scripts Cari Granier Nicholls State University Teaching Strategy 11/12/2021 Utilizing the QSEN Framework to Redesign Nursing Orientation Competencies Diana Alemar NewYork-Presbyterian Hospital Practice Strategy 10/06/2021 Escape Game for Postpartum Hemorrhage for Nursing Education Linda Beaverstock Texas Health Resources Teaching Strategy 10/05/2021 Simulating a Quality Improvement Project Design Sarah Coiner University of Alabama at Birmingham School of Nursing Teaching Strategy 09/24/2021 A Criteria for Evaluating Patient Education in the Rural FQHC Setting Alexandra G. Thompson MedLink Georgia / Emory University Practice Strategy 09/20/2021 Enhancing Goal-of-Care Conversations Jared Bradshaw Bakersfield Memorial Hospital Practice Strategy 09/03/2021 Gertrude Smith: A Neuro Unfolding Role-Playing Case Study Crista Reaves Michigan State University College of Nursing Teaching Strategy 08/16/2021 Utilizing StoryCare: A Story Based Simulation Program to Improve Team Effectiveness and Patient Outcomes Tanya Parker New York Presbyterian Hospital Teaching Strategy 07/19/2021 Maintaining Quality and Safety During a Disaster Kathleen Szymanski Lake Michigan College Teaching Strategy 07/01/2021 Patient Teaching Related to the Quality and Safety of COVID-19 Vaccines Kathleen Szymanski Lake Michigan College Teaching Strategy 06/14/2021 Care for the COVID In-patient: Common Practices in End-of Life Care Kathy Jo Meyers Veteran Administration Quality Scholars Practice Strategy 05/26/2021 Page 1 of 1 Introduction to Teaching Strategies Practice Strategy Introduction YN Yolanda Nelson EdD, MSNed, RN-BC QSEN Teaching Strategies Director (December 2018 – present) nelsony1@tcnj.edu CG Chelsea Grays BA, MA QSEN Teaching Strategies Coordinator (March 2019 – present) cagz1993@gmail.com FA Fabrienne Alexander BA QSEN Strategies Coordinator (May 2017 – present) fxa31@case.edu BR Bethany Robertson DNP, CNM QSEN Practice Strategies Director (December 2018 – present) bdrober@emory.edu AB Ashley Badders MSN, RN QSEN Practice Strategies Coordinator (March 2020 – present) axb1012@case.edu Our Strategy Professionals Strategy Search

A variety of methods that can be used to contact the QSEN Institute. QSEN Awards Linda Cronenwett QSEN Leadership Award ABOUT THE AWARD This award is named in honor of Linda Cronenwett PhD, RN, FAAN, for her dedicated contributions to quality and safety education in the nursing community. Dr. Cronenwett was one of the founders of the Quality and Safety Education for Nurses (QSEN) initiative and served as the Principal Investigator on the Robert Wood Johnson grant that supported QSEN. For more information Jane Barnsteiner & Joanne Disch QSEN Innovation Award ABOUT THE AWARD This award is named in honor of Jane Barnsteiner, PhD, RN, FAAN and Joanne Disch PhD, RN, FAAN, for their dedicated contributions to Quality and Safety Education for Nurses (QSEN). As two of the founders of the QSEN project, Dr. Barnsteiner, a nurse educator and practitioner, and Dr. Disch, a clinical leader continue to inspire the spirit of innovation for improving healthcare across academic and clinical institutions. For more information QSEN Research Award PURPOSE The QSEN Research Award recognizes an emerging nurse researcher who has significantly contributed to the body of knowledge for quality and safety education for nurses through continued and sustained exploration to increase understanding and implementation of quality and safety competency in professional nursing. For more information QSEN International Forum Poster Awards PURPOSE The purpose of the 2020 QSEN International Forum Poster Awards is to recognize excellence in disseminating the QSEN competencies in both academic and practice settings. FOR MORE INFORMATION Christa Koffel Scholarship PURPOSE The QSEN Academic-Clinical Partnership Award honors a nurse who embodies academic and clinical leadership to improve quality and safety. FOR MORE INFORMATION CONTACT INFORMATION For further information or to make a contribution to fund this award, please contact qsen.institute@gmail.com .

News and Events from the QSEN Institute Regional Center at Jacksonville University. Contact Us If you wish to contact the QSEN Institute, please use the following methods. Our Strategy Professionals YN Yolanda Nelson EdD, MSNed, RN-BC QSEN Teaching Strategies Director (December 2018 – present) nelsony1@tcnj.edu CG Chelsea Grays BA, MA QSEN Teaching Strategies Coordinator (March 2019 – present) cagz1993@gmail.com FA Fabrienne Alexander BA QSEN Strategies Coordinator (May 2017 – present) fxa31@case.edu BR Bethany Robertson DNP, CNM QSEN Practice Strategies Director (December 2018 – present) bdrober@emory.edu AB Ashley Badders QSEN Practice Strategies Coordinator (March 2020 – present) axb1012@case.edu QSEN Institute Staff MA Mary A. Dolansky PhD, RN Director of the QSEN Institute Phone: 216-368-0568 mad15@case.edu FA Fay Alexander BA Department Assistant III Phone: 216-368-3839 fxa31@case.edu QSEN QSEN Institute Office Mailing Address QSEN Institute Frances Payne Bolton School of Nursing Case Western Reserve University 10900 Euclid Avenue Cleveland, OH 44106-4904 Phone: 216-368-3839 Toll free: 800-825-2540 qsen.institute@gmail.com Social Icons

Published Back to Strategy Search Strategy Submission Exploring the Complexity of Advocacy: Balancing Patient-Centered Care and Safety Author: Pamela M. Ironside PhD, RN, FAAN Title: Associate Professor Coauthors: Institution: Indiana University School of Nursing Email: pamirons@iupui.edu Competency Categories: Patient-Centered Care, Safety Learner Level(s): Pre-Licensure ADN/Diploma, Pre-Licensure BSN Learner Setting(s): Classroom Strategy Type: Online or Web-based Modules Learning Objectives: Integrate understanding of multiple dimensions of patient centered care: Patient/family preferences, values Coordination and integration of care Involvement of family and friends Provide patient-centered care with sensitivity and respect for the diversity of human experience Acknowledge the tension that may exist between patient rights and the organizational responsibility for professional, ethical care Act with integrity, consistency and respect for differing views Initiate requests for help when appropriate to situation Explore ethical and legal implications of patient-centered care Describe basic principles of consensus building and conflict resolution Value vigilance and monitoring (even of own performance of care activities) by patients and families Strategy Overview: I have been a diabetic for 33 years of my life. I am 43-years-old, a divorced father of two, a grandfather of one, and a brother to three. I sell cars for a living and most months barely make ends meet. I don’t have the best health insurance so I have to pay for most of my diabetic supplies and office visits out of pocket. I had seen my doctor 3 times in the last six months for chest pain and he said I was having panic attacks. Then one night I had my fiancé take me to the emergency department at our local hospital because I was more short of breath than “usual” with these panicky feelings I was having. Well, come to find out I was having a heart attack. I am not ready to die and don’t want to be a cardiac cripple like my dad. I am too young! I am finally in love again and things are getting good in my life. Well, I ended up being transferred to a large hospital about an hour away from my home because I needed bypassing of four of my major arteries that supply blood to my heart. Because I am a diabetic I live with my insulin pump and have very strong feelings about managing my blood sugar. Despite what they tell me “normal range” is, I know exactly where my sugar needs to be at exactly what time of the day in order for me to feel good and stay healthy. So, of course my chief concern in facing this heart surgery was how I was going to run my pump (bolusing myself or changing the basal rate) if I was “out of it” after surgery. The nurses were insistent about stopping the pump and putting me on an insulin drip because that is their routine for caring for diabetic patients post-op. But I know myself and that really messes my blood sugars up! Wasn’t my body going through enough stress the way it is? I was really steamed and I was worried that I would not recover like I should if they messed with my sugar so I pressed the issue. Besides, my mother is a nurse and would be at my beside and more than capable of monitoring my pump while I was zoned out. Well, the nurse manager finally came in and told me that the nurses weren’t comfortable with my pump because it is different than what they usually see. She suggested I purchase a new pump so they could manage it better—it was the only way she could keep me safe. If you were the nurse assigned to care for this patient, what would you do at this point and why? As you formulate your answer to the above question, also reflect Topics to discuss with a Cougar on the following: Whose interests are being served by “standard post-op orders?” What is the relationship between nurses having control of patient care and patients being safe? How is “safety” determined? How do nurses account for patients’ experience and embodied knowing? What is the meaning and significance of a patient’s experience of illness? How exactly would you include the patient as a co-collaborator in his care? When patient safety and patient wishes conflict, how do nurses decide what approach to take in each particular case? If this patient was your brother or father, how would you intercede to influence the staff in respecting his requests? What does it mean to patients’ and their care to have an advocate? Submitted Materials: Additional Materials: Evaluation Description: This exercise is intended for discussion, creating the opportunity for students to explore the complexities of advocacy in light of commitments to both patient-centered care and safety. In my experience, students initially tend to “side” with either the patient or the nurses and argue for the ascendancy of their perspective rather than exploring issues such as: a) the common concerns patients/families and nurses share, b) how common routines and practices inadvertently curtail communication and the consideration of workable alternatives, and c) how nurses, “with their hearts in the right place,” may use power over patients when conflicts arise. Alternatively, you can ask students to share experiences wherein they experienced being “discounted” or ignored or when their own actions or decisions were deemed unsafe by others who disagreed with them. Again, the point of these discussions is to engage students to exploring advocacy and the difficulty of being a patient advocate in situations that are new, unfamiliar, contentious or potentially dangerous. In most cases, this is an ungraded exercise or, alternatively, students may be marked with a pass/fail (passing for participating in the discussion). If you are asking students to journal in your course, this may also be something students reflect on further and create a journal entry describing their thinking related to this case. This will allow you to evaluate the extent to which students are becoming more adept at thinking through difficult clinical quandaries.

Published Back to Strategy Search Strategy Submission Sentinel Event Simulation Presentation Author: Jayme Nelson Title: Associate Professor Coauthors: Institution: Luther College Email: nelsjaym@luther.edu Competency Categories: Safety Learner Level(s): Pre-Licensure BSN Learner Setting(s): Skills or Simulation Laboratories Strategy Type: Case Studies Learning Objectives: Knowledge Examine human factors and other basic safety design principles as well as commonly used unsafe practices (such as, work-arounds and dangerous abbreviations) Describe processes used in understanding causes of error and allocation of responsibility and accountability (such as, root cause analysis and failure mode effects analysis) Skills Participate appropriately in analyzing errors and designing system improvements Engage in root cause analysis rather than blaming when errors or near misses occur Communicate observations or concerns related to hazards and errors to patients, families and the health care team Demonstrate effective use of strategies to reduce risk of harm to self or others Attitudes Value the contributions of standardization/reliability to safety Appreciate the cognitive and physical limits of human performance Value own role in preventing errors Value vigilance and monitoring (even of own performance of care activities) by patients, families, and other members of the health care team Strategy Overview: The sentinel event simulation presentation has been developed as an immersive experience to integrate theoretical understandings about quality and safety in health care with the “lived experience” of those impacted by medical errors. The presentation is a mechanism that will provide a memorable, realistic (often emotional) high impact teaching tool about a particular sentinel event. Each group of students will receive one sentinel event description, which will be the topic of the presentation. Students are divided into groups of six or seven students. Each group is assigned a specific topic (wrong patient identity, aspiration of foreign objects, fatal medication error, etc.) from one of the safety bulletins from the Institute for Safe Medication Practices (ISMP). Each presentation group is challenged with developing a very specific, very realistic adult medical-surgical scenario with potentially catastrophic results based on the safety alert topic assigned to the group. After the scenario is fully developed, the group completes a Root Cause Analysis (RCA) of the scenario using the Root Cause Analysis form from the Joint Commission. Students are challenged with using their nursing knowledge and clinical experience to develop realistic proximate factors representative off actors portrayed in the scenario. Each presentation group is charged with researching and understanding all of the relevant medical and nursing facts in the scenario. The presentation group works in the simulation lab to videotape a reenactment of the scenario in a realistic and compelling way. The video clip is embedded into a PowerPoint for use during a presentation to an audience. Each presentation group provides relevant background on the scenario, proximate causes and an action plan that integrates evidence based practice. While each scenario often highlights an individual error that occurs at the bedside with an individual patient, an emphasis is put on the completion of a systems analysis for relevant proximate causes that contributed to the individual error. Students are challenged to become “change agents” and to generate pragmatic system’s based solutions to prevent similar incidents from ever occurring again. The presentation concludes with two or three compelling and provocative discussion questions for audience members. Submitted Materials: Additional Materials: Evaluation Description: As this is a fairly time consuming project, various components are given due dates throughout the semester. Each project is worth 100 points total, with the presentation itself receiving 75 points. The presentation grade of 75 points is generated from a rubric with audience members "grading" 30% of the presentation points (using the grading rubric) and the course professor allocating 70% of the presentation grade. Students receive 5 points early in the semester for submitting one group detailed narrative description of the scenario and 20 points for completing a group Root Cause Analysis (RCA) and action plan. The quality of the presentations has been dependent upon the amount of work invested in it. It became apparent after 2 semesters that students would benefit from having concrete due dates for discrete components of the presentation. As students have become increasingly proficient with technological innovation, the presentations have been moved to a "vodcast" or "podcast" format which markedly increases the number of potential audience members. The presentations have been extremely well received as students developed a compelling, realistic "story line" that emphasized the human emotions experienced by both nurses and patients impacted by medical errors. The usage of simulation provides an element of realism and taped simulation "vignettes" embedded within the presentation offers the "best of both worlds" as students provide a rigorous analysis of a very realistic rendition of a patient safety situation.

Published Back to Strategy Search Strategy Submission Quality Improvement Project for Prelicensure Nursing Students Author: Gerry Altmiller EdD, APRN, ACNS-BS, FAAN Title: Professor of Nursing Coauthors: Institution: The College of New Jersey Email: altmillg@tcnj.edu Competency Categories: Quality Improvement Learner Level(s): Pre-Licensure ADN/Diploma, Pre-Licensure BSN Learner Setting(s): Classroom Strategy Type: Paper Assignments Learning Objectives: 1. Discuss quality improvement process in class 2. Implement a quality improvement project for 3 PDSA cycles over 3 weeks 3. Submit a 1 page essay describing quality improvement project with a graph to show data points. Strategy Overview: This teaching strategy is designed to teach prelicensure students how to implement and evaluate a quality improvement project. It can be implemented in any class but lends itself to an Introduction to Nursing Course or a Management and Leadership Course. Students are taught about quality improvement in class using the attached 15-slide powerpoint presentation. The assignment begins after the presentation and lasts for a total of 4 weeks. Students choose something about themselves or their school that they would like to improve. Ideas could include, sleeping more, studying more hours, drinking more water daily, eating healthier-whatever would be important to the student. The student conducts the improvement for three PLAN, DO, STUDY, ACT (PDSA) cycles, one cycle per week over the next 3 weeks, recording data to measure the change. On the fourth week, the student writes a 1-page essay meeting the criteria of the grading rubric and attaches a graph to demonstrate the data points. Through this assignment, the student learns how to 1) develop an aim statement, 2) implement change using the model for improvement (PDSA cycles), 3) collect data to measure change/improvement, and 4) report data using charts or graphs. The presentation includes all the information the student needs to be successful, including the Institute for Healthcare Improvement tool kit for reporting data. Submitted Materials: Quality-Improvement-and-the-Nurse.pptx - https://drive.google.com/open?id=1oDjGc2k2ti9nsL9AttO7Ck4ar2UbkPZA&usp=drive_copy Quality-Improvement-Project-Assignment.docx - https://drive.google.com/open?id=16V44XV558-g3wHZe0gTVP6vgTsHvevXH&usp=drive_copy Additional Materials: Attached is 1) 15-slide powerpoint presentation which contain samples of a student graph, and 2) assignment from syllabus and grading rubric for the assignment. Evaluation Description: The grading rubric is attached. The assignment requires the student submit a 1-page essay to describe the quality improvement project, include an aim statement, use a meaningful measure, describe the changes made with each PDSA cycle, and create a graph or run chart to illustrate the change over time. I have used this teaching strategy in Introduction to Nursing successfully. Having this assignment at the beginning of the nursing education program allows students to learn the principles of quality improvement so that they can identify and participate in quality improvement at their clinical settings throughout their nursing education.

Published Back to Strategy Search Strategy Submission Simulation Author: Tara Heagele MSN Ed., RN, PCCN Title: Educator Coauthors: Elizabeth Mizerek, MSN, RN, CEN, FN-CSA, EMT-B Institution: Robert Wood Johnson University Hospital Hamilton Email: theagele@rwjuhh.edu Competency Categories: Evidence-Based Practice, Informatics, Patient-Centered Care, Quality Improvement, Safety, Teamwork and Collaboration Learner Level(s): Continuing Education, New Graduates/Transition to Practice, Pre-Licensure ADN/Diploma, Pre-Licensure BSN, RN to BSN, Staff Development Learner Setting(s): Classroom, Clinical Setting, Skills or Simulation Laboratories Strategy Type: General Strategy Learning Objectives: At the completion of this simulation clinical, students will: - Describe the nurse’s role, how the nurse can protect the safety of himself/herself and the patients, and the role of the healthcare facility during a disaster. - Successfully triage victims of a mass casualty event as evidenced by correct triage tag designations. - Successfully perform a rapid trauma assessment on two victims, as evidenced by observing the students follow the Trauma Nurse Core Curriculum ABCDEFGHI method of rapid trauma assessment. - Apply, administer and perform all necessary nursing interventions to the simulation manikins with traumatic injuries. - Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values and needs. - Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care. - Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care. - Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems. - Use information and technology to communicate, manage knowledge, mitigate error, and support decision making. Strategy Overview: Educator will assign 2-4 students to triage 15 patients. Discuss each patient scenario with the class and decide if each patient was triaged appropriately. Transition the clinical group to the Emergency Department. The student nurses will assume the care of Patient 9 and Patient 11. Submitted Materials: Additional Materials: Evaluation Description: This simulation clinical was used five times between February 2012 and September 2012 with last semester nursing students in an ADN program. Pre and post conference discussion questions (provided in the materials) resulted in a lengthy discussion about the nurse's role in a mass casualty incident during each simulation clinical day. Motivation to participate in disaster drills and emergency preparedness was a recurrent theme during the discussion.

Published Back to Strategy Search Strategy Submission Implementation of a Math Simulation in First Semester Nursing Students in PreLicensure Programs Author: Maria Calhoun RN, MSN, CPNP Title: Coauthors: Shunda Wilburn, RN, MSN, DNP Institution: Troy University- Montgomery Campus Email: mkk702@jagmail.southalabama.edu Competency Categories: Quality Improvement, Safety Learner Level(s): Pre-Licensure ADN/Diploma Learner Setting(s): Skills or Simulation Laboratories Strategy Type: General Strategy Learning Objectives: Upon completion of the math simulation, students will: 1. Utilize math formulations learned throughout the semester to perform mathematical calculations. 2. Explain the process of mathematical calculations throughout the simulation experience. 3. Apply mathematical concepts to understand their role in quality improvement for patient safety. 4. Students will demonstrate how to accurately perform mathematical calculations by achieving a 90% or higher score. Strategy Overview: Strategy Overview The math simulation experience is designed to meet the needs of first-semester undergraduate nursing students in a Pre-Licensure Program. The simulation is a quality improvement project within the educational setting to prepare students for future nursing semesters. The simulation is designed to improve student retention of mathematical skills which leads to safer clinical practices through accurate calculations. This simulation includes opportunities for students to practice mathematical skills learned throughout the semester (preparing oral and parenteral medications, programming IV pumps, etc.) and apply them to real-life scenarios. This application helps to better prepare students to practice safely in future clinical settings. Further, implementation of this simulation is to provide a learning experience that is non-stressful and fun. Not only will students identify areas of weakness in his or her mathematical calculation abilities, but also reduce medication errors. A nursing student that can adequately calculate medication doses will not only provide safe patient care but also decrease medication errors in the clinical setting. Strategy/Simulation Activity Students will be given the opportunity to participate in a math simulation before the dosages and solution final exam. The math simulation will have five stations (IV, oral tablets, oral liquid, household/metric conversions, & parenteral injections) with five students starting at each station (total of 25 students). Each student will be assigned a color-coded folder labeled A through E (example: Folder A is red). The students will keep the same assigned letter and color throughout the entire simulation (folders will remain at each station). Each folder will contain dosage calculation problems and student answer sheets. Students will be given 10 minutes to complete the problems and simulation. Once the student reaches the simulation aspect, the answer sheet will be given to the instructor to evaluate completion of math problems. The instructor will evaluate the simulation after grading the student’s answer sheets. Graded sheets will be collected at the end of the simulation experience. After students have completed all five stations, an evaluation form will be given to each student regarding the math simulation experience. Remediation will be offered to students who make less than 90%. Submitted Materials: Math-Simulation-Questions-Folder-A.pdf - https://drive.google.com/open?id=1jqz6LaxeHdxtcbpDXR8FYoR-ubHeMtXU&usp=drive_copy Math-Simulation-Student-Answer-Sheet-Folder-A.pdf - https://drive.google.com/open?id=1jp0ClFSMAKaz6NqGZHq79ha7exaJ1aJe&usp=drive_copy Math-Simulation-Folder-A-Instructor-Answer-Key.pdf - https://drive.google.com/open?id=1jLXgHtqKZUVaqlA5mXM87ZM20nL13O8A&usp=drive_copy Math-Simulation-Student-Evaluation.pdf - https://drive.google.com/open?id=1k4SdyRUI3GA-syY09JX4O7xinZg9-yBD&usp=drive_copy Additional Materials: Strategy Materials Attach: evaluation tools, grading rubric, Problem examples (Group A) Evaluation Description: The evaluation of the math simulation will include successful completion of math problems and simulation (to be graded by an instructor). Instructors will be given a grading rubric to assist with evaluating mathematical calculations. The goal will be that students who complete all parts of the calculations and simulations will achieve a score of 90% or higher. At the end of the simulation, students will have an opportunity to evaluate the simulation experience and provide his or her recommendations for improvement.

Published Back to Strategy Search Strategy Submission Patient Teaching and Safety: Exploring Health Literacy Author: Judy Young RN, MS Title: Lecturer Coauthors: Pam Ironside, PhD, RN, FAAN Associate Professor Indiana University School of Nursing 1111 Middle Dr., NU 478 Indianapolis, IN 46202-5107 Institution: Indiana University School of Nursing Email: juayoung@iupui.edu Competency Categories: Patient-Centered Care, Safety Learner Level(s): Pre-Licensure ADN/Diploma, Pre-Licensure BSN Learner Setting(s): Classroom Strategy Type: General Strategy Learning Objectives: Provide patient-centered care with sensitivity and respect for the diversity of human experience Examine common barriers to active involvement of patients in their own health care processes Describe strategies to empower patients or families in all aspects of the health care process Examine nursing roles in assuring coordination, integration, and continuity of care Demonstrate effective use of strategies to reduce risk of harm to self or others Participate appropriately in analyzing errors and designing system improvements Strategy Overview: The goal of the strategy is to promote patient-centered care by increasing students’ awareness of safety issues related to illiteracy, specifically (health care illiteracy)*. The exercise a) facilitates students’ assessment and planning of patient-centered teaching activities, and b) raises the level of awareness and sensitivity of the experiences of patients who have low literacy or are illiterate. Exercise Students are paired and instructed to sit back-to-back. One student (the Informer) is given a cue card with a drawing and the second student (the Receiver) is given a blank cue card and pencil. Instructions: The Informer is to a) describe the drawing to the Receiver without observing the work-in-progress, and b) answer all clarifying questions. The Receiver is instructed to a) draw what is described and b) ask clarifying questions as needed to complete the work. When the drawing is complete (5-10 minutes), student pairs compare the original drawing to the drawing completed by the Receiver. Faculty/Student Discussion: The Informers are asked to tell about their experience. (Frequently Informers describe being frustrated, for instance, contending that “I thought I was really clear, but she kept asking questions.”) The Receivers are then asked to share their experience. (Frequently Receivers describe frustration as well, for instance, contending that “I didn’t understand what he was trying to tell me. I thought I was doing exactly what he told me!”) After this initial discussion, the faculty member can correlate these frustrations to those experienced both by nurses trying to provide health care information to clients who are illiterate and by patients trying to assimilate health care information without relying on printed information. Discussion focuses on how nurses assess illiteracy and adapt approaches to patient teaching. Possible Follow-up Exercises: Students are provided literacy data for the United States and asked to seek information related to illiteracy in their state/city/county, specifically that related to health care literacy. After analyzing this information, students identify the implications for patient safety, recidivism and health care costs stemming directly from low literacy and illiteracy at their assigned organization. Discussion focuses on adapting approaches to patient teaching on individual and system levels. Students are instructed how to assess patient education materials for reading level and examine available materials in their assigned organization. Discussion focuses on a) how to assess health care literacy (including how to discuss topics such as literacy that carry a high degree of social stigma) and b) how approaches to patient teaching can be adapted for those who have low levels of literacy or are illiterate. *this exercise can also be used to focus on teaching patients who speak English as a second language. Submitted Materials: Additional Materials: Evaluation Description: This is an ungraded experience, although feedback is solicited relating to what students learn from this experience. Before leaving class, students are asked to respond to the following: What did you learn about the impact of literacy on patient teaching and safety? How and in what ways is health care literacy a nursing/health issue? What insights have you gained from this experience that will influence your nursing practice? What did this experience mean to you as a student nurse? Through this exercise, students have gained an appreciation of the impact health care literacy has upon health and patient outcomes—particularly when it is unrecognized. Outcomes of this exercise include 1) student recognition of prior clients for whom they have provided care who may have been illiterate without accommodations being made in their care or patient teaching, 2) student awareness of the importance of assessing literacy when planning patient education activities – including instances of low literacy and illiteracy, 3) student creativity – students enthusiastically explored creative ways to provide health information and instruction without relying on printed materials and identified related safety issues that may easily be overlooked by health care professionals (such as color blindness).

Published Back to Strategy Search Strategy Submission Nurse as the leader of the team huddle. An unfolding oncology case study. Author: Kimberly Silver Dunker DNP, RN Title: Assoicate Professor of Nursing Coauthors: Institution: Worcester State University Email: kdunker@worcester.edu Competency Categories: Evidence-Based Practice, Patient-Centered Care, Quality Improvement, Safety, Teamwork and Collaboration Learner Level(s): New Graduates/Transition to Practice, Pre-Licensure ADN/Diploma, Pre-Licensure BSN Learner Setting(s): Classroom, Clinical Setting Strategy Type: Case Studies Learning Objectives: Learning Objectives This unfolding case study was designed to 
provide an opportunity for nursing students to learn about caring for a patient who has pancreatic cancer. It will focus on the following KSAs Patient Centered Care Students will identify how a nurse can advocate during the team huddle (Knowledge, Skills) Teamwork and Collaboration Discuss the role of the nurse in advocating for a patient during a team huddle (Knowledge) Students will discuss how a team huddle can promote patient centered care. (Knowledge) Learn to collaborate with the medical team to maintain quality in delivering care to oncology patients. (Knowledge, Skill) Safety Students will identify potential medication errors and value the importance of the medication reconciliation process during admission. (Knowledge, Attitudes) Students will value own role in identifying potential medication side effects of clients they care for. (Attitude) Define HIPPA and opportunities to protect patient’s private information (Knowledge, Skills) Evidence Based Practice Students will identify current evidence based practice when identifying treatment options for their patients. (Knowledge) Students will learn how the nurse can incorporate evidence based practice into the clients clinical decision making. Quality Improvement Students will learn then discuss the role of the hospital unit council or ethics committee in maintaining patient centered care. (Knowledge) Strategy Overview: Strategy Overview The strategy is an unfolding case study
 involving a man diagnosed with pancreatic cancer The case will teach the student to discover attitudes, beliefs, and values of the professional nurse when caring for cancer patients and managing diagnosis, treatment options including chemotherapy, radiation, and surgery. It begins with his initial diagnosis at 48 years old. He was brought to the emergency room because of severe itching and jaundice. His laboratory and diagnostics are discussed in the case. He had high bilirubin levels and a mas on the head of his pancreas. He also has positive CA-19-9 level, which is discussed in detail. He underwent an ERCP and then was scheduled to have chemo and radiation as well as preparation for a pancreatico-duodenectomy (whipple) procedure. This case discusses pre and post op care and complications this patient experienced. Submitted Materials: Gall-Pancreas_TeamWork_QSEN-a-1-revised.ppt - https://drive.google.com/open?id=1Xm9Xks18zQbHov6L8sspThZnDqvR3jD6&usp=drive_copy Additional Materials: This unfolding case includes actual video’s, which are embedded in the power point presentation included. The videos are taken 4 months before the patient died from pancreatic cancer and after he had received chemotherapy, radiation, and surgery for his cancer. Pancreatic Cancer Diagnosis https://youtu.be/oXVJsjyGjdk ERCP & Surgical Plan for Pancreatic CA https://youtu.be/qj8zay2ECjg CA-19-9 Pancreatic Cancer https://youtu.be/N8l3IgSXqkA Chemo and Radiation Pancreatic Cancer https://youtu.be/omu3S2glqJY Preparation for a Whipple Procedure https://youtu.be/VhuqEkOlVeg Post Whipple Complications https://youtu.be/qqL32IdxRuI Post Op Whipple Paralytic Ileus Complications https://youtu.be/zAZHaaBsqNw Evaluation Description: This unfolding case study is presented in the classroom to pre-licensure level nursing students enrolled in a medical-surgical nursing. 
The students are encouraged to participate by answering questions and collaborating regarding their answers. This lecture is powerful because it not only discusses the topic of pancreatic cancer but also enables the students to explore the role of the nurse involved in care of a patient who has undergone a surgical oncology procedure. This case clearly ties in EBP, Patient Centered Care, Safety, and Teamwork & Collaboration. Following this presentation, the students will complete a writing reflection to relate how this unfolding case study enhanced their knowledge, skills and and attitudes as related to patient-centered care and team huddles.