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

Home Health Nursing: A QSEN Approach | Resources, references, and educational tools pertaining to home health care. Quality and Safety in Primary Care NEPQR – RNPC CASE WESTERN RESERVE UNIVERSITY GRANT NUMBER: UK1HP31696 Enhancing Nurse Roles in Community Health (ENRICH): Undergraduate and Workforce Training and Education in Primary Care. Goals Goal 1. Recruit and integrate the BSN students into the VA CoEPCE Interprofessional Academic PACT and community based clinics to enhance RN primary care competency. Goal 2. Enhance staff RN competence in the expanded role of the RN in primary care to prepare RN preceptors to teach and role model working at the top of the RN license. Goal 3. Improve and expand the teamwork and collaboration of the existing Cleveland VA clinic Patient Aligned Care Teams (PACT) to include all learners. Goal 4. Enhance the existing BSN curriculum, student competence and faculty competence on the expanded role of the RN in primary care at the Frances Payne Bolton School of Nursing. The Case Western Reserve University Frances Payne Bolton School of Nursing (SON) will partner with established community-based veteran’s affairs (VA) primary care providers to provide undergraduate nursing students and licensed registered nurses with the education and training experiences necessary to practice primary care at the full extent of their license. The proposed project enhances an existing academic-clinical partnership between the SON and the VA Transforming Outpatient Care (TOPC) Center of Excellence in Primary Care Education (CoEPCE) program. The TOPC CoEPCE is an interprofessional academic patient centered medical home model that includes learners from graduate programs in medicine, nurse advanced practice nursing, psychology, pharmacy and social work who learn and deliver contemporary evidence-based primary care services. Broad ranging opportunities such as health promotion education and coaching, chronic disease management, population health management, care coordination, mental health integration, and telehealth will be emphasized. A rigorous evaluation plan will ensure that process and outcomes are continually measured and data are used to make improvements to ensure programmatic improvement and sustainab ility. The SON and the VA CoEPCE TOPC team will contribute the content of an implementation kit that will be used to spread the initiative. The ENRICH Program meets the funding preference as students will train at the VA Northeast Ohio Healthcare System. This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) as part of an award totaling $2,187,305.00 with 0 percentage financed with non-governmental sources. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS, or the U.S. Government. For more information, please visit HRSA.gov. Nursing students to help veterans—and vice-versa Read More Read More Health Resources & Services Administration (HRSA) OPPORTUNITIES HRSA announced more than $94 million in awards to train the next generation of health care providers. These grants support education and training to help enhance health care delivery and improve access to high-quality care. NEPQR-RNPC The purpose of this four-year training program is to recruit and train nursing students and current registered nurses (RNs) to practice to the full scope of their license in community-based primary care teams Susanne Hahn, Wade Park, PC Manager and Wade Park, PC Academic Director Rebecca Mitchell, DNP, MSN, APRN; Project Liaison Patricia Burant, EdD, MA; Project Manager Shannon Wong, CPNP, MSN, BSN, RN; Faculty Community Nursing Rita Sfiligoj DNP, NPA, RN

The QSEN Learning Module series is designed to help both new and experienced faculty integrate the Quality and Safety competencies into their nursing programs. Learning Modules INTRODUCTION The QSEN Learning Module series was designed to help both new and experienced faculty integrate the Quality and Safety competencies into their nursing programs. Each module explores a particular topic or issue, provides resources, and raises questions to engage users in expanding or strengthening the learning experiences they create with students around quality and safety. In the introductory video (linked on the right) Pam Ironside, the developer and editor of the module series, provides an overview of this resource. The Learning Modules were developed as part of the Phase III QSEN grant funded by the Robert Wood Johnson Foundation . Video: Introduction to QSEN Modules by Pam Ironside (2:39 minutes) MODULES Module One – Appreciating the Complexity of Nursing Work: Implications for Nursing Education This module will assist you to understand nursing work through exploring principles of complexity science and properties of complex adaptive systems. You will recognize the complexity factors characteristic of current healthcare environments and obtain a new appreciation for the competencies required of RNs, both new and experienced, in delivering safe and quality care in these settings. Module Two – Managing the Complexity of Nursing Work: Cognitive Stacking In this module, you will learn about stacking, a continuous process of organization and prioritization embedded in RN work that occurs as care situations evolve. Currently stacking is learned primarily after graduation from a pre-licensure program. How might nursing educators in pre-licensure programs create opportunities for students to learn about and engage in this process to assist students to more effectively manage the complexity of their work and promote safe, quality patient care? Module Three – Mindfulness: Implications for Safety, Self-Care and Empathy in Nursing Education This module is an introduction to mindfulness that touches upon three of the many areas in the education of nurses that can be transformed by mindfulness practice. The capacity to pay attention in the present moment recognizes the reality of our complex lives, and in doing so, addresses all QSEN competencies with the creative wisdom and open-heartedness that is the intention of all in the profession. In this brief introduction, we will dip our toes in the water to explore the most basic understanding of mindfulness and how it might impact the lives of the future nurses we are educating in areas of patient safety, and compassionate care for patient and caregiver alike. Module Four – Informatics The module explores how innovations in health information technology have changed our work with nursing students in classroom, clinical and lab settings. Strategies to integrate informatics content across these settings are suggested, along with key resources for further information. Module Five – Embedding QSEN Competencies in Beginning Clinical Courses This teaching module focuses on the value of the Quality and Safety Education for Nursing (QSEN) for clinical education in nursing. Nursing clinical educators have always valued quality and safety, yet changes in nursing practice are requiring new approaches for preparing students to provide safe, quality care. Embedding QSEN competencies across nursing curricula, beginning with early clinical courses, is essential. This module highlights how clinical educators in early clinical courses can provide opportunities to engage students in activities that promote QSEN competencies. Additionally, this module focuses on which knowledge, skill and attitude elements (KSAs) are best suited for early clinical courses, and strategies for utilizing KSAs across clinical education settings. Finally, an expert clinical instructor demonstrates innovative strategies for applying QSEN competencies in clinical education teaching strategies. Module Six – Teaching Patient-Centered Care Using Narrative and Reflective Pedagogies As nurses we have a strong tradition of providing patient-centered care. In all types of programs students are introduced to the importance of patient-centered care right from the start, and this emphasis continues across levels, specialty courses and clinical experiences. Yet, how do we know if the care students provide is patient-centered? With the delineation of the QSEN competencies and knowledge, skills and attitude statements, our traditional understanding of patient-centered care has been articulated, extended and, in many cases, challenged. This module provides the opportunity to consider ways to build upon our current teaching strategies to explicitly foster students’ inquiry into and provision of patient-centered care using narrative and reflective pedagogies. Module Seven – Nursing, Nursing Infor mation Management, and Nursing Informatics The QSEN competency for informatics requires that nurses at the graduate level are able to “use information and technology to communicate, manage knowledge, mitigate error, and support decision making.” In this module, Josette Jones will guide faculty’s exploration of current information needs in nursing and the life cycle of electronic information systems. She will provide an overview of database structures and use and examples of information system applications in health care. The module concludes by exploring the implications of nursing information management and nursing informatics for nursing research, education, and practice. Module Eight – Strategies for Making Assessment of QSEN Competencies Efficient and Conducive to Learning In this module Susan Conner explores practical ways you can assess students’ achievement of QSEN competencies and use your assessment findings to promote students’ learning. Beginning with basic principles of assessment, the module explores a variety of assessment tools and sources of assessment data that can help students progress in their achievement of QSEN competencies and foster improvement of instructional design. Module Nine – Managing Curricular Chan ge for QSEN Integration This module discusses change management strategies that can be used to integrate quality and safety into the existing curricula. The module includes the Quality and Safety Curricular Integration Framework as a tool to guide faculty in the change process. The framework is proposed as “a recipe for success.” At the core of this framework is education of faculty members and coordination of the QSEN concepts into the curriculum. Module Ten – Interprofessional education (IPE): Learning for Practice This module has been designed to assist you in understanding the background and development of interprofessional education (IPE) initiatives and to share a proposed conceptual framework of IPE. You will realize the required infrastructure and organizational support needed for successful IPE programs and finally have several concrete examples of IPE activities that have been successfully implemented in a variety of educational settings. Module Eleven – Integrating QSEN into the Intermediate Nu rsing Curriculum: Working with Courses that Focus on Specialty Populations This module highlights how nursing faculty can integrate QSEN competencies into intermediate courses. Focusing on specialty courses (Pediatrics, Obstetrics, and Operating Room), faculty experts will share pedagogical strategies for introducing students to higher level competencies and reinforcing those learned in beginning courses. Module Twelve – 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. Module Thirteen – Cultivating a Culture of Justice in Nursing Education and Healthcare As the largest part of the health care workforce, nurses have the opportunity to respond to the rapid changes occurring in a way that seeks to ensure every person has the opportunity to receive the best possible treatment and care. Cultivating a culture of justice where nurses and patients are full partners requires knowledge and skills in teamwork and collaboration. This module will explore the strategies for and implications of cultivating a culture of justice in nursing education and healthcare. Module Fourteen – Strategies for Incorporating Rubrics in Assessment of QSEN Competencies As schools across the country work to integrate the QSEN competencies and requisite knowledge, skills and attitudes into their courses and curricula, questions are now arising about how best to evaluate the extent to which students have achieved them. This module will help you get started creating rubrics to evaluate students’ achievement of QSEN competencies. Module Fifteen – Using Simulation in Leadership Courses: Providing a Means for Application of Core Concepts Undergraduate nursing management and/or leadership courses generally provide a thorough coverage of theory and knowledge about nursing leadership and organizations, but there is little or no opportunity for students to apply this content to gain skills and influence attitudes about leadership. Use of leadership simulation scenarios in undergraduate student nursing education is a highly effective method of instruction for use in facilitating the acquisition of skills and attitudes related to quality and safety in nursing leadership and management roles. Module Sixteen – Preparing Students to Think Through the Complexities of Practice in Post-clinical Conferences Nursing faculty are challenged to prepare students to practice in complex and rapidly changing clinical environments. When teaching groups of students in clinical settings, however, helping students think through the care they’ve provided and how it can be improved is difficult. This module provides an overview of Cognitive Task Analysis and how this approach can be used as a strategy to help students think through the complexities of practice in post-clinical conferences. Module Seventeen – Patient Safety: Our intent is to do no harm – so why do errors happen? The significance of errors in patient care has been highlighted in the literature and media since the 1999 sentinel work of the Institute of Medicine entitled To Err is Human: Building a safer health system. Using QSEN competencies to prepare students to be vigilant around patient safety and to understand the impact of errors, this module will share examples of patient safety, just culture, and will share some pedagogies using simulation to allow immersion into teamwork and collaboration to promote safe patient care. Module Eighteen – Embedding QSEN Competencies in Prelicensure Curricula: Fostering Continuous Improvement This module explores how faculty can respond to the IOM’s challenge to create curricula that are adaptive enough to undergo continuous evaluation and improvement in response to changes in the field. But creating curricula that are more flexible and adaptive will require new ways of thinking about curricular design. This module explores new possibilities for curriculum and how using improvement processes can assist faculty accelerate their improvement work.

Patient-Centered Care Resources, including infomation on various related agencies, institutes, and foundations. Task Forces are not active at this time. Listings are for historical purposes. Task Forces Purpose of the Task Forces: A venue/opportunity for a group of people with expertise in an area of focus (e.g, practice, academia, simulation) to ensure Representation of area of focus during the annual QSEN conference (planning committee) Representation of area of focus on the QSEN website Expansion of Scholarly work is produced and disseminated (presentations, articles, grants) Connection and collaboration with other professional organizations affiliated with area of focus Academic Clinical Practice Taskforce Member Purpose The purpose of these video vignettes is to address how to deal with students and nursing staff situations both in the on and off campus clinical setting. Many times, situations occur in the clinical setting that may be difficult for faculty because they contain sensitive student’s issues and topics. Each video vignette demonstrates ideal expected behaviors of clinical faculty when dealing with clinical situations. During implementation, it was noted that the videos are especially beneficial for new clinical faculty. The videos have been incorporated during orientation of new and returning clinical adjunct faculty at New York University. Contact Esther Gravis RN, MSN, CPN Professor of Nursing Saddleback College I can be reached at egravis@saddleback.edu or elg50@case.edu Interest My interested in faculty development started when I took my first job as a part-time clinical faculty member. I quickly learned that part-time clinical nurse instructors routinely have little or no instruction before teaching nursing students in the clinical setting. I also learned they have a significant impact on student learning. I wanted to develop easy to use modules, based on QSEN competencies, to guide part-time faculty in their new role. I. Practice The National QSEN Practice Task Force is a resource for nurses in the practice setting looking for guidance with the QSEN competencies. Areas of Concentration: – Onboarding – Orientation / Residency / Preceptor Programs – Human Resource – Job Descriptions /Performance Review / Clinical Ladder – Nurse Professional Development – Continuing Education / Annual Competencies – Magnet & Research Bethany Robertson: bethany.robertson@emory.edu Tammy Franqueiro: tfranqueiro@versant.org Website: http://qsenpractice.weebly.com/ II. RN-BSN The National QSEN RN-BSN Task Force is accepting membership and proposals to advance the science of System-Level Thinking and integration into RN-BSN Curricula. Leader: Ann Stalter, PhD, RN, Wright State University Contact Email: ann.stalter@wright.edu http://qsensystems.weebly.com/ III. DNP and Leadership Co-chair: Cindy Zellefrow DNP MSEd RN LSN PHNA-BC Contact Email: zellefrow.2@osu.edu Co-chair: Kerry Milner DNSc RN Contact Email: milnerk@sacredheart.edu Co-chair: Catherine Alexander DNP MPH RN Contact Email: mobilemedicaltraining@gmail.com Morgan Clouse Johnson DNP, RN, FNP-BC VA Quality Scholar & Nurse Practitioner Tennessee Valley Healthcare System email: morgan.k.clouse@vumc.org Deana Hays DNP, RN, FNP-BC Assistant Professor Oakland University email: hays@oakland.edu Evidence Based Practice Page: http://evidencebasednurse.weebly.com/ IV. Academic Clinical Practice Focusing on Clinical Faculty Practice and Preceptors Leader: Kimberly Silver Dunker Contact: kdunker@worcester.edu http://www.academicclinicalfacultydevelopment.com/orientation V. Academia Leader: Gerry Altmiller, EdD, APRN, ACNS-BC, Associate Professor, The College of New Jersey Contact Email: Altmillg@tcnj.edu qsenacademictaskforce.weebly.com VI. Simulation Coordinator: Loretta Aller PhD(c), RN, Associate Lecturer, Kent State University – Stark, College of Nursing Email: laller@kent.edu Leaders: Carol Durham, EdD, RN, ANEF, FAAN, Professor of Nursing and Director, Education-Innovation-Simulation Learning Environment (EISLE) School of Nursing, University of North Carolina at Chapel Hill. KT Waxman, DNP, RN, CNL, CENP, CHSE, FAAN, Assistant Professor Director, Executive Leader Doctor of Nursing Practice Program, Director, Masters in Healthcare Simulation Program, University of San Francisco, School of Nursing & Health Professions qsensimulation.weebly.com VII. VAQS Leader: Suzie Miltner, PhD, RN, CNL, NEA-BC, University of Alabama at Birmingham Email: smiltner@uab.edu VIII. Research Leader: Danielle Olds Email: danielle.m.olds@gmail.com IX. International Leader: Aniko Kukla Email: axk633@case.edu Co-leader: Michelle Slater DNP, RN, CNOR Email: mls280@case.edu http://qseninternational.weebly.com/ X. OADN Leader: Donna Meyer Email: dhedges517@gmail.com OADN Task Force Contact List https://www.oadn.org/leading-initiatives/qsen XI. Entrepreneurship & Innovation Leader: Shanina Knighton Email: sck46@case.edu http://www.qsenie.org/ XII. High-Quality Mathematical Preparation for Nurses Leader: Rebecca Hartzler, and John Clochesy, Director and Professor, College of Nursing, University of South Florida Email: rebeccahartzler@austin.utexas.edu QSEN Task Force on High-Quality Mathematical Preparation for Nurses http://qsen.org/qsen-task-force-on-high-quality-mathematical-preparation-for-nurses/ Math Education for Nurses Newsletter http://qsen.org/wp-content/uploads/2019/06/Case-Western-Reserve-University-Mail-Fwd_-Math-Education-for-Nurses-Newsletter-2.pdf XIII. Patient Education: Barriers, Solutions and Standards Leader: Nancy Peifer PhD, RN Email: peifern@palmbeachstate.edu Description: This task force is available for nurses interested in focusing on the problems and solutions inherent within patient education in the clinical, community and educational setting. Focus is on identifying barriers, creating solutions and setting safe, quality standards for patient education using collaboration and partnerships within the clinical and academic setting. Working together, we can advocate to improve outcomes through engaging patients and families in learner centered education. http://www.qsenpatienteducationtaskforce.com XIV. Patient Safety Website: https://qsenpatientsafetytaskforce.weebly.com/ Leader: Loretta K Dorn, MSN, RN, CRNI Director of Clinical Liaisons Fresenius Kabi US LLC Email: loretta.dorn@fresenius-kabi.com Member: Tamu Abreu, MSN, RN-BC, CPPS, CPHQ Email: tabreu@twu.edu Visnja Maria Masina, MSN, RN, AGCNS-BC is a board-certified adult clinical nurse specialist at Cleveland Clinic main campus Elizabeth (Liz) Campbell, RN, MSN, CRNI Vascular access team Mass General Denise Dion, MSN, RN, CNE, PCCN Director, Nursing Program at Central Arizona College Candy Cross MSN-Ed, RN Nursing Education Specialist at Banner Health Susan Paparella, MSN, RN Vice President at the Institute for Safe Medication Practices (ISMP) Michelle Mandrack, MSN, RN Director of Consulting Services at the Institute for Safe Medication Practices Marlene M. PhD, RN, CRNI Director of clinical education for the Infusion Nurses Society XV. Policy Leader: Hollie Gentry QSEN Task Forces Academic Clinical Practice Taskforce: Videos New Preceptor Resources Check out the new Nurse Preceptor Webpage developed by Tracey Parson DNP, RN https://www.academicclinicalfacultydevelopment.com/nurse-preceptors Task Force Coordinator: Angela Chlebowski MSN, RN C-EFM Clinical Associate ProfessorSacred Heart University Interested in joining a task force? Please contact us by email at qsen.institute@gmail.com for more information.

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 11 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

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

Strategic Board Members | QSEN Advisors | Emeritus Board Members | Other National Organizations Regional Centers Safety Director: Teri Chenot , Ed.D., MS, M.Ed., MSN, RN, CCE(ACBE), FNAP, FAAN QSEN Institute Regional Center at Jacksonville University Associate Professor, Keigwin School of Nursing Department Chair, Healthcare Quality and Safety Programs Chapter Leader/Faculty Advisor for the IHI Open School Chapter at Jacksonville University Brooks Rehabilitation College of Healthcare Sciences Jacksonville University E-mail: tchenot@ju.edu 1st Annual Conference: 2018 Patient Safety Forum on Friday, March 2, 2018 Path to better patient safety leads through new Quality and Safety Education for Nurses (QSEN) Institute Regional Center at Jacksonville University Master of Science in Healthcare Quality and Safety Read More Global Quality and Safety Co-Directors: Carol Durham EDD, RN, ANEF, FAAN Marianne Baernholdt, PHD, MPH, RN, FAAN Read More Leadership Co-Directors: Patrician A. Patrician , PhD, RN, FAAN Rebecca S. Miltner , PhD, RN, CNL, NEA-BC Read More

Search through dozens of peer-reviewed teaching and practice strategies on QSEN core competencies. Strategies Teaching and Practice Strategies Below is a listing of the peer-reviewed strategies published on our website. Each strategy submitted undergoes a blind peer-review by a volunteer QSEN Strategy reviewer. You will receive feedback on revisions from the reviewer and then submit your revisions. You can scroll through the listing or search the strategies by author, title, and keywords. Search the Strategies Terms and Conditions The materials on the QSEN Web site are freely available for educational use, but original content such as the strategies must be cited. Please read our Terms and Conditions before using this material. Read more Filter by QSEN Competency Domains: Informatics Patient-Centered Care Quality Improvement Safety Teamwork and Collaboration Evidence-Based Practice Informatics Patient-Centered Care Quality Improvement Safety Teamwork and Collaboration Filter by Learner/Participant Level: Continuing Education Faculty Development Strategies Graduate Students Interprofessional New Graduates/Transition to Practice Pre-Licensure ADN/Diploma Pre-Licensure BSN Quality and Safety RN to BSN Staff Development Advanced Practice Providers Continuing Education Faculty Development Strategies Graduate Students Interprofessional New Graduates/Transition to Practice Pre-Licensure ADN/Diploma Pre-Licensure BSN RN to BSN Staff Development Filter by Learner/Participant Setting: Clinical Setting Skills or Simulation Laboratories Classroom Clinical Setting Skills or Simulation Laboratories Filter by Strategy Type: Case Studies Course Syllabus General Strategy Independent Study Modules Online or Web-based Modules Paper Assignments RESET FILTERS Search by Title / Author 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 11 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

Information on the various QSEN Institute Awards and Scholarships. ACADEMIA Competencies QSEN COMPETENC IES GRADUATE QSEN COMPETENCIES QSEN Competencies (translated in Spanish) QUALITY IMPROVEMENT Read More Strategies Search by Title Search by Category Latest in Education QSEN Institute – YouTube Videos QSEN Institute YouTube channel: https://www.youtube.com/@QSENInstitute/featured Peter Pronovost on Patient Safety 2025... Apr 23, 2023 2017 QSEN Conference QSEN 2017: 0 - Pre-conference Session https://youtu.be/fLNzpL1P538 QSEN 2017: 1 - Shadow Health Luncheon https://youtu.be/glMwHKkx1vY... Apr 23, 2023 Nurse Leadership and Management: Foundations for Effective Administration Distinguished by its accomplished Editor and Contributor team, this innovative leadership and management text for graduate nursing... Oct 25, 2022 Population Health Management (PHM): Registered Nurses’ Essential Role in Value-Based Care Apr 22, 2020 Sigma: QSEN Webinar Series Don’t miss an opportunity to participate in free webinars with continuing nursing education (CNE) contact hours! Each month through... Apr 21, 2020 Patient Safety Forum 2020 Forum Information The Quality and Safety Education for Nurses (QSEN) Institute Regional Center at Jacksonville University will host the... Feb 19, 2020 Academic Clinical Faculty Taskforce: Free Webinars Don’t miss an opportunity to participate in free webinars with continuing nursing education (CNE) contact hours! Each month through... Jun 13, 2019 QSEN ROCKS: The Regional Simulation Workshop The Regional Simulation Workshop A preconference for the QSEN ROCKS Cleveland, Ohio * May 28, 2019 The Regional Simulation Workshop is a... May 27, 2019 The Fuld Institute for EBP: Webinar Series The Helene Fuld Health Trust National Institute for Evidence-based Practice (EBP) in Nursing and Healthcare is excited to announce our... Jan 24, 2019 TO ERR IS HUMAN UPCOMING 2018 SCREENINGS NEW 2018 SCREENINGS ADDED! We are still in the midst of our screening tour of To Err Is Human and the impact is... Nov 13, 2018 QSEN Task Force on High Quality Mathematical Preparation for Nurses The QSEN Task Force on High Quality Mathematical Preparation for Nurses is moving forward with three initiatives. This fall we are... Sep 25, 2018 OSU: Terminal Degrees for Nurse Educators Survey Dear Potential Participant, We are conducting a survey to collect feedback regarding the adequacy of current terminal degree options for... Aug 6, 2018

The Quality and Safety Education for Nurses (QSEN) project addresses the challenge of preparing future nurses with the knowledge, skills, and attitudes (KSAs) necessary to continuously improve the quality and safety of the healthcare systems within which they work. QSEN About The QSEN Institute was in place from 2012-2022. The QSEN Institute initiatives ended as the AACN implemented the 2021 Essentials which included all the QSEN competencies for pre-licensure and graduate nurses. See the crosswalk on the QSEN.org website. Mission The QSEN Institute is a collaborative of healthcare professionals focused on education, practice, and scholarship to improve the quality and safety of healthcare systems. Vision Our vision is to inspire healthcare professionals to put quality and safety as core values to guide their work.

News, Events, and Posts pertaining to the QSEN Institute. Taking a Pulse on Quality and Safety Education https://scholar.google.com/scholar?hl=en&as_sdt=0%2C36&q=djukic+and+nurse+educator&oq=dju Mar 18 1 min read QSEN Memories Video Dec 6, 2024 0 min read QSEN Institute – YouTube Videos QSEN Institute YouTube channel: https://www.youtube.com/@QSENInstitute/featured Peter Pronovost on Patient Safety 2025... Apr 23, 2023 1 min read 2017 QSEN Conference QSEN 2017: 0 - Pre-conference Session https://youtu.be/fLNzpL1P538 QSEN 2017: 1 - Shadow Health Luncheon https://youtu.be/glMwHKkx1vY... Apr 23, 2023 1 min read Nurse Leadership and Management: Foundations for Effective Administration Distinguished by its accomplished Editor and Contributor team, this innovative leadership and management text for graduate nursing... Oct 25, 2022 1 min read Suicidality in the Older Adult: A Primary Care Mental Health Simulation Submitter Information Author: Craig King Title: Instructor Institution: Case Western Reserve University, Frances Payne Bolton School of... Oct 12, 2022 2 min read QSEN Newsletter: July 2022 Thank you so much for participating in 2022 QSEN International Forum. We hope you all had an unforgettable, good time. I would like to... Jul 26, 2022 2 min read Book: Quality and Safety in Nursing, 3rd Edition Quality and Safety in Nursing: A Competency Approach to Improving Outcomes explores the role of the nursing community in improving... Dec 15, 2021 1 min read Zero Days in Safety: One Nurse's Journey into Trauma and Recovery Announcing Dr. David Foley's book publication "Zero Days in Safety: One Nurse's Journey into Trauma and Recovery," with Foreword by Dr.... Oct 5, 2021 1 min read DNP Project A Roadmap For Faculty, Clinical Mentor, and Student Success JOIN US FOR A TWO-PART QSEN WEBINAR! https://www.youtube.com/watch?v=2CF-ul1i... Sep 18, 2020 1 min read

Using the Institute of Medicine (2003) competencies for nursing, QSEN faculty have defined pre-licensure and graduate quality and safety competencies for nursing and proposed targets for the knowledge, skills, and attitudes to be developed in nursing pre-licensure programs for each competency. QSEN Competencies OVERVIEW The overall goal for the Quality and Safety Education for Nurses (QSEN) project is to meet the challenge of preparing future nurses who will have the knowledge, skills and attitudes (KSAs) necessary to continuously improve the quality and safety of the healthcare systems within which they work. Using the Institute of Medicine1 competencies, QSEN faculty and a National Advisory Board have defined quality and safety competencies for nursing and proposed targets for the knowledge, skills, and attitudes to be developed in nursing pre-licensure programs for each competency. These definitions are shared in the six tables below as a resource to serve as guides to curricular development for formal academic programs, transition to practice and continuing education programs 2 . For information on applying the competencies at a graduate level, see the Graduate KSAs page. Note: This content is reprinted with permission from the “Quality and Safety Education for Nurses ” article originally printed in Nursing Outlook Special Issue: Quality and Safety Education. For guidelines on use of this material, please read our terms and conditions . DEFINITIONS AND PRE-LICENSURE KSAS Patient-Centered Care Teamwork and Collaboration Evidence-based Practice (EBP) Quality Improvement (QI) Safety Informatics Click here to download the PDF version REFERENCES 1 Institute of Medicine. Health professions education: A bridge to quality. Washington DC: National Academies Press ; 2003. 2 Cronenwett, L., Sherwood, G., Barnsteiner J., Disch, J., Johnson, J., Mitchell, P., Sullivan, D., Warren, J. (2007). Quality and safety education for nurses. Nursing Outlook , 55(3)122-131. Patient-Centered Care Teamwork andCollaboration Evidence-based Practice (EBP) Quality Improvement (QI) Safety Informatics