top of page

Strategy Submission

Making QSEN Visible in the Classroom: Innovative use of In-Class Care Mapping Activity


Karla Rodriguez



Clinical Instructor


Karyn Boyar, DNP, RN, FNP-BC; James Weidel, PhD, FNP-BC, PMHNP-BC; Emerson Ea, DNP, APRN, CNE


New York University


Competency Categories:

Evidence-Based Practice, Teamwork and Collaboration

Learner Level(s):

Staff Development

Learner Setting(s):

Classroom, Clinical Setting, Skills or Simulation Laboratories

Strategy Type:

General Strategy

Learning Objectives:

1. Demonstrate an understanding of the role of Evidence-Based Practice (EBP) in achieving positive patient outcomes. 2. Develop a plan of care based on patient’s preference and values, clinician’s expertise, and evidence. 3. Integrate QSEN competencies and the nursing process in developing an in-class care map.

Strategy Overview:

The purpose of this collaborative in-class care mapping activity is to introduce nursing students in a first level nursing sequence course the concept of Evidence-Based Practice (EBP). Students develop a care map based on a case study based on the week’s lecture topic. In the example provided, a case study that focuses on safety and fall prevention and the complex care needs of an older adult was the basis of the in-class care mapping activity. Students work in small groups for 20-25 minutes to populate the different sections of an electronic care map that include identifying the pertinent patient history and assessment data, formulating priority nursing diagnoses, developing short and long term outcomes, and identifying evidence-based interventions and rationales. The team leader then uploads the group’s completed work and shares with the instructor. The instructor then randomly picks from the submitted care map, shares the care map with the rest of the students, and use this opportunity to generate class discussion that infuses the concepts relevant to EBP. The use of this in-class care mapping activity allows beginning nursing students to develop an understanding of the concept of EBP by providing them the opportunity to work as a team to develop a care map that takes into account the unique needs of an older adult patient who has complex needs.

Additional Materials:

Evaluation Description:

The outcomes measures used to evaluate the effectiveness of this in-class activity included assessing the submitted care map for (a) appropriately identifying pertinent patient history and important assessment data from the case study (b) including appropriate nursing diagnoses based on assessment data and patient history (c) identifying short and long term outcomes that using the SMART method (specific, measurable, attainable, realistic, and has a time-frame), and (d) identifying evidencebased interventions, and (e) stating a rationale why each intervention identified is appropriate for this patient. Future plan is to assign students a grade for successfully meeting the outcomes measures.
bottom of page