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Strategy Submission
Quality and Safety Monitor Assignment
Author:
Laurie J. Palmer
RN, MS, AOCN
Title:
Professor
Coauthors:
Judy Wilson, RN, MS
Institution:
Monroe Community College
Email:
Competency Categories:
Patient-Centered Care, Quality Improvement, Safety
Learner Level(s):
Pre-Licensure ADN/Diploma
Learner Setting(s):
Clinical Setting
Strategy Type:
Case Studies
Learning Objectives:
- Analyze the care environment and informatics and collaborate with team members to identify hazards which effect the provision of safe high-quality patient-centered care.
- Communicate observations and concerns related to hazards and errors to the health care team.
- Value one’s own role in preventing error.
Strategy Overview:
Each week one student is assigned to the role of Quality and Safety Monitor in the clinical setting. Using a structured checklist, the student nurse analyzes potential and actual risks which effect the provision of safe high-quality patient-centered care. During post conference the student provides a summary of findings and actions taken to improve safety.
Additional Materials:
Evaluation Description:
In the post-conference setting, the clinical instructor facilitates discussion of the quality and safety concerns noted by the student in the role of Quality and Safety Monitor. The clinical instructor highlights how linear thinking by the nurse negatively impacts the delivery of safe high-quality patients-centered care, how systems and individuals unconsciously adapt to unsafe practices, and how team work, collaboration, and a “just culture” facilitates a patient-centered focus and prevents a focus of blame on the performer. After post-conference, the clinical instructor reviews the Quality and Safety Monitor Assignment Worksheet submitted by the student. Based upon the student’s performance in the role of Quality and Safety Monitor, the instructor provides evaluative feedback on the student’s Clinical Performance Appraisal, for standards which relate to the assignment’s learning objectives.
(This assignment was piloted by our first year second semester medical surgical course during Spring 2011. Four of eight clinical groups participated and reported overwhelming positive feedback from faculty and students. The tool utilized in this assignment was revised based upon written feedback of students and verbal feedback of faculty. Feedback of both students and faculty affirmed that students were able to meet the learning objectives of the assignment and that the assignment provided a learning experience that enhanced patient care outcomes.)
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