This 67-slide presentation follows a patient through the preoperative, intraoperative, and postoperative setting, allowing learners to gather information and react to changing situations. Theory bursts throughout the unfolding case, provide perioperative content that learners need to support clinical reasoning. A worksheet is provided to learners so they may record significant information to enable safe and effective decision making while moving through the case. Quality and safety competencies are emphasized throughout the learning experience.
This teaching strategy teaches students how to implement and evaluate a quality improvement project. It includes a 15-slide presentation with an assignment and grading rubric. 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.
This evidence-based teaching strategy is an 18-minute narrated presentation that includes 22 slides focused on helping students to understand the importance of learning to give and to receive constructive feedback. Key points include understanding constructive feedback’s role in quality improvement and patient safety, and learning to view constructive feedback as an opportunity for improvement. Students view the presentation and complete reflective journaling or post on a discussion board afterward.
Unfolding Case Study: Applying the QSEN Competencies to the Care of Patients with Parkinson’s disease
This 30-slide presentation follows a patient with Parkinson’s Disease, admitted to the acute care setting for a hernia repair, creating opportunity to learners to consider the special needs of Parkinson’s patients while apply quality and safety competencies of person-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics. Theory bursts throughout the unfolding case, provide specific content related to Parkinson’s Disease while demonstrating how nurses meet the quality and safety competencies. The presentation includes links to Lee Siverman’s Voice Training (LSVT), which is a proven program to help patients with Parkinson’s Disease speak loudly and walk with a more stable gait. Students work together as the story unfolds to solve problems for the patient and improve care in the hospital system.
Constructive criticism has been identified as a triggering event for incivility in nursing education. As part of professional development, it is essential that faculty create strategies to deliver constructive criticism without injuring with the faculty student relationship. This tool, while not all inclusive, provides examples of how constructive criticism can be reframed. Using the QSEN competencies, particularly the attitudes, as a guide, instructors can reframe their discussions with students regarding poor performance. With the instructor’s assistance, students can reflect on their performance and extract a realistic appraisal of the level of safe practice they have demonstrated, viewing it from the patient perspective. Such processes of reflection may help the student arrive at the conclusions that frequently are now communicated directly by the faculty member and so frequently serve as the triggering event for incivility in the faculty student relationship.
This 45-slide unfolding case study follows a patient with pancreatitis admitted as an in-patient. Theory bursts throughout the unfolding case, provide specific content related to Pancreatitis while demonstrating how nurses meet the quality and safety competencies in the in-patient setting. As learners move through the case, they work to solve problems and identify patient safety threats. Students learn appropriate management for an acutely ill patient with pancreatitis while utilizing national safety standards for the patient’s care.