Quality Improvement Methods
The approaches to nursing quality can be rather different. For example, the six sigma is a system that was created outside of nursing with the aim of reducing waste and process complications (Mason, Nicolay, & Darzi, 2015), and the Quality and Safety Education for Nurses (QSEN) is a project that is meant specifically for nursing and focused on education (Lyle-Edrosolo & Waxman, 2016). The basic premise of QSEN (n.d.) is that the education of nurses on the importance of safety and quality improvement is required to achieve both; to ensure it, QSEN (n.d.) has introduced competencies, as well as requirements for knowledge, skills, and attitudes, that are crucial for quality and safety in nursing.
The framework is meant for educational settings, but it is also focused on practice, which, as suggested by Koffel, Burke, McGuinn, and Miltner (2017), allows it to bridge the two. For example, James, Patrician, and Miltner (2017) tested a QSEN-aligned orientation program with 153 nurses. While no statistical significance between pre- and post-orientation results was achieved, an improvement in the scores was observed, which suggests that the approach is promising. Lyle-Edrosolo and Waxman (2016) also demonstrate that different quality improvement frameworks (for example, QSEN and Magnet) can be integrated in practice to avoid confusion. The article is dedicated to discussing the methodology of this integration and its abbreviated presentation. These studies show that the adoption of QSEN in practice is a feasible and potentially helpful endeavor. Also, QSEN (n.d.) and related research can justify my capstone project, which is a quality improvement effort and, therefore, can use a quality improvement framework for guidance.
Reflective Wrap-Up Discussion
The past ten weeks have been very educational, and the perspective of the American Association of Colleges of Nursing [AACN] (2006) and their education essentials can be used to frame the experience. The essentials are very comprehensive, and they cover crucial skills that enable advanced practice, research, quality improvement, and advocacy, as well as interprofessional collaboration. My personal objectives are generally in line with those competencies.
This course incorporated activities that required the application of the knowledge I had already accumulated. Furthermore, I was required to actively research multiple topics, including those related to crucial nursing knowledge, for example, the quality of care. I have also had some opportunity to practice problem-solving, interpersonal, and leadership skills, especially as related to my project. From this perspective, I have been advancing my professional knowledge and abilities that are related to essentials I-III, VI, and VIII.
I think that the course involved essentials IV and V to a lesser extent, and my future goals might incorporate a greater focus on them. Also, while my activities during this course corresponded to the essentials, I do not believe that I have ultimately achieved the essential-oriented goals because they are meant to provide direction for continuous development. Therefore, I will proceed to focus on the improvement of my abilities and knowledge to advance my career.
References
American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Web.
James, D., Patrician, P., & Miltner, R. (2017). Testing for Quality and Safety Education for Nurses (QSEN). Journal for Nurses IN Professional Development, 33(4), 180-184.
Koffel, C., Burke, K., McGuinn, K., & Miltner, R. (2017). Integration of Quality and Safety Education for Nurses into practice. Nurse Educator, 42, S49-S52.
Lyle-Edrosolo, G., & Waxman, K. (2016). Aligning healthcare safety and quality competencies: Quality and Safety Education for Nurses (QSEN), The Joint Commission, and American Nurses Credentialing Center (ANCC) Magnet® Standards Crosswalk. Nurse Leader, 14(1), 70-75.
Mason, S., Nicolay, C., & Darzi, A. (2015). The use of Lean and Six Sigma methodologies in surgery: A systematic review. The Surgeon, 13(2), 91-100.
QSEN. (n.d.). QSEN competencies. Web.