Effect of an Academic–Community Partnership Simulation Education Program on Quality and Safety Education for Nurses Competency Domains for Bachelor of Science in Nursing Students

2018 ◽  
Vol 18 ◽  
pp. 56-63 ◽  
Author(s):  
Diane Davis ◽  
Dara Koppelman ◽  
Jessica Gordon ◽  
Susan V. Coleman ◽  
Ella T. Heitzler ◽  
...  
Keyword(s):  
Nursing Students ◽  
Education Program ◽  
Academic Community ◽  
Community Partnership ◽  
Quality And Safety ◽  
Safety Education ◽  
Bachelor Of Science ◽  
Simulation Education ◽  
Competency Domains

Quality and Safety Education for Nurses Student Evaluation Survey: Adaptation and Psychometric Evaluation of the Brazilian Version

2021 ◽  
pp. JNM-D-20-00114
Author(s):  
Juliana S. Freitas ◽  
Maiana R. G. Sousa ◽  
Mary A. Dolansky ◽  
Ana Elisa B. C. Silva
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Evaluation ◽  
Psychometric Evaluation ◽  
Quality And Safety ◽  
Safety Education ◽  
Online Study ◽  
Undergraduate Nursing ◽  
Brazilian Version ◽  
Evaluation Survey

Background and PurposeThe development of quality and safety competencies is an important issue in nursing education globally. The purpose of this study was to crossculturally adapt the Quality and Safety Education for Nurses Student Evaluation Survey (QSEN SES) for use in Brazil and evaluate its psychometric properties.MethodsThe QSEN SES was adapted into Brazilian Portuguese. Reliability and structural validity were evaluated in an online study with 130 undergraduate nursing students.ResultsThe content validity index (CVI) of the instrument was 0.93. The reliability was strong. Confirmatory factor analysis was conducted, and the model fit was insufficient.ConclusionsThe Brazilian version of QSEN SES is reliable, but additional analyses are needed with a larger sample to confirm the construct validity of the instrument.

Training leaders for a culture of quality and safety

2019 ◽  
Vol 32 (2) ◽  
pp. 251-263 ◽  
Author(s):  
Sue S. Feldman ◽  
Scott Buchalter ◽  
Dawn Zink ◽  
Donna J. Slovensky ◽  
Leslie Wynn Hayes
Keyword(s):  
Safety Culture ◽  
Education Program ◽  
Medical Center ◽  
Academic Medical Center ◽  
Healthcare Quality ◽  
Quality And Safety ◽  
Safety Education ◽  
Content Type ◽  
Academic Medical ◽  
Culture Of Quality

Purpose The purpose of this paper is to understand the degree to which a quality and safety culture exists after healthcare workers in an academic medical center complete a quality improvement and patient safety education program focused on developing leaders to change the future of healthcare quality and safety. Design/methodology/approach The safety attitudes questionnaire (SAQ) short-form was used for measuring the culture of quality and safety among healthcare workers who were graduates of an academic medical center’s healthcare quality and safety program. A 53 percent response rate from program alumni resulted in 54 usable responses. Findings This study found that 42 (78 percent) of the respondents report that they are currently working in a healthcare quality and safety culture, with 25 (59 percent) reporting promotion into a leadership role after completion of the quality improvement education program. This compares favorably to AHRQ culture of safety survey results obtained by the same academic medical center within the year prior revealing only 63 percent of all inpatient employees surveyed reported working in a quality and safety culture. Research limitations/implications The study design precluded knowing to what degree a quality and safety culture, as measured by the SAQ, existed prior to attending the healthcare quality and safety program. Originality/value This study has practical value for other organizations considering a quality and safety education program. For organizations seeking to build capacity in quality and safety, training future leaders through a robust curriculum is essential. This may be achieved through development of an internal training program or through attending an outside organization for education.

scholarly journals A study for the evaluation of a safety education program me for nursing students: discussions using the QSEN safety competencies

2021 ◽  
Vol 26 (1-2) ◽  
pp. 97-115
Author(s):  
Yaeko Watanabe ◽  
Sachiko Claus ◽  
Taiya Nakagawa ◽  
Shigeko Yasunami ◽  
Megumi Teshima
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quality And Safety ◽  
Safety Education ◽  
Initial Attempt ◽  
Medical Safety ◽  
Content Analysis Method ◽  
The Future ◽  
Current Content ◽  
Group Interviews

Background To respond to calls for improvements in nursing education in Japan, a group of faculties of a baccalaureate nursing programme has made an initial attempt to incorporate quality and safety education for nurses safety competency into three related courses, two sophomore level courses and one senior level course. Aims To evaluate the learning experiences in a senior level course on medical safety in order to identify learning outcomes in terms of areas of strengths and areas for further improvements of the course and a system-wide implementation of quality and safety education for nurses competencies in the future. Methods Fourteen students who met the criteria had volunteered to participate in one of the two 40-minute focus group interviews. During the interviews, participants were asked questions as to what they have learned and how they may use that knowledge in the future. The sessions were tape recorded, the data were transcribed and analysed using the content analysis method according to Berelson. Results Eight categories of learning related to medical safety were identified, including awareness of own risks for errors and plans to reduce such risks. These categories of learning were thought to have achieved the level equal to 75% of quality and safety education for nurses knowledge, skills and attitudes items. Conclusions The current content and methods for this course identified strengths to be continued, with some areas of improvement for the future for further adoption of quality and safety education for nurses competencies into the entire curriculum.

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