QSEN Graduate Competency

Quality and Safety Education for Nurses (QSEN) Graduate Competency. Quality and Safety Education for Nurses (QSEN) (QSEN, 2018) graduate competencies determined by QSEN Institute list evidence-based care as a competency. This QSEN competencies support the need for redesign as evidence in the literature shows simulation as an effective tool to improve care. The QSEN Institute (2018) defines evidence-based practice as integrating the best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care. The redesign may have a positive impact on the future patients of the student nurses as the students gain confidence, retain more knowledge and gain competence in the skills practiced.

The collaboration began with two nursing faculty members discussing the need for increased simulation due to clinical site shortage. These faculty members called a meeting with other faculty members who co-teach the third semester course. The five faculty members agreed there is a need for an increase in the use of simulation in the course due to continued difficulty in finding quality clinical placement for the students. The third semester faculty brought the proposal to the director of the nursing program. The director agreed with the proposal and reported a concern with the statewide curriculum this fall as there was an expectation of increased challenges with clinical placements. These challenges are the result of students having multiple simultaneous clinical placements. The third semester faculty brought the suggestion for increased simulation experiences before the remaining faculty members and the dean of health programs. Some faculty members were hesitant because of fear of change and limited personal experience in

23). This tool was beneficial in this project as it is visually appealing and organized. The fishbone allows for a broader topic, such as the student benefit to be broken down to allow for identification of substructures. This specific fishbone indicates the benefits of the change project for students, faculty, nursing program, and the college. Wagner, Bear and Sander (2009) concluded that the use of simulation resources reinforced and “helped students build confidence in newly acquired nursing skills” (pg. 467). The literature noted the increase in confidence in students and a subsequent increase in test scores. This includes the combination of traditional curriculum and simulation (Schiavenato, 2009). The benefits are evidence based on the literature review. The challenge is the development of simulation experience and buy in from the nursing faculty. For further detail, refer to Figure