Andresen K & Levin P (2014)(2222 Andresen K, Levin P. Enhancing quantity and quality of clinical experiences in a baccalaureate nursing program. Int J Nurs Educ Scholarsh. 2014;11(1):1-8. doi: 10.1515/ijnes-2013-0053 https://doi.org/10.1515/ijnes-2013-0053...
)
|
USA/ BSN† nursing program clinical experience |
Descriptive study / Level VI
Curriculum improvement project |
• Augmenting evaluation tools and processes for clinical learning required faculty collaboration • Collaborative partnerships yielded valuable lessons • Project outcomes include expanded clinical capacity, increased variety of clinical learning experiences, and improved quality of clinical experiences |
Curriculum plan development |
Armstrong GE et al. (2009)(2323 Armstrong GE, Spencer TS, Lenburg CB. Using quality and safety education for nurses to enhance competency outcome performance assessment: A synergistic approach that promotes patient safety and quality outcomes. J Nurs Educ. 2009;48(12):686-93. doi: 10.3928/01484834-20091113-02 https://doi.org/10.3928/01484834-2009111...
)
|
USA/ Pilot nursing school in phase 2 of QSEN project |
Descriptive study / Level VI
Curricular redesign using the COPA model |
• Shared values between competency-based curricular models and QSEN initiative • QSEN competencies enhance graduates' skills in QI and safety • Synergistic framework of COPA practice and QSEN content competencies |
Curriculum plan development |
Brown JF & Marshall B (2008)(2424 Brown JF, Marshall BL. Continuous quality improvement: An effective strategy for improvement of program outcomes in a higher education setting. Nurs Educ Perspect. [Internet]. 2008 [cited June 30, 2018];29(4):205-11. Available from: https://www.ncbi.nlm.nih.gov/pubmed/18770948
https://www.ncbi.nlm.nih.gov/pubmed/1877...
)
|
USA/ Nursing department in a historically black university |
Descriptive study / Level VI
QEP using the fishbone diagram as framework |
• Effectiveness of CQI approach in increasing NCLEX-RN pass rates, improving student advisement, and increasing student satisfaction • Process of QEP is recursive rather than linear, involves review of best practices |
CQI - Accreditation |
Cassiani et al. (2017)(11 Cassiani SHDB, Wilson LL, Mikael SSE, Morán-Peña L, Zarate-Grajales R, McCreary LL, et al. The situation of nursing education in Latin America and the Caribbean towards universal health. Rev. Latino-Am. Enfermagem. 2017;25:e2913. doi: 10.1590/1518-8345.2232.2913 https://doi.org/10.1590/1518-8345.2232.2...
)
|
25 Latin American & Caribbean countries/ Schools of nursing |
Descriptive study / Level VI
International cross-sectional survey |
• Heterogeneity in nursing education reflects disparities • Similarities represent opportunities for sustained advancement towards UH • Nursing curricula generally include principles and values of UH, primary health care, and transformative education (i.e. critical and complex thinking, problem-solving, evidence-based clinical decision-making, lifelong learning) • A paradigm shift in health sciences education is needed in response to population needs • Improvement areas for nursing graduates to be fully prepared for UH |
Assessment - Evaluation |
Coffman S et al.(2015)(2525 Coffman S, Doolen J, Llasus L. Program development and evaluation of the concierge model of simulation. Online J Nurs Informatics. [Internet]. 2015 [cited Aug 1, 2018];19(2):8-8. Available from: https://www.himss.org/program-development-and-evaluation-concierge-model-simulation
https://www.himss.org/program-developmen...
)
|
USA/ †BSN nursing program simulation learning |
Descriptive study / Level VI |
• In the concierge model of simulation, a core team of trained experts implement high-fidelity simulation scenarios followed by debriefing • Kirkpatrick model: evaluation of student satisfaction and learning |
Implementation - Case Study |
Ellis P & Halstead J (2012)(2626 Ellis P, Halstead J. Understanding the commission on collegiate nursing education accreditation process and the role of the continuous improvement progress report. J Prof Nurs. 2012; 28(1):18-26. doi: 10.1016/j.profnurs.2011.10.004 https://doi.org/10.1016/j.profnurs.2011....
)
|
USA/ Nursing education baccalaureate and graduate degree programs |
Expert opinion / Level VII |
• Accreditation is an ongoing process of CQI • The Continuous Improvement Progress Report addresses all standards and key elements for Accreditation of Baccalaureate and Graduate Degree Nursing Programs |
CQI - Accreditation |
Escallier L & Fullerton J (2012)(2727 Escallier LA, Fullerton JT. An innovation in design of a school of nursing evaluation protocol. Nurse Educator. 2012;37(5):187-91. doi: 10.1097/NNE.0b013e318262eb15 https://doi.org/10.1097/NNE.0b013e318262...
)
|
USA/ School of nursing evaluation protocol |
Descriptive study / Level VI |
• Step-by-step process to develop an evaluation protocol with linkages to external criteria for evaluation of the plan itself • Analysis and feedback is essential to the QI process |
Assessment - Evaluation
|
Fater KH (2013)(2828 Fater KH. Gap analysis: A method to assess core competency development in the curriculum. Nurs Educn Perspect. 2013; 34(2):101-5. doi: 10.5480/1536-5026-34.2.101 https://doi.org/10.5480/1536-5026-34.2.1...
)
|
USA/ Undergraduate nursing school |
Descriptive study / Level VI
Gap analysis |
• Gap analysis as a method to assess core competency in the curriculum • Labor intensive nature of data mining required • Competency-guided curricula could decrease content saturation and promote active learning |
Assessment - Evaluation |
Gonzalez-Chorda VM & Macia-Soler ML (2015)(2929 González-Chordá VM, Maciá-Soler ML. Evaluation of the quality of the teaching-learning process in undergraduate courses in Nursing. Rev. Latino-Am. Enfermagem. 2015; 23(4):700-7. doi: 10.1590/0104-1169.0393.2606 https://doi.org/10.1590/0104-1169.0393.2...
)
|
Spain/ Undergraduate nursing program - 2nd year students |
Descriptive study / Level VI |
• QI of the teaching-learning process through analysis of tools that evaluate acquisition of skills. • Learning activities that did not reach quality indicators: problem based learning, use of electronic registration system as a learning and assessment tool, collaboration between professors and students during clinical practice |
Assessment - Evaluation |
Halstead J (2017)(3030 Halstead JA. The value of nursing program accreditation. Teach Learn Nurs. [Internet]. 2017; 12(3):181-2. doi: 10.1016/j.teln.2017.03.005 https://doi.org/10.1016/j.teln.2017.03.0...
)
|
USA/ Nursing education program |
Expert opinion/ Level VII |
• CQI is a hallmark of the accreditation process • Identifies areas for improvement and plans to address those areas |
CQI - Accreditation |
Hooper J & Ayars V (2017)(3131 Hooper JI, Ayars VD. How Texas nursing education programs increased NCLEX pass rates and improved programming. J Nurs Regulation. [Internet]. 2017; 8(3):53-8. doi: 10.1016/S2155-8256(17)30160-6 https://doi.org/10.1016/S2155-8256(17)30...
)
|
USA/ 27 vocational and 61 professional nursing education programs in Texas |
Descriptive study / Level VI
Self-study report |
• Interventions for improvement: revising admission and re-admission criteria, identifying at-risk students and providing remediation, revising and enforcing policies, updating curriculum, basing decisions on program evaluation data, evaluating use of standardized exams • Most effective interventions across all programs: identifying at-risk students earlier, providing timely remediation, and enforcing program policies |
CQI - Accreditation |
James B et al. (2016)(3232 James B, Beattie M, Shepherd A, Armstrong L, Wilkinson J. Time, fear and transformation: Student nurses’ experiences of doing a practicum (quality improvement project) in practice. Nurse Educ Practice. 2016; 19:70-8. doi: 10.1016/j.nepr.2016.05.004 https://doi.org/10.1016/j.nepr.2016.05.0...
)
|
UK/ 3 nursing program campuses in Scotland with final year students on clinical placement |
Qualitative study / Level VI
QI project (practicum) |
• Time needed to acclimatise, socialise and conduct the Practicum • Timing of the Practicum within the curriculum • Student fears due to nature of assignment, attempt to change practice, and adjustment to unique type of assignment • Transformation; sense of achievement, acknowledgement of key improvement skills |
Implementation - Case Study |
Kaplan B et al.(2011)(3333 Kaplan BG, Holmes L, Mott M, Atallah H. Design and implementation of an interdisciplinary pediatric mock code for undergraduate and graduate nursing students. Comput Inform Nurs. [Internet]. 2011; 29(9):531-8. doi: 10.1097/NCN.0b013e31821a166e https://doi.org/10.1097/NCN.0b013e31821a...
)
|
USA/ Simulation center of a university affiliated nursing school in Southeast 4th year †BSN students (team members) and Emergency Nurse Practitioner students (team leaders) |
Descriptive study / Level VI
Interdisciplinary simulation experience - pediatric mock code |
• Use of patient simulators is an effective strategy for deliberate practice of skills and standardized exposure to limited scenarios • Debriefing reinforced the evidence and reviewed QI and safety through error identification and patient consequences • Highly rated simulation for realism, concept clarification, increasing knowledge base, ability to function in the clinical setting, and increasing confidence in caring for a critically ill infant |
Implementation - Case Study |
Karagory, PM (2014)(3434 Karagory PM, McComb S. Measuring the vital signs of the health care system with the first clinical experience: Sophomore nursing students rise to the challenge. J Nurs Educ. 2014; 53:S97-S100. doi: 10.3928/01484834-20140806-01 https://doi.org/10.3928/01484834-2014080...
)
|
USA/ Large Midwestern university undergraduate nursing program/ sophomore level students |
Descriptive study / Level VI
QI project on a skilled nursing unit at a long-term care facility |
• Systems and QI thinking can be successfully integrated early in an undergraduate curriculum, as evidenced by students' readiness to learn, self-reflection, and ability to embrace concepts, processes, and outcomes • Teamwork and leadership skill development • Clinical partners benefit and get motivated |
Implementation - Case Study |
McComb, SA & Kirkpatrick JM (2017)(3535 McComb SA, Kirkpatrick JM. Infusing systems and quality improvement throughout an undergraduate nursing curriculum. J Nurs Educ. 2017;56(12):752-7. doi: 10.3928/01484834-20171120-10 https://doi.org/10.3928/01484834-2017112...
)
|
USA/ †BSN program |
Descriptive study / Level VI
Embedding systems thinking and QI content across a 4-year curriculum |
• Exposes students to real world experiences that highlight relevance and significance of these skills in the health care context • This approach bridges the education-practice gap • Sustainability requires energized players and champions |
Implementation - Case Study |
Nugent, E & LaRocco S (2014)(3636 Nugent E, LaRocco S. Comprehensive review of an accelerated nursing program: A quality improvement project. Dimens Crit Care Nurs. 2014; 33(4):226-33. doi: 10.1097/DCC.0000000000000054 https://doi.org/10.1097/DCC.000000000000...
)
|
USA/ Accelerated second-degree baccalaureate entry program in a small liberal arts college |
Descriptive study / Level VI
CQI; comprehensive review of program, faculty and graduates |
• Several programmatic and curricular recommendations • Program review provided metrics/information on improvement areas • Listening to graduates provided insightful direction for clinical and curriculum changes |
CQI - Accreditation |
Posey, L. & Pinzt C (2017)(3737 Posey L, Pintz C. Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges & outcomes. Nurse Educ Practice. 2017; 26:126-33. doi: 10.1016/j.nepr.2016.10.006 https://doi.org/10.1016/j.nepr.2016.10.0...
)
|
USA/ Second-degree †BSN program |
Descriptive study / Level VI
Teaching and Transforming through Technology project |
• Blended learning can: support teaching goals and address course challenges; provide independent learning activities outside the traditional classroom; increase opportunities for active learning; and improve digital literacy and lifelong learning skills • Development of a high-quality blended program requires an established quality framework to guide course design and evaluation. |
Implementation - Case Study |
Santos, M. (2012)(3838 Santos M. The role of nursing education in the transformation of the U.S. health system. Online Braz J Nurs. 2012; 11(2):257-60. doi: 10.5935/1676-4285.20120024 https://doi.org/10.5935/1676-4285.201200...
)
|
Brazil/ Nursing education |
Expert opinion / Level VII
Overview of nursing education transformation within the US health system |
• The IOM report on Nursing Education for the 21st century emphasizes: Complexity of patient needs and care environment • Competencies to deliver high-quality care; leadership, health policy, system improvement, research, evidence-based practice, teamwork, collaboration • Competency in community/public health, geriatrics • Knowledge of technological tools and management of information systems |
CQI - Accreditation |
Seibert, SA (2014)(3939 Seibert SA. Safety consciousness: Assignments that expand focus beyond the bedside. Nurse Educ Today. 2014;34(2):233-6. doi: 10.1016/j.nedt.2013.08.002 https://doi.org/10.1016/j.nedt.2013.08.0...
)
|
USA/ †BSN management course/ Senior students |
Descriptive study / Level VI
Development of practice-based learning activities based on QSEN competencies |
• Assignments focus on systems level thinking and process evaluation of facility characteristics, team communication, unit based improvement • Reflective components evaluate comfort level with being an agent of change, unit climate for change, and confidence in delegation/ communication skills |
Curriculum plan development |
Sherrod, RA (2008)(4040 Sherrod RA, Morrison RS. Leadership experiences for baccalaureate nursing students: Improving quality in a nurse-managed rural health clinic. Nurs Educ Perspectives. [Internet]. 2008 [cited Sept 29, 2018];29(4):212-216. Available from: https://wwww.unboundmedicine.com/medline/citation/18770949/Leadership_experiences_for_baccalaureate_nursing_students:_improving_quality_in_a_nurse_managed_rural_health_clinic_
https://wwww.unboundmedicine.com/medline...
)
|
USA/ †BSN program/ students in senior leadership course |
Descriptive study / Level VI
CQI project in a rural, nurse-managed clinic |
• CQI can be applied to audit/revise reimbursement processes • Successful CQI can support financial viability of an organization • Teaching students the value of reimbursement and documentation early on |
CQI - Accreditation |
Wassef, ME (2012)(4141 Wassef ME, Riza L, Maciag T, Worden C, Delaney A. Implementing a competency-based electronic portfolio in a graduate nursing program. Comput Inform Nurs. 2012; 30(5):242-8. doi: 10.1097/NXN.0b013e31824af6d4. https://doi.org/10.1097/NXN.0b013e31824a...
)
|
USA/ Graduate nursing program/ 10 students enrolled in nurse educator specialty |
Descriptive study / Level VI
Implementing a competency-based electronic portfolio |
• An interdisciplinary team used the Plan, Do, Study, Act QI model to • Develop a professional e-portfolio template • Use of electronic portfolios demonstrates student accomplishments, documents program and course outcomes |
Implementation - Case study |
Wolf ZR (2011)(4242 Wolf ZR, Czekanski KE. Analyzing student complaints against nursing programs: taxonomies of complaints and outcomes. J Prof Nurs. 2011 Sep-Oct; 27(5):283-91. doi: 10.1016/j.profnurs.2011.06.00443. https://doi.org/10.1016/j.profnurs.2011....
)
|
USA/ Urban, private university/ undergraduate and graduate nursing students |
Descriptive study / Level VI
Analysis and taxonomy of student complaints by type, outcomes, complainants. |
• Undergraduate nursing students made the most complaints; failure and dismissal from program was the most frequent taxon, with grading, teaching, and testing the next highest • CQI: 1) reduce number of future complaints by early intervention and process improvement activities, 2) meet national accrediting organization requirements. |
CQI - Accreditation |