Innovation in Practice: A QSEN Framework for Redesigning a Clinical Advancement Program for Nurses and Strategies to Grow and Sustain a Competency Assessment Model Utilizing the Quality Safety Education for Nurses (QSEN) in the Clinical Setting

2.50
Hdl Handle:
http://hdl.handle.net/10755/602434
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Innovation in Practice: A QSEN Framework for Redesigning a Clinical Advancement Program for Nurses and Strategies to Grow and Sustain a Competency Assessment Model Utilizing the Quality Safety Education for Nurses (QSEN) in the Clinical Setting
Other Titles:
QSENizing the Practice Setting: A Three-Part Presentation, Applying the QSEN Framework to Practice [Symposium]
Author(s):
Shonka, Nicki M.
Lead Author STTI Affiliation:
Alpha Kappa-at-Large
Author Details:
Nicki M. Shonka, RN-BC, CPN, nicole.shonka@childrenscolorado.org
Abstract:
Session presented on Tuesday, November 10, 2015: The Institute of Medicine recommendations to address quality and safety provided the spark for the Quality Safety Education for Nurses (QSEN) movement. This spark has also been felt within the practice setting. QSEN now serves as the cornerstone for building competency-based practice focusing on the six domains of nursing practice.   Healthcare reform is a driving force in the practice setting. Nursing executives value competency as the driver of quality, patient safety and cost of care. Improving nursing competency and advancing the profession are the goals of a clinical advancement program.  This presentation will describe how a large academic healthcare system used QSEN competencies to redesign a clinical advancement program for registered nurses.  A twelve step process was used to build a competency-focused, clinical advancement program, or clinical ladder. The first step was recognition and support from nursing leaders, the Nursing Credentialing Review Board (NCRB) and human resources.  Step two was involvement of nurses at all levels in subcommittees to lead the design and process work. Step three was completion of literature review and benchmarking for current clinical ladders in healthcare. Step four was drafting the ladder in a categorized, competency-focused framework or “QSENizing” the design. Of note, graduate level competencies were used for higher levels within the ladder and an additional leadership competency was added. Step five was redesigning the process for applications and credentialing within the NCRB. Step six was to gain approval of the new ladder and process through various decision-making committees. Step seven was the completion of a comprehensive market evaluation for compensation practices with the new ladder. Step eight was building an education plan for rollout. Step nine was building the infrastructure for the electronic submission process of credentialing through portfolios. Step ten was educating leadership and nursing staff on the competency focused clinical ladder. Step eleven was building professional portfolios for over 500 nurses and step twelve was building new registered nurse job descriptions based on the clinical ladder. Using QSEN as the framework helped to define the domains of nursing practice and now serves to provide definitions of higher levels of nursing professionalism within the practice setting. AND CoAuthor In the practice setting, a comprehensive measurement of competency assessment is essential in initial orientation and ongoing education of clinical staff. This presentation will describe how a large academic healthcare system integrated, expanded, and sustained a clinical competency assessment model utilizing the Quality Safety Education for Nurses (QSEN) framework. As the Institute of Medicine (IOM) identified criteria for nursing to provide safe quality patient care, it became apparent the use of a traditional skills checklist was not an accurate measurement of competency.  This shifted the thought process from measuring skills to a more comprehensive approach including knowledge, skills and attitudes.  A review of the literature was completed and QSEN provided the framework for the competency assessment model. In 2011, the basic competency assessment tool utilizing the six Institute of Medicine (IOM) criteria was developed.  The new competency assessment tool included sections for learner self-assessment, method of instruction and validation of competency. This became the basic nursing competency assessment for all newly hired nurses.  Phase two was the development of what is now a three tiered comprehensive competency assessment process that includes knowledge, skills and attitudes specific to patient populations.  A formative evaluation was conducted with preceptors and new hires, which identified a knowledge gap about QSEN, as well as utilization of the new competency assessment tool.  Phase three introduced the expansion of the competency tool to disciplines outside of nursing. Phase four was the creation of the sustainability process including a three year revision cycle. The introduction of this innovative competency assessment process was a significant cultural change for the organization and presented many challenges including educational deficits.  Ongoing education continues on QSEN, defining competency, and standardizing criteria across all three competency tiers to build on strengths of this model. Over the past four years this competency assessment work has flourished from a basic nursing assessment tool into an inter-professional framework. This work will continue to expand as we explore new opportunities.
Keywords:
competency; quality improvement; clinical advancement
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15G05
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleInnovation in Practice: A QSEN Framework for Redesigning a Clinical Advancement Program for Nurses and Strategies to Grow and Sustain a Competency Assessment Model Utilizing the Quality Safety Education for Nurses (QSEN) in the Clinical Settingen
dc.title.alternativeQSENizing the Practice Setting: A Three-Part Presentation, Applying the QSEN Framework to Practice [Symposium]en
dc.contributor.authorShonka, Nicki M.en
dc.contributor.departmentAlpha Kappa-at-Largeen
dc.author.detailsNicki M. Shonka, RN-BC, CPN, nicole.shonka@childrenscolorado.orgen
dc.identifier.urihttp://hdl.handle.net/10755/602434en
dc.description.abstractSession presented on Tuesday, November 10, 2015: The Institute of Medicine recommendations to address quality and safety provided the spark for the Quality Safety Education for Nurses (QSEN) movement. This spark has also been felt within the practice setting. QSEN now serves as the cornerstone for building competency-based practice focusing on the six domains of nursing practice.   Healthcare reform is a driving force in the practice setting. Nursing executives value competency as the driver of quality, patient safety and cost of care. Improving nursing competency and advancing the profession are the goals of a clinical advancement program.  This presentation will describe how a large academic healthcare system used QSEN competencies to redesign a clinical advancement program for registered nurses.  A twelve step process was used to build a competency-focused, clinical advancement program, or clinical ladder. The first step was recognition and support from nursing leaders, the Nursing Credentialing Review Board (NCRB) and human resources.  Step two was involvement of nurses at all levels in subcommittees to lead the design and process work. Step three was completion of literature review and benchmarking for current clinical ladders in healthcare. Step four was drafting the ladder in a categorized, competency-focused framework or “QSENizing” the design. Of note, graduate level competencies were used for higher levels within the ladder and an additional leadership competency was added. Step five was redesigning the process for applications and credentialing within the NCRB. Step six was to gain approval of the new ladder and process through various decision-making committees. Step seven was the completion of a comprehensive market evaluation for compensation practices with the new ladder. Step eight was building an education plan for rollout. Step nine was building the infrastructure for the electronic submission process of credentialing through portfolios. Step ten was educating leadership and nursing staff on the competency focused clinical ladder. Step eleven was building professional portfolios for over 500 nurses and step twelve was building new registered nurse job descriptions based on the clinical ladder. Using QSEN as the framework helped to define the domains of nursing practice and now serves to provide definitions of higher levels of nursing professionalism within the practice setting. AND CoAuthor In the practice setting, a comprehensive measurement of competency assessment is essential in initial orientation and ongoing education of clinical staff. This presentation will describe how a large academic healthcare system integrated, expanded, and sustained a clinical competency assessment model utilizing the Quality Safety Education for Nurses (QSEN) framework. As the Institute of Medicine (IOM) identified criteria for nursing to provide safe quality patient care, it became apparent the use of a traditional skills checklist was not an accurate measurement of competency.  This shifted the thought process from measuring skills to a more comprehensive approach including knowledge, skills and attitudes.  A review of the literature was completed and QSEN provided the framework for the competency assessment model. In 2011, the basic competency assessment tool utilizing the six Institute of Medicine (IOM) criteria was developed.  The new competency assessment tool included sections for learner self-assessment, method of instruction and validation of competency. This became the basic nursing competency assessment for all newly hired nurses.  Phase two was the development of what is now a three tiered comprehensive competency assessment process that includes knowledge, skills and attitudes specific to patient populations.  A formative evaluation was conducted with preceptors and new hires, which identified a knowledge gap about QSEN, as well as utilization of the new competency assessment tool.  Phase three introduced the expansion of the competency tool to disciplines outside of nursing. Phase four was the creation of the sustainability process including a three year revision cycle. The introduction of this innovative competency assessment process was a significant cultural change for the organization and presented many challenges including educational deficits.  Ongoing education continues on QSEN, defining competency, and standardizing criteria across all three competency tiers to build on strengths of this model. Over the past four years this competency assessment work has flourished from a basic nursing assessment tool into an inter-professional framework. This work will continue to expand as we explore new opportunities.en
dc.subjectcompetencyen
dc.subjectquality improvementen
dc.subjectclinical advancementen
dc.date.available2016-03-21T16:28:50Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:28:50Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.