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Zhai RN, Liu Y, Wen JX. Competency scale of quality and safety for greenhand nurses: instrument development and psychometric test. BMC Nurs 2024; 23:219. [PMID: 38553742 PMCID: PMC10979626 DOI: 10.1186/s12912-024-01873-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2023] [Accepted: 03/15/2024] [Indexed: 04/02/2024] Open
Abstract
BACKGROUND Guaranteeing nursing service safety and quality is a prioritized issue in the healthcare setting worldwide. However, there still lacks a valid scale to measure the quality and safety competencies of newly graduated nurses globally. METHODS This scale was developed in two phases. In Phase One, a literature review and three-round e-Delphi were conducted to generate the initial item pool; while in Phase Two, five experts tested the content validity of the scale. The construct validity was evaluated using confirmatory factor analysis (CFA), and the data were collected among 1,221 newly graduated nursing students between May, 2017 and August, 2017. Finally, the internal consistency reliability and test-retest reliability were tested. RESULTS The final version's Competency Scale of Quality and Safety (CSQS) was confirmed by the CFA involving 64 items in six dimensions, including patient-center care, safety, evidence-based practice, collaboration and teamwork, continuous quality improvement, and informatics. The results of data showed that the data supported the modified model of CSQS (Standardized Root Mean Square Residual = 0.03, p = 0.053, Adjusted Goodness of Normed Fit Index = 1.00, Root Mean Square Error of Approximation = 0.007, Fit Index = 0.95, Goodness of Fit Index = 0.97, χ2/df = 1.06), and the standardized factor loadings of items were from 0.59 to 0.74 (p < 0.05). The internal consistency reliability of the total scale was 0.98, and the test-retest reliability was 0.89. CONCLUSIONS CSQS was a valid and reliable instrument to measure the safety and quality abilities of greenhand nurses, and could be fully utilized by nursing students, greenhand nurses, nursing educators, as well as hospital nursing managers.
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Affiliation(s)
- Run Nan Zhai
- School of Nursing, Dalian Medical University, No 9 Western Section South LvShun road, 116044, Dalian city, Liaoning province, China
| | - Ying Liu
- School of Nursing, Dalian Medical University, No 9 Western Section South LvShun road, 116044, Dalian city, Liaoning province, China.
| | - Jia Xin Wen
- School of Nursing, Dalian Medical University, No 9 Western Section South LvShun road, 116044, Dalian city, Liaoning province, China
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Sherwood G, Jones CB, Conklin JL, Dodd A. Quality and safety education for nurses: A bibliometric analysis. J Nurs Scholarsh 2023; 55:914-925. [PMID: 36645416 DOI: 10.1111/jnu.12876] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Revised: 11/10/2022] [Accepted: 12/30/2022] [Indexed: 01/17/2023]
Abstract
PURPOSE Since its origin in the United States in 2005, Quality and Safety Education for Nurses (QSEN) has guided nurses' preparation for alleviating preventable harm and improving quality safe care. QSEN's value is illustrated through specific inclusion in the competency-based 2021 American Association for Colleges of Nursing (AACN) Essentials. The purpose of this bibliometric analysis is to explore publication patterns of the extant QSEN literature to assess QSEN's spread and global penetration and to map the available knowledge and data regarding quality and safety education for nurses. DESIGN Bibliometric analysis. METHOD Two QSEN investigators and two health science librarians completed database searches to identify articles with keywords QSEN or Quality and safety education for nursing. Inclusion criteria were (1) QSEN-specific and (2) published in a peer-reviewed journal. Using PRISMA screening, the final sample included 221 articles between 2007 and 2021. RESULTS Average annual QSEN publications was 14.5 articles; the highest was 26 publications in 2017. Article types were 84 research, 77 descriptive/reviews, 28 quality improvement projects or case studies, 20 statements, and 12 editorials. Focus analysis revealed 165 education articles, 35 clinical practice, 17 professional development, and 4 leadership/administration. Fourteen journals published three or more; eight were education journals. Nine topic clusters indicated areas of publication focus, including clinical teaching, simulations, performance, context, and criteria of analysis, factors of efficacy, innovation and advanced practice, patient care and outcomes, academic concepts, and research frameworks. CONCLUSIONS Results reveal far less QSEN penetration for guiding professional practice, research measuring outcomes and impact, and global collaboration to examine cultural implications for diversity and inclusion. Results present future recommendations to assure all nurses worldwide have access to competency development to alleviate preventable healthcare harm. CLINICAL RELEVANCE Originating in the United States (US), the QSEN project provided the seminal framework for transforming education and practice through defining the six quality and safety competencies (patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics) essential to alleviate preventable healthcare harm. Results reveal opportunities to advance QSEN penetration in developing professional practice, guiding research measuring outcomes and impact, and extending global collaboration to examine cultural implications for diversity and inclusion.
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Affiliation(s)
- Gwen Sherwood
- Professor Emeritus, School of Nursing, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Cheryl B Jones
- Sarah Frances Russell Distinguished Professor, Director Hillman Scholars Program, School of Nursing, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Jamie L Conklin
- Health Sciences Librarian, Health Sciences Library, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Adam Dodd
- Data/Applications Analyst - Clinical, Academic, & Research Engagement, Health Sciences Library, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
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Marcomini I, Terzoni S, Destrebecq A. Teaching Strategies and Tools for Ensuring Safe and Quality Care: A Scoping Review. Nurs Educ Perspect 2021; 42:339-343. [PMID: 33896927 DOI: 10.1097/01.nep.0000000000000809] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
AIM The aim of this scoping review was to map teaching strategies incorporating Quality and Safety Education for Nurses (QSEN) competencies and assessment tools based on the QSEN framework. METHOD The search was conducted through MEDLINE, Embase, Scopus, and Web of Science databases and carried out through the framework developed by Arksey and O'Malley and revised by Levac et al. RESULTS Thirty-one studies were included. Among QSEN competences, patient-centered care, safety, and teamwork and collaboration were most frequently incorporated into teaching strategies. Most assessment tools aimed at capturing the achievement of QSEN competencies after a classroom learning experience. CONCLUSION The scoping review made it possible to identify various teaching strategies and assessment tools developed on the QSEN framework. Further studies are needed to test teaching strategies to facilitate students' acquisition of QSEN competencies in clinical environments.
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Affiliation(s)
- Ilaria Marcomini
- About the Authors Ilaria Marcomini, RN, is a PhD student and lecturer, University of Rome Tor Vergata, Rome, Italy. Stefano Terzoni, PhD, RN, is a lecturer, San Paolo Bachelor School of Nursing, University of Milan, Milan, Italy. Anne Destrebecq, PhD, RN, is an associate professor, University of Rome Tor Vergata. For more information, write to
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Jamaludin TSS, Nurumal MS, Ahmad N, Muhammad SAN, Chan CM. Soft skill elements in structured clinical nursing assessment for undergraduate nursing students: A systematic review. ENFERMERIA CLINICA 2021. [PMID: 33849230 DOI: 10.1016/j.enfcli.2020.10.019] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
This systematic review aimed to appraise and synthesize the available evidence that examines the soft skill elements in clinical nursing assessment for undergraduate nursing students. This systematic review also is in line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Relevant studies were identified based on the inclusion criteria with language filters but were limited to articles published from January 2000 to March 2019. Two reviewers independently conducted the quality assessment, data extraction, and analysis on all included studies. A total of 17 articles were included in this review. Studies showed that without developing adequate soft skill elements in the clinical skill assessment, students are graduating unprepared to be successful in the workplace. There is a need to consider and adopt soft skill elements in clinical skill assessment to improve the quality of nursing graduates and ultimately to create a positive impact on patient outcomes.
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Affiliation(s)
| | - Mohd Said Nurumal
- Kulliyyah of Nursing, International Islamic University Malaysia, Kuantan Campus, Pahang, Malaysia.
| | - Norfadzilah Ahmad
- Kulliyyah of Nursing, International Islamic University Malaysia, Kuantan Campus, Pahang, Malaysia
| | | | - Chong Mei Chan
- Department of Nursing Science, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
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O'Donnell D, Slater P, McCance T, McCormack B, McIlfatrick S. The development and validation of the Person-centred Practice Inventory-Student instrument: A modified Delphi study. NURSE EDUCATION TODAY 2021; 100:104826. [PMID: 33662673 DOI: 10.1016/j.nedt.2021.104826] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/03/2020] [Revised: 01/27/2021] [Accepted: 02/15/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Global health care policy and regulatory requirements indicate that nursing students must be prepared for person-centred practice. Despite this, there is no evidence of a theoretically derived instrument to measure students' perceptions of person-centred practice. OBJECTIVES To adapt the Person-centred Practice Inventory-Staff instrument for use with healthcare students and to test the adapted instrument. DESIGN This study involved a two-phased, modified Delphi Technique. In Phase 1 students' views about items in the Person-centred Practice Inventory-Staff were explored to gain consensus about items for inclusion in an adapted student version. In Phase 2, the psychometric properties of the adapted instrument were tested. SETTING A UK university. PARTICIPANTS Pre-registration nursing students. METHODS Phase 1 involved an iterative process including three focus groups (n = 13) followed by Delphi surveys (Round 1: n = 382; Round 2: n = 144). Thematic analysis was used to analyse students' comments and consensus percentages were calculated after each Delphi round. Phase 2 involved a survey using the adapted instrument (n = 532). The measurement model was analysed using confirmatory factor analysis. RESULTS The results indicated stability in the measurement model with this sample. Item correlation scores were between 0.22 and 0.74 with no evidence of collinearity and factor loadings ranged from 0.44-0.86. Fit indices indicated goodness of fit between the observed data and the respective domains in the Person-centred Practice Framework (chi-squared to degrees of freedom ratio of <3, root mean square estimations of approximation 0.06 for all domains and between 0.05 and 0.07 at 90% confidence interval. Comparative fit index estimates ranged from 0.90-0.97). CONCLUSION This study provides initial validation of the Person-centred Practice Inventory-Student instrument which is offered as a measure of students' perceptions of their person-centred practice. The instrument has utility in assessing the efficacy of curricula in preparing students as person-centred practitioners.
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Affiliation(s)
- Deirdre O'Donnell
- Faculty of Life and Health Sciences, School of Nursing, Ulster University, Northern Ireland BT48 7JL, UK.
| | - Paul Slater
- Faculty of Life and Health Sciences, School of Nursing, Ulster University, Northern Ireland BT48 7JL, UK
| | - Tanya McCance
- Faculty of Life and Health Sciences, School of Nursing, Ulster University, Northern Ireland BT48 7JL, UK
| | - Brendan McCormack
- School of Health Sciences, Division of Nursing, Queen Margaret University, Musselburgh, East Lothian EH21 6UU, UK
| | - Sonja McIlfatrick
- Faculty of Life and Health Sciences, School of Nursing, Ulster University, Northern Ireland BT48 7JL, UK
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Liu Y, Aungsuroch Y, Sha L, Gunawan J, Zeng D. Construction of evaluation indexes of nursing students' quality and safety competencies: A Delphi study in China. J Prof Nurs 2021; 37:501-509. [PMID: 34016306 DOI: 10.1016/j.profnurs.2021.01.011] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Indexed: 11/26/2022]
Abstract
BACKGROUND Providing quality and safe nursing care is considered the cornerstone of the healthcare system globally. However, there are no comprehensive evaluation indicators of nursing students' quality and safety competencies in China. AIM To develop the evaluation indicators and achieve experts' consensus on bachelor nursing students' quality and safety competencies at their graduation. METHODS Based on the framework of the American Association of Colleges of Nursing's Quality and Safety Education for Nurses, literature review, semi-structured interview, and e-Delphi technique, the evaluation indicators were developed and obtained consensus through the participation of 22 nursing educational experts from August 2016 to May 2017. RESULTS The evaluation indicators consisted of six domains, including safety care, patient-center care, collaboration and teamwork, continuous quality improvement, informatics, and evidence-based practice competencies, and 88 indicators. These indicators obtained ≥76% consensus on the experts' judgments. CONCLUSIONS The evaluation indicators achieved the consensus on a panel of nursing experts, which were scientific and practicable. It could provide guidance for establishing a nursing curriculum to prepare bachelor nursing students' quality and safety competencies.
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Affiliation(s)
- Ying Liu
- School of Nursing, Dalian Medical University, Dalian, China; Faculty of Nursing, Chulalongkorn University, Bangkok, Thailand.
| | - Yupin Aungsuroch
- Faculty of Nursing, Chulalongkorn University, Bangkok, Thailand.
| | - Liyan Sha
- The Second Hospital of Dalian Medical University, Dalian, China
| | - Joko Gunawan
- Faculty of Nursing, Chulalongkorn University, Bangkok, Thailand
| | - Dejian Zeng
- Nethersole School of Nursing, The Chinese University of Hongkong, Hongkong, China
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Development and validation of a standardized tool to measure global health competencies among professional nurses. ENFERMERIA CLINICA 2020. [DOI: 10.1016/j.enfcli.2019.09.026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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The Educational Impact of Implementing National Quality Registries in Sweden-A National Collaboration Project. Qual Manag Health Care 2019; 28:222-228. [PMID: 31567845 DOI: 10.1097/qmh.0000000000000229] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
BACKGROUND AND OBJECTIVES There is a need for improved clinical outcomes, and a useful tool in this endeavor is the use of National Quality Registries (NQRs). To learn more about the impact of NQRs, a National Collaboration Project was formed. This follow-up study had 2 aims: first, to describe the value and learning of a National Collaboration Project focusing on the use of NQRs in collaboration between universities, health care organizations, and the regional registry centers; and, second, to describe what activities are still ongoing. METHOD A qualitative design was used to obtain a detailed description of the extent to which project leaders perceived that the goals had been achieved after participation in the national project. A qualitative descriptive content analysis was performed. RESULTS Four main categories were found. The context proved to be crucial for how the local projects were formed and developed. Networking was highlighted as an important part of learning. Another mentioned part of learning was the change planned and implemented in the curriculum to promote the use of NQRs. Finally, the importance of anchoring and spreading the lessons learned was also stressed. CONCLUSION Using NQRs in multidisciplinary education is successful in many ways, but this study shows that certain factors need to be in place to make it work in practice.
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