Date of Award

12-11-2012

Degree Type

Dissertation

Degree Name

Nursing (D.N.P.)

Department

College of Nursing

Abstract

The intent of this project was to examine the potential knowledge, skills, and attitudes (KSA) gap of practicing bedside registered nurse (RN) care providers regarding the quality and safety education for nurses (QSEN) core competencies. Based on this perceived gap two key questions were explored: (a) do newly hired RNs and RNs in staff leadership roles demonstrate an understanding of the KSAs of the QSEN core competencies?; and (b) was there a difference in the understanding of the KSAs of the QSEN core competencies related to RN educational preparation, years of RN experience, and/or previous quality improvement training within and between each group?

This evidence-based project assessed and compared the KSAs of the QSEN core competencies in two groups of RNs at a tertiary healthcare facility using the Quality Improvement Skills, Knowledge, and Attitudes (QulSKA) questionnaire (Dycus & McKeon, 2009). In this quality improvement project RNs in staff leadership roles demonstrated a greater understanding of the QSEN core competencies for informatics when compared to newly hired RNs. Overall, on average, participants scored 69.2% on the knowledge portion of the QulSKA with newly hired RNs scoring 67.6% and RNs in staff leadership roles scoring 72.1%. These scores were not significantly different.

The mean self-rating of skill proficiency on the QSEN core competencies was 2.91 on a six-point Likert-type scale for both groups (1 = novice; 6 = expert). The nurse’s role was perceived as important to highly important for each of the QSEN core competencies.

The results of this project will be used to inform the development of an organization specific evidence-based interventional strategy that is strategically aligned and enhances the institution’s culture of safety initiatives. If the QSEN core competencies are used as an assessment tool, organizations could align their findings to inform and develop ongoing flexible educational interventions that address areas of need in the practice setting and contribute to enhanced quality and safety outcomes.

Included in

Nursing Commons

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