Quality and Safety in Nursing is divided into three sections. It first looks at the national initiative for quality and safety and links it to its origins in the IOM report. The second section defines each of the six QSEN competencies as well as providing teaching and clinical application strategies, resources and current references. The final section now features redesigned chapters on implementing quality and safety across settings.

Table of Contents

• List of Tables
• List of Illustrations
• Contributors
• Foreword
• References
• Preface
• Section 1: Quality and Safety
• 1 Driving Forces for Quality and Safety
• The Compelling Case for Quality and Safety
• A Systems Approach to Improve Quality and Safety Outcomes: High Reliability Organizations
• Summary
• References
• Resources
• 2 Policy Implications Driving National Quality and Safety Initiatives
• Policy in the Context of Health Care Quality and Safety
• The Landscape of Formal Stakeholders in the Ongoing Quality Dialogue
• Affordable Care Act Emerged Where Efforts Converged
• National Quality Strategy Is the Future
• Building the Momentum for Quality
• National Quality Forum: A Strategic Model
• Measure Applications Partnership Driving Selection of Measures
• National Database of Nursing Quality Indicators: Capturing the Data
• Institute for Healthcare Improvement Focused on System Improvement
• Informatics, Electronic Health Records, and Impact of Technology on Quality and Policy
• National Priorities Partnership and Implementation of the National Quality Strategy
• Quality Alliances Influence Policy Actions Through a Professional Lens
• Federal Agencies Engage with Alliances
• Standard Setting by Nonfederal Agencies
• “Stand for Quality in Health Care”‐focused Health Reform Efforts
• Common Strategies Run Through Formalized Initiatives
• Challenges All Collective Efforts Face in Improving the Quality of Care
• What Can Every Nurse Do to Influence Policy That Improves Quality?
• Summary
• References
• Resources
• 3 A National Initiative
• QSEN Origins: 2000–2005
• Building Will: Phase I (October 2005–March 2007)
• Generating and Sharing Ideas: Phase II (April 2007–October 2008)
• Embedding New Competencies: Phase III
• QSEN and Beyond
• QSEN: 2012–2017
• References
• Section 2: Quality and Safety Competencies
• 4 Patient‐centered Care
• Definitions
• Key Concepts
• Background: What Do Patients and Families Want?
• National Standards and Regulations
• Teaching the Competencies
• Conclusion
• References
• Resources
• 5 Teamwork and Collaboration
• Teamwork
• Collaboration
• Nurse‐Physician Collaboration
• The Benefits of Collaboration
• Communication
• Mutual Support
• Factors That Compromise Effective Team Performance
• Conflict Resolution
• Creating Expert Teams
• Team Training
• The Patient/Family as a Member of the Team
• The QSEN Competency on Teamwork and Collaboration
• Sequencing the Content
• Interprofessional Education
• Who Teaches IPE?
• Interprofessional Education and Collaborative Practice
• The Interprofessional Education Collaborative
• Strategies for Learning TWC
• Conclusion
• References
• Resources
• 6 Quality Improvement
• Background of Quality Improvement
• Measuring Nursing Care Quality
• Quality Improvement Process
• Teaching Quality Improvement
• Conclusion
• References
• Resources
• 7 Evidence‐based Practice
• Definition and Description of Evidence‐Based Practice
• Evidence‐Based Practice–Models and Process
• The Evidence for Evidence‐based Practice
• Teaching Strategies for Students
• Didactic Strategies
• Simulation or Skills Lab Strategies
• Clinical Strategies
• Teaching Strategies for Clinical Staff
• Broadening the Evidence‐based Practice Perspective
• Conclusion
• References
• Resources
• 8 Safety
• A National Mandate
• Categories of Errors
• Culture of Safety
• What Students and Clinicians Need to Know About Safety
• Safety Challenges in All Settings
• Voluntary Versus Mandatory Error Reporting Systems
• Second Victim
• Integrating a Culture of Safety into the Curriculum and into the Ongoing Education of Clinicians
• Summary
• References
• Resources
• 9 Informatics
• Development of the QSEN Informatics Competencies
• Educational Strategies for Teaching Informatics
• Strategies for Building an Informatics Curriculum
• Implications for Nursing Practice
• Emerging Informatics Trends and Implications for Nurse Educators
• Conclusion
• References
• Section 3: Strategies to Build a Culture of Quality and Safety
• 10 Transforming Education to Transform Practice
• QSEN: Integrating Quality and Safety Competencies in Nursing
• Situated Coaching to Promote Interactive Knowledge Use
• Integrating Innovative Ideas into the Nursing Classroom
• A Method for Constructing an Unfolding Case Study
• Reflective Practice and Questioning Strategies for Situated Coaching
• Summary
• References
• Resources
• 11 Using Narrative Pedagogy to Foster Quality and Safety
• Teaching Nursing Practice
• Narrative Pedagogy
• Cycles of Interpretation
• Narrative Pedagogy and Quality and Safety Education for Nurses
• Summary
• References
• 12 Integrating Quality and Safety Competencies in Simulation
• Overview of Simulation‐based Learning
• Uses of Simulation‐based Learning in Nursing Education
• QSEN Competencies and Simulation
• Conclusion
• References
• Resources
• 13 Quality and Safety Education in Clinical Learning Environments
• Workplace Learning and Social Learning Theory
• Learning the Work of Nursing
• Clinical Assignments to Promote Quality and Safety
• Assessing Student Learning: QSEN Competencies and Evaluation of Student Performance
• Bringing Academic and Workplace Learning Together
• Reflective Practice: Debriefing to Learn
• Summary
• References
• Resources
• 14 Interprofessional Approaches to Quality and Safety Education
• The Added Value of Interprofessional Education to the Quality and Safety Learning Process
• Examples of National Interprofessional Training Programs in Quality and Safety Education
• Summary
• References
• Resources
• 15 Improving Quality and Safety with Transition‐to‐Practice Programs
• Transition‐to‐Practice Programs: Definition and Extent
• Evidence Linking Transition‐to‐Practice Programs to Quality and Safety
• Standardized TTP Programs
• Major Study Findings
• Implications for Educators and Practice Partners
• Conclusion
• References
• 16 Leadership to Create Change
• The Evolution of Leadership
• The Relationship Between Leadership and Safety
• Creating a Culture of Safety
• The Role of Nurses in Quality and Safety
• Creating and Sustaining Change
• Implementation Strategies for Education and Practice
• Conclusion
• References
• Resources
• 17 Global Perspectives on Quality and Safety
• Quality and Safety: A Global Perspective
• Education as the Bridge to Improving Quality and Safety
• Preparing a Global Work Force to Address Quality and Safety
• Resources from a Global Perspective
• Summary
• References
• Appendix A: Prelicensure Competencies
• Appendix B: Quality and Safety Education for Nurses Graduate/Advanced Practice Nursing Competencies
• Appendix C: Quality and Safety Education for Nurses
• Glossary