ABSTRACT
Graduate level Quality and Safety Education for Nurses (QSEN) competencies were created to facilitate preparation of the Doctor of Nursing Practice (DNP) graduate to have an impact on health care system changes, advance nursing practice, and improve the health of populations. Although there is agreement that QSEN competencies are important to DNP education, little is known about implementation of the competencies. This article describes the importance of QSEN competencies in DNP education and provides exemplars of QSEN competencies in DNP education and practice.
Subject(s)
Competency-Based Education/organization & administration , Education, Nursing, Graduate/organization & administration , Patient Safety , Quality of Health Care , Clinical Competence , Humans , Nursing Education Research , Nursing Evaluation ResearchSubject(s)
Medication Errors/prevention & control , Patient Care Team/organization & administration , Safety Management/organization & administration , Academic Medical Centers/organization & administration , Guideline Adherence , Humans , Nursing Assessment , Outcome and Process Assessment, Health Care/organization & administration , Patient Admission , Patient Discharge , Practice Guidelines as Topic , Texas , Total Quality Management/organization & administrationABSTRACT
The purpose of this descriptive study was to identify the time requirements to implement the lead position (course facilitator) for nursing courses at a health sciences center school of nursing located in the southwestern United States. Faculty participants completed instruments dividing tasks into pre-course, within-course, and post-course responsibilities. The results of this study revealed that more than 1 hour per week was spent in pre-course and post-course activities and 3.79 hours per week were spent in within-course activities. Recommendations include examining tasks requiring large amounts of time for management alternatives; developing workload expectations that accurately reflect pre-course, within-course and post-course time requirements; and using course facilitators as mentors when preparing novice faculty for the course facilitator role. Although the results of this study are not generalizable, the findings represent formal assessment of a critical component of the faculty role and suggest the need for further investigation into the demands placed on nursing faculty.
Subject(s)
Education, Nursing, Baccalaureate/organization & administration , Education, Nursing, Graduate/organization & administration , Faculty, Nursing/organization & administration , Nurse's Role , Program Development/statistics & numerical data , Workload/statistics & numerical data , Attitude of Health Personnel , Curriculum , Health Services Needs and Demand , Humans , Leadership , Nursing Administration Research , Nursing Education Research , Southwestern United States , Surveys and Questionnaires , Time and Motion Studies , Workload/psychologyABSTRACT
Reconciling vision, mission, and financial realities into a successful socially responsive endeavor is a challenge for academic nursing centers. A financially viable faculty practice enterprise is a response to this challenge. Entrepreneurial management and strategy assist in establishing financial sustainability.
