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Generating and Sharing Ideas: Phase II (April 2007–October 2008)
ОглавлениеPhase I ended with a burst of national presentations, the publication of a special issue of Nursing Outlook (2007), and the launch of the QSEN website, each activity aimed at stimulating the will to change through sharing of initial ideas about competency definitions, learning objectives, and annotated bibliographies. The QSEN faculty/advisory board debated logical next steps and decided the field was not ready for a widespread faculty development initiative. We needed a robust package of teaching ideas to move to a train‐the‐trainer initiative comparable to the End‐of‐Life Nursing Education Consortium (Malloy et al., 2008). Phase II objectives, therefore, were to develop, seek feedback, and build consensus for KSAs applicable to graduate education, and widen the network of QSEN experts and advocates by attracting prelicensure faculty innovators to develop, test, and disseminate teaching strategies for QSEN competency development (see Figure 3.1).
Table 3.2 Participants in April 2007 Workshop to Generate Graduate‐Level QSEN Competencies and Associated Knowledge, Skills, and Attitude Learning Objectives
| Professional Organizations | Number of Representatives |
|---|---|
| American Association of Colleges of Nursing1 | 1 |
| American Association of Critical Care | 1 |
| Nurses Certification Board | |
| American College of Nurse Midwives | 1 |
| American Nurses Association | 2 |
| American Nurses Credentialing Center | 2 |
| American Psychiatric Nurses Association | 1 |
| Council on Accreditation of Certified | 1 |
| Registered Nurse Anesthetists | |
| Commission on Collegiate Nursing Education | 2 |
| National Association of Clinical Nurse Specialists | 2 |
| National League for Nursing1 | 1 |
| National Organization of Nurse Practitioner Faculties | 2 |
| Oncology Nursing Certification Corporation | 1 |
| Pediatric Nursing Certification Board | 2 |
1 Members of QSEN Advisory Board
QSEN leaders were familiar with the Institute for Health Care Improvement's (IHI) use of learning collaboratives to inspire innovation and quality improvement (IHI, 2003) and decided to test the use of that model to accomplish Phase II goals for prelicensure education. Proposals to participate in the QSEN Pilot School Collaborative required that applicants describe curricular changes, faculty development strategies, and other activities that they would conduct within their specific nursing education programs. Cross‐collaborative learning was an expectation as well, with attendance at two meetings required of all school teams, which comprised clinical, classroom, and simulation lab faculty members plus a clinical partner (Cronenwett et al., 2009a).
For the work related to education for advanced practice registered nurse (APRN) roles, we added APRN leaders to both the QSEN faculty (Ward) and advisory board (Pohl), and invited the input of multiple organizations involved in setting standards for licensure, certification, or accreditation of APRN education programs. Representatives of 13 organizations (see Table 3.2) participated in the generation and organizational reviews of KSA learning objectives for graduate education (Cronenwett et al., 2009b).
