Читать книгу Quality and Safety in Nursing - Группа авторов - Страница 105

In May 2011, our RWJF program manager, MaryJoan Ladden, invited Dr. Bednash and me to submit proposals for one final QSEN phase. The Interprofessional Education Collaborative (IPEC), which is sponsored by six professional organizations that represent those who educate allopathic and osteopathic physicians, nurses, pharmacists, dentists, and public health, published (2011) a monograph that calls upon the health professions to prepare graduates with interprofessional team and team‐based care competencies. The four competencies (values/ethics for interprofessional practice, roles/responsibilities for collaborative practice, interprofessional communication, and interprofessional teamwork and team‐based care) and their learning objectives overlap significantly with QSEN competency definitions and KSAs. We hope that QSEN has prepared nursing faculty with ideas and resources that will increase the quality of their contributions to this important initiative.

What should we expect to see over time if QSEN’s impact, along with other national initiatives, “changes the world”? Initially, curricula have to change so that students develop their professional identity assuming that to be a good nurse means being competent in patient‐centered care, teamwork and collaboration, evidence‐based practice, quality improvement, safety, and informatics. Using a sample of new nurses who graduated August 2004 to July 2005, Kovner et al. (2010) reported analyses of data from a 2008 survey where 39% of the nurses thought they were “poorly” or “very poorly” prepared about or had “never heard of” quality improvement. Fortunately, Drs. Kovner and Brewer, also funded by RWJF, will follow more recent cohorts of newly licensed nurses during their 10‐year study, enriching the assessments and analyses of outcomes pertaining to development of quality and safety competencies. We hope that over time we will be able to answer the question posed in Gregory et al.’s (2007) research brief “Patient safety: Where is nursing education?”

In the end, however, returning to Batalden and Foster’s (2012) triangle, we will hopefully find health professionals who, as part of their daily work, care for individual patients while simultaneously improving population health, system performance, and professional development. To be successful, we will need to discover ways to support nursing faculty as key contributors to the interprofessional work of continuous quality improvement, so that they are role models as well as guides for what it means to be a good nurse. If we succeed in reaching these lofty aims and QSEN has been one of the optimistic catalysts for this magnitude of change, it will be a legacy of which to be proud.