Implications of Evidence-Based Practice on Nursing Practice
Since the onset of the 21st century, clinical safety and value for medical care professionals’ education have generated much focus in America. In 2003, the Institute of Medicine (IOM) suggested that all medical institutions must contain in the programs the design of the ensuing clusters of skills: patient-centered care, cooperation and alliance, evidence-based practice, and incessant quality enhancement including priorities designed to improve patient safety (Watanabe et al., 2021). Quality and Safety Education for Nurses (QSEN) is a group that was established, and the primary mission was to scrutinize more the skills needed by the IOM and to categorize a set of crucial skills to be included in the nursing curriculum athwart the US. QSEN competency will help nurses to comprehend how medical systems contribute towards improving quality and safe care to patients. It will also aid medical students in designing a healthcare approach that entails active listening and promotes further comprehension of patients’ cultural settings and fundamental values. The purpose of the study is to examine the implications of QSEN competencies on nursing practice.
Impact of QSEN on Enhancing Patient Safety Post Covid-19 Virus
The QSEN project designed a comprehensive framework used in numerous states. QSEN outlined six skills nurses should acquire to demonstrate leadership capacities and renovate nursing practice to optimize patient care value and safety. The first QSEN competency is patient-centered care. This knowledge will help nurses treat patients and their households with admiration, involving them in crucial verdicts concerning care and valuing their principles and beliefs (Sherwood, 2021). The second QSEN competency is teamwork and collaboration. Nurses are trained on how to skillfully unite, coordinate and communicate to ensure there is adequate data dissemination, well-versed decision-making, and seamless interactions between medical suppliers.
The third QSEN competency is evidence-based practice. Nurses can learn about the latest medical interventions that reinforce patient standards and inclinations that will define the quality of nursing practice (Sherwood, 2021). The fourth QSEN competency is quality improvement. Nurses are taught how to apply a spirit of analysis to query practices for the ideal methods to evaluate concrete practices to with the preferred yardsticks and design suitable scheme upgrades. The fifth QSEN competency is safety. Nurses are taught how to identify and resolve conditions and procedures in medical settings that directly reduce harm in hospitals (Sherwood, 2021). The final QSEN competency is informatics. Nurses are imparted with information and technology to support decision-making, information organization, and data dissemination.
Although nurses are imparted with QSEN skills, it is essential to pinpoint that optimization of safety in hospitals mandates a system ethos and philosophy that promotes a dynamic structure and extensive proposal to deliver care that is harmless, consistent, and safe (Sherwood, 2021). System philosophy is the background for executing value and safety skills in hospitals. The recent Covid-19 accentuated the critical inclusion of the QSEN skills in standard methods and affected the entire care for nurses and patients. Developing a secure philosophy that includes transparency promotes the hospital, whether hospitalization or out-patient cases, to acquire from and deliver care that does not promote any harm to patients.
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Sherwood et al. (2021) argued that workplace culture was a key factor analyzed in safety culture and quality of care. Workplace violence is a significant cause of psychological burnout, reducing insights into safety culture. Nurses imparted with QSEN competencies can design a workplace culture that promotes safety and quality care. Encouraging is a critical function of leaders. Mentoring programs for nurses to design the QSEN proficiency EBP provided a background for medical decision-making and other quantifiable factors (Sherwood et al., 2021). Evidence-based practice mandates a greater level of critical examination.
The study by Sanford et al. (2021) argues that nursing students are designed to design skills to promote quality and safety cultures. Learning teamwork has been shown to design a greater level of thinking, oral communication, self-administration, and leadership competencies. The nurses’ self-confidence levels evaluated by H-PEPPS augmented as an outcome of the training interventions, showcasing an effect on an individual’s awareness and competencies (Sanford et al., 2021). The competencies and methods recognized were in natural conformation to the QSEN skills. Nevertheless, the study did not highlight the parts of EBP and IT. QSEN seeks to transform nursing practice in six ways (Sanford et al., 2021). First, promote teamwork and collaboration for patient safety, handle safety risks, improve human and ecological issues, communicate effectively for patient safety, promote a system or culture of patient safety, and identify, react to, and expose the adverse events within the hospitals.
The implications of QSEN competencies on nursing practice have been analyzed. Furthermore, QSEN seeks to transform nursing practice in six ways. First, promote teamwork and collaboration for patient care, eliminate any unnecessary risks, improve social and ecological issues, communicate effectively for patient safety, promote a system or culture of patient safety, and identify, react to, and expose the adverse events within the hospitals. Nursing educators should embed prospectus urgencies and implications with regional and international safety issues that are significant in the 21st century.
Sanford, J., Argenbright, C., Sherwood, G., Jordan, P. J., Jiménez-Herrera, M. F., Bengtsson, M. & McDonald, M. (2021). Student outcomes of an international learning collaborative to develop patient safety and quality competencies in nursing. Journal of Research in Nursing, 26(1-2), 81-94.
Sherwood, G. (2021). Patient safety: sharing new evidence to confront a global crisis. Journal of Research in Nursing, 26(1-2), 3-5.
Sherwood, G. (2021). Quality and safety education for nurses: making progress in patient safety, learning from COVID-19. International journal of nursing sciences, 8(3), 249.
Watanabe, Y., Claus, S., Nakagawa, T., Yasunami, S., & Teshima, M. (2021). A study for the evaluation of a safety education program me for nursing students: discussions using the QSEN safety competencies. Journal of Research in Nursing, 26(1-2), 97-115.
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