NR 451 Week 5 Discussion Core Competencies for Nurses

Sample Answer for NR 451 Week 5 Discussion Core Competencies for Nurses Included After Question

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Core Competencies for Nurses

Explore the website for the Quality and Safety Education for Nurses (QSEN) initiative at http://www qsen org How can the QSEN competencies for nurses be implemented into your workplace or professional nursing setting? If you are not currently employed as a nurse, consider a previous work setting that would have benefited from implementation of the QSEN competencies

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A Sample Answer For the Assignment: NR 451 Week 5 Discussion Core Competencies for Nurses

Title: NR 451 Week 5 Discussion Core Competencies for Nurses

According to Lesson 5 Week 5: Evaluating Quality Change, “There may be some similarities between a quality improvement project and a formal research study (e.g., choosing patients to participate, developing instruments to measure the outcomes, or calculating descriptive statistics); however, they are not the same. An evidence-based practice project using the ACE Star Model aims to determine the effectiveness of a change in structure or process, known as practice integration, thereby achieving an anticipated outcome in the real world. This type of project usually gives little attention to control of extraneous variables.”

The QSEN competencies are a great tool for nurses. They have the following “Definitions and Pre-Licensure KSAS: Patient-Centered Care, Teamwork and Collaboration, Evidence-based Practice (EBP), Quality Improvement (QI), Safety, and Informatics” (QSEN, 2017). I feel that all of these items are being used in my current workplace. They hospital administrators are always interested in patient-centered care, teamwork and collaboration, EBP, QI, safety, and informatics. I cannot pick one that is higher above the rest except for maybe quality Improvement (QI). According to QSEN (2017), “Definition: Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems.” The hospital I currently work for has a QI system in place for each unit, this is the GEMBA board. According to Process Excellence Network (2011), “Gemba Kaizen is a Japanese concept of continuous improvement designed for enhancing processes and reducing waste. Within a lean context, Gemba simply refers to the location where value is created, while Kaizen relates to improvements.” Our unit has a cork board that has slips that staff can fill out when there is something that needs to be fixed on the unit. This slip is then reviewed at the GEMBA meeting every weekday, and the team/unit take this and brain storms over what can be done to fix the problem. The slip is then placed into the “In Process” or “Implemented” section of the board. There is a second board where we track the previous items that have been made into slips and/or are QIs. Our current QIs are fall prevention with all bed and chair alarms on, length of time with no falls, and missed treatment time with the therapists. These each have a calendar that we place a green mark for good/no problems, and red mark for bad/with missed treatment, a fall, or not all alarms were on. This is where the QSEN is observed best in the workplace I am in currently.

References:

Process Excellence Network. (2011). Introduction to the Concept of Gemba Kaizen. Received from https://www.processexcellencenetwork.com/lean-six-sigma-business-transformation/articles/gemba-kaizen.

QSEN Institute. (2017). QSEN Competencies. Received from http://qsen.org/competencies/pre-licensure-ksas/.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Also Read: NR 451 Week 4 Discussion Evaluating Quality Patient Outcomes