Julie Sanford1, Christine Argenbright2, Gwen Sherwood3, Portia J Jordan4, Maria F Jiménez-Herrera5, Mariette Bengtsson6, Michiko Moriyama7, Lee Peng Lui8, Maria McDonald9. 1. Dean and Professor, School of Nursing, University of Mississippi Medical Center, USA. 2. Interim Doctor of Nursing Practice Program Coordinator, Clinical Nurse Leader and Nurse Administrator Program Coordinator, School of Nursing, James Madison University, USA. 3. Professor Emeritus, School of Nursing, University of North Carolina at Chapel Hill, USA. 4. Professor and Executive Head of Department, Department of Nursing and Midwifery, Stellenbosch University, South Africa. 5. Associate Professor, Degana Facultat d'Infermeria, Universitat Rovira i Virgili, Catalunya, Spain. 6. Associated Professor, Director of Nursing Studies, Faculty of Health and Society, Malmö University, Sweden. 7. Professor, Division of Nursing Science, Graduate School of Biomedical and Health Sciences, Hiroshima University, Japan. 8. Senior Lecturer, Faculty of Health, Social Care and Education, School of Nursing, Kingston University, UK. 9. PhD student, School of Nursing, University of Virginia, USA.
Abstract
BACKGROUND: Patient harm is a global crisis fueling negative outcomes for patients around the world. Working together in an international learning collaborative fostered learning with, from and about each other to develop evidence-based strategies for developing quality and safety competencies in nursing. AIMS: To report student outcomes from an international learning collaborative focused on patient safety using the Quality and Safety Education for Nurses competency framework. METHODS: A global consortium of nursing faculty created an international learning collaborative and designed educational strategies for an online pre-workshop and a 10-day in-person experience for 21 undergraduate and graduate nursing students from six countries. A retrospective pre-test post-test survey measured participants' confidence levels of patient safety competence using the health professional education in patient safety survey and content analysis of daily reflective writings. RESULTS: Statistical analysis revealed student confidence levels improved across all eight areas of safe practice comparing-pre and post-education (significance, alpha of P < 0.05). Two overarching themes, reactions to shared learning experiences and shared areas of learning and development, reflected Quality and Safety Education for Nurses competencies and a new cultural understanding. CONCLUSIONS: The international learning collaborative demonstrated that cross-border learning opportunities can foster global development of quality and safety outcome goals.
BACKGROUND: Patient harm is a global crisis fueling negative outcomes for patients around the world. Working together in an international learning collaborative fostered learning with, from and about each other to develop evidence-based strategies for developing quality and safety competencies in nursing. AIMS: To report student outcomes from an international learning collaborative focused on patient safety using the Quality and Safety Education for Nurses competency framework. METHODS: A global consortium of nursing faculty created an international learning collaborative and designed educational strategies for an online pre-workshop and a 10-day in-person experience for 21 undergraduate and graduate nursing students from six countries. A retrospective pre-test post-test survey measured participants' confidence levels of patient safety competence using the health professional education in patient safety survey and content analysis of daily reflective writings. RESULTS: Statistical analysis revealed student confidence levels improved across all eight areas of safe practice comparing-pre and post-education (significance, alpha of P < 0.05). Two overarching themes, reactions to shared learning experiences and shared areas of learning and development, reflected Quality and Safety Education for Nurses competencies and a new cultural understanding. CONCLUSIONS: The international learning collaborative demonstrated that cross-border learning opportunities can foster global development of quality and safety outcome goals.
Keywords:
Quality and Safety Education for Nurses (QSEN) competencies; healthcare quality; international learning collaborative; nursing education; patient safety; students
Authors: Linda Cronenwett; Gwen Sherwood; Jane Barnsteiner; Joanne Disch; Jean Johnson; Pamela Mitchell; Dori Taylor Sullivan; Judith Warren Journal: Nurs Outlook Date: 2007 May-Jun Impact factor: 3.250