Graduate Students Self-Reflection on Quality Improvement Change Project Course
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Date
2019-05-03
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Authors
McCauley, Madison G.
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Publisher
East Carolina University
Abstract
Background: Research study provided academic graduate nursing faculty preliminary evidence, (QI) stand-alone course instruction is beneficial in preparing nurse leaders in QI Science. A literature review yielded there is lacking evidence on graduate curriculum that teaches practicing nurses how to conduct quality improvement change projects.
Significance: Practicing registered nurses are expected to conduct quality improvement change activities, however the literature states there are few opportunities for RNs to learn about QI methods in school or at the workplace (Maxwell, Wright, 2016; Kovner, 2010). Amongst the limited programs, inconsistencies exist among faculty related to achievable teaching methods.
Purpose: Provide (MSN) Leadership Faculty an understanding of students experiential learning outcomes who completed a QI Course based on Dartmouth’s QI Microsystems Framework. Research questions: 1) Did Microsystems Framework provide teaching methods to conduct a change project? and 2) Were the students able to apply QI principles/tools application leading to a successful change project?
Methods: Descriptive design included a student survey to evaluate self-reflection of their learning outcomes. The volunteer alumni completed a standalone QI course in which they completed a change project within a health system. The assessment of student knowledge and skills were recorded by analyzing the survey data from 54-item Qualtrics, Likert survey, Preparation and Usefulness of QI Topics from Nursing Education Program (Kovner, Brewer, Yingrengreung, & Fairchild, 2010).
Results: The nurse leader students (33% (33 of 99) return rate) found the stand-alone DE QI Course had a positive impact to QI learning skills. Specifically, they had confidence in building QI interprofessional teams (83%), and majority of participants (86%) reported QI change projects improved direct care and patient flow. Particularly noteworthy, 100% were more confident leading QI projects, and 96% could apply QI tools (Fishbones, Flow charting). Lastly, 45% felt they were not confident in participating in root cause analysis work, thus this has been added to the course.
Implications: MSN QI Stand-alone Course/Dartmouth Framework is useful for MSN prepared nurse leaders conducting team-based change projects. Faculty teaching methods of QI principles and tools application can successfully prepare MSN students in leading change projects related to quality care delivery projects.