Synthesis Of QSEN

Synthesis of the Literature

According to Pollard et al. (2014), The purpose of this study was to determine the degree of integration of QSEN competencies and learning strategies in nursing programs in New York State. The implementation of (QSEN) in nursing programs is the most important because it guides teaching future nursing professionals to raise the quality and safety of health services.

Another idea by, Jang, & Lee, (2017), was to evaluate nursing educators’ competencies and educational needs for patient safety in hospitals and nursing schools. They say that educational needs of “medication” and “infection prevention” as being higher and “human factors” and “complexity of systems” as being lower. When nurses have the knowledge and skills to work in an emergency room, they know the priorities and the steps to take in different situations, decreasing the risk of complications for patients. Nursing educators want different types of education for patient safety. Education cannot be only theory; it also must go hand in hand with clinical practice.

Other writers, Melnyk, Gallagher-Ford, Long, & Fineout-Overholt (2014) wrote about “The establishment of evidence-based practice competencies for practicing registered nurses and advance practice nurses in real-world clinical settings.” The main idea about this subject is to establish general competencies for nursing by the Quality and Safety Education for Nurses (QSEN) incorporating these into healthcare systems should conduct to a higher quality of care, improved patient outcomes, and reduce costs.

For example, if the nurses had made opportune and adequate treatment in the emergency service, the patient would not have presented complications, and therefore the life of the patient would not have been put at risk, and the cost would have

decreased.
A Fourth source, Lambie, Schwend, & Scholl. (2015) States that the simulation experience allows faculty understanding into the students’ clinical reasoning processes, while providing students with a clear scheme for accomplishing learning outcomes. For example, the simulation experience in nursing students is necessary to improve skills and be able to provide good care when facing the patient in real life. The authors conclude that simulation experience evidence of the student’s ability to transfer academic knowledge and incorporate into clinical practice is crucial.
Another idea, from Kim, Lee, Eudey, & Dea, (2014) is that this study was to examine the concept of senior nursing from various ethnic backgrounds about the proportion of interaction with the educator using the nursing process and quality and safety education from Nurses (QSEN). Clinical educator contributes the senior nursing student with an experience as close to an actual work situation as possible in a less intimidating atmosphere. It helps students with the opportunity to obtain nursing knowledge, skills, and attitudes of QSEN competency skills and fundamental framework necessary for carrying out the nursing processes.