Each student will compose a 4-5 page writing (not including title and reference page) outlining the QSEN initiative and targeting the QSEN competencies assigned to their clinical group: 2. Teamwork and Collaboration
1. Title page
5. Reference page: minimum 3 scholarly nursing focused articles, no greater than 5 years old
The QSEN Paper Project
Purpose: The Quality and Safety Education for Nurses (QSEN) project addresses the challenge of preparing future nurses with the knowledge, skills, and attitudes (KSAs) necessary to continuously improve the quality and safety of the healthcare systems within which they work. This website is a central repository of information on the core QSEN competencies, KSAs, teaching strategies, and faculty development resources designed to best support this goal. (QSEN.org).
The purpose of the NURS 210 research project is to provide you with an opportunity to:
- Develop/improve your skill in writing research papers using APA format for style and notation.
- Explore evidence-based practice as it applies to an actual clinical location, and the opportunity to improve practice based on current evidence of best practice.
- Apply the QSEN (Quality and Safety Education for Nurses) competencies to a clinical situation to improve practice standards.
- Develop a professional presentation to present to peers using APA and SUNY SURC guidelines.
Evidence Based Practice Paper Activity
You will divide into 2 groups within your clinical group. While at clinical, the group will identify a clinical problem (see examples below). You will utilize the clinical health care environment to explore and discuss your topic in the clinical setting. The group will collaborate with your clinical faculty and appropriate clinical facility members regarding the unit’s policy and procedures and current practice guidelines for your topic.
- Falls prevention in the hospital and patient centered care
- Medication errors and medication reconciliation increase safety
- Nursing Report and handoffs including nursing and healthcare provider SBAR (Situation, Background, Assessment, Recommendation) Communication as Teamwork and Collaboration
- Hand hygiene use of antimicrobial soap versus alcohol-based hand rubs- best evidence based practice
Preventing Pressure Ulcers and Turning Practices to enhance quality improvement
- Social Media dangers and (Facebook ©, email, Twitter ©) impact of HIPPA and
safety of patient information.
Task of the student: Each student will compose a 4-5 page writing (not including title and reference page) outlining the QSEN initiative and targeting the QSEN competencies assigned to their clinical group. The QSEN competencies are:
- Patient-Centered Care
- Teamwork and Collaboration
- Evidence-based Practice (EBP)
- Quality Improvement (QI)
The writing must integrate the QSEN competency assigned into a policy/initiative from the clinical setting.
Students will also collaborate to construct a 15 minute presentation encompassing their overall topic. The presentation can be in the electronic format of their choosing.
Components of the writing: This written assignment is comprised of the following elements, all to be presented in the APA 7th format:
- Title page
- Reference page: minimum 3 scholarly nursing focused articles, no greater than 5 years old. Current text books may be referenced but DO NOT take the place of scholarly articles. In addition, the student must have one reference to clinical setting policy and or procedure.
The Content of the paper to be included in the body:
- Explanation of the identified issue
- Current facility policies pertaining to the issue
- Review of the literature on current evidence-based best practice
- Support paper content with citation to at least 3 articles from your reference page
- Definition of and integration of QSEN competencies and KSA principles relevant to practice/topic discussed
Paper submissions: All segments of your paper except the reference page, will be submitted via blackboard, through safeassign. Safe assign allows you to identify inadvertent plagiarism and make corrections prior to final submissions. Remember, you can submit as many times as you wish to safeassign, your grade will be applied to the FINAL paper submission only.
Do not submit your reference page to safe assign, as it may falsely report plagiarism.
- Project topic: 2/18 by 9:00am
- Title/Reference: 3/10 by 9:00am
- Final Paper submission. 4/7 both electronic and paper form submitted by 9:30am
*Any submissions, both electronic and paper form, submitted after the deadline will be subject to a deduction of 2 points per day, for a maximum of 2 days. Upon day 3, the assignment will be given a score of zero.
- Professional Presentations: 5/4 and 5/5/2019 in class.
* These are professional presentations and attire must reflect such. In addition, students are expected to attend all presentations. If a student is absent from presentations without appropriate notification, 5 points will be deducted from that individual’s overall grade.
Other Important Dates:
- Tuesday, February 4 (12-1pm): QSEN Question and Answer Session, Location TBD
- Tuesday, February 25 (after HESI exam): Librarian presentation on literature search and APA 7th ed, Location TBD
Each group will develop an electronic medium for use during their 15 minute presentation The presentation will discuss the assigned QSEN competency as well as incorporate information from each individual student paper. It is expected that the oral presentation will include reference to and statement of the research of the topic. The students may focus the presentation in any way s/he wishes, but the QSEN competencies and principles must be included. The presentation should include appropriate photographs, maps, graphs, and other visual aids for the audience.
The paper is an individual grade however the presentation is a group grade. Any issues with group dynamic should be reported well in advance for consideration of individual grade concerns.
This project is adapted from: Kimberly Silver-Dunker DNP, RN
Keys to success
- Do not procrastinate. Seek out assistance from your faculty/clinical instructors as well as the library and writing tutors.
- Identify and utilize a reliable source for APA 7th edition.
- Become familiar with your rubrics. They are the blueprint for your paper.
- Minimize “Direct quotes” Paraphrasing demonstrates your connection to the content.
- Stay aware of your deadlines. Stay ahead of the assignment. QSEN Clinical Paper Rubric
|Spelling & Grammar /10||□ (4 Points) Excessive spelling and grammar errors||□ (6 Points) Major spelling and grammar errors||□ (8 Points) Minor spelling and grammar errors||□ (10 Points) No spelling errors and less than 3 grammar errors|
|Submitted On Time /5||□ (0 Points) Paper is submitted more than 72 hours after due date and time.||□ (1 Points) Paper is submitted more than 48 hours after due date and time.||□ (3 Points) Paper is submitted within 24 hours of due date and time||□ (5 Points) Paper is submitted by due date and time as stated in the syllabus|
|APA Style /15||□ (3 Points) Does not follow APA formatting in the paper and/or reference page. Submitted as double-sided printing.||□ (7 Points) Major APA formatting errors in the paper or reference page.||□ (11 Points) Minor APA formatting errors with paper or reference page.||□ (15 Points) Paper and reference page strictly adheres to APA style formatting|
|Quality of Evidence /25||□ (10 Points) Evidence is based on less than 3 current (within the past 5 years) and using non-current (more than 5 years old) nursing research articles. No policy or procedure is cited||□ (15 Points) Evidence is based on less than 3 current (within the past 5 years) and using non-current (more than 5 years old) nursing research articles. Policy or procedure is cited||□ (20 Points) Evidence is based on 3 current (within the past 5 years) nursing research articles. Policy and procedure is not included or cited||□ (25 Points) Evidence is based on 3 current (within the past 5 years) nursing research articles with policy and or procedure included.|
|Focus of Evidence /20||□ (5 Points) Evidence provides some implication for nursing practice. QSEN is not included in the body of the paper.||□ ( 10 Points) Evidence provides limited implication for nursing practice with limited integration of QSEN strategies and principles.||□ ( 15 Points) Evidence provides adequate implication for nursing practice and some integration of QSEN strategies and principles.||□ ( 20 Points) Evidence provides implication for nursing practice and complete use and understanding for QSEN strategies and principles.|
|Paper Length /5||□ (1 Points) Paper is more than 5 pages or less than 2 pages||□ ( 3 Points) Paper is more than 5 pages or less than 3 pages||□ ( 3 Points) Paper is more than 5 pages or less than 4 pages. Or paper is not doubled spaced||□ ( 5 Points) Paper is 4-5 pages long and is double spaced|
|Clear and Understandable /20||□ (5 Points) Research argument is not clearly stated, supported and is not easy to follow, and paper is difficult to understand.||□ (10 Points) Research argument is stated but not easy to follow. There is limited support through nursing literature and application of concept of nursing. There is no reference to policy, procedure and/or unit practice||□ (15 Points) Research argument is stated but not easy to follow. There is adequate support through nursing literature and application of concept of nursing||□ (20 Points) Research argument is clearly stated, supported and easy to follow and integration of nursing literature and policy/procedure is found throughout the paper|
QSEN Clinical Group Presentation Rubric
|Knowledge/ Understanding / 20||□ 5 Points The presentation uses little relevant or accurate information, not even that which was presented in class or in the assigned texts. Little or no research is apparent. No reference to policy/procedure/practice on clinical unit||□ 10 Points The presentation uses limited relevant or accurate information, not even that which was presented in class or in the assigned texts. Limited or no research is apparent. Limited discussion of policy/procedure/practice on clinical unit demonstrating limited understanding of application to QSEN||□ 15 Points The presentation uses knowledge which is adequate with only minor inaccuracies, and is generally relevant to QSEN competency and principles. Research is adequate and apparent. Adequate discussion of policy/procedure/practice on unit demonstrating some understanding of application to QSEN||□ 20 Points The presentation demonstrates a depth of historical understanding by using relevant and accurate detail to support QSEN competency and principles. Research is thorough and goes beyond what was required. Outstanding discussion of policy/procedure demonstrating understanding of application to QSEN|
|Thinking/ Inquiry / 30||□ 7 Points The presentation shows no analytical structure and no central thesis. Presentation is fragmented among group with no evidence of collaboration||□ 15 Points . The presentation shows an analytical structure and a central thesis of QSEN competencies but the analysis is not always fully developed and/or linked to the thesis. Presentation demonstrates limited collaboration among group||□ 23 Points The presentation shows an analytical structure and a central thesis of QSEN competencies but the analysis is not always fully developed and/or linked to the thesis. Presentation demonstrates adequate collaboration among group||□ 30 Points The presentation is centered on QSEN competencies which shows a highly developed awareness of QSEN principles and a high level conceptual ability. Evident presentation is collaborative among group.|
|Communication / 20||□ 5 Points The presentation fails to capture the interest of the audience and/or is confusing in what is to be communicated.||□ 10 Points . Presentation techniques used are limited in conveying main ideas, and a bit unimaginative. Questions from the audience remain unanswered.||□ 15 Points Presentation techniques used are adequate in conveying main ideas, but a bit unimaginative. Some questions from the audience remain unanswered.||□ 20 Points The presentation is imaginative and effective in conveying ideas to the audience. The presenters respond effectively to audience reactions and questions|
|Use of visual aids / 20||□ 5 Points The presentation includes no visual aids or visual aids that are inappropriate, and/or too small to be understood. The presenters make no mention of them in the presentation.||□ 10 Points The presentation includes limited visual aids, but these are too few, in a format that makes them difficult to use or understand, and/or the presenter do not refer to or explain them in the presentation.||□ 15 Points The presentation includes adequate visual aids, and the presenters do not refer to or explain them in the presentation.||□ 20 Points The presentation includes appropriate and easily understood visual aids which the presenters refer to and explain at appropriate moments in the presentation.|
|Presentation skills / 10||□ 3 Points The presenters cannot be heard and/or speaks so unclearly that s/he cannot be understood. There is no attempt to engage the audience through eye contact, gestures, or body language. Presenter relies strictly on notes during presentation Attire is not professional||□ 5 Points The presenters speak clearly and loudly enough to be heard, but tends to drone and/or fails to use eye contact, gestures, and body language consistently or effectively at times. Presenter relies on notes during presentation Attire is not professional||□ 7 Points The presenters speak clearly and loudly enough to be heard, but tends to drone and/or fails to use eye contact, gestures, and body language consistently or effectively at times. Presenter utilized limited to no notes during presentation Attire is professional||□ 10 Points The presenters speak clearly and loudly enough to be heard, using eye contact, a lively tone, gestures, and body language to engage the audience. Presenter utilizes limited to no notes during presentation Attire is professional|
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