The QSEN Corner Newsletter:

1. Evidence Based Practice The QSEN Corner Newsletter: Teamwork & Collaboration Patient Centered Care Informatics QI Safety

2. Definition Integrating best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care. www.qsen.org What’s New in QSEN • The 2014 QSEN National Forum will be held in Baltimore Maryland from May 27-29, 2014. • This conference is like no other conference I have attended. The collaboration between the attendees is unprecedented. • The QSEN Forum is offered this year in conjunction with the Academy for Healthcare Improvement, an organization that promotes interprofessional collaboration. The 2014 AHI meeting follows the QSEN forum, May 29-30, 2014. • State QSEN Initiatives have begun. A Florida QSEN Center was developed which led to a Statewide Nursing Summit held in November, 2013. If the agenda is any indicator, they are off and running! Go Florida!! • The AACN has developed web-based workshop modules that focus on the six core QSEN competencies to continue the work of disseminating QSEN teaching strategies. • Use the Login ID and Password located on the AACN Workshop Module page on the QSEN website to access the modules. • Looking for an evaluation tool to measure systems thinking? I encourage you to check out the Systems Thinking Scale (STS) on the QSEN website or at its home site Systems Thinking: Advancing the Science of Continuous Quality Improvement.

3. Ideas for Incorporating the EBP QSEN Competency in the Classroom • This teaching strategy found on the QSEN website is used to foster the student’s ability to locate reliable sources when searching for evidence, center individualized care on patient values, clinical expertise, and evidence, and appreciate the strengths and weaknesses of scientific basis for practice. • This teaching strategy found on the QSEN website offers directions and a rubric for an EBP scholarly paper. Students write a scholarly paper that thoroughly describes the policy and procedure, synthesizes the best evidence, compares and contrasts the written policy with the best evidence, and discusses their reflection concerning what they found, their ease or difficulty in locating evidence and anticipated challenges implementing the best evidence.  • When presenting evidence in lectures, routinely share the level of evidence. • “De-silo” the classroom – invite clinical experts to assist in designing the learning experiences/case studies/lectures. • Students can formulate a searchable question arising from care or case study to use informatics skills to search for current evidence • Encourage students to teach patients who search the web how to determine levels of evidence. • Work with clinical units to update standards with current evidence. • Write case studies for which students must find best evidence or better yet, assign students to write case studies using best evidence. • Incorporate one, two or all three elements of EBP into case studies and ask students to debate the pros and cons of integrating the best evidence withclinical expertise and patient/family preferences and values for delivery of optimal health care.

4. Faculty Innovations • [Add your text here. Include the faculty who are currently using QSEN competencies to guide their teaching. Stick with the featured competency. • Examples: • Kelly Beischel and Debbie Davis require students in their Families course to write a scholarly paper involving best current evidence, comparing and contrasting a nursing intervention they have seen performed or have performed on the unit with the facility’s policy and procedure, and with best evidence. • MIDAS Students in Linda Schmid’sFamilies course are required to journal their reflection about how EBP affects their patient’s care. These students are also evaluated on their ability to use EBP daily in their clinical experience. Additionally, in the pediatric part of the clinical course, students are asked to complete a specific EBP search and discuss how it can be used in the care of their patient. • Jacqueline Kerberrequires junior medical surgical students to identify which interventions that they chose for their care plans as being evidence based.]

5. Quiz 1. Which of the following are components of evidence-based practice? Select all that apply. • Clinical expertise • Nursing practice • Best current evidence • Patient/family preferences and values 2. Which other competency’s KSAs are essential to EBP? • Teamwork and collaboration • Quality improvement • Informatics • Safety 3. Identify a website where you can find information about writing case studies. ______________________________________________ Reflection • After reading the QSEN Corner and exploring the various ideas presented here, consider how this material is relevant to your courses. • How might you create ways to foster the practice of finding best evidence, developing clinical expertise, and giving the patient voice to express his/her values and preferences? • How might you emphasize to your students the knowledge, skills and attitudes necessary to develop the cornerstones of EBP? • How will you assess whether your teaching practices were successful? ** Be a Featured Innovator!! ** Email us about projects or teaching strategies you are using to develop QSEN competencies in your courses! ** Coming up in February: Patient Centered Care

6. Thoughts It is the province of knowledge to speak and it is the privilege of wisdom to listen. -Oliver Wendell Holmes The plural of anecdotes is NOT evidence. ~ Alan I. Leshner, PhD