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QSEN in Colorado: Results from a
Statewide Dissemination Project
Gail Armstrong, DNP, ACNS-BC, CNE
Amy Barton, PhD, RN, FAAN
University of Colorado College of Nursing
Background on the Project
• August 2009 to November 2011
– Total Schools – 18/28 = 64%
– ADN Programs – 11/18 = 61%
– BS Programs – 7/10 = 70%
– Total number of faculty in workshops: 216
– Three CU faculty members with unique areas of
expertise
Faculty Results: Type of Program
Associate
Baccalaureate
Faculty Results: Highest Degree
BSN
MSN
Practice Doctorate
PhD
Years Experience in Nursing
Education
0-5 yrs
6-10 yrs
11-15 yrs
16-20 yrs
21 or > yrs
Where KSAs are Taught…
0 10 20 30 40 50 60
Processes used in analyzing causes of error (e.g.,root cause analysis)
Methods for determining how care quality in alocal setting compares to national benchmarks
Impact of perceived power differences among thehealth care team roles on teamwork and patient
safety (nursing and other disciplines)
Health care organization characteristics thatinfluence effective team functioning
How technology and information management arerelated to the quality and safety of patient care
Not Covered
Lab/Sim
Clinical
Assignments
Classroom
Student Results: Type of Program
Associate
Baccalaureate
Student Results: Patient Care
Experience
Yes
No
Where KSAs are Learned…
0 50 100 150 200
Methods for determining how care quality in alocal setting compares to national benchmarks
Processes used in analyzing causes of error (e.g.,root cause analysis)
Impact of perceived power differences among thehealth care team roles on teamwork and patient
safety (nursing and other disciplines)
Strategies for learning about the outcomes of carein a clinical setting
Effective strategies for communicating andresolving conflict among health care providers
How technology and information management arerelated to the quality and safety of patient care
Not Covered
Lab/Sim
Clinical
Assignments
Classroom
Identify a Learning Activity you have
incorporated into your Teaching
• PCC: case studies, simulations, Lewis
Blackman video, article assignment, paper
• T & C: case studies, group project, team
activities, simulations,
• EBP: article review, group project, paper, WIKI
project, article search, post conference
Identify a Learning Activity you have
incorporated into your Teaching
• QI: paper, class presentation, QI project, group
project/presentations, data from local facility, Lewis
Blackman video, post conference, case study
• Safety: case study, paper, simulation, data from local
facility, Lewis Blackman video, RCA project
• Informatics: paper, class presentation, WIKI project,
computer class, IS instruction
What are the next steps for meaningful
integration of QSEN into a curriculum?
• Two questions to consider:
– What has the Delphi taught us?
– What are the next steps in the state of the
science?
Patient Centered Care
0
20
40
60
80
100
Into K Intro S Intro A Emp K Emp S Emp A
Advanced
Intermediate
Beginning
Teamwork & Collaboration
0
20
40
60
80
100
Intro K Into S Intro A Emp K Emp S Emp A
Advanced
Intermediate
Beginning
Evidence-Based Practice
0
20
40
60
80
100
Intro K Intro S Intro A Emp K Emp S Emp A
Advanced
Intermediate
Beginning
Quality Improvment
0
20
40
60
80
100
Intro K Intro S Intro A Emp K Emp S Emp A
Advanced
Intermediate
Beginning
Safety
0
20
40
60
80
100
Intro K Intro S Intro A Emp K Emp S Emp A
Advanced
Intermediate
Beginning
Informatics
0
20
40
60
80
100
Intro K Intro S Intro A Emp K Emp S Emp A
Advanced
Intermediate
Beginning
Using the Delphi: Round 2
• For Beginning Courses, focus on KSAs to be
introduced (53% of KSAs)
• For Intermediate Courses, focus on KSAs to be
emphasized (47% of KSAs)
• For Advanced Courses, focus on KSAs to be
emphasized (44% of KSAs)
Learner Satisfaction Learner
Attitudes
Knowledge and Skill
Changing Learner Behavior
Changing Clinical
Processes
Benefitting Patients
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