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Concept Evaluation Using the PDSA Cycle for Continuous Quality Improvement.

Delois Meyer Laverentz1, Sharon Kumm

  • 1About the Authors Delois Meyer Laverentz, MN, RN, CCRN-K, is a clinical assistant professor, University of Kansas School of Nursing, Kansas City, Kansas. Sharon Kumm, MN, MS, CNE, is program director, RN-BSN and Partnership Programs, University of Kansas School of Nursing. For more information, contact Ms. Laverentz at dlaverentz@kumc.edu.

Nursing Education Perspectives
|August 19, 2017
PubMed
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Concept-based nursing education requires continuous quality improvement to maintain standards. Using the Plan, Do, Study, Act cycle ensures consistent concept definitions and learning progression for students.

Area of Science:

  • Nursing Education
  • Curriculum Development
  • Quality Improvement

Background:

  • Concept-based nursing education is growing, yet literature on sustaining curriculum quality is limited.
  • Initial implementation in a university setting revealed inconsistencies in concept definitions, attributes, and exemplars, causing student confusion.

Purpose of the Study:

  • To establish common definitions and attributes for core concepts in nursing education.
  • To develop horizontal and vertical leveling of concept exemplars to enhance progressive learning.
  • To prevent 'concept creep' and ensure internal consistency within the curriculum.

Main Methods:

  • Utilized the Plan, Do, Study, Act (PDSA) cycle, a framework for continuous quality improvement.
  • Conducted a critical appraisal of existing concepts within a university nursing program.

Related Experiment Videos

  • Focused on evaluating and refining concept definitions, attributes, and exemplars.

    • Main Results:

    • Identified significant variations in concept definitions, attributes, and exemplars among faculty.
    • The PDSA cycle provided a structured approach to address inconsistencies and improve conceptual clarity.
    • Developed a foundation for consistent understanding and application of nursing concepts.

    Conclusions:

    • Continuous quality improvement processes, like the PDSA cycle, are essential for sustaining high-quality concept-based nursing education.
    • Standardizing concept definitions, attributes, and exemplar progression is crucial for reducing student confusion and enhancing learning.
    • The PDSA framework effectively addresses 'concept creep' and ensures curriculum integrity.