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Huddling as an Academic Quality Improvement Initiative
Catherine Schmitt1, Rachelle J Lancaster, Susan Janquart
1About the Authors The authors are faculty in the College of Nursing, University of Wisconsin Oshkosh, Oshkosh, Wisconsin. Catherine Schmitt, PhD, RN, CNOR, is an assistant professor. Rachelle J. Lancaster, PhD, RN, is an associate professor/assistant dean. Susan Janquart, MSN, RN, Mary Nevins, MSN, RN, CNL, and Shanon Brickner, MSN, RN, are lecturers. The authors would like to acknowledge the members of the medical/surgical team. For more information, contact Dr. Lancaster at lancastr@uwosh.edu.
Weekly faculty huddles in medical/surgical nursing education were implemented to improve communication and planning. Preliminary findings after one year suggest this quality improvement initiative shows promise for academic settings.
Area of Science:
- Nursing Education
- Academic Quality Improvement
Background:
- Huddles are recognized communication tools for enhancing patient safety in hospitals.
- The application and impact of huddles in academic settings remain under-explored.
Purpose of the Study:
- To describe a quality improvement initiative implementing weekly faculty huddles.
- To provide preliminary findings on the use of huddles in medical/surgical nursing education.
Main Methods:
- A quality improvement initiative was designed and implemented.
- Weekly huddles were conducted with faculty teaching medical/surgical nursing.
Main Results:
- The initiative involved one year of data collection.
- Preliminary findings on the use and impact of these academic huddles are presented.
Conclusions:
- Weekly faculty huddles represent a novel approach in nursing academe.
- Further investigation is warranted to understand the full benefits of huddles in academic environments.
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