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Related Concept Videos

Nursing Implementation01:15

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Implementation is the execution of the nursing care plan developed during the planning phase.
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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Planning Nursing Care I01:21

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The planning phase of the nursing process helps nurses set priorities, outline patient-centered goals and expected outcomes, and tailor nursing interventions to align with the aligned care plan. Through the planning phase, the nurse applies critical thinking skills to align and develop interventions according to the patient's needs. It provides continuity of care allowing patients to receive the maximum benefit from treatment. It serves as a pilot plan for allocating individual staff to a...
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There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...
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Planning Nursing Care II01:29

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A nursing care plan can present in two forms: informal and formal. Informal is a care plan for the individual use of the nurse and goals they wish to accomplish during their shift. Informal care plans are not included in the patient chart. A formal nursing care plan is a written or computerized guide that organizes patient care. It is further subdivided into two: standardized and individualized care plans. Standardized care plans are pre-populated care plans for specific patient populations,...
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Planning and implementing quality improvement projects in clinical practice: Third-year nursing students' learning

Kari Strand1, Bodil Tveit1

  • 1Faculty of Health Studies, VID Specialized University, Oslo, Norway.

Journal of Clinical Nursing
|October 3, 2020
PubMed
Summary

A supervised educational design for nursing students, focusing on quality improvement projects, effectively enhanced their competence and awareness of healthcare quality and safety responsibilities.

Keywords:
clinical placementnursing studentsqualitative studyquality improvement

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Area of Science:

  • Nursing Education
  • Healthcare Quality Improvement
  • Clinical Practice Competency

Background:

  • Healthcare quality and safety are paramount, requiring professionals to integrate new knowledge for continuous improvement.
  • Nursing education must equip students with practical skills in quality improvement (QI) through project engagement.

Purpose of the Study:

  • To assess an educational intervention aimed at developing nursing students' systematic quality improvement skills in clinical settings.
  • To evaluate the impact of a structured course on students' ability to plan and execute QI projects during clinical placements.

Main Methods:

  • Qualitative evaluation using retrospective focus group interviews and student project reports.
  • Analysis of data through qualitative content analysis, adhering to COREQ guidelines.
  • Study involved 55 nursing students participating in the QI educational design.

Main Results:

  • Key themes identified: importance of clinical project integration, understanding QI project phases, and navigating the student role.
  • Students' ability to plan and implement QI projects was positively impacted by the educational design.
  • The supervised, small-scale project approach was crucial for skill development.

Conclusions:

  • Supervised, student-led quality improvement projects in clinical settings enhance nursing students' competence and awareness.
  • This educational approach prepares future nurses to actively contribute to healthcare quality and safety.
  • The study highlights the value of experiential learning in developing essential QI skills for nursing practice.