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Reconstructing a Nursing Skills Lab: A Quality Improvement Project.

Heidi Brendel¹, John P Walker

¹About the Authors Heidi Brendel, DNP, RN-BC, CNE, is an assistant professor of nursing, Schoolcraft College, Livonia, Michigan. John P. Walker, MA, is an assessment coordinator, University of Tennessee, Knoxville, Tennessee. The authors thank Madeline Mott, DNP, RN, CNE, for her assistance with the creation of the skills lab modules and competency assessments. For more information, contact Dr. Brendel at hbrendel@schoolcraft.edu.

Nursing Education Perspectives

|October 26, 2021

Summary

Nursing skills labs were revised using evidence-based teaching to improve student safety and patient-centered care. This enhanced preparation better equips students for clinical practice, reducing patient risk.

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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Published on: June 21, 2010

Area of Science:

Nursing Education
Clinical Skills Simulation
Patient Safety

Background:

Traditional nursing skills labs often rely on rote memorization, creating a gap between theoretical knowledge and practical application.
This gap can compromise patient safety and hinder effective clinical performance in nursing students.
Existing curricula may not adequately prepare students for the complexities of real-world patient care.

Purpose of the Study:

To revise the foundational nursing skills lab curriculum in an associate degree program.
To integrate Quality and Safety Education for Nurses (QSEN) principles and evidence-based teaching pedagogy.
To enhance nursing students' preparedness for clinical practice, focusing on safety and patient-centered care.

Main Methods:

Curriculum revision of the nursing skills lab in an associate degree program.
Implementation of Quality and Safety Education for Nurses (QSEN) competencies.
Application of evidence-based teaching strategies within the skills lab setting.

Main Results:

Faculty perceived improvements in students' clinical performance related to safety.
Faculty noted enhanced student application of patient-centered care principles in clinical settings.
The revised curriculum was seen as more effective in bridging the theory-practice gap.

Conclusions:

Revising nursing skills labs with QSEN and evidence-based pedagogy improves student readiness for clinical practice.
Enhanced skills lab preparation positively impacts student performance in patient safety and patient-centered care.
A modernized skills lab curriculum is crucial for producing competent and safe nursing graduates.