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Cognitive Learning01:21

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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An Innovative Experiential Approach to Learning About Quality Improvement Processes.

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  • 1About the Author Mary K. Gaffney, EdD, RN, is an associate professor of nursing, University of South Carolina Aiken, Aiken, South Carolina. For more information, contact her at MaryG@usca.edu .

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Nursing students improved quality improvement skills through a semester-long, nonclinical activity using Institute for Healthcare Improvement resources. This experiential learning enhanced their knowledge, skills, and attitudes toward healthcare quality and safety.

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Area of Science:

  • Healthcare Education
  • Nursing Quality Improvement
  • Patient Safety Competencies

Background:

  • Baccalaureate nursing education aims to develop essential quality and safety competencies.
  • Traditional clinical site availability and time constraints pose challenges to effective quality improvement (QI) training.
  • Innovative approaches are needed to supplement clinical experiences for nursing students.

Purpose of the Study:

  • To evaluate an innovative, semester-long, nonclinical activity designed to enhance quality improvement education for baccalaureate nursing students.
  • To assess the impact of applying Institute for Healthcare Improvement (IHI) resources on student knowledge, skills, and attitudes regarding QI.
  • To determine the effectiveness of experiential, nonclinical practice in preparing nursing students for QI initiatives.

Main Methods:

  • Student groups engaged in a semester-long, nonclinical activity.
  • Applied quality improvement resources from the Institute for Healthcare Improvement (IHI).
  • Addressed practical problems, including stethoscope hygiene and weekly screen time management.

Main Results:

  • Student evaluations demonstrated significant growth in knowledge related to quality improvement principles.
  • Participants reported enhanced skills in applying QI methodologies.
  • A positive shift in attitudes toward the importance and practice of quality improvement was observed.

Conclusions:

  • Experiential, nonclinical activities provide an effective method for nursing education.
  • This approach successfully prepares baccalaureate nursing students for participation in quality improvement initiatives.
  • Utilizing resources like those from the IHI can foster essential QI competencies in future nurses.