Safety measures are used to ensure that there is a better patient outcome. Additionally, safety competencies also promote staff satisfaction. In the case study, Nurse Jones should include the four safety elements when introducing the new nurses to the quality benchmarks. The four safety elements include patient-centered care, information and technology, evidence-based practice, and teamwork and collaboration ("QSEN Competencies | QSEN", 2017). Concerning the involvement of the new nurses in the quality benchmarks, the four safety elements are essential when included in the plan to ensure there is a sustainable quality practice in the healthcare. The reason for implementing the above elements in the plan is that they are approved by The Quality and Safety Education for Nurses (QSEN) ("QSEN Competencies | QSEN", 2017). To promote safety, therefore, the above elements will be applied in the teaching strategies.
Patient-centered care is an essential element of safety whereby, the nurses will be taught on how to provide patient-centered care and ensure patients' needs and values are given priority ("QSEN Competencies | QSEN", 2017). Through patient-centered care, Nurse Jones will also focus on the implementation of care plan and evaluation of care. This element of safety is also a foundation for establishing of respectful and diversity sensitive care plan. Concerning evidence-based practice, it is also an essential element of safety that involves an integration of the scientific findings on safety to improve the current practice. Strategic teaching on safety by Nurse Jones will also focus on teaching the nurses on how to apply scientific methods and find out the scientific practices on patient safety. EBP is also a very important tool when implementing change in the current practice and therefore it is essential in this plan to ensure the new nurses can give a proposal concerning safety measures ("QSEN Competencies | QSEN", 2017).
The third safety element is teamwork and collaboration. Teamwork and collaboration are also an essential element of safety. Regarding the case study's benchmark plan which is on MRSA and medication errors, teamwork will help in building a productive patient handover process. MRSA occurs mostly due to poor nurses interventions (Altmiller, 2013). This element is very important for this plan, and it will also promote safety promotion measures. The fourth safety element to be implemented in this plan is information and technology. Skills concerning information and technology are of great significance when promoting safe patient care ("QSEN Competencies | QSEN", 2017). Managing information is a very important skill that will help the nurses in managing quality in the setting during and after the plan implementation. The above elements are essential in ensuring the nurses are up to date with the current practice on safety competencies.
The time frame for this plan will be eight weeks. In the eight weeks schedule, every safety element will be trained for a week and a half thus taking a total of six weeks to implement the practice change for the four safety elements. The first week will be on familiarization of the new nurses with the healthcare setting and the quality benchmarks that have initiated the safety training. The last week of this project is for evaluation.
Concerning evaluation of the effectiveness of the training on safety, an OSCE evaluation tool will be used (Marliyya, 2011). This tool will be able to assess the nurses on their competencies regarding the safety elements. This tool will evaluate the effectiveness of the training through objective testing and direct observation of the competencies in the new group of nurses (Marliyya, 2011). This tool will also evaluate on their clinical skills regarding safety measures. The sustainability of this plan is that the new nurses will have a continuous evaluation until they all attain the required competencies regarding safety measures (Marliyya, 2011).
Altmiller, G. (January 01, 2013). Application of the quality and safety education for nurses
competencies in orthopaedic nursing: implications for preceptors. Orthopedic Nursing, 32, 2.)Marliyya Zayyan. (July 01, 2011). Objective Structured Clinical Examination: The Assessment
of Choice. Oman Medical Journal, 26, 4, 219-222.
QSEN Competencies | QSEN. (2017). Qsen.org. Retrieved 16 April 2017, from
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