Assignment Prompt & Instructions
please see attached instruction.
– 2 years ago
**files (3)**
– ## assessment1Instruction.pdf
– ## Assessment01EnhancingQualityandSafety.pdf
– ## Why_Quality_and_Safety_Educati.pdf
**## assessment1Instruction.pdf**
For this assessment, you will develop a 3 page paper that examines a safety quality
issue in a health care setting. You will analyze the issue and examine potential
evidence-based and best-practice solutions from the literature as well as the role of
nurses and other stakeholders in addressing the issue.
Criterion:
1. Explains factors leading to a specific patient-safety risk in a health care setting.
Makes reference to specific data, evidence, or standards to illustrate the safety
risk.
2. Explains evidence-based and best practice solutions to improve patient safety
and reduce costs. Makes explicit reference to scholarly or professional resources
to support explanation.
3. Explains how nurses can help coordinate care to increase patient safety and
reduce costs, providing specific examples related to a patient safety risk.
4. Identifies stakeholders with whom nurses would need to coordinate to drive
quality and safety enhancements with a specific safety quality issue, noting the
relevance and potential importance of the stakeholders.
5. Organizes content with a clear purpose. Content flows logically with smooth
transitions using coherent paragraphs, correct grammar or punctuation, word
choice, and free of spelling errors.
6. Apply APA formatting to in-text citations and references exhibiting nearly
flawless adherence to APA format. Exhibits strict and flawless adherence to
APA formatting of headings, in-text citations, and references. Quotes and
paraphrases correctly.
**## Assessment01EnhancingQualityandSafety.pdf**
Assessment 01 – Enhancing Quality and Safety
For this assessment, you will develop a 3–5-page paper that examines a safety quality issue in
a health care setting. You will analyze the issue and examine potential evidence-based and
best-practice solutions from the literature as well as the role of nurses and other stakeholders in
addressing the issue.
Before you complete the instructions detailed in the courseroom, first select one of the safety
quality issues below to analyze for this assessment. After you have selected one of the issues
from the list below, return to the detailed instructions in the courseroom to complete your
assessment.
● LGBTQ+ and Transgender-Specific Care Needs: LGBTQ+ and transgender
individuals often face unique health challenges and disparities. A lack of knowledge or
sensitivity toward their specific needs can lead to inadequate care, discrimination, and
even avoidable health complications. Here's why addressing understanding and
addressing the specific needs of these populations is essential:
– Affirmation and Respect: Using correct pronouns, names, and understanding
the specific health needs of transgender and LGBTQ+ individuals can create an
environment of respect and affirmation. This respect is foundational to building
trust and ensuring that patients feel safe and understood in healthcare settings.
– Mental and Emotional Well-being: Due to societal stigmas and discrimination,
LGBTQ+ and transgender individuals may face higher rates of anxiety,
depression, and other mental health challenges. Being sensitive to these needs
and providing appropriate support is crucial for holistic care.
– Addressing Health Disparities: LGBTQ+ and transgender individuals might be
at higher risk for certain health issues. For instance, transgender women might
be at a higher risk for HIV/AIDS, while lesbian and bisexual women may be at a
higher risk for certain cancers. Knowledge of these disparities can guide
preventive care, screenings, and early interventions.
– Gender-Affirming Care: Transgender individuals might seek various medical
interventions as part of their transition, such as hormone therapies or surgeries.
Understanding the medical and emotional aspects of these treatments is crucial
for providing comprehensive care.
– Avoiding Discrimination: Discrimination or bias, whether overt or subtle, can
deter LGBTQ+ and transgender individuals from seeking care, adhering to
medical advice, or disclosing essential information about their health. Ensuring
an inclusive and non-discriminatory environment is vital for effective care
delivery.
– Sexual and Reproductive Health: LGBTQ+ individuals often face barriers in
accessing sexual and reproductive health services. Being knowledgeable and
non-judgmental about diverse sexual orientations and practices can lead to better
patient education and care in this domain.
– Social and Community Support: Recognizing the importance of community and
chosen family for many LGBTQ+ and transgender individuals can guide care
plans, especially when considering mental health support or discharge planning.
– Legal and Ethical Considerations: In many regions, there are legal protections
in place to ensure non-discrimination based on sexual orientation or gender
identity. Being aware of these protections is not only a legal obligation but an
ethical one, ensuring that all patients receive equitable care.
● Patient Identification Errors in Healthcare: Ensuring the correct identification of
patients is a foundational aspect of safe healthcare delivery. When errors occur in this
basic step, the ripple effects can be catastrophic. Here's why understanding and
preventing patient identification errors is essential:
– Patient Safety and Well-being: The most immediate and alarming consequence
of patient identification errors is the potential harm to the patient. Administering
the wrong medication, performing surgery on the wrong site, or providing
inappropriate treatments can lead to severe complications, prolonged recovery,
or even death.
– Loss of Trust: When patients or their families experience or witness
identification errors, their trust in the healthcare system can be severely eroded.
This loss of trust can make patients hesitant to seek care in the future or follow
medical advice, potentially compromising their health.
– Professional Reputation: For healthcare professionals, being involved in an
identification error can have lasting implications on their reputation. Such errors
can lead to disciplinary actions, loss of licensure, or legal consequences.
– Legal and Financial Implications: Patient identification errors can result in
lawsuits, leading to significant financial penalties for healthcare institutions.
Beyond the direct costs of litigation, there's the potential for increased insurance
premiums and the costs associated with implementing corrective measures
– Operational Disruptions: Identification errors can disrupt the normal flow of
operations in a healthcare setting. They may necessitate additional tests,
procedures, or interventions to correct the error, leading to delays and
inefficiencies.
– Emotional Toll on Healthcare Providers: Realizing that one has been involved
in an identification error can be emotionally devastating for healthcare providers.
Feelings of guilt, anxiety, and doubt can lead to burnout and may even cause
some professionals to question their career choice.
– Increased Healthcare Costs: Beyond the direct costs associated with correcting
the error, there are indirect costs to consider. These might include extended
hospital stays, additional treatments, and the long-term care needs of patients
who experience complications due to the error.
– Regulatory and Accreditation Implications: Healthcare facilities are subject to
regulations and standards set by accrediting bodies. Identification errors can lead
to penalties, increased scrutiny, and potential challenges in maintaining
accreditation.
**## Why_Quality_and_Safety_Educati.pdf**
199The Journal of Continuing Education in Nursing · Vol 50, No 5, 2019
The Quality and Safety Education for Nurses
(QSEN) Collaboration formed in response to the
call from the Institute of Medicine (now the Na-
tional Academy of Medicine) to improve the quality and
safety of health care. That call to action identified five com-
petencies required by all health care providers to transform
the health care system, shifting the emphasis to include
patient-centered care, teamwork and collaboration, use of
evidence-based practice, quality improvement skills, and
the integrated use of informatics in the care provided for
patients (Institute of Medicine, 2003). Shortly afterward
in 2005, the QSEN collaboration, funded by the Robert
Wood Johnson Foundation and led by Linda Cronenwett,
adopted those five requisites, added safety as a sixth com-
petency, and the newly developed QSEN competencies
became the blueprint for nurse educators working to re-
channel the focus of formal nursing education programs
(Cronenwett et al., 2007). The QSEN competencies pro-
vided a clear structure designed to change the identity of
nursing from that of a task-oriented role to one driven by
the knowledge, skills, and attitudes (KSA) that underpin
quality and safety concepts.
What followed was 13 years of transformation as the
QSEN competencies were integrated into curriculum
plans and accreditation standards for schools of nursing.
QSEN provided resources and partnered with national
nursing organizations to support the implementation of
the competencies in nursing academia. In 2009, graduate-
level QSEN competencies that demonstrated enhanced
leadership KSAs were developed, but through all this, prac-
tice was slow to embrace the QSEN competencies. Dur-
ing this same time, practice saw the introduction of the
Hospital Value-Based Purchasing program implemented
by the Centers for Medicare & Medicaid Services (2018).
This program reimbursed hospitals based on quality of
care rather than quantity, thus driving efforts to improve
quality and safety within health care systems. The Joint
Commission Accreditation Standards supported hospitals
in meeting the regulatory requirements and Magnet® stan-
dards drove excellence. Through it all, the aims have always
been congruent between nursing practice and academia,
but the two have not always shared a common language or
understanding.
The work of Lyle-Edrosolo and Waxman (2016) has
been significant in bridging academia and practice. Us-
ing crosswalk methodology, they aligned the six QSEN
competencies, the Magnet® standards, and the Joint Com-
mission Accreditation Standards. This work demonstrates
the relationship among these three driving forces and how
nursing education framed in quality and safety aligns with
expectations for excellence in nursing practice. Although
the QSEN competencies were originally designed for nurs-
ing education, this work validates the QSEN competencies
as an effective framework to drive excellence and buttress
the lifelong learning required by nursing professionals to
ensure that the best care is provided to those who access
the health care system.
Nurses are the linchpin in achieving quality and safety
outcomes, and they are frequently viewed as the last de-
fense between the patient and potential errors (Sherwood
& Zomorodi, 2014). In order to champion for safer health
care for patients and to make an appreciable difference,
nurses need to be informed and educated about quality
and safety competencies (Sherwood & Zomorodi, 2014).
QSEN competencies serve as an appropriate framework
for education to address common issues confronting nurs-
ing practice, such as medication errors, pressure injuries,
and falls.
Why Quality and Safety Education for
Nurses (QSEN) Matters in Practice
guest editorial
Dr. Altmiller is Professor, Director of Quality and Safety Education
for Nurses (QSEN) Institute Regional Center at The College of New Jersey,
Ewing, New Jersey; and Ms. Hopkins-Pepe is Director, Nursing Education
and Professional Development, Einstein Healthcare Network, Philadelphia,
Pennsylvania.
The authors have disclosed no potential conflicts of interest, financial or
otherwise.
Address correspondence to Gerry Altmiller, EdD, APRN, ACNS-BC,
FAAN, Professor, Director of Quality and Safety Education for Nurses
(QSEN) Institute Regional Center at The College of New Jersey, 2000 Pen-
nington Road, Ewing, NJ 08628; e-mail: altmillg@tcnj.edu.
doi:10.3928/00220124-20190416-04
Authors: Gerry Altmiller, EdD, APRN, ACNS-BC, FAAN; and Loraine Hopkins-Pepe, MSN, RN, CCRN-K
200 Copyright © SLACK Incorporated
Continuing education and professional development
educators play a vital role in enhancing quality and safe-
ty in the practice setting. To improve care delivery and
achieve quality and safety goals, continuing education pro-
grams for nurses must be transformed to include expanded
content focused on quality and safety competencies (Sher-
wood, 2017). Integrating the QSEN competencies into
educational initiatives provides a standardized structure for
content development and clearly delineates objectives to
enhance the clarity of the material delivered. The QSEN
competencies provide an effective foundation for nurses to
influence and promote high-quality safe care.
QSEN competencies have served as the underpinning of
transition-to-practice programs but why not as the frame-
work for continuing education? Integrating the QSEN
competencies enables continuing education and profes-
sional development educators to emphasize the “why”
behind nursing interventions while also highlighting the
evidence driving care. Additionally, framing educational
offerings in the QSEN competencies allows all educators
to promote the universal language of quality and safety.
Finally, and perhaps most significantly, integrating the
QSEN competencies into practice-based education pro-
grams challenges educators to update and revitalize course
content. Continuing education and professional develop-
ment educators are often tasked with repeatedly teaching
the same required courses containing content that becomes
stagnant over time. By critically evaluating existing courses
and revising them to integrate the QSEN competencies,
these educators may begin teaching from a different lens,
shifting their focus from teaching tasks to teaching concepts
about how to influence and promote high-quality safe care.
Continuing education and professional development edu-
cators are influential in enhancing the quality and safety
of care delivery, and The Journal of Continuing Education
in Nursing will support QSEN competency implementa-
tion in practice through the Teaching Tips column, begin-
ning with this issue, by sharing strategies and ideas with
educators so that they may perform this work effectively.
Reframing continuing education programs in the QSEN
competencies supports the work of continuing education
and professional development educators as they work to
better highlight the critical impact of the nursing profes-
sion on quality care and patient outcomes.
REfERENcES
Center for Medicare & Medicaid Services. (2018). Hospital value-based
purchasing. Retrieved from https://www.cms.gov/Medicare/Quality-
Initiatives-Patient-Assessment-Instruments/Value-Based-Programs/
HVBP/Hospital-Value-Based-Purchasing.html
Cronenwett, L., Sherwood, G., Barnsteiner, J., Disch, J., Johnson, J.,
Mitchell, P., . . . & Warren, J. (2007). Quality and safety education for
nurses. Nursing Outlook, 55, 122-131.
Institute of Medicine. (2003). Health professions education: A bridge to
quality. Washington, DC: National Academies Press.
Lyle-Eldrosolo, G.L., & Waxman, K.T. (2016). Aligning healthcare safety
and quality competencies: Quality and Safety Education for Nurses
(QSEN), The Joint Commission, and American Nurses Credential-
ing Center (ANCC) Magnet® Standards Crosswalk. Nurse Leader, 14,
70-75.
Sherwood, G. (2017). Driving forces for quality and safety: Changing
mindsets to improve health care. In G. Sherwood & J. Barnsteiner
(Eds.), Quality and safety in nursing: A competency approach to improv-
ing outcomes (2nd ed., pp. 1-20). Hoboken, NJ: Wiley Blackwell.
Sherwood, G., & Zomorodi, M. (2014). A new mindset for quality and
safety: The QSEN competencies redefine nurses’ roles in practice. Ne-
phrology Nursing Journal, 41, 15-22.
Editor’s Note: This special guest editorial is presented as a beginning to a series in the Teaching Tips
column that focuses on QSEN (Quality and Safety Education for Nurses). This new emphasis is designed to
support nurses in practice as they enrich their knowledge, skills, and attitudes in addressing quality and safety
issues.
As The Journal of Continuing Education in Nursing celebrates our next half-century of editorial
excellence, we welcome manuscripts that describe the ways continuing education/professional development
educators prepare nurses with competencies for ensuring quality and safety in nursing care and demonstrate
the link to improved patient outcomes.
~ Patricia S. Yoder-Wise, RN, EdD, NEA-BC, ANEF, FANOL, FAAN
Reproduced with permission of copyright owner. Further reproduction prohibited
without permission.
**## Why_Quality_and_Safety_Educati.pdf**
199The Journal of Continuing Education in Nursing · Vol 50, No 5, 2019
The Quality and Safety Education for Nurses
(QSEN) Collaboration formed in response to the
call from the Institute of Medicine (now the Na-
tional Academy of Medicine) to improve the quality and
safety of health care. That call to action identified five com-
petencies required by all health care providers to transform
the health care system, shifting the emphasis to include
patient-centered care, teamwork and collaboration, use of
evidence-based practice, quality improvement skills, and
the integrated use of informatics in the care provided for
patients (Institute of Medicine, 2003). Shortly afterward
in 2005, the QSEN collaboration, funded by the Robert
Wood Johnson Foundation and led by Linda Cronenwett,
adopted those five requisites, added safety as a sixth com-
petency, and the newly developed QSEN competencies
became the blueprint for nurse educators working to re-
channel the focus of formal nursing education programs
(Cronenwett et al., 2007). The QSEN competencies pro-
vided a clear structure designed to change the identity of
nursing from that of a task-oriented role to one driven by
the knowledge, skills, and attitudes (KSA) that underpin
quality and safety concepts.
What followed was 13 years of transformation as the
QSEN competencies were integrated into curriculum
plans and accreditation standards for schools of nursing.
QSEN provided resources and partnered with national
nursing organizations to support the implementation of
the competencies in nursing academia. In 2009, graduate-
level QSEN competencies that demonstrated enhanced
leadership KSAs were developed, but through all this, prac-
tice was slow to embrace the QSEN competencies. Dur-
ing this same time, practice saw the introduction of the
Hospital Value-Based Purchasing program implemented
by the Centers for Medicare & Medicaid Services (2018).
This program reimbursed hospitals based on quality of
care rather than quantity, thus driving efforts to improve
quality and safety within health care systems. The Joint
Commission Accreditation Standards supported hospitals
in meeting the regulatory requirements and Magnet® stan-
dards drove excellence. Through it all, the aims have always
been congruent between nursing practice and academia,
but the two have not always shared a common language or
understanding.
The work of Lyle-Edrosolo and Waxman (2016) has
been significant in bridging academia and practice. Us-
ing crosswalk methodology, they aligned the six QSEN
competencies, the Magnet® standards, and the Joint Com-
mission Accreditation Standards. This work demonstrates
the relationship among these three driving forces and how
nursing education framed in quality and safety aligns with
expectations for excellence in nursing practice. Although
the QSEN competencies were originally designed for nurs-
ing education, this work validates the QSEN competencies
as an effective framework to drive excellence and buttress
the lifelong learning required by nursing professionals to
ensure that the best care is provided to those who access
the health care system.
Nurses are the linchpin in achieving quality and safety
outcomes, and they are frequently viewed as the last de-
fense between the patient and potential errors (Sherwood
& Zomorodi, 2014). In order to champion for safer health
care for patients and to make an appreciable difference,
nurses need to be informed and educated about quality
and safety competencies (Sherwood & Zomorodi, 2014).
QSEN competencies serve as an appropriate framework
for education to address common issues confronting nurs-
ing practice, such as medication errors, pressure injuries,
and falls.
Why Quality and Safety Education for
Nurses (QSEN) Matters in Practice
guest editorial
Dr. Altmiller is Professor, Director of Quality and Safety Education
for Nurses (QSEN) Institute Regional Center at The College of New Jersey,
Ewing, New Jersey; and Ms. Hopkins-Pepe is Director, Nursing Education
and Professional Development, Einstein Healthcare Network, Philadelphia,
Pennsylvania.
The authors have disclosed no potential conflicts of interest, financial or
otherwise.
Address correspondence to Gerry Altmiller, EdD, APRN, ACNS-BC,
FAAN, Professor, Director of Quality and Safety Education for Nurses
(QSEN) Institute Regional Center at The College of New Jersey, 2000 Pen-
nington Road, Ewing, NJ 08628; e-mail: altmillg@tcnj.edu.
doi:10.3928/00220124-20190416-04
Authors: Gerry Altmiller, EdD, APRN, ACNS-BC, FAAN; and Loraine Hopkins-Pepe, MSN, RN, CCRN-K
200 Copyright © SLACK Incorporated
Continuing education and professional development
educators play a vital role in enhancing quality and safe-
ty in the practice setting. To improve care delivery and
achieve quality and safety goals, continuing education pro-
grams for nurses must be transformed to include expanded
content focused on quality and safety competencies (Sher-
wood, 2017). Integrating the QSEN competencies into
educational initiatives provides a standardized structure for
content development and clearly delineates objectives to
enhance the clarity of the material delivered. The QSEN
competencies provide an effective foundation for nurses to
influence and promote high-quality safe care.
QSEN competencies have served as the underpinning of
transition-to-practice programs but why not as the frame-
work for continuing education? Integrating the QSEN
competencies enables continuing education and profes-
sional development educators to emphasize the “why”
behind nursing interventions while also highlighting the
evidence driving care. Additionally, framing educational
offerings in the QSEN competencies allows all educators
to promote the universal language of quality and safety.
Finally, and perhaps most significantly, integrating the
QSEN competencies into practice-based education pro-
grams challenges educators to update and revitalize course
content. Continuing education and professional develop-
ment educators are often tasked with repeatedly teaching
the same required courses containing content that becomes
stagnant over time. By critically evaluating existing courses
and revising them to integrate the QSEN competencies,
these educators may begin teaching from a different lens,
shifting their focus from teaching tasks to teaching concepts
about how to influence and promote high-quality safe care.
Continuing education and professional development edu-
cators are influential in enhancing the quality and safety
of care delivery, and The Journal of Continuing Education
in Nursing will support QSEN competency implementa-
tion in practice through the Teaching Tips column, begin-
ning with this issue, by sharing strategies and ideas with
educators so that they may perform this work effectively.
Reframing continuing education programs in the QSEN
competencies supports the work of continuing education
and professional development educators as they work to
better highlight the critical impact of the nursing profes-
sion on quality care and patient outcomes.
REfERENcES
Center for Medicare & Medicaid Services. (2018). Hospital value-based
purchasing. Retrieved from https://www.cms.gov/Medicare/Quality-
Initiatives-Patient-Assessment-Instruments/Value-Based-Programs/
HVBP/Hospital-Value-Based-Purchasing.html
Cronenwett, L., Sherwood, G., Barnsteiner, J., Disch, J., Johnson, J.,
Mitchell, P., . . . & Warren, J. (2007). Quality and safety education for
nurses. Nursing Outlook, 55, 122-131.
Institute of Medicine. (2003). Health professions education: A bridge to
quality. Washington, DC: National Academies Press.
Lyle-Eldrosolo, G.L., & Waxman, K.T. (2016). Aligning healthcare safety
and quality competencies: Quality and Safety Education for Nurses
(QSEN), The Joint Commission, and American Nurses Credential-
ing Center (ANCC) Magnet® Standards Crosswalk. Nurse Leader, 14,
70-75.
Sherwood, G. (2017). Driving forces for quality and safety: Changing
mindsets to improve health care. In G. Sherwood & J. Barnsteiner
(Eds.), Quality and safety in nursing: A competency approach to improv-
ing outcomes (2nd ed., pp. 1-20). Hoboken, NJ: Wiley Blackwell.
Sherwood, G., & Zomorodi, M. (2014). A new mindset for quality and
safety: The QSEN competencies redefine nurses’ roles in practice. Ne-
phrology Nursing Journal, 41, 15-22.
Editor’s Note: This special guest editorial is presented as a beginning to a series in the Teaching Tips
column that focuses on QSEN (Quality and Safety Education for Nurses). This new emphasis is designed to
support nurses in practice as they enrich their knowledge, skills, and attitudes in addressing quality and safety
issues.
As The Journal of Continuing Education in Nursing celebrates our next half-century of editorial
excellence, we welcome manuscripts that describe the ways continuing education/professional development
educators prepare nurses with competencies for ensuring quality and safety in nursing care and demonstrate
the link to improved patient outcomes.
~ Patricia S. Yoder-Wise, RN, EdD, NEA-BC, ANEF, FANOL, FAAN
Reproduced with permission of copyright owner. Further reproduction prohibited
without permission.
**## assessment1Instruction.pdf**
For this assessment, you will develop a 3 page paper that examines a safety quality
issue in a health care setting. You will analyze the issue and examine potential
evidence-based and best-practice solutions from the literature as well as the role of
nurses and other stakeholders in addressing the issue.
Criterion:
1. Explains factors leading to a specific patient-safety risk in a health care setting.
Makes reference to specific data, evidence, or standards to illustrate the safety
risk.
2. Explains evidence-based and best practice solutions to improve patient safety
and reduce costs. Makes explicit reference to scholarly or professional resources
to support explanation.
3. Explains how nurses can help coordinate care to increase patient safety and
reduce costs, providing specific examples related to a patient safety risk.
4. Identifies stakeholders with whom nurses would need to coordinate to drive
quality and safety enhancements with a specific safety quality issue, noting the
relevance and potential importance of the stakeholders.
5. Organizes content with a clear purpose. Content flows logically with smooth
transitions using coherent paragraphs, correct grammar or punctuation, word
choice, and free of spelling errors.
6. Apply APA formatting to in-text citations and references exhibiting nearly
flawless adherence to APA format. Exhibits strict and flawless adherence to
APA formatting of headings, in-text citations, and references. Quotes and
paraphrases correctly.
**## Assessment01EnhancingQualityandSafety.pdf**
Assessment 01 – Enhancing Quality and Safety
For this assessment, you will develop a 3–5-page paper that examines a safety quality issue in
a health care setting. You will analyze the issue and examine potential evidence-based and
best-practice solutions from the literature as well as the role of nurses and other stakeholders in
addressing the issue.
Before you complete the instructions detailed in the courseroom, first select one of the safety
quality issues below to analyze for this assessment. After you have selected one of the issues
from the list below, return to the detailed instructions in the courseroom to complete your
assessment.
● LGBTQ+ and Transgender-Specific Care Needs: LGBTQ+ and transgender
individuals often face unique health challenges and disparities. A lack of knowledge or
sensitivity toward their specific needs can lead to inadequate care, discrimination, and
even avoidable health complications. Here's why addressing understanding and
addressing the specific needs of these populations is essential:
– Affirmation and Respect: Using correct pronouns, names, and understanding
the specific health needs of transgender and LGBTQ+ individuals can create an
environment of respect and affirmation. This respect is foundational to building
trust and ensuring that patients feel safe and understood in healthcare settings.
– Mental and Emotional Well-being: Due to societal stigmas and discrimination,
LGBTQ+ and transgender individuals may face higher rates of anxiety,
depression, and other mental health challenges. Being sensitive to these needs
and providing appropriate support is crucial for holistic care.
– Addressing Health Disparities: LGBTQ+ and transgender individuals might be
at higher risk for certain health issues. For instance, transgender women might
be at a higher risk for HIV/AIDS, while lesbian and bisexual women may be at a
higher risk for certain cancers. Knowledge of these disparities can guide
preventive care, screenings, and early interventions.
– Gender-Affirming Care: Transgender individuals might seek various medical
interventions as part of their transition, such as hormone therapies or surgeries.
Understanding the medical and emotional aspects of these treatments is crucial
for providing comprehensive care.
– Avoiding Discrimination: Discrimination or bias, whether overt or subtle, can
deter LGBTQ+ and transgender individuals from seeking care, adhering to
medical advice, or disclosing essential information about their health. Ensuring
an inclusive and non-discriminatory environment is vital for effective care
delivery.
– Sexual and Reproductive Health: LGBTQ+ individuals often face barriers in
accessing sexual and reproductive health services. Being knowledgeable and
non-judgmental about diverse sexual orientations and practices can lead to better
patient education and care in this domain.
– Social and Community Support: Recognizing the importance of community and
chosen family for many LGBTQ+ and transgender individuals can guide care
plans, especially when considering mental health support or discharge planning.
– Legal and Ethical Considerations: In many regions, there are legal protections
in place to ensure non-discrimination based on sexual orientation or gender
identity. Being aware of these protections is not only a legal obligation but an
ethical one, ensuring that all patients receive equitable care.
● Patient Identification Errors in Healthcare: Ensuring the correct identification of
patients is a foundational aspect of safe healthcare delivery. When errors occur in this
basic step, the ripple effects can be catastrophic. Here's why understanding and
preventing patient identification errors is essential:
– Patient Safety and Well-being: The most immediate and alarming consequence
of patient identification errors is the potential harm to the patient. Administering
the wrong medication, performing surgery on the wrong site, or providing
inappropriate treatments can lead to severe complications, prolonged recovery,
or even death.
– Loss of Trust: When patients or their families experience or witness
identification errors, their trust in the healthcare system can be severely eroded.
This loss of trust can make patients hesitant to seek care in the future or follow
medical advice, potentially compromising their health.
– Professional Reputation: For healthcare professionals, being involved in an
identification error can have lasting implications on their reputation. Such errors
can lead to disciplinary actions, loss of licensure, or legal consequences.
– Legal and Financial Implications: Patient identification errors can result in
lawsuits, leading to significant financial penalties for healthcare institutions.
Beyond the direct costs of litigation, there's the potential for increased insurance
premiums and the costs associated with implementing corrective measures
– Operational Disruptions: Identification errors can disrupt the normal flow of
operations in a healthcare setting. They may necessitate additional tests,
procedures, or interventions to correct the error, leading to delays and
inefficiencies.
– Emotional Toll on Healthcare Providers: Realizing that one has been involved
in an identification error can be emotionally devastating for healthcare providers.
Feelings of guilt, anxiety, and doubt can lead to burnout and may even cause
some professionals to question their career choice.
– Increased Healthcare Costs: Beyond the direct costs associated with correcting
the error, there are indirect costs to consider. These might include extended
hospital stays, additional treatments, and the long-term care needs of patients
who experience complications due to the error.
– Regulatory and Accreditation Implications: Healthcare facilities are subject to
regulations and standards set by accrediting bodies. Identification errors can lead
to penalties, increased scrutiny, and potential challenges in maintaining
accreditation.
**## Why_Quality_and_Safety_Educati.pdf**
199The Journal of Continuing Education in Nursing · Vol 50, No 5, 2019
The Quality and Safety Education for Nurses
(QSEN) Collaboration formed in response to the
call from the Institute of Medicine (now the Na-
tional Academy of Medicine) to improve the quality and
safety of health care. That call to action identified five com-
petencies required by all health care providers to transform
the health care system, shifting the emphasis to include
patient-centered care, teamwork and collaboration, use of
evidence-based practice, quality improvement skills, and
the integrated use of informatics in the care provided for
patients (Institute of Medicine, 2003). Shortly afterward
in 2005, the QSEN collaboration, funded by the Robert
Wood Johnson Foundation and led by Linda Cronenwett,
adopted those five requisites, added safety as a sixth com-
petency, and the newly developed QSEN competencies
became the blueprint for nurse educators working to re-
channel the focus of formal nursing education programs
(Cronenwett et al., 2007). The QSEN competencies pro-
vided a clear structure designed to change the identity of
nursing from that of a task-oriented role to one driven by
the knowledge, skills, and attitudes (KSA) that underpin
quality and safety concepts.
What followed was 13 years of transformation as the
QSEN competencies were integrated into curriculum
plans and accreditation standards for schools of nursing.
QSEN provided resources and partnered with national
nursing organizations to support the implementation of
the competencies in nursing academia. In 2009, graduate-
level QSEN competencies that demonstrated enhanced
leadership KSAs were developed, but through all this, prac-
tice was slow to embrace the QSEN competencies. Dur-
ing this same time, practice saw the introduction of the
Hospital Value-Based Purchasing program implemented
by the Centers for Medicare & Medicaid Services (2018).
This program reimbursed hospitals based on quality of
care rather than quantity, thus driving efforts to improve
quality and safety within health care systems. The Joint
Commission Accreditation Standards supported hospitals
in meeting the regulatory requirements and Magnet® stan-
dards drove excellence. Through it all, the aims have always
been congruent between nursing practice and academia,
but the two have not always shared a common language or
understanding.
The work of Lyle-Edrosolo and Waxman (2016) has
been significant in bridging academia and practice. Us-
ing crosswalk methodology, they aligned the six QSEN
competencies, the Magnet® standards, and the Joint Com-
mission Accreditation Standards. This work demonstrates
the relationship among these three driving forces and how
nursing education framed in quality and safety aligns with
expectations for excellence in nursing practice. Although
the QSEN competencies were originally designed for nurs-
ing education, this work validates the QSEN competencies
as an effective framework to drive excellence and buttress
the lifelong learning required by nursing professionals to
ensure that the best care is provided to those who access
the health care system.
Nurses are the linchpin in achieving quality and safety
outcomes, and they are frequently viewed as the last de-
fense between the patient and potential errors (Sherwood
& Zomorodi, 2014). In order to champion for safer health
care for patients and to make an appreciable difference,
nurses need to be informed and educated about quality
and safety competencies (Sherwood & Zomorodi, 2014).
QSEN competencies serve as an appropriate framework
for education to address common issues confronting nurs-
ing practice, such as medication errors, pressure injuries,
and falls.
Why Quality and Safety Education for
Nurses (QSEN) Matters in Practice
guest editorial
Dr. Altmiller is Professor, Director of Quality and Safety Education
for Nurses (QSEN) Institute Regional Center at The College of New Jersey,
Ewing, New Jersey; and Ms. Hopkins-Pepe is Director, Nursing Education
and Professional Development, Einstein Healthcare Network, Philadelphia,
Pennsylvania.
The authors have disclosed no potential conflicts of interest, financial or
otherwise.
Address correspondence to Gerry Altmiller, EdD, APRN, ACNS-BC,
FAAN, Professor, Director of Quality and Safety Education for Nurses
(QSEN) Institute Regional Center at The College of New Jersey, 2000 Pen-
nington Road, Ewing, NJ 08628; e-mail: altmillg@tcnj.edu.
doi:10.3928/00220124-20190416-04
Authors: Gerry Altmiller, EdD, APRN, ACNS-BC, FAAN; and Loraine Hopkins-Pepe, MSN, RN, CCRN-K
200 Copyright © SLACK Incorporated
Continuing education and professional development
educators play a vital role in enhancing quality and safe-
ty in the practice setting. To improve care delivery and
achieve quality and safety goals, continuing education pro-
grams for nurses must be transformed to include expanded
content focused on quality and safety competencies (Sher-
wood, 2017). Integrating the QSEN competencies into
educational initiatives provides a standardized structure for
content development and clearly delineates objectives to
enhance the clarity of the material delivered. The QSEN
competencies provide an effective foundation for nurses to
influence and promote high-quality safe care.
QSEN competencies have served as the underpinning of
transition-to-practice programs but why not as the frame-
work for continuing education? Integrating the QSEN
competencies enables continuing education and profes-
sional development educators to emphasize the “why”
behind nursing interventions while also highlighting the
evidence driving care. Additionally, framing educational
offerings in the QSEN competencies allows all educators
to promote the universal language of quality and safety.
Finally, and perhaps most significantly, integrating the
QSEN competencies into practice-based education pro-
grams challenges educators to update and revitalize course
content. Continuing education and professional develop-
ment educators are often tasked with repeatedly teaching
the same required courses containing content that becomes
stagnant over time. By critically evaluating existing courses
and revising them to integrate the QSEN competencies,
these educators may begin teaching from a different lens,
shifting their focus from teaching tasks to teaching concepts
about how to influence and promote high-quality safe care.
Continuing education and professional development edu-
cators are influential in enhancing the quality and safety
of care delivery, and The Journal of Continuing Education
in Nursing will support QSEN competency implementa-
tion in practice through the Teaching Tips column, begin-
ning with this issue, by sharing strategies and ideas with
educators so that they may perform this work effectively.
Reframing continuing education programs in the QSEN
competencies supports the work of continuing education
and professional development educators as they work to
better highlight the critical impact of the nursing profes-
sion on quality care and patient outcomes.
REfERENcES
Center for Medicare & Medicaid Services. (2018). Hospital value-based
purchasing. Retrieved from https://www.cms.gov/Medicare/Quality-
Initiatives-Patient-Assessment-Instruments/Value-Based-Programs/
HVBP/Hospital-Value-Based-Purchasing.html
Cronenwett, L., Sherwood, G., Barnsteiner, J., Disch, J., Johnson, J.,
Mitchell, P., . . . & Warren, J. (2007). Quality and safety education for
nurses. Nursing Outlook, 55, 122-131.
Institute of Medicine. (2003). Health professions education: A bridge to
quality. Washington, DC: National Academies Press.
Lyle-Eldrosolo, G.L., & Waxman, K.T. (2016). Aligning healthcare safety
and quality competencies: Quality and Safety Education for Nurses
(QSEN), The Joint Commission, and American Nurses Credential-
ing Center (ANCC) Magnet® Standards Crosswalk. Nurse Leader, 14,
70-75.
Sherwood, G. (2017). Driving forces for quality and safety: Changing
mindsets to improve health care. In G. Sherwood & J. Barnsteiner
(Eds.), Quality and safety in nursing: A competency approach to improv-
ing outcomes (2nd ed., pp. 1-20). Hoboken, NJ: Wiley Blackwell.
Sherwood, G., & Zomorodi, M. (2014). A new mindset for quality and
safety: The QSEN competencies redefine nurses’ roles in practice. Ne-
phrology Nursing Journal, 41, 15-22.
Editor’s Note: This special guest editorial is presented as a beginning to a series in the Teaching Tips
column that focuses on QSEN (Quality and Safety Education for Nurses). This new emphasis is designed to
support nurses in practice as they enrich their knowledge, skills, and attitudes in addressing quality and safety
issues.
As The Journal of Continuing Education in Nursing celebrates our next half-century of editorial
excellence, we welcome manuscripts that describe the ways continuing education/professional development
educators prepare nurses with competencies for ensuring quality and safety in nursing care and demonstrate
the link to improved patient outcomes.
~ Patricia S. Yoder-Wise, RN, EdD, NEA-BC, ANEF, FANOL, FAAN
Reproduced with permission of copyright owner. Further reproduction prohibited
without permission.
**## assessment1Instruction.pdf**
For this assessment, you will develop a 3 page paper that examines a safety quality
issue in a health care setting. You will analyze the issue and examine potential
evidence-based and best-practice solutions from the literature as well as the role of
nurses and other stakeholders in addressing the issue.
Criterion:
1. Explains factors leading to a specific patient-safety risk in a health care setting.
Makes reference to specific data, evidence, or standards to illustrate the safety
risk.
2. Explains evidence-based and best practice solutions to improve patient safety
and reduce costs. Makes explicit reference to scholarly or professional resources
to support explanation.
3. Explains how nurses can help coordinate care to increase patient safety and
reduce costs, providing specific examples related to a patient safety risk.
4. Identifies stakeholders with whom nurses would need to coordinate to drive
quality and safety enhancements with a specific safety quality issue, noting the
relevance and potential importance of the stakeholders.
5. Organizes content with a clear purpose. Content flows logically with smooth
transitions using coherent paragraphs, correct grammar or punctuation, word
choice, and free of spelling errors.
6. Apply APA formatting to in-text citations and references exhibiting nearly
flawless adherence to APA format. Exhibits strict and flawless adherence to
APA formatting of headings, in-text citations, and references. Quotes and
paraphrases correctly.
**## Assessment01EnhancingQualityandSafety.pdf**
Assessment 01 – Enhancing Quality and Safety
For this assessment, you will develop a 3–5-page paper that examines a safety quality issue in
a health care setting. You will analyze the issue and examine potential evidence-based and
best-practice solutions from the literature as well as the role of nurses and other stakeholders in
addressing the issue.
Before you complete the instructions detailed in the courseroom, first select one of the safety
quality issues below to analyze for this assessment. After you have selected one of the issues
from the list below, return to the detailed instructions in the courseroom to complete your
assessment.
● LGBTQ+ and Transgender-Specific Care Needs: LGBTQ+ and transgender
individuals often face unique health challenges and disparities. A lack of knowledge or
sensitivity toward their specific needs can lead to inadequate care, discrimination, and
even avoidable health complications. Here's why addressing understanding and
addressing the specific needs of these populations is essential:
– Affirmation and Respect: Using correct pronouns, names, and understanding
the specific health needs of transgender and LGBTQ+ individuals can create an
environment of respect and affirmation. This respect is foundational to building
trust and ensuring that patients feel safe and understood in healthcare settings.
– Mental and Emotional Well-being: Due to societal stigmas and discrimination,
LGBTQ+ and transgender individuals may face higher rates of anxiety,
depression, and other mental health challenges. Being sensitive to these needs
and providing appropriate support is crucial for holistic care.
– Addressing Health Disparities: LGBTQ+ and transgender individuals might be
at higher risk for certain health issues. For instance, transgender women might
be at a higher risk for HIV/AIDS, while lesbian and bisexual women may be at a
higher risk for certain cancers. Knowledge of these disparities can guide
preventive care, screenings, and early interventions.
– Gender-Affirming Care: Transgender individuals might seek various medical
interventions as part of their transition, such as hormone therapies or surgeries.
Understanding the medical and emotional aspects of these treatments is crucial
for providing comprehensive care.
– Avoiding Discrimination: Discrimination or bias, whether overt or subtle, can
deter LGBTQ+ and transgender individuals from seeking care, adhering to
medical advice, or disclosing essential information about their health. Ensuring
an inclusive and non-discriminatory environment is vital for effective care
delivery.
– Sexual and Reproductive Health: LGBTQ+ individuals often face barriers in
accessing sexual and reproductive health services. Being knowledgeable and
non-judgmental about diverse sexual orientations and practices can lead to better
patient education and care in this domain.
– Social and Community Support: Recognizing the importance of community and
chosen family for many LGBTQ+ and transgender individuals can guide care
plans, especially when considering mental health support or discharge planning.
– Legal and Ethical Considerations: In many regions, there are legal protections
in place to ensure non-discrimination based on sexual orientation or gender
identity. Being aware of these protections is not only a legal obligation but an
ethical one, ensuring that all patients receive equitable care.
● Patient Identification Errors in Healthcare: Ensuring the correct identification of
patients is a foundational aspect of safe healthcare delivery. When errors occur in this
basic step, the ripple effects can be catastrophic. Here's why understanding and
preventing patient identification errors is essential:
– Patient Safety and Well-being: The most immediate and alarming consequence
of patient identification errors is the potential harm to the patient. Administering
the wrong medication, performing surgery on the wrong site, or providing
inappropriate treatments can lead to severe complications, prolonged recovery,
or even death.
– Loss of Trust: When patients or their families experience or witness
identification errors, their trust in the healthcare system can be severely eroded.
This loss of trust can make patients hesitant to seek care in the future or follow
medical advice, potentially compromising their health.
– Professional Reputation: For healthcare professionals, being involved in an
identification error can have lasting implications on their reputation. Such errors
can lead to disciplinary actions, loss of licensure, or legal consequences.
– Legal and Financial Implications: Patient identification errors can result in
lawsuits, leading to significant financial penalties for healthcare institutions.
Beyond the direct costs of litigation, there's the potential for increased insurance
premiums and the costs associated with implementing corrective measures
– Operational Disruptions: Identification errors can disrupt the normal flow of
operations in a healthcare setting. They may necessitate additional tests,
procedures, or interventions to correct the error, leading to delays and
inefficiencies.
– Emotional Toll on Healthcare Providers: Realizing that one has been involved
in an identification error can be emotionally devastating for healthcare providers.
Feelings of guilt, anxiety, and doubt can lead to burnout and may even cause
some professionals to question their career choice.
– Increased Healthcare Costs: Beyond the direct costs associated with correcting
the error, there are indirect costs to consider. These might include extended
hospital stays, additional treatments, and the long-term care needs of patients
who experience complications due to the error.
– Regulatory and Accreditation Implications: Healthcare facilities are subject to
regulations and standards set by accrediting bodies. Identification errors can lead
to penalties, increased scrutiny, and potential challenges in maintaining
accreditation.
**## Why_Quality_and_Safety_Educati.pdf**
199The Journal of Continuing Education in Nursing · Vol 50, No 5, 2019
The Quality and Safety Education for Nurses
(QSEN) Collaboration formed in response to the
call from the Institute of Medicine (now the Na-
tional Academy of Medicine) to improve the quality and
safety of health care. That call to action identified five com-
petencies required by all health care providers to transform
the health care system, shifting the emphasis to include
patient-centered care, teamwork and collaboration, use of
evidence-based practice, quality improvement skills, and
the integrated use of informatics in the care provided for
patients (Institute of Medicine, 2003). Shortly afterward
in 2005, the QSEN collaboration, funded by the Robert
Wood Johnson Foundation and led by Linda Cronenwett,
adopted those five requisites, added safety as a sixth com-
petency, and the newly developed QSEN competencies
became the blueprint for nurse educators working to re-
channel the focus of formal nursing education programs
(Cronenwett et al., 2007). The QSEN competencies pro-
vided a clear structure designed to change the identity of
nursing from that of a task-oriented role to one driven by
the knowledge, skills, and attitudes (KSA) that underpin
quality and safety concepts.
What followed was 13 years of transformation as the
QSEN competencies were integrated into curriculum
plans and accreditation standards for schools of nursing.
QSEN provided resources and partnered with national
nursing organizations to support the implementation of
the competencies in nursing academia. In 2009, graduate-
level QSEN competencies that demonstrated enhanced
leadership KSAs were developed, but through all this, prac-
tice was slow to embrace the QSEN competencies. Dur-
ing this same time, practice saw the introduction of the
Hospital Value-Based Purchasing program implemented
by the Centers for Medicare & Medicaid Services (2018).
This program reimbursed hospitals based on quality of
care rather than quantity, thus driving efforts to improve
quality and safety within health care systems. The Joint
Commission Accreditation Standards supported hospitals
in meeting the regulatory requirements and Magnet® stan-
dards drove excellence. Through it all, the aims have always
been congruent between nursing practice and academia,
but the two have not always shared a common language or
understanding.
The work of Lyle-Edrosolo and Waxman (2016) has
been significant in bridging academia and practice. Us-
ing crosswalk methodology, they aligned the six QSEN
competencies, the Magnet® standards, and the Joint Com-
mission Accreditation Standards. This work demonstrates
the relationship among these three driving forces and how
nursing education framed in quality and safety aligns with
expectations for excellence in nursing practice. Although
the QSEN competencies were originally designed for nurs-
ing education, this work validates the QSEN competencies
as an effective framework to drive excellence and buttress
the lifelong learning required by nursing professionals to
ensure that the best care is provided to those who access
the health care system.
Nurses are the linchpin in achieving quality and safety
outcomes, and they are frequently viewed as the last de-
fense between the patient and potential errors (Sherwood
& Zomorodi, 2014). In order to champion for safer health
care for patients and to make an appreciable difference,
nurses need to be informed and educated about quality
and safety competencies (Sherwood & Zomorodi, 2014).
QSEN competencies serve as an appropriate framework
for education to address common issues confronting nurs-
ing practice, such as medication errors, pressure injuries,
and falls.
Why Quality and Safety Education for
Nurses (QSEN) Matters in Practice
guest editorial
Dr. Altmiller is Professor, Director of Quality and Safety Education
for Nurses (QSEN) Institute Regional Center at The College of New Jersey,
Ewing, New Jersey; and Ms. Hopkins-Pepe is Director, Nursing Education
and Professional Development, Einstein Healthcare Network, Philadelphia,
Pennsylvania.
The authors have disclosed no potential conflicts of interest, financial or
otherwise.
Address correspondence to Gerry Altmiller, EdD, APRN, ACNS-BC,
FAAN, Professor, Director of Quality and Safety Education for Nurses
(QSEN) Institute Regional Center at The College of New Jersey, 2000 Pen-
nington Road, Ewing, NJ 08628; e-mail: altmillg@tcnj.edu.
doi:10.3928/00220124-20190416-04
Authors: Gerry Altmiller, EdD, APRN, ACNS-BC, FAAN; and Loraine Hopkins-Pepe, MSN, RN, CCRN-K
200 Copyright © SLACK Incorporated
Continuing education and professional development
educators play a vital role in enhancing quality and safe-
ty in the practice setting. To improve care delivery and
achieve quality and safety goals, continuing education pro-
grams for nurses must be transformed to include expanded
content focused on quality and safety competencies (Sher-
wood, 2017). Integrating the QSEN competencies into
educational initiatives provides a standardized structure for
content development and clearly delineates objectives to
enhance the clarity of the material delivered. The QSEN
competencies provide an effective foundation for nurses to
influence and promote high-quality safe care.
QSEN competencies have served as the underpinning of
transition-to-practice programs but why not as the frame-
work for continuing education? Integrating the QSEN
competencies enables continuing education and profes-
sional development educators to emphasize the “why”
behind nursing interventions while also highlighting the
evidence driving care. Additionally, framing educational
offerings in the QSEN competencies allows all educators
to promote the universal language of quality and safety.
Finally, and perhaps most significantly, integrating the
QSEN competencies into practice-based education pro-
grams challenges educators to update and revitalize course
content. Continuing education and professional develop-
ment educators are often tasked with repeatedly teaching
the same required courses containing content that becomes
stagnant over time. By critically evaluating existing courses
and revising them to integrate the QSEN competencies,
these educators may begin teaching from a different lens,
shifting their focus from teaching tasks to teaching concepts
about how to influence and promote high-quality safe care.
Continuing education and professional development edu-
cators are influential in enhancing the quality and safety
of care delivery, and The Journal of Continuing Education
in Nursing will support QSEN competency implementa-
tion in practice through the Teaching Tips column, begin-
ning with this issue, by sharing strategies and ideas with
educators so that they may perform this work effectively.
Reframing continuing education programs in the QSEN
competencies supports the work of continuing education
and professional development educators as they work to
better highlight the critical impact of the nursing profes-
sion on quality care and patient outcomes.
REfERENcES
Center for Medicare & Medicaid Services. (2018). Hospital value-based
purchasing. Retrieved from https://www.cms.gov/Medicare/Quality-
Initiatives-Patient-Assessment-Instruments/Value-Based-Programs/
HVBP/Hospital-Value-Based-Purchasing.html
Cronenwett, L., Sherwood, G., Barnsteiner, J., Disch, J., Johnson, J.,
Mitchell, P., . . . & Warren, J. (2007). Quality and safety education for
nurses. Nursing Outlook, 55, 122-131.
Institute of Medicine. (2003). Health professions education: A bridge to
quality. Washington, DC: National Academies Press.
Lyle-Eldrosolo, G.L., & Waxman, K.T. (2016). Aligning healthcare safety
and quality competencies: Quality and Safety Education for Nurses
(QSEN), The Joint Commission, and American Nurses Credential-
ing Center (ANCC) Magnet® Standards Crosswalk. Nurse Leader, 14,
70-75.
Sherwood, G. (2017). Driving forces for quality and safety: Changing
mindsets to improve health care. In G. Sherwood & J. Barnsteiner
(Eds.), Quality and safety in nursing: A competency approach to improv-
ing outcomes (2nd ed., pp. 1-20). Hoboken, NJ: Wiley Blackwell.
Sherwood, G., & Zomorodi, M. (2014). A new mindset for quality and
safety: The QSEN competencies redefine nurses’ roles in practice. Ne-
phrology Nursing Journal, 41, 15-22.
Editor’s Note: This special guest editorial is presented as a beginning to a series in the Teaching Tips
column that focuses on QSEN (Quality and Safety Education for Nurses). This new emphasis is designed to
support nurses in practice as they enrich their knowledge, skills, and attitudes in addressing quality and safety
issues.
As The Journal of Continuing Education in Nursing celebrates our next half-century of editorial
excellence, we welcome manuscripts that describe the ways continuing education/professional development
educators prepare nurses with competencies for ensuring quality and safety in nursing care and demonstrate
the link to improved patient outcomes.
~ Patricia S. Yoder-Wise, RN, EdD, NEA-BC, ANEF, FANOL, FAAN
Reproduced with permission of copyright owner. Further reproduction prohibited
without permission.