1. Partnership between Academia and Practice: Integration of QSEN Competency and Joy

2. Capstone Design
Unique feature: all of the students in the program are employed through one integrated healthcare organization
The University, in partnership with the healthcare system, created a connection between practice and quality
Incorporated Capstone Project in the online hybrid RN-BSN Completion Program over three-semesters
Used QSEN competency to integrate academia and practice
(Quality and Safety Education for Nurses, [QSEN], 2014).

3. Purpose
Nurses can experience a disconnect between quality improvement processes and their daily nursing practices
We wanted to create a connection between practice and quality
Every class needs a theoretical base to inform and support; we selected QSEN’s FOCUS- PDSA methodology
Intra-and inter-professional teamwork expertise with quality improvement as a central focus is emphasized throughout the Capstone project
We wanted our students to have a practical tool to use in their workplaces

4. Pre-Capstone work Practice
Tie academia to the workplace – Faculty member(s) meet with local Nurse Managers or Senior Nursing Leaders to ask what their needs are related to Quality Improvement processes
Topic list is developed
Academia
Prior to beginning the Capstone process, students are encouraged to review pre-approved topic list and talk with their Nurse Manager about potential projects

5. 2016-2017 Topic List: Nursing Quality Indicators (Approved by Regional Chief Nursing Officers)
Hospital acquired pressure ulcers (HAPU)
Patient falls – with injury
Catheter associated urinary tract infection (CAUTI)
Central line associated bloodstream infections (CLABSI)
Patient handovers
Surgical site infections including colorectal and/or hysterectomy
Sepsis
Delirium
Venous thromboembolism (VTE)
Other topic: _____________ (must receive approval from the student’s Manager and/or Chief Nursing Officer (CNO) to deviate from the menu of options)

6. Capstone 1 – Spring Term Academia
Students in the final 12 months of the program enroll in Capstone 1
Learn about their hospitals’ quality strategic plans
Make a choice from the approved topic list
Receive Nurse Manager and Faculty approval for topic choice
Select and interview intra-and inter-professional Stakeholders

7. Capstone 1 – Spring Term Academia
Collect baseline data to assist with needs assessments
Design project interventions with input from stakeholder sensing sessions
Built the curriculum so that every Discussion Forum helped the student write to the paper
Write a proposal
Needs Assessment
Review of Literature
Planning
Implementation Data Collection
Timeline

8. Implementation Data Collection
Capstone 1 – Spring Term
Needs Assessment
Review of Literature
Planning
Implementation Data Collection
Timeline
Academia
Collect baseline data to assist with needs assessments
Design project interventions with input from stakeholder sensing sessions
Built the curriculum so that every Discussion Forum helped the student write to the paper
Write a proposal

9. FOCUS - PDSA Model Methods Kolb’s Experiential Learning Theory
(Kolb & Kolb, 2005)
FOCUS - PDSA Model
(Minnesota Department of Health, n.d.)
Quality and Safety Education for Nurses, [QSEN] (2014). QSEN competencies. Retrieved from

10. Summer Session Students are implementing their interventions
Data Collection: PDSA cycles
Lots of learning
Lynette
(Quality Digest, n.d.)

11. Capstone 2 - Fall Term Students have collected post-intervention data
Learn how to do Data Analysis
Evaluate their findings
Determine gap analyses, which may lead to various PDSA cycles to improve the processes
Share project outcomes at work or in the classroom
Write the conclusion to their scholarly Capstone Paper

12. What if your nursing program is not online?
Things to consider

13. Going the Magnificent Mile
Online/Hybrid Learning Program
Student would meet with the Nurse Manager and/or senior nursing leadership to ascertain institutional priorities for potential Capstone topics
Establish potential topic list using national priorities
Face-to-Face Program
If your students are in a new environment, you may need to obtain facility affiliation agreements
Faculty should meet with local Nurse Executives or Managers to talk about focus of potential Capstone topics
Establish potential topic list using national priorities
Present finalized topic list to Nursing Faculty within the program

14. Resultant effects of change
Skills and tools students need in the workplace to align aims
Targeted Goals
Outcome Measurements
Resultant effects of change
Results
Directly related to QSEN’s Quality Improvement Core Competency knowledge component of the ‘approaches for changing processes of care,’ the year-long Capstone course helps provide:

15. Fulfillment of Learning
Results
Empowerment
Fulfillment of Learning
Reigniting of Joy

16. Lessons Learned Practice
Faculty and student flexibility are key in this process
Trying to align hospital calendar and timing of strategic initiatives with an academic calendar do not always blend
Focus of student’s Capstone may change mid-course due to shifting hospital priorities
There will always be a new manager in the middle of the student’s Capstone
Faculty may have to intervene if students are delayed or not granted access to internal hospital data
Institutional Review Board (IRB): the focus of Capstone is on quality improvement rather than nursing research

17. Lessons Learned Academia
Availability of faulty is huge; need to continually encourage students
Provide short videos for individualized learning (adult learning theory)
Be firm on deadlines for papers – there will always be a reason to delay
Teaching students a new vocabulary – must be used consistently through the three semesters
Faculty need to retain the same students each semester through the process
Be prepared for the long haul
Focus on students learning a life-long tool of process improvement rather than specific outcome measurements

18. Questions
Mention the Handout

19. References
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy Of Management Learning & Education, 4(2), 193. doi: /AMLE Minnesota Department of Health, (n.d.). PDSA: Plan-Do-Study-Act (rapid cycle improvement). Retrieved from Quality Digest (n.d.) PDSA. Retrieved from Quality and Safety Education for Nurses, [QSEN] (2014). QSEN competencies. Retrieved from