Development and Evaluation of Competency Based Quality Improvement and Safety Education Program for Undergraduate Nursing Students

A Young Park; Kye Ha Kim

doi:10.7469/kjan.2016.28.5.559

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Park and Kim: Development and Evaluation of Competency Based Quality Improvement and Safety Education Program for Undergraduate Nursing Students

Original Article

Korean J Adult Nurs 2016;28(5):559-571.

Published online: NaN October 2016

DOI: https://doi.org/10.7469/kjan.2016.28.5.559

Development and Evaluation of Competency Based Quality Improvement and Safety Education Program for Undergraduate Nursing Students

A Young Park, Ph.D., APN¹, Kye Ha Kim, Ph.D., RN^2,

^¹Assistant Professor, Department of Nursing, Gwangju University, Gwangju

^²Associate Professor, Department of Nursing, Chosun University, Gwangju, Korea

Corresponding author: Kim, Kye Ha Department of Nursing, Chosun University, 309 Pilmun-daero, Dong-gu, Gwangju 61452, Korea. Tel: +82-62-230-6326, Fax: +82-62-230-6329, E-mail: kyehakim@hanmail.net

Received 27 July 201621 October 2016 Accepted 26 October 2016

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Purpose

The purpose of this study is to examine the effects of a competency based safety and quality improving education program for undergraduate nursing students.

Methods

A quasi-experimental study of a non-equivalent control group pre and post test design was used. The participants were sixty-eight undergraduate nursing students recruited from the two universities in G and M cities. They were assigned to either a treatment group (n=35) or a comparison group (n=33). A five-day educational program developed based on the ADDIE Instructional Design Model was offered to the treatment group whereas the comparison group did not receive any instruction. Data were collected using self-report structured questionnaires. The data were analyzed using the SPSS/WIN 21.0 with the x² test, and independent t-test.

Results

The students in the treatment group reported significant positive changes for patient safety knowledge, skill and perception of quality and safety competencies.

Conclusion

Findings from this study supports that competency based quality improving and safety education program is a useful intervention strategy to promote student's knowledge, skill and perception of quality and safety competencies.

Keywords: Quality improvement, Safety, Education program, Undergraduate, Nursing student

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Table 1.

Competency Based Quality Improvement and Safety Education Program

Day	Module /competency	Lesson contents	Time (min)	Teaching method
Day 1	[Module 1] /safety	Patient safety over view, QSEN competencies	100	Video, group discussion, lecture, reflection
	[Module 2] /safety	Error theory, the system approach, contribute to a culture of patient safety	100	Video, group discussion, lecture, reflection
	[Module 3] /safety	Under standing managing clinical risk.	100	Video, lecture, role play, reflection
Day 2	[Module 4] /safety	Hazard prediction training: falls, verbal orders, patient identification, medication error	100	Small group study, hand on practice, reflection
	[Module 5] /safety	Error reporting, safety tool	100	Lecture, role play, group discussion, reflection
	[Module 6] /safety	Error disclosure	100	Discussion, lecture, role play, reflection
Day 3	[Module 7] /T&C	Key principles of TeamSTEEPPS, Practice of TeamSTEEPPS	200	Lecture, group discussion, role play, reflection
Day 3	[Module 8] /PCC	Patient centered care, engaging with patients, families and caregivers.	100	Group discussion, case study, video, lecture, reflection
Day 4	[Module 9] /EBP	What is evidence based practice? Popular-intervention-comparison-outcome search	100	Video, group discussion, lecture, hand on practice, reflection
	[Module 10] /QI	Quality Improvement, planning a plan-do-study-act cycle	100	Lecture, small group study, hand on practice, reflection
	[Module 11] /informatics	Informatics	100	Video, lecture, group discussion, reflection
Day 5	[Module 12] /six competencies	Case analysis using root cause analysis, establishment of patient safety & QI action plan, drawing up of declaration	n 100	Video, hand on practice, Group discussion

T&C=teamwork and collaboration; TeamSTEPPS=strategies and tools to enhance performance and patient safety; QI=quality improvement; PCC=patient centered care; QI=quality improvement.

Table 2.

Homogeneity Test of General Characteristics and Dependent Variables between the Treatment and Comparison Groups (N=68)

Characteristics	Categories	Treatment group (n=35)	Comparison group (n=33)	x² or t	p
Characteristics	Categories	n (%) or M±SD	n (%) or M±SD	x² or t	p
Age (year)		21.80±1.55	21.79±1.24
Satisfaction with major	Very high	4 (11.4)	6 (18.2)		.798
	High	23 (65.7)	20 (60.6)
	Moderate	7 (20.0)	7 (21.2)
	Poor	1 (2.9)	0 (0.0)
Grade point average^†	4.00~4.50	6 (17.1)	2 (6.1)	-	.082
	3.51~3.99	21 (60.0)	15 (45.5)
	3.00~3.50	8 (22.9)	14 (42.4)
	2.51~2.99	0 (0.0)	2 (6.1)
Perceived knowledge about patient safety^†	Very high	1 (2.9)	1 (3.0)	-	.718
	High	12 (34.3)	10 (30.3)
	Moderate	12 (34.3)	16 (48.5)
	Poor	10 (28.6)	6 (18.2)
Patient safety education experience	Yes	28 (80.0)	26 (78.8)	0.02	.902
Patient safety education experience	No	7 (20.0)	7 (21.2)	0.02	.902
Perceived knowledge about QI^†	Very high	0 (0.0)	1 (3.0)	-	.218
	High	5 (14.3)	6 (18.2)
	Moderate	8 (22.9)	13 (39.4)
	Poor	21 (60.0)	13 (39.4)
	Very poor	1 (2.9)	0 (0.0)
QI education experience	Yes	1 (2.9)	0 (0.0)	0.96	1.000
QI education experience	No	34 (97.1)	33 (100)	0.96	1.000
Knowledge		6.37±0.26	5.70±2.38	1.45	.154
Skills		38.46±4.27	37.25±5.14	1.05	.298
Perception		43.43±2.52	43.39±3.25	0.49	.961

QI=quality improvement;

^† Fisher's exact test.

Table 3.

Differences between Treatment and Comparison Groups for Dependent Variables (N=68)

Groups	Pretest	Posttest	Difference	t	p
Groups	M±SD	M±SD	M±SD	t	p
Knowledge
Treatment group (n=35)	6.37±1.26	16.34±1.64	9.97±1.70	1.68	＜.001
Comparison group (n=33)	5.70±2.38	5.18±2.32	-0.52±1.37	1.68	＜.001
Skills
Treatment group (n=35)	38.46±4.27	67.69±6.95	29.23±7.38	24.21	＜.001
Comparison group (n=33)	37.25±5.14	34.61±4.69	-2.59±2.34	24.21	＜.001
Perception
Treatment group; (n=35)	43.43±2.52	57.11±2.78	13.69±3.13	22.45	＜.001
Comparison group (n=33)	43.39±3.25	42.27±3.77	-1.12±2.26	22.45	＜.001

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