Testing the Nursing Quality and Safety Self-Inventory

Validation and application of a tool to assess self-confidence to do improvement

INTRODUCTION

Increasing improvement capability in the workforce is vital within healthcare. The type of quality improvement training to increase capability varies. One way to measure the impact of improvement training is self-confidence to do improvement.

OBJECTIVES

Our objectives were to validate a tool to assess self-confidence to do improvement and to observe the degree of change before and after improvement training. We aimed to assess the degree of impact on self-confidence associated with varying exposure to quality improvement training.

METHODS

We used an online 10-item and 4-point scale to assess self-confidence before and after improvement training. Reliability analysis using Cronbach's alpha was performed. The nature of the underlying construct was investigated using exploratory factor analysis and a full set of pre and post measures were used, and to compare individual question changes, a series of paired Wilcoxon tests were performed with Bonferroni post hoc corrections for multiple comparisons. To assess the differing lengths of programmes, individual results from each programme were combined meta-analytically with course duration added as a moderator.

RESULTS

252 completed questionnaires were analysed at baseline and a full set of pre and post measures were available for 128 participants. Cronbach's alpha for the tool was satisfactory at 0.93 (0.92-0.94) and measured a single underlying construct with an eigenvalue of 6.17. A significant increase in confidence to improve from before to after intervention was found (t(127) = 14.36, p<0.001, d=1.27 (95% CI 1.03-1.50)). Post-testing differences were significant (F(6,125) = 2.89, p=0.02) with shorter courses having significantly smaller increases in confidence.

CONCLUSIONS

This manuscript provides a validated self-confidence tool to help assess improvement capability. Our tool offers a way to measure the impact of improvement capability on varying training durations and inform decisions about allocating staff time to this activity.

Competence and Confidence With Quality and Safety Education for Nurses Competencies by Newly Licensed Registered Nurses

Understanding newly licensed registered nurses' perceived confidence in the Quality and Safety Education for Nurses (QSEN) competency domains and corresponding knowledge, skills, and attitudes will help inform clinical leaders to develop successful transition-to-practice programs. Newly licensed registered nurses and prelicensure nursing students had confidence in their understanding of QSEN competencies as they began their transition to practice. Online learning and virtual practicums were effective for attaining QSEN competencies, offering support for using these interventions in academic settings and transition-to-practice programs.

Self-efficacy in Quality Improvement Competency of Frontline Acute Care Registered Nurses

BACKGROUND

Registered nurses (RNs) are attuned to health care quality and safety concerns but may lack competency in quality improvement (QI) to advance care quality.

PURPOSE

To describe frontline acute care RNs' self-efficacy in QI competencies, evaluate differences based on educational attainment, and evaluate relationships based on years of RN experience.

METHODS

The study used a descriptive, quantitative, correlational, comparative cross-sectional survey design to evaluate RNs' self-efficacy in QI competency using the 2021 American Association of Colleges of Nursing The Essentials : Core Competencies for Professional Nursing Education .

RESULTS

Frontline RNs' overall QI self-efficacy showed variability in knowledge, skills, and attitudes, with no relationship between self-efficacy and years of RN experience, nor difference based on educational attainment.

CONCLUSIONS

Insufficient self-efficacy signals the need for further QI focus in nursing education, nursing practice, and health care policy to harness RNs' ability to advance care outcomes.

Prelicensure Virtual Clinical Practicum to Improve Quality and Safety Education for Nurses Competencies: Implications for Professional Development Practitioners

Fluctuating prelicensure educational experiences during the COVID-19 pandemic may result in new nurses entering professional practice without necessary competencies to provide optimal patient care. A virtual clinical practicum was an effective strategy to increase nursing students' confidence across six Quality and Safety Education for Nurses competencies. Importantly, nursing professional development practitioners may utilize this virtual clinical program during onboarding or as part of ongoing career development for nurses across a variety of healthcare systems.

Outcomes of a senior RN student virtual clinical practicum

Closing the academic-practice gap during a global pandemic.