The Effect of a Virtual Education Intervention on Nurse Preceptors' QSEN Competence

Background and Purpose Nurse preceptors that work in acute care hospitals often do not support the Quality and Safety Education for Nurses Competency Program (QSEN) and this lack of follow through is problematic. Since the Institute of Medicine (IOM) identified gaps in quality and safety in 2000, QSEN competency programs have been developed and QSEN’s integrative framework is now being taught in schools of nursing (Benner, Stuphen, Leonard & Day, 2010; Cronenwett et al., 2007). Preceptors who entered the nursing field before formal QSEN competency education programs went into effect do not reinforce this knowledge using the same framework, creating potential for confusion. The purpose of this process improvement project pilot was to determine if introducing an on-line education intervention for preceptors in two QSEN competencies, Patient-Centered Care and Teamwork and Collaboration, would raise preceptors’ knowledge, skill, and attitude (KSA) level in each. Methods Preceptors were invited to complete an abridged pre- and post-test QUISKA2 evaluation to determine QSEN KSAs before and after completing two on-line QSEN self learning modules addressing (a) patient-centered care, and (b) teamwork and collaboration. A paired t test was conducted to evaluate the impact of the education intervention on preceptors’ scores. There was a statistically significant increase in Patient Centered Care knowledge after the on-line education intervention; however, changes in Teamwork and Collaboration were not statistically significant. Clinical Implication/Recommendations This pilot process improvement project will add to the body of knowledge about strategies to employ in the delivery of feasible and effective education interventions to increase preceptor QSEN competency in patient centered care, and teamwork and collaboration.D.N.P., Nursing Practice -- Drexel University, 201