Abstract
In 1999, the Institute of Medicine published a report To Err Is Human: Building a Safer Health System, which found that 44,000-98,000 people die as a result of preventable medical errors each year. Following this report in 2005, the Quality and Safety for Nurses (QSEN) project was established which defined a set of six core competencies that all nursing students should possess at graduation. Since the IOM report and the establishment of QSEN, nurse educators have been challenged with discovering effective teaching strategies to infuse the QSEN competencies into the nursing curricula. The purpose of the quantitative, pretest/post-test control group design study was to examine at the effectiveness of two teaching strategies, online modules in conjunction with a flipped classroom discussion seminar (experimental group) versus online modules only (control group), on baccalaureate-nursing students' knowledge, skills, and attitudes of the quality improvement (QI) and safety QSEN competencies.
Sigma Membership
Unknown
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Quantitative Research
Keywords:
Teaching Strategies, Core Competencies
Advisor
Vivian Wright
Second Advisor
John Dantzler
Third Advisor
Ann Graves
Fourth Advisor
Rick Houser
Degree
Doctoral-Other
Degree Grantor
The University of Alabama
Degree Year
2014
Recommended Citation
Maxwell, Karen, "Evaluating the effectiveness of two teaching strategies on nursing students knowledge skills and attitudes of quality improvement and safety" (2017). Dissertations. 1508.
https://www.sigmarepository.org/dissertations/1508
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2017-12-22
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3639167; ProQuest document ID: 1620540571. The author still retains copyright.