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Date of Award


Degree Type

Restricted Evidence-Based Project Report

Degree Name

Doctor of Nursing Practice (DNP)



First Advisor

Theresa A. Kessler


In 2005, the Quality and Safety Education for Nurses (QSEN) initiative began its work by adapting the Institute of Medicine (IOM) competencies for nursing. The focus was to meet the challenge of preparing future nurses who will possess the knowledge, skills, and attitudes necessary to continuously improve the quality and safety of the healthcare systems in which they work (Cronenwett, 2007). The primary purpose of the EBP project was to determine the effect of an educational intervention relevant to four QSEN competencies that would increase knowledge in prelicensure nursing students. A secondary purpose was to evaluate knowledge, skills, and attitudes of QSEN competencies between those students who were exposed to the educational intervention and those students who were not. The PARIHS model was used as a framework to guide the project for baccalaureate students attending a university in Northwest Indiana. The educational intervention consisted of three modules which included PowerPoint slides, case studies, group/team assignments, and facilitated discussions related to the key QSEN competencies: (a) teamwork and collaboration, (b) evidence-based practice, (c) safety, and (d) quality improvement. Outcomes were evaluated using three pretests-posttests and the QSEN Student Evaluation Survey (SES). Paired t tests demonstrated a significant increase in knowledge related to all four QSEN competencies. There was a significant difference in two skill and three attitude QSEN competencies between students who received the intervention and those who did not. Students in the intervention group reported that most knowledge competencies were taught in the curriculum compared to the non-intervention group. Findings showed that students’ knowledge within the intervention group increased in four QSEN competencies. It is speculated that the changes in knowledge, skills, and attitudes were the result of students recognizing their deficiencies. Incorporating this educational intervention 2 related to QSEN competency content may provide a best practice model for nursing curriculums.


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