Nursing Student's Reflection on QSEN Competencies & Development

This essay presents a nursing student's self-assessment based on the Quality and Safety Education for Nurses (QSEN) competencies. The student identifies strengths in collaborative teamwork, quality improvement, and safety knowledge, attributing these to prior experience in the U.S. Army. Areas needing development are recognized as patient-centered care and healthcare informatics. To improve in these areas, the student plans to observe healthcare situations, focus on ethical healthcare practices, and seek informatics management assistance. The ultimate goal is to transform weaknesses into strengths, enhancing overall competence as a healthcare professional. Desklib provides similar solved assignments and past papers for students.

Running head: QSEN COMPETENCIES
QUALITY AND SAFETY EDUCATION FOR NURSES COMPETENCIES
Name of the student
Name of the university
Author note

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The prime goal of the Quality and Safety Education for Nurses (QSEN) was to determine
the nurse’s capabilities to face the challenges they will be facing in their future (QSEN, 2018).
Further it will make them aware of their skills, capabilities, knowledge and attitude that will help
them to face those challenges gracefully in future. While my QSEN project, I also gone through
several situations that made me aware of my KSA’s (knowledge, skills and attitude) (Barnsteiner
et al., 2013). there are few KSA’s that I can designate as the strength of my personality and those
are collaborative and team work, improvement quality and knowledge related to safety. These
three are few of the basic nuances that helps healthcare professionals to develop or grow as
healthcare professionals.
Knowledge of safety related matters such as use of technological and standardized
practice to support safety and quality, use strategies so that safety related risk factors can be
reduced or eliminated and different safety enhancing technologies so that awareness related to
safety can be spread. Knowledge of these skills made my QSEN practice safe and of high
quality. Further, I was able to use previous data to determine my improvement as a healthcare
professionals. Therefore, I had provided myself the ability to develop my healthcare quality.
Further I am free to newer informations that kept me informed with newer ideas and concepts
hence, quality improvement was another strength. Finally I was able to work in collaboration or
within team (due to my previous work experience in the U.S.Army) that helped me to develop a
diverse personality and interpersonal communication skills. Hence these are the strengths of my
personality.
However, there are several aspects of my personality that I can develop are patient
centered care and usage of healthcare informatics. Due to my long career in USA army, I

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practiced interventions that will help soldiers to recover faster, however in normal scenario, care
should be patient centric and interventions should be informed to the patient to receive consent.
Hence, I would require time to adopt to this aspect of healthcare. Furthermore, the usage of
healthcare informatics is difficult for me as I am not aware of this system. Hence, in these two
aspects I would require more assistance so that I can develop these basic healthcare skills.
To develop or improve these two areas, I will start observing healthcare situation that
includes such situations and will try to understand the common patient’s perspective.
Furthermore, I would try to come over my previous battle field related healthcare and will focus
on basic healthcare norms such as privacy, efficacy and beneficence and so on. These will help
to determine ethical healthcare practice (Sherwood & Zomorodi, 2014). Further for the
informatics, I would seek informatics management assistance from the professionals so that I can
learn the basic nuances of it and understand the importance of using this is modern healthcare
system. Therefore, these are the basic techniques I will be using to transform my weakness into
my strengths.

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References
Barnsteiner, J., Disch, J., Johnson, J., McGuinn, K., Chappell, K., & Swartwout, E. (2013).
Diffusing QSEN competencies across schools of nursing: The AACN/RWJF faculty
development institutes. Journal of Professional Nursing, 29(2), 68-74.
QSEN. (2018). QSEN Competencies. Qsen.org. Retrieved 9 April 2018, from
http://qsen.org/competencies/pre-licensure-ksas/
Sherwood, G., & Zomorodi, M. (2014). A new mindset for quality and safety: the QSEN
competencies redefine nurses' roles in practice. Nephrology Nursing Journal, 41(1), 15.

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References