Graduate Students Self-Reflection on Quality Improvement Change Project Course

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)
Madison G. McCauley (Creator)
East Carolina University (ECU )
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Abstract: Background: Research study provided academic graduate nursing faculty preliminary evidence , (QI) stand-alone course instruction is beneficial in preparing nurse leaders in QI Science. A literature review yielded there is lacking evidence on graduate curriculum that teaches practicing nurses how to conduct quality improvement change projects. Significance: Practicing registered nurses are expected to conduct quality improvement change activities , however the literature states there are few opportunities for RNs to learn about QI methods in school or at the workplace (Maxwell , Wright , 2016; Kovner , 2010). Amongst the limited programs , inconsistencies exist among faculty related to achievable teaching methods. Purpose: Provide (MSN) Leadership Faculty an understanding of students experiential learning outcomes who completed a QI Course based on Dartmouth's QI Microsystems Framework. Research questions: 1) Did Microsystems Framework provide teaching methods to conduct a change project? and 2) Were the students able to apply QI principles/tools application leading to a successful change project? Methods: Descriptive design included a student survey to evaluate self-reflection of their learning outcomes. The volunteer alumni completed a standalone QI course in which they completed a change project within a health system. The assessment of student knowledge and skills were recorded by analyzing the survey data from 54-item Qualtrics , Likert survey , Preparation and Usefulness of QI Topics from Nursing Education Program (Kovner , Brewer , Yingrengreung , & Fairchild , 2010). Results: The nurse leader students (33% (33 of 99) return rate) found the stand-alone DE QI Course had a positive impact to QI learning skills. Specifically , they had confidence in building QI interprofessional teams (83%) , and majority of participants (86%) reported QI change projects improved direct care and patient flow. Particularly noteworthy , 100% were more confident leading QI projects , and 96% could apply QI tools (Fishbones , Flow charting). Lastly , 45% felt they were not confident in participating in root cause analysis work , thus this has been added to the course. Implications: MSN QI Stand-alone Course/Dartmouth Framework is useful for MSN prepared nurse leaders conducting team-based change projects. Faculty teaching methods of QI principles and tools application can successfully prepare MSN students in leading change projects related to quality care delivery projects.

Additional Information

Language: English
Date: 2019
Dartmouth Microsystems, Quality Improvement, Nursing Education

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