QSEN competencies and professional nursing practice

You will need to make substantive comments and/or suggestions on your group members posts. You will need to respond to at least two of your group member’s initial post. You will not have access to any other groups for this assignment. Your comments need to: Use scholarly sources to support and/or clarify your comments and suggestions. It is okay to compliment and encourage each other, but you must also make meaningful observations that help you and others understand the SLOs. Responses do not need to be opinion based, rather based in scholarly sources that support your views/opinion. Response 1 Course Outcome #1: Articulate the role of the professional nurse in incorporating QSEN competencies into practice (S & EBP) Discussion Post: Safety and Evidence-Based Practice in the Professional Nurse Role The professional nurse has an obligation, according to Course Outcome #1, to integrate Quality & Safety Principles in their day-to-day practice. This does not mean they treat quality and safety as two separate aspects of practice; rather, it is about intentionally practicing quality and safety in their day-to-day work. In other words, from both the nursing and person perspective, this means using evidence-based practice (EBP) to deliver high-quality, safe, individualized care to each patient based on each patient’s individualized need(s) while working to reduce the risk of harm to each patient. According to Role Development in Professional Nursing Practice, professional nursing practice includes three components: accountability, clinical judgment, and lifelong learning. These three components are integral to providing safe, evidence-based decisions. This outcome is directly related to the QSEN Safety and Evidence-Based Practice (EBP) Competencies, which state that “the goal of EBP is to minimize the risk of harm to patients by integrating the best available evidence with clinical expertise and patient preference” (QSEN Institute, 2023). Saunders & Vehvilinen-Julkunen (2017) note that there may be significant gaps in the application of EBP in practice, and if these gaps continue to exist, then the negative impacts on patient safety will continue. Furthermore, Elsheikh et al. (2023) also emphasized the importance of nursing leadership and supportive environments to sustain EBP and ultimately create a culture of safety. Overall, these concepts illustrate that the professional nurse promotes and advances patient safety through the continued use of evidence-based knowledge in their daily caring and ethical nursing practice. References Elsheikh, R., Le Quang, L., Nguyen, N. Q. T., Tran Van, P., Hung, D. T., Makram, A. M., & Huy, N. T. (2023). The role of nursing leadership in promoting evidence-based nursing practice. Journal of Professional Nursing. Masters, K. (2024). Role development in professional nursing practice (7th ed.). Jones & Bartlett Learning. QSEN Institute. (2023). QSEN competencies. Saunders, H., & Vehvilinen-Julkunen, K. (2017). Nurses evidence-based practice beliefs and the role of evidence-based practice mentors at university hospitals in Finland. Worldviews on Evidence-Based Nursing, 14(1), 3545. Response 2: Course Outcome #5. Demonstrate ability to effectively utilize information technology to add to existing knowledge base and communicate in a scholarly approach. (I) The importance of developing the skills necessary to successfully navigate and utilize computerized technologies to provide high-quality, patient-centered care is a major focus of this learning objective. The utilization of electronic health records, clinical databases, and other forms of technology to provide the most current and up-to-date information available to support evidence-based practice decisions is a key component of this learning objective. As such, nursing professionals are not only expected to locate sources of credible information, but they are also required to critically evaluate the credibility and validity of the information located, and then apply that information to produce positive outcomes for their patients (Nursing and Health). Technology can also be utilized to promote timely and accurate communication among healthcare professionals, which is a direct factor in providing safe and quality care for patients (Person). Additionally, from an environmental perspective, the availability of accessible technology and informatics systems will impact how nurses provide care and respond to increasingly complex clinical issues (Environment). The ability of nursing professionals to effectively utilize informatics to convert data into meaningful clinical knowledge, while also adhering to the principles of professional and ethical responsibilities, ultimately represents the expectations of the professional nursing community. Therefore, this learning objective demonstrates the expectation that nursing professionals are lifelong learners who will utilize technology to support clinical judgment and scholarly communication. The learning objective has a strong correlation to the QSEN Informatics competency, which focuses on utilizing information and technology to facilitate communication, manage knowledge, prevent errors, and provide evidence-based decision-making (QSEN, 2023). Each of these competencies has similar expectations for the role of nursing professionals in integrating evidence-based resources into clinical practice while protecting the confidentiality of patients. The UALR Philosophy and Curriculum Model provides additional support to the correlation of the learning objective and the QSEN Informatics competency through promoting critical thinking, professional communication, and the application of evidence to guide nursing practice (University of Arkansas at Little Rock [UALR], 2023). Collectively, both models demonstrate that the integration of informatics is not an elective skill for nursing professionals; rather, it is an essential component of providing safe, effective, and patient-centered care. References American Nurses Association. (2021). Nursing informatics: Scope and standards of practice (3rd ed.). ANA Publishing. Quality and Safety Education for Nurses. (2023). QSEN competencies. University of Arkansas at Little Rock. (2023). UALR philosophy and curriculum model. Merriam-Webster. (2024). Informatics. Rubric *Posts an exemplary and accurate interpretation and provides and example, * Offers two or more suggestions to other students in the group *Gives at least 2 scholarly references with correct citations * No grammar or apa errors