Dotson Article

Dotson Article Order Description In this article, Dotson (2013, 340) observes that the past decade has been characterized by an in" rel="nofollow">increased emphasis on nurses bein" rel="nofollow">ing leaders and participants in" rel="nofollow">in quality improvement in" rel="nofollow">initiatives. This trend has made it necessary for student nurses to learn quality improvement skills. Dotson, however, is concerned about lack of literature that explain" rel="nofollow">ins how faculties should teach these quality improvement skills to the nursin" rel="nofollow">ing students. Nursin" rel="nofollow">ing faculties should therefore develop programs that would provide the senior students with an opportunity to participate in" rel="nofollow">in in" rel="nofollow">interdisciplin" rel="nofollow">inary teams related to plannin" rel="nofollow">ing and implementin" rel="nofollow">ing the quality improvement projects. One area of quality improvement concern in" rel="nofollow">in the University Hospital C is the time taken for refill replies and patient follow up visits. Traditionally, nurses in" rel="nofollow">in the hospital have taken long time to make refill replies. Again" rel="nofollow">in, schedulin" rel="nofollow">ing of patients' follow up visits has not been taken seriously. This has led to a situation in" rel="nofollow">in which the patients' needs are not addressed in" rel="nofollow">in a timely manner as well as high rates of readmission. Nurses are at the core of the hospitals primary care, and as such, they can participate in" rel="nofollow">in designin" rel="nofollow">ing programs that would see quality improvement in" rel="nofollow">in healthcare delivery (Boonyasai, et al., 2013, 1025). In the University Hospital nurses can assert refill replies in" rel="nofollow">in less than 24 hours and accurate schedulin" rel="nofollow">ing of patient's follow up visits where necessary. As a registered nurse, I need to be able to assess, evaluate, plan and implement nursin" rel="nofollow">ing care in" rel="nofollow">in partnership with multidisciplin" rel="nofollow">inary healthcare teams to achieve common organizational goal: quality improvement (Boonyasai, et al., 2013, 1025). Reference: Boonyasai, R. T., Win" rel="nofollow">indish, D. M., Chakraborti, C., Feldman, L. S., Rubin" rel="nofollow">in, H. R., & Bass, E. B. (2013). Effectiveness of teachin" rel="nofollow">ing quality improvement to clin" rel="nofollow">inicians: a systematic review. Jama, 298(9), 1023-1037. Dotson, B. J. (2013). Teachin" rel="nofollow">ing the quality improvement process to nursin" rel="nofollow">ing students. Journal of Nursin" rel="nofollow">ing Education, 52(7), 398-400. Please respond in" rel="nofollow">in 150 words to below. I'm wonderin" rel="nofollow">ing how you learned about quality improvement as a process and how most of the nurses in" rel="nofollow">in your in" rel="nofollow">institution learned about quality improvement? Do most of you have the opportunity to participate in" rel="nofollow">in QI activities and how are the results of QI activities dissemin" rel="nofollow">inated to the staff? Do you see the nurse leaders/admin" rel="nofollow">inistrator playin" rel="nofollow">ing a role in" rel="nofollow">in the QI activities in" rel="nofollow">in your in" rel="nofollow">institution?