Discussion: Non­licensed Assistive Personnel.

Discussion: Non­licensed Assistive Personnel.

As a member of a healthcare team, baccalaureate graduates will understand and use  quality improvement concepts, processes, and outcome measures.  In addition, graduates  will be able to assist or initiate basic quality and safety investigations; assist in the  development of quality improvement action plans; and assist in monitoring the results of  these action plans within the clinical microsystem, which is embedded within a larger  system of care.

An important component of quality is safety. Safety in health care is defined as the  minimization of “risk of harm to patients and providers through both system effectiveness  and individual performance” (Cronenwett et al., 2007). Research has demonstrated that  nurses more than any other healthcare professional are able to recognize, interrupt,  evaluate, and correct healthcare errors (Rothschild et al., 2006) The baccalaureate  graduate implements safety principles and works with others on the interprofessional  healthcare team to create a safe, caring environment for care delivery.

Baccalaureate graduates will be skilled in working within organizational and community  arenas and in the actual provision of care by themselves and/or supervising care provided  by other licensed and non­licensed assistive personnel. They will be able to recognize  safety and quality concerns and apply evidence­based knowledge from the nursing  profession and other clinical sciences to their practice. Baccalaureate nursing graduates  are distinguished by their abilities to identify, assess, and evaluate practice in care  delivery models that are based in contemporary nursing science and are feasible within  current cultural, economic, organizational, and political perspectives.

The baccalaureate program prepares the graduate to:

1.  Apply leadership concepts, skills, and decision making in the provision of high quality  nursing care, healthcare team coordination, and the oversight and accountability for care  delivery in a variety of settings.

2.  Demonstrate leadership and communication skills to effectively implement patient  safety and quality improvement initiatives within the context of the interprofessional  team.

3.  Demonstrate an awareness of complex organizational systems.

4.  Demonstrate a basic understanding of organizational structure, mission, vision, philosophy,  and values.

5.  Participate in quality and patient safety initiatives, recognizing that these are complex system  issues, which involve individuals, families, groups, communities, populations, and other  members of the healthcare team.

6.  Apply concepts of quality and safety using structure, process, and outcome measures to  identify clinical questions and describe the process of changing current practice.

7. Promote factors that create a culture of safety and caring.

8.  Promote achievement of safe and quality outcomes of care for diverse populations.

9.  Apply quality improvement processes to effectively implement patient safety initiatives and  monitor performance measures, including nurse­sensitive indicators in the microsystem of  care.

10. Use improvement methods, based on data from the outcomes of care processes, to design and  test changes to continuously improve the quality and safety of health care.

11. Employ principles of quality improvement, healthcare policy, and cost­effectiveness to assist  in the development and initiation of effective plans for the microsystem and/or system­wide  practice improvements that will improve the quality of healthcare delivery.
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