Planning and implementing quality improvement projects in clinical practice: Third‐year nursing students’ learning experiences

Kari Strand and Bodil Tveit

Journal of Clinical Nursing, 2020, vol. 29, issue 23-24, 4769-4783

Abstract: Aims and objectives To evaluate the impact of an educational design to develop nursing students’ competence to work systematically with quality improvement in clinical practice. Background Competence in how to improve the quality and safety of healthcare services based on new knowledge is crucial for healthcare quality. Nursing education should give students opportunities to engage in quality improvement projects to gain this competence. Design This project qualitatively evaluated the impact of the course on students’ ability to plan and implement a quality improvement project in their clinical placement. Methods Data from retrospective focus group interviews and written project reports were analysed by means of qualitative content analysis. Fifty‐five students participated in the study. COREQ reporting guidelines were used. Results Three themes were derived from the analysis: (a) the importance of anchoring the quality improvement project in the clinic; (b) experiencing the steps of a quality improvement project; and (c) challenging student role. Conclusions Course design that facilitates student‐run small‐scale quality improvement projects under supervision can enhance nurse students’ competence in quality improvement work, as well as raise the students’ awareness of the responsibility they will undertake as future nurses. Relevance to clinical practice Nursing students work on quality improvement project in clinical placement may enhance their awareness and competence in developing quality and safety of healthcare services as future nurses.

Date: 2020
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https://doi.org/10.1111/jocn.15521

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Persistent link: https://EconPapers.repec.org/RePEc:wly:jocnur:v:29:y:2020:i:23-24:p:4769-4783

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