Since the groundbreaking report To Err is Human, there has been an increased focus on outcomes and quality improvement (QI) in healthcare. This focus has resulted in a change in nursing education. Nursing programs and nurse educators have been directed to integrate QI into nursing curriculum using innovative teaching methods. However, the voices of Associate Degree Nurse (ADN) educators are absent from the literature. This qualitative research study used a phenomenological approach to ascertain ADN educators’ perspectives about integrating QI into their curriculum. The central questions of this research were: what are ADN faculty views on the integration of QI concepts into nursing curriculum; what do participants identify as barriers to integration of QI concepts into nursing curriculum; and what have participants come to believe about innovative teaching methods, curriculum design, and teaching QI? Fourteen ADN educators from community colleges in the Midwest were interviewed using semistructured interviews. Data were analyzed using first- and second-cycle coding. Also, college catalogs and nursing program handbooks were reviewed using content analysis. Findings and recommendations from this study will provide ADN faculty the tools needed to integrate QI into curriculum and allow students to be more prepared for transition to practice in the current healthcare environment.
|Advisor:||Roth, Gene, Johnson, Laura|
|Commitee:||Rossetti, Janette, Widen, Bill|
|School:||Northern Illinois University|
|Department:||Counseling and Higher Education|
|School Location:||United States -- Illinois|
|Source:||DAI-A 82/7(E), Dissertation Abstracts International|
|Subjects:||Higher education, Nursing, Health education|
|Keywords:||Associate degree nursing, Content overload, Nursing curriculum, Nursing faculty, Quality improvement, Teaching|
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