Family mugs

Family Mugs is a Thesis submitted to the Faculty of the College of Imaging Arts and Sciences in candidacy for the degree of Master of Fine Arts. Family Mugs by Erin Zellefrow is a formal documentation of artwork, conceptual thought process, and technical skills used to facilitate the creation of MFA thesis work and its successive gallery installation. It additionally reviews the artist\u27s personal background, and artist influences that informed and drove the final body of work. Depicted in Family Mugs is the artist\u27s deeply personal process of examining fleeting memories of childhood and departed loved ones. Zellefrow struggles to reclaim these lost faces and places through acrylic portraits, iron cast busts, and glass cast busts taken from the likenesses of strangers. The resulting invented family unit was arranged in a household environment installation. Family Mugs explores and recounts the struggle to reclaim and rebuild faded memories and lost loves ones. It embraces the beautiful, fragile, awkward and fleeting states that are the result of these efforts

Doctor of Nursing Practice Project Advisement: A Roadmap for Faculty and Student Success

Background: Robust enrollment in Doctor of Nursing Practice (DNP) programs has created a need for faculty teaching in other nursing programs to be project advisers. Faculty may lack the knowledge and skills needed to advise projects that are evidence-based practice (EBP) or quality improvement (QI) initiatives. A project roadmap with tools and resources was needed. Method: Practice-based evidence from members of the Quality and Safety Education for Nurses (QSEN) DNP Leadership Taskforce was used to inform the process for DNP project advisement. This evidence was integrated with the American Association of Colleges of Nursing Taskforce 2015 recommendations and literature on DNP project criteria to develop a roadmap. Results: Twentytwo students and six faculty have piloted the DNP Project Roadmap and provided positive feedback. Eight peerreviewed presentations and three manuscript submissions with one acceptance have resulted from using the roadmap. Conclusion: Data support that the project roadmap phases and associated tools and resources facilitate faculty project advisement and offer students clear project guidelines and a foundation for future practice scholarship

Original Research: Exploring Frontline Nurses\u27 Self-Perceived Levels of QI Engagement and QI Competence

Background and purpose: Nurse engagement in quality improvement (QI) is critical in the delivery of safe high-quality care, yet few studies have evaluated frontline nurses in this area. The purpose of this study was to identify and compare levels of self-reported QI engagement and QI competence among frontline nurses and nurse leaders. Methods: This study used a cross-sectional descriptive design. A convenience sample of frontline nurses (bedside RNs and advanced practice nurses) and nurse leaders from acute and ambulatory care sites completed the Nursing Quality Improvement in Practice (NQuIP) tool, which measures engagement and competence (knowledge, skills, and attitudes) in QI. Results: Data from 6,351 surveys completed by frontline nurses and nurse leaders representing 66 sites nationwide were analyzed. Only 52.5% of all respondents reported participating in QI. Knowledge scores were relatively high, while skills scores-especially those related to using QI tools-were low. Overall attitudes toward QI were positive. Nurse leaders scored significantly higher in engagement and competence than the frontline nurses they supervise. Conclusions: The study findings indicate that nurse engagement in QI is limited. Although nurses\u27 knowledge levels appear to be high, their limited competency in QI-related skills may contribute to low QI engagement. Leaders must make efforts to increase nurse engagement in order to attain high-quality outcomes. Using the NQuIP tool will allow leaders to evaluate nurses\u27 self-perceived QI competence and engagement, which will aid in identifying target areas and developing effective strategies for improvement

Development of the Nursing Quality Improvement in Practice Tool: Advancing Frontline Nursing Practice

Background: Frontline nurse engagement in quality improvement (QI) improves nurse-sensitive outcomes; yet research suggests frontline nurses are not engaging in QI. Purpose: The purpose of this study was to develop, refine, and psychometrically evaluate the Nursing Quality Improvement in Practice (N-QuIP) tool to measure nurses\u27 competency, engagement, and barriers/facilitators to QI engagement. Methods: Item development was guided by an expert panel and literature review. Factor analysis and reliability indices were assessed through 681 surveys completed by nurses at one medical center. Results: Cronbach α coefficients were 0.97 (Skill Scale) and 0.90 (Attitude Scale). Kuder-Richardson Formula 20 (KR-20) for knowledge was 0.36. Exploratory factor analysis identified 4 (Skill) and 3 (Attitude) subscales respectively, aligning well with QI competencies. Conclusions: Preliminary data suggest that the N-QuIP is a valid and reliable tool for assessing nurse QI competence and engagement. Understanding current knowledge, skills, and attitudes and identified barriers/facilitators can help the development of strategies aimed at increasing QI engagement

Quality Improvement Engagement and Competence: A Comparison Between Frontline Nurses and Nurse Leaders

Background Nurses play a pivotal role in improving patient care. To maximize nurses’ impact on quality, nurses must have quality improvement (QI) competence and engage fully in QI initiatives. Purpose To describe QI competence (knowledge, skills, and attitudes) among frontline nurses and leaders; and compare variations in competence among nursing roles, experience, and specialty areas. Methods A total of 681 nurses at one heath system fully completed the Nursing Quality Improvement Practice tool electronically. Findings Half of the respondents reported QI engagement (53.6%). Mean knowledge scores were 5.08 (SD 1.16, 7 items). Skill proficiency was low (M = 2.82, SD = 1.03; range 1–6) although QI attitudes were favorable (M = 3.76, SD = 0.63; range 1–5). Significant differences in skills and attitudes were identified by role. QI competence among nurses employed in various specialty areas were similar. Discussion Strategies for increasing QI competence and engagement of nurses must be created and deployed in order to improve quality and safety

An Integrative Review of the Barriers and Facilitators to Nurse Engagement in Quality Improvement in the Clinical Practice Setting

Background: Nurse engagement in quality improvement (QI) improves health care quality and outcomes but is typically low in clinical settings. Purpose: An integrative review was conducted to identify facilitators and barriers of nurse engagement in QI. Methods: This integrative review was conducted using an electronic search of databases with search terms specific to nursing engagement in QI. The Johns Hopkins Nursing Evidence-Based Practice Evidence Level and Quality Guide was used to rate quality and level of evidence. Results: Nine articles met the criteria for review. Top barriers were leadership, education and training, resource constraints, data, culture, and time. Top facilitators were leadership, education and training, culture, mentors, and champions. Conclusion: High-quality literature exploring barriers and facilitators of nurse engagement in QI is lacking. Research is needed to examine the degree to which these barriers and facilitators impact engagement and how they can be addressed to increase it