C157 for WGU-Essentials of Advanced Nursing
Practice questions with
correct answers
Root |Cause |Analysis |- |answerExamining |and |learning |from |a |single |event, |often |catastrophic. |Using
|flowcharts |and |fishbone |diagrams. |Flow |charts |can |also |help |the |team |design |new |processes.
QSEN |stands |for |- |answerQuality |and |Safety |Education |for |Nurses
QSEN |and |Systems |thinking |objective |- |answerTo |move |away |from |blaming |individuals |for |adverse
|events |and |work |to |correct |our |systems |and |processes.
QSEN |indicates |that |MSNs |should |promote |systems |that |- |answerreduce |reliance |on |memory |to
|make |care |safer. |Examples: |Checklists, |worksheets, |standard |order |sets, |standardized |timeliness,
|adding |fields |for |documentation |in |records. |These |are |reminders |or |prompts.
Psychological |Safety |or |Culture |of |Safety |- |answerBy |reducing |the |emphasis |on |blame |and |shame,
|staff |feel |safe |to |report |errors. |Increased |incident |reports |should |result |in |more |opportunities |for
|organization |learning.
An |increased |number |of |incident |reports |do |not |mean |increased |number |of |incidences. |- |answerThis
|may |be |an |indicator |of |psychological |safety.
Advanced |Practice |Role |Key |ideas: |- |answerSupport |engagement |of |team |members: |Participate,
|Facilitate, |Collaborate |and |Negotiate. |Effective |communication |and |leadership. |Conflict
|resolution, |shared |decision |making |with |patients. |Shared |governance |with |nurses |and |other |staff.
|Patient |centered |care. |Culture |of |safety |and |to |think |big.
Culture |of |safety |- |answerlearn |about |human |error |and |create |better |systems.
Think |BIG |- |answerprocess |from |start |to |finish. |Not |just |your |part. |Improving |care |for |all, |not |just
, those |in |your |department |or |hospital.
Essentials |of |Masters |Ed |in |Nursing |- |answerKey |Standard. |Used |to |design |MSN |curriculum. |Used |by
|university |surveyors |to |determine |whether |accreditation |standards |have |been |met.
MSN |- |answerShould |have |a |deeper |understanding |of |nursing |or |an |expanded |range |of |nursing
|knowledge |compared |to |BSN |or |associate |prepared |nurses.
Inter-Professional |Collaboration |- |answerHealth |professionals |work |together |in |small |groups
|providing |care. |Examples: |oncology, |OR, |end |of |life |or |primary |care.
Inter-Professional |Collaboration |team |- |answerAlthough |most |patient |care |is |done |by |the |team |of
|people, |training |is |often |focused |on |individual |responsibilities |and |does |not |prepare |for |the
|complex |settings. |Team |members |are |education |in |their |health |profession |solo |and |likely |have
|little |knowledge |of |their |team |members' |skill |sets.
Act |of |collaboration |in |an |inter-professional |team |might |be |best |exemplified |by |- |answerdefining
|patient |goals |individually |and |then |coming |together |as |a |team |to |select |the |most |important |ones.
|Care |is |too |complex |today |for |a |single |discipline |to |direct |all |caregivers |represented |on |the |team.
The |advanced |nursing |role |centers |on |acting |with |high |level |of |integrity |by |- |answergiving |power
|and |respect |to |each |team |member's |voice. |Integrating |individual |differences. |Resolving |competing
|interests |in |order |to |safeguard |each |person's |contribution.
2000 |IOM |report, |To |Err |is |Human |- |answerSuggested |that |health |professionals |should |be |educated
|in |teams |using |evidenced-based |methods |such |as |simulation |and |checklists.
Results |of |educated |in |teams |using |evidenced-based |methods |such |as |simulation |and |checklists. |-
|answerPeople |make |fewer |errors |when |they |work |in |effective |teams. |Processes |must |be |planned
|and |standardized. |Team |members |know |their |role |and |that |of |others. |Teams |members |can |look
|out |for |one |another, |noticing |errors |before |they |become |an |accident.
Practice questions with
correct answers
Root |Cause |Analysis |- |answerExamining |and |learning |from |a |single |event, |often |catastrophic. |Using
|flowcharts |and |fishbone |diagrams. |Flow |charts |can |also |help |the |team |design |new |processes.
QSEN |stands |for |- |answerQuality |and |Safety |Education |for |Nurses
QSEN |and |Systems |thinking |objective |- |answerTo |move |away |from |blaming |individuals |for |adverse
|events |and |work |to |correct |our |systems |and |processes.
QSEN |indicates |that |MSNs |should |promote |systems |that |- |answerreduce |reliance |on |memory |to
|make |care |safer. |Examples: |Checklists, |worksheets, |standard |order |sets, |standardized |timeliness,
|adding |fields |for |documentation |in |records. |These |are |reminders |or |prompts.
Psychological |Safety |or |Culture |of |Safety |- |answerBy |reducing |the |emphasis |on |blame |and |shame,
|staff |feel |safe |to |report |errors. |Increased |incident |reports |should |result |in |more |opportunities |for
|organization |learning.
An |increased |number |of |incident |reports |do |not |mean |increased |number |of |incidences. |- |answerThis
|may |be |an |indicator |of |psychological |safety.
Advanced |Practice |Role |Key |ideas: |- |answerSupport |engagement |of |team |members: |Participate,
|Facilitate, |Collaborate |and |Negotiate. |Effective |communication |and |leadership. |Conflict
|resolution, |shared |decision |making |with |patients. |Shared |governance |with |nurses |and |other |staff.
|Patient |centered |care. |Culture |of |safety |and |to |think |big.
Culture |of |safety |- |answerlearn |about |human |error |and |create |better |systems.
Think |BIG |- |answerprocess |from |start |to |finish. |Not |just |your |part. |Improving |care |for |all, |not |just
, those |in |your |department |or |hospital.
Essentials |of |Masters |Ed |in |Nursing |- |answerKey |Standard. |Used |to |design |MSN |curriculum. |Used |by
|university |surveyors |to |determine |whether |accreditation |standards |have |been |met.
MSN |- |answerShould |have |a |deeper |understanding |of |nursing |or |an |expanded |range |of |nursing
|knowledge |compared |to |BSN |or |associate |prepared |nurses.
Inter-Professional |Collaboration |- |answerHealth |professionals |work |together |in |small |groups
|providing |care. |Examples: |oncology, |OR, |end |of |life |or |primary |care.
Inter-Professional |Collaboration |team |- |answerAlthough |most |patient |care |is |done |by |the |team |of
|people, |training |is |often |focused |on |individual |responsibilities |and |does |not |prepare |for |the
|complex |settings. |Team |members |are |education |in |their |health |profession |solo |and |likely |have
|little |knowledge |of |their |team |members' |skill |sets.
Act |of |collaboration |in |an |inter-professional |team |might |be |best |exemplified |by |- |answerdefining
|patient |goals |individually |and |then |coming |together |as |a |team |to |select |the |most |important |ones.
|Care |is |too |complex |today |for |a |single |discipline |to |direct |all |caregivers |represented |on |the |team.
The |advanced |nursing |role |centers |on |acting |with |high |level |of |integrity |by |- |answergiving |power
|and |respect |to |each |team |member's |voice. |Integrating |individual |differences. |Resolving |competing
|interests |in |order |to |safeguard |each |person's |contribution.
2000 |IOM |report, |To |Err |is |Human |- |answerSuggested |that |health |professionals |should |be |educated
|in |teams |using |evidenced-based |methods |such |as |simulation |and |checklists.
Results |of |educated |in |teams |using |evidenced-based |methods |such |as |simulation |and |checklists. |-
|answerPeople |make |fewer |errors |when |they |work |in |effective |teams. |Processes |must |be |planned
|and |standardized. |Team |members |know |their |role |and |that |of |others. |Teams |members |can |look
|out |for |one |another, |noticing |errors |before |they |become |an |accident.
