Teaching Quality Improvement and Systems Thinking Through Experiential Learning in a Post-Master's DNP Program

The Institute of Medicine (IOM, 2003) and the Quality and Safety Education for Nurses (QSEN) initiative have called for a transformation in health professionals’ education emphasizing competencies in patient-centered care, quality improvement, patient safety, evidence-based practice, informatics, teamwork and collaboration. Doctor of Nursing Practice (DNP) programs are expected to graduate students with expertise in quality improvement (QI) strategies and systems thinking (AACN, 2006). The goal of the University College of Nursing Post-Master’s DNP program is “to prepare graduates to be advanced practice nurse leaders in interdisciplinary health teams who work to improve systems of care, patient outcomes, quality, and safety.” Objective: The overall goal of this presentation is to share innovations in teaching quality improvement and systems thinking in a Post-Master’s DNP Course, Improving Health Outcomes through Quality Improvement and Safety Initiatives, through experiential learning. Specific objectives of this presentation are to (a) demonstrate the integration of QSEN graduate-level competencies to enhance curriculum, (b) discuss principles of experiential learning as a framework for teaching QI and systems thinking, and (c) describe innovative teaching strategies and evaluation methods for successful achievement of student learning outcomes. Methods: DNP graduates are expected to be proficient in QI strategies and to facilitate macrosystem level change. Gaining expertise in QI and systems thinking requires more than conceptual knowledge; students require hands-on practicum or simulation experiences. Experiential learning is the process of learning from experience. This framework integrates concrete observations, reflections, conceptualizations, and actions. Results: An exemplar template will illustrate the mapping of DNP program and course outcomes with the DNP Essentials, NONPF competences in quality, and QSEN competencies. Innovations in experiential learning will be presented such as “partners in practice” and “case for quality”; and simulations for developing advanced communication skills to effectively lead QI and safety initiatives. Conclusions and Implications: Faculty will learn practical tools and resources for teaching QI and systems thinking at the doctoral level, and apply these methods in their academic settings. Faculty will reflect on their transformation from traditional teacher to expert coach in teaching QI and systems thinking. Implications for faculty development will be discussed.