Member Login
Now loading.
Please wait.



HomeLeading InitiativesQSEN
HomeLeading InitiativesQSEN


ADN QSEN Purpose
The Associate Degree Nursing (ADN) Task Force is comprised of members who have a special interest in ADN as well as QSEN. Educators of ADN programs are tasked with the challenge of preparing future nurses with the knowledge, skills, and attitudes (KSAs) necessary to continuously improve the quality and safety of the healthcare systems in which they will work. The aim of the ADN Task Force is to assist nurse educators in incorporating QSEN competencies into ADN education.


Task Force Goals
  • Identify current status of QSEN competencies incorporated in ADN education.
  • Identify resources to support the integration of QSEN competencies in ADN education.
  • Develop strategies to assist ADN programs with the implementation of QSEN competencies into curricula.
  • Collaborate with ADN educators regarding innovative curricular designs, evaluation tools, and teaching strategies by creating a repository showcasing how QSEN competencies can be integrated into ADN programs

QSEN Competencies

The Organization for Associate Degree Nursing (OADN) values the role of the nurse educator.  Being an effective educator can impact students and their patients for decades.  It is for this reason that we promote incorporation of Quality and Safety Education for Nurses (QSEN) into nursing curriculum at all levels.  Over the course of several months, the QSEN workgroup will post each of the six pre-licensure competencies.  These posts are brief summaries of the competency with some tips for practical application in your role as a nurse educator.

QSEN Competency #1:  Patient-centered Care

This content area emphasizes key patient-centered care points that the pre-licensure graduate should be competent in upon graduation.  Definition:  Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs.

Recognition for the need of patient-centered care can be traced back to the Institute of Medicines (IOM) Crossing the Quality Chasm which suggested that “caregivers provide care that is respectful and responsive to patient preferences, needs, and values, and that patient values guide clinical decision making” (IOM,  2001, p. 40).  As seasoned caregivers, nurses realize that most of what we do rotates around the patient.  But, students often get caught up in daily tasks and forget the true reason they are providing care, the patient.  How do nurse educators get students to understand that if care is patient-centered, improved patient outcomes and satisfaction will follow?  Below are some examples of activities with an emphasis on patient-centered care.


Submitted by Kimberly Silver Dunker, DNP, RN.  This is an unfolding case study designed for nursing students to learn about caring for a patient with pancreatic cancer.  This case study addresses the following competencies:  patient-centered care, teamwork and collaboration, safety, evidence-based practice, and quality improvement.  Students actively participate by answering questions as they work through the case study which includes video clips.  At the end, students could complete reflective writing on how this enhanced their knowledge, skills, and attitudes related to patient-centered care and team huddles.
Submitted by Karla Rodriguez, DNP, CNE, RN, co-authors include Karyn Boyar, DNP, RN, FNP-BC; James Weidel, PhD, FNP-BC, PMHNP-BC; Emerson Ea, DNP, APRN, CNE.  This classroom activity has students work in small groups to mind map the care for an older adult from a scenario focusing on safety, patient-centered care, and fall prevention.  
Developed by Laurie Simmons, MSN, RN, CNE.  This classroom activity helps students understand how healthcare providers are incorporating patient self-management and making care patient centered.
Submitted by Diana Girdley, MS, RN.  This clinical activity focuses on the use of a clinical evaluation tool that students complete along with their head-to-toe assessment for safety and providing patient centered care.  During post conference the students share their results and interventions they took.

Submitted by Robin Arends, MS, CNP.  This clinical activity has students entering a “set-up” room to identify potential errors or hazards for the patient.  Students are allowed 15 minutes to make observations and record them.  Then students debrief with the instructor and the instructor points out errors or misses that no one identified and discuss the importance.

Originator of competency highlight: Laurie Simmons, MSN RN CNE; Associate Professor; Kirkwood Community College; Marion, IA.