Abstract
Involving nurses in quality improvement (QI) is associated with improved quality care, operational efficiency, cost, and job satisfaction (Djukic et al., 2021; Robinson & Gelling, 2019; Tschannen et al., 2023). For nurses to engage in QI, they need proper structure, education, supportive leadership, and resources (Connor et al., 2023; Tschannen et al., 2021). Without such, they are ill-equipped to improve or sustain current practices with confidence and competence.
A gap was identified in an organization’s nursing structure in which a QI methodological approach and supporting resources was lacking. To address this gap, an 8-month QI Academy pilot was developed to equip front-line nurses with education, tools, and mentorship in the development, implementation, sustainment, and dissemination of QI projects. Using the organization’s shared governance model, this project aimed to provide a platform for nursing-driven changes through nursing unit councils.
The unit council chairs and/or co-chairs of five nursing units participated in QI Academy and were taught QI methodology using the Model for Improvement and Plan, Do, Study, Act (Deming, 1986; Langley, 2009). Monthly sessions broke down the concepts of QI, introduced key tools, provided project work time, and used action items to keep projects on track. Clinical nurse specialists served as QI Coaches and attended standardized mentorship training. An electronic QI toolkit provided project guidance and housed all elements of the project, enabling participants to create a professional poster to disseminate findings at an organizational event.
Each unit successfully completed QI Academy. Pre-post Likert scale questionnaires collectively demonstrated an increase in QI coaches’ knowledge of QI concepts and confidence in mentoring. Participants demonstrated an improved knowledge of QI methodology and found mentorship valuable. Since the inception of the program, the pilot has been expanded to all unit councils system wide.
The development of a QI Academy program may serve as an effective platform to address nursing process gaps. Creating QI mentors and engaging front-line nurses through a structured program that utilizes standardized tools, trained mentors, and dedicated work time offers nurses the ability to further their professional development by building knowledge and skills for applying QI methodology to improve nursing practice.
Notes
References:
1. Connor, L., Dean, J., McNett, M., Tydings, D. M., Shrout, A., Gorsuch, P. F., Hole, A., Moore, L., Brown, R., Melnyk, B. M., & Gallagher, F. L. (2023). Evidence based practice improves patient outcomes and healthcare system return on investment: Findings from a scoping review. Worldviews on Evidence-Based Nursing, 20(1), 6–15. http://doi.org/10.1111/wvn.12621
2. Deming, W. E. (1986). Out of the crisis,(p. 88). Cambridge: Massachusetts Institute of Technology ISBN, 978-0911379013.
3. Djukic, M., Fletcher, J., Witkoski Stimpfel, A., & Kovner, C. (2021). Variables Associated With Nurse-Reported Quality Improvement Participation. Nurse Leader, 19(1), 76–81. http://doi.org/10.1016/j.mnl.2020.06.009
4. Langley, G. J., Moen, R. D., Nolan, K. M., Nolan, T. W., Norman, C. L., & Provost, L. P. (2009). The improvement guide: a practical approach to enhancing organizational performance. John Wiley & Sons.
5. Robinson, J., & Gelling, L. (2019). Nurses+QI=better hospital performance? A critical review of the literature. Nursing Management - UK, 26(4), 22–28. http://doi.org/10.7748/nm.2019.e1858
6. Tschannen, D., Alexander, C., Taylor, S., Tovar, E. G., Ghosh, B., Zellefrow, C., & Milner, K. A. (2021). Quality improvement engagement and competence: A comparison between frontline nurses and nurse leaders. Nursing Outlook, 69(5), 836–847. http://doi.org/10.1016/j.outlook.2021.02.008
7. Tschannen, D., Alexander, C., Bidisha, G., Zellefrow, C., & Milner, K. A. (2023). Original Research: Exploring Frontline Nurses’ Self-Perceived Levels of QI Engagement and QI Competence. AJN American Journal of Nursing, 123(8), 22–33. http://doi.org/10.1097/01.NAJ.0000947456.74501.f6
Sigma Membership
Gamma Chi
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Quality Improvement
Research Approach
Translational Research/Evidence-based Practice
Keywords:
Implementation Science, Mentoring and Coaching, Curriculum Development, Shared Governance
Recommended Citation
Paddock, Andrea, "Creating a Quality Improvement Academy to Advance the Professional Development of Front-Line Nurses" (2025). International Nursing Research Congress (INRC). 118.
https://www.sigmarepository.org/inrc/2025/presentations_2025/118
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Creating a Quality Improvement Academy to Advance the Professional Development of Front-Line Nurses
Seattle, Washington, USA
Involving nurses in quality improvement (QI) is associated with improved quality care, operational efficiency, cost, and job satisfaction (Djukic et al., 2021; Robinson & Gelling, 2019; Tschannen et al., 2023). For nurses to engage in QI, they need proper structure, education, supportive leadership, and resources (Connor et al., 2023; Tschannen et al., 2021). Without such, they are ill-equipped to improve or sustain current practices with confidence and competence.
A gap was identified in an organization’s nursing structure in which a QI methodological approach and supporting resources was lacking. To address this gap, an 8-month QI Academy pilot was developed to equip front-line nurses with education, tools, and mentorship in the development, implementation, sustainment, and dissemination of QI projects. Using the organization’s shared governance model, this project aimed to provide a platform for nursing-driven changes through nursing unit councils.
The unit council chairs and/or co-chairs of five nursing units participated in QI Academy and were taught QI methodology using the Model for Improvement and Plan, Do, Study, Act (Deming, 1986; Langley, 2009). Monthly sessions broke down the concepts of QI, introduced key tools, provided project work time, and used action items to keep projects on track. Clinical nurse specialists served as QI Coaches and attended standardized mentorship training. An electronic QI toolkit provided project guidance and housed all elements of the project, enabling participants to create a professional poster to disseminate findings at an organizational event.
Each unit successfully completed QI Academy. Pre-post Likert scale questionnaires collectively demonstrated an increase in QI coaches’ knowledge of QI concepts and confidence in mentoring. Participants demonstrated an improved knowledge of QI methodology and found mentorship valuable. Since the inception of the program, the pilot has been expanded to all unit councils system wide.
The development of a QI Academy program may serve as an effective platform to address nursing process gaps. Creating QI mentors and engaging front-line nurses through a structured program that utilizes standardized tools, trained mentors, and dedicated work time offers nurses the ability to further their professional development by building knowledge and skills for applying QI methodology to improve nursing practice.
Description
An organization bridged the gap of nurses applying quality improvement (QI) methodology to their practice by implementing a QI Academy to equip front-line nurses with education, tools, and mentorship for completing projects. The program provided a platform for nursing-driven changes through unit councils, resulting in improved QI methodology application and completed projects showcased at a professional poster event.