|Institute of Medicine Core Competencies for Health Professionals: Foundation for Care Coordination in Practice|
|Lorraine Bormann, PhD, RN, MHA, CPHQ, FACHE|
Topic or category: Evidence based Healthcare
Baccalaureate of Science
in Nursing (BSN) prepared nurses are often unprepared to coordinate patient
care for the best possible outcomes for the patient and for the health care
organization. The Carnegie Foundation Report (2010) and the National League for
Nursing position statement (NLN, 2003) called for nursing education reform. The
authors were motivated by the need to include more information in nursing
education about the Institute of Medicine (IOM) reports on quality health care,
with a focus on the five core competencies identified by the IOM for all healthcare professions. It is more imperative today, due to the
greater emphasis on improving health care and safety in the United States.
Nursing students cover
much information in their courses and develop clinical competencies in a short
period of time. It is critical that each
student and faculty recognize that nursing does not happen in isolation,
but rather it is part of the entire healthcare experience. Nurses and healthcare leaders play
critical roles in this experience through individual professional roles,
responsibilities, and leadership. We are
all members of the healthcare team and
must work together to provide and improve care.
Kenner, 2013, p. xiii). Nursing curriculum now includes the Quality and Safety
Education in Nursing (QSEN) competencies (AACN, 2008) but there are many nurses
in practice that are not aware of these concepts and competencies.
A strategy for
successful care coordination includes an understanding and implementation of the
core competencies for all healthcare professionals as described by the
Institute of Medicine (IOM, 2003) to include: 1) patient-centered care, 2)
teamwork and collaboration, 3) evidence-based practice, 4) quality improvement,
and 5) informatics. The Quality and
Safety Education in Nursing (QSEN) model, described by the American Association
of Colleges of Nursing (QSEN, 2014), added the safety competency. The QSEN Model is a value model that
emphasizes competence to protect patient safety, defines the most current
trends in nursing practice, and employs an integrative paradigm in defining “nursing
practice”. Understanding basic nursing
practice is the foundation that is necessary to further define and develop care
coordination in both academia and in practice.
Introducing the concept-based QSEN into the new-hire orientation program
as a foundation for practice will provide the foundation for all healthcare
workers to enhance the care coordination efforts.
This topic was
presented at the 8th Annual Care Coordination Conference in
Baltimore, Maryland on May 10, 2016. The
program objectives were to: 1) Implement a logically stepped approach to
introducing concept-based QSEN into the new-hire orientation program, 2) Include
resources for teaching QSEN in the practice setting, and 3) Increase care
coordination by assimilating the information, gaining a deeper level of
understanding, and increasing motivation for learning.
It is important to implement a logically stepped approach to applying the
core competencies from the IOM and QSEN model from the AACN as a “foundation
for care coordination in practice” because we are still trying to define
care coordination. These concepts give
an evidence-based approach to putting a foundation in place. There are many free resources for learning
about QSEN as you consider implementing these concepts into a new hire
orientation program (QSEN, 2014). It takes understanding and motivation;
leadership; and the desire to make the change.
Dr. Bormann graduated from
Western Kentucky University with an Associate Degree in Nursing, a
Baccalaureate in Healthcare Administration and a Master’s Degree in Healthcare
Administration. She received her PhD in Educational Leadership and
Organizational Development from University of Louisville with a focus in Human
Resources. She is a Fellow in the American College of Healthcare Executives and
is a Certified Professional in Healthcare Quality. She is currently teaching in
the undergraduate and graduate programs in the School of Nursing at Western
Kentucky University. Dr. Bormann
received the Excellence in Teaching Award from Sigma Theta Tau International
and the Faculty Award for Teaching from WKU College of Health and Human
American Association of
Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate
professional nursing practice. Washington, DC: Author.
Report. (2010). Educating nurses: A call for radical transformation.
Finkelman, A. &
Kenner, C. (2013). Professional nursing
concepts: Competencies for quality leadership.
MA: Jones & Bartlett Learning.
Institute of Medicine.
(2003). Health professions education: A bridge to quality. Washington,
National League for
Nursing. (2003). Position statement: Innovation in nursing education: A call
reform.Retrieved May 8, 2014 from
Quality and Safety
Education in Nursing [QSEN]. (2014). AACN launches free QSEN learning module
series.Retrieved from http://www.aacn.nche.edu/qsen/module-series
Lorraine Bormann, PhD, RN, MHA, CPHQ, FACHE
University – School of Nursing
1106 College Heights
Office phone: 270-745-3690