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CONTENTS How Are the IOM Reports Relevant to Nursing Education? Influence of the IOM Reports Implications for Nursing Education Safety and Quality Care Part 1: Report Summaries and Recommendations Safety Report: To Err Is Human (1999) Patient Safety: Achieving a New Standard of Care (2004) Quality Care Reports: Crossing the Quality Chasm (2001) Envisioning the National Healthcare Quality Report (2001) Priority Areas for National Action: Transforming Healthcare Quality (2003) Leadership Reports: Leadership By Example: Coordinating Government Roles in Improving Healthcare Quality (2003) Public Health Reports: Future of the Public's Health in the Twenty-first Century (2003) Who Will Keep the Public Healthy (2003) Unequal Treatment: Confronting Racial and Ethnic Disparities in Healthcare (2002) Guidance for the National Healthcare Disparities Report (2002) Nursing Report: Keeping Patients Safe: Transforming the Work Environment for Nurses (2004) Health Professions Education Report: Health Professions Education: A Bridge to Quality (2003) Summary Part 2: Strategies for Nursing Education A Challenge and Some Q&A for Nursing Educators A Nursing Response to the IOM Reports: Nursing Education Strategies React to the Shifting Demographics of the Patient Population. Recognize and Integrate Technology Competencies into the Nursing Curriculum. Conduct Root Cause Analysis of Errors. General Nursing Education Issues New Pathways Clinical Nurse Leader Doctor of Nursing Practice Centers of Excellence Schools of Nursing and Forces of Magnetism Reviewing and Updating Nursing Curriculum Part 3: Incorporating the Core Competencies in Nursing Education Provide Patient-Centered Care Decentralized and Fragmented Care Self-Management Support Patient Errors in Self-Management Healthcare Literacy Self-Management and Health Literacy Interpreters Health Education and Health Literacy The Healthcare Delivery System and Health Literacy Health Literacy and Nursing Assessment and Interventions Patient Education Family or Caregiver Roles Consumer Perspective on Healthcare Needs Care Coordination Work on Interdisciplinary Teams An Environment of Learning, not Blame Training in Teams A Culture of Safety Proactive Responses Safety Culture in the Healthcare Organization Stakeholders Change Process Need for Transparency Teamwork Nurses in Healthcare Organizations Transformational Leadership Maximizing Workforce Capability Promoting Safe Staffing Levels Knowledge and Skill Acquisition Interdisciplinary Collaboration Verbal Abuse Structured Interdisciplinary Forums Work and Workspace Design Design of Work Hours Medications Transfers Paperwork Physical Plant Contingent Workers Learning Organizations Nurse Internships and Residencies Employ Evidence-Based Practice Evidence-Based Practice Research Apply Quality Improvement Errors Analysis Simplistic Solutions Human Factors Legal Issues JCAHO and QI JCAHO Accreditation Changes in JCAHO Standards Medications and Administration: Errors Increased Use of Drugs Use of Multiple Drugs Medication Process Preventable Causes of Adverse Drug Events New Approaches to Medication Administration Effective Medication Management Safety in the Plan of Care Wrong-Site Surgery Errors Patient Falls Setting Safety Standards Infectious Diseases Surgical Morbidity and Mortality Conferences, Autopsy Risk Management Access to Care Management Programs and Guidelines Safety as a Competency High-Risk Areas Six Aims Clinical Content and Experiences National Healthcare Quality Report Matrix Priority Areas for National Action Care Coordination Adequate Pain Control Asthma Obesity Major Depression Nosocomial Infections Pregnancy and Childbirth Severe and Persistent Mental Illness Stroke Tobacco Dependence Cancer Screening Children with Special Needs Diabetes End of Life Frailty Associated with Old Age Hypertension Immunization Ischemic Heart Disease Framework for Building Patient Safety Occupational Health Utilize Informatics Use of Computers in Healthcare Organizations Computer-Based Reminder Systems Access to Complete Patient Information at the Point of Care Clinical Decision Support Systems HIPAA Summary Part 4: Using IOM Reports in the Classroom Learning Objectives Presentations Teaching Tips and Techniques Issues for Further Exploration Current Events Fields of Sudy Cross-Cultural Education Future Implications Classroom Activities Story Sharing A Case Study Root Cause Analysis Steps in Critical Thinking Discussion Questions and Essay Questions Self-Assessment Tools Questions for Reflection Teaching IOM: Test Questions Exam Questions Short Essay Questions Exam Questions with Correct Answers Part 5. References, Readings, Internet Sites, and Other Resources Online Access to IOM Reports References: Part 1 References Parts 2 and 3 References: Part 4 and Glossary Additional Readings Additional References: Evidence-Based Practice and Research Glossary Appendices Appendix A. Recommendations from the President's Advisory Committee on Consumer Protection and Quality in the Healthcare Industry Appendix B. Recommendations from To Err Is Human Appendix C. Recommendations from Crossing the Quality Chasm Appendix D. National Healthcare Quality Report Matrix Appendix E. Recommendations from Leadership by Example Appendix F. Recommendations from The Future of the Public's Health Appendix G. Recommendations from Who Will Keep the Public Healthy? Appendix H. Recommendations from Keeping Patients Safe: Transforming the Work Environment for Nurses Appendix I. Strategies and Recommendations from Health Professions Education: Bridge to Quality Appendix J. The IOM Reports: Critical Curricular Content Appendix K. Nursing Against Whose Odds? Commentary on Gordon (2005) as an Example of Teaching to the IOM Reports Appendix L. Clinical Prevention and Population Health: Curricular Framework for Health Professionals Index
Library of Congress Subject Headings for this publication:
Institute of Medicine (U.S.).
Nursing -- Study and teaching -- United States.
Institute of Medicine (U.S.).
Education, Nursing -- methods -- United States.
Health Care Reform -- United States.
Professional Competence -- United States.
Quality Assurance, Health Care -- United States.
Safety Management -- United States.