Experiential Learning: An Online Simulation QI Project
Overview
Students integrate a variety of quality improvement (QI)-related concepts, tools, and methods (i.e., random vs special-cause variation, rapid-cycle testing, run charts, the Pareto principle, dataset analysis, etc.) as they apply, analyze, and evaluate a QI initiative. Engaging with a unique dataset, students walk through the QI process of assessing changes in data over time. To gain experience in dissemination of outcomes, students provide a webcam teaching presentation for their peers demonstrating project understanding and applying findings to national resources and benchmarking data.
How to Use
- Faculty provides each student with a sample dataset, preferably applicable to the student’s area of practice specialty. This dataset is generated through an AI tool. An example prompt: “Please provide a dataset for a master's prepared nurse working as a quality specialist in a large urban emergency department. This dataset should demonstrate a successful PDSA cycle of a change intervention to improve patient satisfaction scores. Please provide 20 weeks of data. Generate a run chart and interpret the findings, noting any shifts, runs, or astronomical data points. Provide a master key as well (the key is useful for faculty; not shared with students).”
- Each student receives a simulated dataset through the course Learning Management System (LMS) and completes the assignment criteria.
Integrative Learning Strategies
Students receive a folder in their LMS course with written instructions, step-by-step explanations, as well as assignment resources. Additionally, each student receives a unique simulated dataset, aligned to their specialty area of practice. Approximately half of the class receives a dataset demonstrating a successful QI intervention, while the remainder receive a dataset demonstrating random variation of dataset metrics (i.e., representing an unsuccessful QI initiative).
Assessment Strategies
Students are provided with a Quality-Improvement Project Grading Rubric, which requires a personal reflection of their learning experience. Additionally, applicable QI concepts are evaluated for comprehension through unit-based online exams.
Learning Objectives and Exemplars
Learning Objectives
- Integrate the application of major quality improvement models and tools (e.g., Six Sigma, Lean, Ishikawa diagram, run charts, the Pareto principle, etc.) to monitor and improve healthcare system performance.
- Using national safety and quality resources, apply principles of improvement science, systems thinking, and evidence-based strategies to implement and sustain quality initiatives across a variety of healthcare environments.
- Create a teaching presentation that disseminates outcomes and demonstrates application of QI tools (flowcharts, rapid-cycle testing, Kaizen Event, driver diagram, etc.) to identify and address safety and quality gaps.
- Interpret healthcare quality metrics using data-driven methods to support performance improvement in alignment with national benchmarking standards.
Exemplars
See the attached exemplar of a sample AI-generated simulated dataset, complete with an answer key for faculty use (faculty are encouraged to thoroughly review the dataset key and potentially may need to adjust some details of the dataset and metrics for accuracy, etc.)
Possible Courses
- Foundations of Healthcare Safety & Quality
- Leadership
- Evidence-Based Practice
- Capstone Coursework (applying QI projects in practice)
Additional Resources/Publications
Institute for Healthcare Improvement. n.d. Model for improvement. IHI.org. Accessed February 3, 2026. https://www.ihi.org/library/model-for-improvement
Joint Commission. n.d. Definitions of quality and patient safety in health care. Accessed February 3, 2026. https://digitalassets.jointcommission.org/api/public/content/0f631addd218493684840f6dd43ffc54?v=a57fbac2
Sub-competencies for advance-level professional nursing education:
1.2f Synthesize knowledge from nursing and other disciplines to inform education, practice, and research.
1.2g Apply a systematic and defendable approach to nursing practice decisions.
2.3h Demonstrate that one’s practice is informed by a comprehensive assessment appropriate to the functional area of advanced nursing practice.
2.5i Prioritize risk mitigation strategies to prevent or reduce adverse outcomes.
2.6f Monitor aggregate metrics to assure accountability for care outcomes.
2.7d Analyze data to identify gaps and inequities in care and monitor trends in outcomes.
2.7f Synthesize outcome data to inform evidence-based practice, guidelines, and policies.
4.1j Discern appropriate applications of quality improvement, research, and evaluation methodologies.
4.1l Disseminate one’s scholarship to diverse audiences using a variety of approaches or modalities.
5.1i Establish and incorporate data driven benchmarks to monitor system performance.
5.1j Use national safety resources to lead team-based change initiatives.
5.1k Integrate outcome metrics to inform change and policy recommendations.
5.1o Advance quality improvement practices through dissemination of outcomes.
5.2g Evaluate the alignment of system data and comparative patient safety benchmarks.
5.3e Advocate for structures, policies, and processes that promote a culture of safety and prevent workplace risks and injury.
7.1g Analyze system-wide processes to optimize outcomes.
7.3g Manage change to sustain system effectiveness.
8.2h Use standardized data to evaluate decision- making and outcomes across all systems levels.
8.3g Evaluate the use of information and communication technology to address needs, gaps, and inefficiencies in care.
9.4e Assess the interaction between regulatory agency requirements and quality, fiscal, and value-based indicators.
10.3l Evaluate the outcomes of intentional change.
Posted: June 30, 2026
Submitted by:
Susan Larson, PhD, RN, Professor, MidAmerica Nazarene University
If you would like to cite this resource in your own work, please use the following citation:
Larson, S. (2026). Experiential Learning: An Online Simulation QI Project. Excerpted from the Essentials Teaching Resource Database. American Association of Colleges of Nursing, Washington, DC. Available at https://www.aacnnursing.org/AACN-Essentials/Implementation-Tool-Kit.