Disclosure 
  The members of the team involved in this research 
  study declare no financial interest or support from 
  any organization for the submitted work; no financial 
  relationships with any organization that may have an 
  interest in the submitted work and no other 
  relationships or activities that could appear to have 
  influenced the submitted work.
   Learning Objectives 
    1.Disseminate innovations in curricular design and teaching 
     strategies that accomplish QSEN competency development in 
     academic and/or practice settings.
    2.Describe research findings related to quality and safety education 
     and competency integration in academic and/or practice settings.
    3.Share innovations that translate or evaluate QSEN competencies 
     (patient-centered care, evidence-based practice, and informatics) 
     in academic and/or practice settings.
   Purpose
   ●Identify an innovative approach for teaching students public health 
     nursing content, holistic assessment, EBP and QSEN 
     competencies.
   ●Demonstrate use of a standardized terminology to teach BSN 
     Essentials (those relating to nursing informatics, EBP, and QSEN)
   ●Demonstrate use of a standardized terminology to teach public 
     health nursing Core Competencies (those relating to nursing 
     informatics, EBP, and QSEN)
      Background on the Omaha System
    ●Developed by the Visiting Nurses Association of Omaha 1975-1992
    ●Four federally funded grants
    ●Background in MN
    ●Minnesota Omaha System Users Group started in 2001, led by 
     state and county public health nurses
    ●Minnesota statutes mandated local health departments to have 
     interoperable electronic health records systems by January, 2015.
    ●Recommendation from MDH eHealth Standards Committee and 
     signed by commissioner– use standardized terminologies such as 
     the Omaha system as  client care documentation standard
        Overview of the Omaha System
    ●Research-based taxonomy for integrating and sharing clinical data
    ●Used for documentation, clinical decision support and research
    ●Provides EBP at point of care
    ●Three classification schemes:
    ●Assessment component—Problem Classification Scheme (42 client 
     problems)
    ●Intervention component—Intervention Scheme ( 4 categories of 
     action, 75 targets)
    ●Outcomes component—Problem Rating Scale for Outcomes (3 
     scales)