The effect of a pedagogy of curriculum infusion on nursing student well-being and intent to improve the quality of nursing care.

AIM The aim of this study was to determine if a pedagogy of curriculum infusion promotes nursing student well-being and intent to address quality care indicators of Quality and Safety Education for Nurses (QSEN) and American Association of Colleges of Nursing. METHODS This mixed-method experimental design study is based on 86 students' experiences with curriculum infusion as an intervention in two undergraduate nursing courses from August to December 2011. Student reflections, case analyses, and narrative evaluations were examined. FINDINGS Students experiencing curriculum infusion demonstrated intention to provide quality care as evidenced by case analysis and personal reflections. CONCLUSION Students acknowledged the importance of self-care and demonstrated intention to provide quality nursing care in five of the six QSEN competencies. Educators must be mindful to educate the whole student.