NURS FPX 4020 Improvement Plan In-Service Presentation Example
NURS FPX 4020 Improvement Plan In-Service Presentation Example Assignment Brief
Course: NURS FPX 4020 Improving Quality of Care and Patient Safety
Assignment Title: Assessment 3: Improvement Plan In-Service Presentation
Assignment Instructions Overview:
This assignment is designed to assess your ability to develop and deliver an engaging and informative in-service presentation related to a Medication Safety Improvement Plan. The primary goal is to showcase your proficiency in key competencies such as analyzing successful quality improvement initiatives, explaining the nurse’s role in coordinating care, and applying professional, scholarly, evidence-based strategies to communicate effectively.
Understanding Assignment Objectives:
In this assignment, you will build on the Medication Safety Improvement Plan developed in Assessment 2 and create an 8–14 slide PowerPoint presentation. The presentation, accompanied by detailed speaker’s notes, will be designed for a hypothetical in-service session targeting nursing staff. The focus is on promoting knowledge acquisition and skill application related to the safety improvement initiative.
The assignment will assess your ability to:
Analyze the Elements of a Successful Quality Improvement Initiative:
- Explain the need and process to improve safety outcomes related to medication administration.
- Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
Explain the Nurse’s Role in Coordinating Care:
- List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.
- Explain the audience’s role in and importance of making the improvement plan focusing on medication administration successful.
Apply Professional, Scholarly, Evidence-Based Strategies to Communicate Effectively:
- Ensure slides are easy to read, error-free, and organized with a clear purpose or goals.
- Provide detailed speaker notes that are clear, organized, and professionally presented.
- Communicate with nurses in a respectful and informative way, presenting expectations and soliciting feedback on communication strategies for future improvement.
The Student’s Role:
As a student undertaking this assignment, your role is to:
- Utilize the knowledge gained throughout the course to develop a comprehensive Medication Safety Improvement Plan.
- Design an in-service presentation agenda and outcomes that clearly articulate the purpose and goals of the session, addressing the importance of safe medication administration for nurses.
- Present a thorough overview of the Safety Improvement Plan, emphasizing its significance in reducing medication errors, improving patient outcomes, and enhancing the overall work environment.
- Engage the audience by explaining their critical role in implementing and driving the improvement plan, highlighting the direct impact on patient safety and the overall success of the initiative.
- Create resources and activities within the presentation that encourage skill development and process understanding related to safe medication administration.
- Communicate effectively through well-organized slides and detailed speaker notes, ensuring clarity, professionalism, and alignment with evidence-based strategies.
- Demonstrate a commitment to ongoing improvement by soliciting feedback from the audience and outlining how this feedback will be integrated into future sessions.
Remember to refer to the provided literature and best practices, and leverage the AONE Nurse Executive Competencies as you design and deliver the in-service presentation. Your ability to lead and educate other nurses, demonstrating leadership and valuable resourcefulness, will be key in this assignment.
Detailed Assessment Instructions for the NURS FPX 4020 Assessment Improvement Plan In-Service Presentation Assignment
For this assessment, you will develop an 8–14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the safe medication administration improvement plan you developed in Assessment 2.
As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.
The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).
As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.
You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies — especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the elements of a successful quality improvement initiative. Explain the need and process to improve safety outcomes related to medication administration. Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs. List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses. Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.
Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care. Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented. Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).
Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.
Reference for NURSFPX4020 Capella Assessment 3: Improvement Plan In-Service Presentation.
Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic & Neonatal Nursing, 47(3), s16–s17.
Professional Context
As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.
Scenario
For this assessment it is suggested you take one of two approaches:
Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, or
Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.
Instructions
The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.
Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
List the purpose and goals of an in-service session focusing on safe medication administration for nurses.
Explain the need for and process to improve safety outcomes related to medication administration.
Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.
There are various ways to structure an in-service session; below is just one example:
Part 1: Agenda and Outcomes. Explain to your audience what they are going to learn or do, and what they are expected to take away.
Part 2: Safety Improvement Plan. Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address. Explain why it is important for the organization to address the current situation.
Part 3: Audience’s Role and Importance. Discuss how the staff audience will be expected to help implement and drive the improvement plan. Explain why they are critical to the success of the improvement plan focusing on medication administration. Describe how their work could benefit from embracing their role in the plan.
Part 4: New Process and Skills Practice. Explain new processes or skills. Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills. In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.
Part 5: Soliciting Feedback. Describe how you would solicit feedback from the audience on the improvement plan and the in-service. Explain how you might integrate this feedback for future improvements.
Remember to account for activity and discussion time.
Additional Requirements :
Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenter’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slides).
Speaker notes: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker’s notes.
APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation.
Number of references: Cite a minimum of 5 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old.
Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information. Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.
PLEASE READ THE INSTRUCTIONS CAREFULLY AND TAKE YOUR TIME TO MEET EVERY REQUIREMENT!
Resources:
Leadership Competencies
- American Organization of Nurse Executives. (2015). Nurse executive competencies [PDF]. Retrieved from https://www.aonl.org/nurse-executive-competencies
- The AONE nurse executive competencies may be a helpful resource as you design your presentation, especially with regard to communication and collaboration.
Evidence and Value-Based Decision Making
Zadeh, R., Sadatsafavi, H., & Xue, R. (2015). Evidence-based and value-based decision making about healthcare design: An economic evaluation of the safety and quality outcomes. HERD: Health Environments Research & Design Journal, 8(4), 58–76.
- This article presents a model for taking different decision-making approaches to improve outcomes.
Facilitating Learning
Fewster-Thuente, L. (2014). A contemporary method to teach collaboration to students. Journal of Nursing Education, 53(11), 641–645.
This article may give you some ideas for a skills practice activity to include in your Improvement Plan In-Service Presentation.
- Green, J. K., & Huntington, A. D. (2017). Online professional development for digitally differentiated nurses: An action research perspective. Nurse Education in Practice, 22, 55–62.
Green and Huntington highlight five elements that are key to effective online professional development in this article describing an action-research project involving RNs in clinical settings.
- Moradi, K., Najarkolai, A. R., & Keshmiri, F. (2016). Interprofessional teamwork education: Moving toward the patient-centered approach. The Journal of Continuing Education in Nursing, 47(10), 449–460.
The study discussed in this article involved the development of a framework of interprofessional framework competencies on which curricula and assessment tools could be based. Such an approach may be useful for you to consider as you develop your presentation.
- Rakhudu, M. A., Davhana-Maselesele, M., & Useh, U. (2016). Concept analysis of collaboration in implementing problem-based learning in nursing education. Curationis, 39(1), 1–13.
In their effort to better understand and define collaboration in terms of problem-based learning, the authors observed the increasing importance of interprofessional collaboration to nursing education and other aspects of the health care profession.
- Capella Writing Center
- Introduction to the Writing Center.
- Access the various resources in the Capella Writing Center to help you better understand and improve your writing.
Assessment 3: Improvement Plan In-Service Presentation APA Style and Format
- Capella University follows the style and formatting guidelines in the Publication Manual of the American Psychological Association, known informally as the APA manual. Refer to the Writing Center’s APA Module for tips on proper use of APA style and format.
Capella University Library
- BSN Program Library Research Guide.
- The library research guide will be useful in guiding you through the Capella University Library, offering tips for searching the literature and other references for your assessments.
PowerPoint
Refer to these helpful Campus resources for PowerPoint tips:
- Capella University Library: PowerPoint Presentations.
- Guidelines for Effective PowerPoint Presentations [PPTX].
NURS FPX 4020 Improvement Plan In-Service Presentation Example Assignment
Slide 1: Title
- Title: Medication Safety Improvement Plan In-Service Presentation
Speaker Notes:
-
- Good [morning/afternoon/evening], everyone. Today, we’re here to discuss a crucial aspect of patient care – Medication Safety Improvement Plan.
- Medication errors can have serious consequences, and our goal is to address this issue through a comprehensive in-service presentation.
Slide 2: Introduction
Introduction:
- Medication errors are preventable adverse events occurring during prescribing, transcribing, or dispensing.
- Escalation at our medical facility due to factors like workload, inadequate training, and distractions (Farzi et al., 2017).
- Consequences include patient harm, prolonged hospital stay, increased costs, and potential lawsuits.
Speaker Notes:
- Let’s now look at the core of the issue. Medication errors are avoidable but have been on the rise at our facility due to various factors.
- We’ve noticed adverse effects on patients, increased hospital stays, and elevated costs. Today, we’ll explore how a Safety Improvement Plan can mitigate these issues.
Slide 3: Agenda and Outcomes
Agenda and Outcomes:
- 3-4 days of sessions focusing on safety improvement.
- Key Topics: Safety improvement, Audience role, New skills.
- Outcomes: Understanding strategies, Evidence-based practice, Teamwork importance, New skills acquisition.
Speaker Notes:
- Over the next 3-4 days, we’ll cover key topics critical to our safety improvement initiative.
- By the end of this in-service, our goal is for you to understand strategies, implement evidence-based practices, appreciate teamwork, and acquire new skills related to medication safety.
Slide 4: Safety Improvement Plan Overview
Safety Improvement Plan:
- Significant medication errors over the past 8 years.
- Addressing the issue vital for reducing morbidity and mortality, minimizing costs, and improving work environment.
- Proposed plan: Health information technology, effective communication, increased staff, and minimized interruptions (Hughes & Ortiz, 2015).
Speaker Notes:
- Now, let’s take a closer look at the Safety Improvement Plan. We’ve observed a significant increase in medication errors over the past 8 years.
- It’s crucial to address this issue not just for patient safety but also to reduce costs, improve work environment, and prevent potential legal challenges.
Slide 5: Audience’s Role and Importance
Audience’s Role and Importance:
- Staff will implement and drive the plan.
- Commenting, sharing experiences, taking responsibility, and embracing the plan.
- Critical for success as they are directly affected, integral to the process, and their response influences success.
- Benefits include minimal errors, trust from patients, and improved overall performance.
Speaker Notes:
- You, the staff, play a pivotal role in implementing and driving this plan. Your input, experiences, and commitment are invaluable.
- Your active participation is not just essential; it’s integral to the success of the plan. By embracing your roles, you contribute to minimal errors, gain trust, and enhance overall performance.
Slide 6: New Processes and Skills Practice
New Processes and Skills Practice:
- Emphasis on the “Five Rights” of medication administration.
- Right patient, drug, dose, route, and time (Martyn et al., 2019).
- Role play for effective practice, activities related to medication labels and orders for critical thinking, and question worksheets.
- Ensuring rigorous activities for skill development and understanding.
Speaker Notes:
- Let’s talk about the practical side. We’ll focus on the “Five Rights” of medication administration – ensuring the right patient, drug, dose, route, and time.
- We’ve designed role-playing activities, critical-thinking exercises, and question worksheets to enhance your skills and understanding.
Slide 7: Soliciting Feedback
Soliciting Feedback:
- Methods: Asking questions, surveys, exploratory discussions.
- Importance of feedback in shaping future improvements.
- Responding to feedback, making necessary changes, and compiling results.
Speaker Notes:
- Your feedback is crucial in shaping the success of this plan. We’ll employ various methods, from direct questions to surveys and exploratory discussions.
- We want to hear from you – your concerns, suggestions, and experiences. Your input will guide us in making necessary improvements for the future.
Slide 8: Conclusion
Conclusion:
- The improvement plan is tailored for patient safety.
- Audience’s roles are pivotal for success.
- Strategic processes and skills practice are essential.
- Soliciting feedback is integral for ongoing improvement.
Speaker Notes:
- In conclusion, our improvement plan is tailored to ensure patient safety, and your roles are central to its success.
- As we focus on the strategic processes and skills practice, keep in mind that your ongoing feedback is integral for continuous improvement.
Slide 9: References
References:
CDC. (2017). Medication Safety. [Link]
Farzi, S., Irajpour, A., Saghaei, M., & Ravaghi, H. (2017). Causes of medication errors in intensive care units. Journal of research in pharmacy practice, 6(3), 158.
Hughes, R. G., & Ortiz, E. (2015). Medication errors: why they happen, and how they can be prevented. Journal of infusion nursing, 28, 14-24.
Kasemsap, (2017). The perspectives of medical errors in the health care industry. In Impact of medical errors and malpractice on health economics, quality, and patient safety (pp. 113-143). IGI Global.
Martyn, -A., Paliadelis, P., & Perry, C. (2019). The safe administration of medication: Nursing behaviours beyond the five-rights. Nurse Education in Practice, 37, 109–114. [DOI Link]
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