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NURS 6003 FG005 Professional Development Plan Nursing Paper Example

NURS 6003 FG005 Professional Development Plan Assignment

NURS 6003 FG005 Professional Development Plan Nursing Paper Assignment Brief

Course: NURS 6003 – Transition to Graduate Study for Nursing

Assignment Title: NURS 6003 FG005 Professional Development Plan Assignment

Assignment Instructions Overview

This assignment focuses on creating a comprehensive professional development plan that encapsulates your academic and professional accomplishments and sets clear goals for your future career in nursing. The plan will help you align your professional growth with the university’s mission of promoting social change. The assignment is divided into three main parts: developing a curriculum vitae (CV), identifying professional development goals, and aligning these goals with social change.

Understanding Assignment Objectives

The primary objectives of this assignment are to:

• Develop a detailed and accurate curriculum vitae that reflects your current education and professional experience.
• Identify specific professional development goals that will enhance your career and academic journey.
• Align your professional development goals with the university’s emphasis on social change, demonstrating how your career advancements can contribute to societal improvements.

The Student’s Role

As a student, your role is to meticulously document your academic and professional history in the CV, articulate your future career goals, and thoughtfully consider how these goals can be aligned with broader social change initiatives. You are expected to:

• Complete the CV: Provide a detailed account of your educational background, work experience, certifications, skills, and affiliations.
• Set Development Goals: Clearly state your professional development goals, detailing the steps you plan to take to achieve them.
• Align with Social Change: Explain how your goals align with the university’s mission to promote social change, and how you plan to implement this alignment in your professional practice.

Competencies Measured

This assignment will measure the following competencies:

• Professional Documentation: Ability to create a comprehensive and accurate CV that effectively communicates your qualifications and experiences.
• Goal Setting: Skill in identifying and articulating clear, achievable professional development goals that align with your career aspirations.
• Critical Thinking: Capacity to connect personal career goals with broader social change objectives, demonstrating an understanding of how professional practice can contribute to societal improvement.
• Academic Writing: Proficiency in presenting information in a clear, concise, and organized manner, adhering to academic standards and citing relevant literature appropriately.

You Can Also Check Other Related Assessments for the NURS 6003 – Transition to Graduate Study for Nursing Course:

NURS 6003 FG001 Networking for Academic and Professional Success Assignment Example

NURS 6003 FG002 Academic and Professional Strategies and Resources Assignment Example

NURS 6003 FG003 Academic and Professional Integrity Assignment Example

NURS 6003 FG004 Scholarship and Nursing Practice Assignment Example

NURS 6003 FG006 Standards of Practice Nursing Assignment Example

NURS 6003 FG005 Professional Development Plan Nursing Paper Example

Week 5 | Part 5: Professional Development

Introduction

The purpose of this assignment is to create a comprehensive professional development plan to ensure academic success and professional growth in nursing practice. This will be achieved through developing a detailed curriculum vitae (CV), identifying specific professional development goals, and aligning these goals with the university’s emphasis on social change. This structured plan will guide the journey towards becoming a nursing educator and contributing positively to the community.

Step 1: Curriculum Vitae (CV)

Name: [XXXXXX XXXXXX]

Address: [XXXXXX]

Phone: [XXXXXX]

Email: [XXXXXX]

Education

• Master of Science in Nursing, Education
  • Walden University, Minneapolis, MN (Expected December 2024)
• Bachelor of Science in Nursing
  • Keiser University, Melbourne, FL (2016)
• Associate of Science in Nursing
  • Keiser University, Melbourne, FL (2015)

Professional Experience

• Freestanding Float Nurse
  • February 2021 – Present
  • Floats between 4 Free-Standing Emergency Departments (FSEDs)
  • Certified in running all diagnostic lab testing performed in FSEDs
  • Adaptable to various work environments and staff
• Travel Nurse – Emergency Department
  • UCHealth Metro Denver Area FSEDs
  • April 2020 – February 2021
  • Floated between 5 FSEDs, worked nightshift as solo RN
  • Certified in running all diagnostic lab testing performed in FSEDs
• Registered Nurse – Emergency Department
  • HCA Healthcare System/Memorial Hospital, Jacksonville, FL
  • March 2017 – March 2020
  • Provided care to an average of 12-15 patients a day in a 60-bed ED
  • Cross-trained in Pediatric ED and proficient in Team 2 trauma
• Registered Nurse – Emergency Department
  • NCH Healthcare System, Naples, FL
  • November 2015 – December 2016
  • Utilized nursing processes to assess, plan, provide, and evaluate nursing care

Licensures and Certifications

• RN License: California, New York, Washington, Michigan, Pennsylvania, Connecticut, Virginia (Compact), Georgia
• Neonatal Resuscitation Provider
• Advanced Cardiovascular Life Support (ACLS)
• Basic Life Support (BLS)

Professional Development and Affiliations

• Member, Sigma Theta Tau International Honor Society of Nursing
• Member, American Nurses Association
• Proficient in Microsoft Office, MAC, Cerner, EPIC, AllSCRIPT, Meditech, Dragon

Skills and Interests

• Mentoring, traveling, boxing

Step 2: Professional Development Goals

My professional development goals are focused on advancing my career in nursing education. These goals are:

• Obtain a Position in Teaching Clinical Nursing:
  • This will provide the opportunity to gain practical experience in education and familiarize myself with the university environment.
• Establish a Mentorship Relationship:
  • Building a relationship with the educator in my department and the education department will provide guidance and support in achieving my goals.
• Attend Nursing Seminars for Educators:
  • Attending seminars will enhance my knowledge and skills, ensuring I stay updated with the latest advancements in nursing education.
• Join the Association for Nursing Professional Development (ANPD):
  • Membership in ANPD will offer valuable resources for networking, knowledge, and career development.

These goals are designed to build the necessary experience, knowledge, and connections to achieve my ultimate objective of teaching BSN courses online.

Step 3: Alignment with Social Change

My professional development goals align with Walden University’s mission of promoting social change in the following ways:

• Teaching Clinical Nursing:
  • By educating future nurses, I will be able to instill the importance of community service and social change, empowering them to make positive impacts in their communities.
• Mentorship Relationship:
  • Fostering relationships within the education department will enable the implementation of innovative changes within the hospital system, enhancing patient care and community health.
• Attending Nursing Seminars:
  • The knowledge gained from seminars will be utilized to introduce new ideas and practices that improve patient care and promote health equity within my organization and community.
• Joining ANPD:
  • Networking and professional development through ANPD will help in creating and disseminating strategies for social change, influencing policies, and advocating for better health outcomes.

By pursuing these goals, I will contribute to Walden University’s vision of producing graduates who are agents of social change, thereby positively affecting healthcare practices and outcomes in various communities.

Conclusion

This professional development plan outlines a clear path for academic and career advancement in nursing education. By systematically pursuing these goals and aligning them with the mission of social change, I aim to not only achieve personal and professional success but also to contribute meaningfully to the improvement of healthcare in my community and beyond.

Detailed Assessment Instructions for the NURS 6003 FG005 Professional Development Plan Nursing Paper Assignment

Description

• FG005 Professional Development Plan
  • Create professional development plans for academic success and professional practice.

Week 5 | Part 5: Professional Development

I have developed a curriculum vitae to capture my academic and professional accomplishments to date. I have also developed a statement identifying one or more professional development goals, and a statement proposing how I might align one or more of these professional development goals with the University’s emphasis on social change.

The results of my efforts are below.

Directions: Complete Step 1 by developing (or copying and pasting) a curriculum vitae (CV) in the space provided. Complete Step 2 by clearly identifying and accurately stating in detail your professional development goals. Complete Step 3 by clearly and accurately stating in detail how to accurately and appropriately align one or more of your professional development goals with the University’s emphasis on social change.

Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph.

Step 1: Curriculum Vitae (CV)

Use the space below to create a fully developed and accurate curriculum vitae (CV) based on your current education and professional background. Alternatively, you may write this in a separate document and copy/paste the results below.

NOTE: If needed there are a variety of online resources available with tips and samples of graduate nurse CVs.

Step 2: Professional Development Goals

Step 3: Alignment with Social Change

Academic and Professional Success Plan Template

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NURS 6003 FG003 Academic and Professional Integrity Paper Example

NURS 6003 FG003 Academic and Professional Integrity Assignment

NURS 6003 FG003 Academic and Professional Integrity Paper Assignment Brief

Course: NURS 6003 – Transition to Graduate Study for Nursing

Assignment Title: NURS 6003 FG003 Academic and Professional Integrity Assignment

Assignment Instructions Overview

This assignment is designed to enhance your understanding of academic integrity and professional ethics. You will explore strategies to uphold these principles in both your academic work as an MSN student and your professional practice as a nurse. The assignment involves analyzing the relationship between academic integrity and writing, as well as the connection between professional practices and scholarly ethics. You will then identify and describe strategies to maintain integrity in both academic and professional settings.

Understanding Assignment Objectives

The primary objective of this assignment is to deepen your comprehension of the importance of integrity in academic and professional contexts. You will reflect on the strategies that support ethical academic writing and professional conduct. By doing so, you will develop a plan to maintain integrity and ethics throughout your educational journey and nursing career. This exercise will help you understand the critical role that integrity plays in building trust and credibility in both academic and professional environments.

The Student’s Role

As a student, your role is to engage thoughtfully with the resources provided, reflect on the connection between academic integrity and professional ethics, and apply these concepts to your own work. You will analyze how tools such as Grammarly and SafeAssign, as well as practices like proper citation and paraphrasing, contribute to maintaining academic integrity. Additionally, you will develop strategies to ensure that your academic work adheres to ethical standards, which will, in turn, influence your professional practice as a nurse.

Competencies Measured

This assignment will measure your ability to:

• Understand and articulate the importance of academic integrity in scholarly writing.
• Comprehend the relationship between professional practices and scholarly ethics in the nursing profession.
• Utilize tools and strategies to uphold academic and professional integrity.
• Develop and implement a plan to maintain ethical standards in both academic and professional settings.

You Can Also Check Other Related Assessments for the NURS 6003 – Transition to Graduate Study for Nursing Course:

NURS 6003 FG001 Networking for Academic and Professional Success Assignment Example

NURS 6003 FG002 Academic and Professional Strategies and Resources Assignment Example

NURS 6003 FG004 Scholarship and Nursing Practice Assignment Example

NURS 6003 FG005 Professional Development Plan Assignment Example

NURS 6003 FG006 Standards of Practice Nursing Assignment Example

NURS 6003 FG003 Academic and Professional Integrity Paper Example

Part 1: Writing Sample: The Connection Between Academic and Professional Integrity

Relationship Between Academic Integrity and Writing

Academic integrity is the cornerstone of scholarly writing, ensuring that the creation and presentation of knowledge are conducted ethically and honestly. In academic writing, maintaining integrity involves appropriately crediting sources to avoid plagiarism, which fosters trust and credibility in scholarly communication. As highlighted by the American Psychological Association (2020), adhering to proper citation practices not only respects the intellectual property of original authors but also strengthens the writer’s own arguments by backing them with credible evidence. Therefore, academic integrity in writing is not just about avoiding misconduct; it is about engaging in an ethical practice that upholds the value of scholarly work and contributes to the ongoing dialogue within the academic community.

Relationship Between Professional Practices and Scholarly Ethics

In the nursing profession, ethical practice is paramount, influencing patient outcomes and the overall quality of care. The relationship between professional practices and scholarly ethics is intertwined, as both are grounded in principles such as honesty, integrity, and accountability. Nurses are expected to abide by the Code of Ethics for Nurses, which provides a framework for ethical decision-making in professional practice (American Nurses Association, 2015). This ethical framework extends to scholarly activities, where the same values guide the conduct of research and the dissemination of findings. Ethical scholarship ensures that the knowledge generated is reliable and can be trusted to inform clinical practice. For instance, scholarly ethics prevent data fabrication or falsification, thus preserving the integrity of evidence-based practice which is crucial for patient care (Alba, 2018).

How Grammarly, SafeAssign, and Paraphrasing Contribute to Academic Integrity

Tools like Grammarly, SafeAssign, and paraphrasing techniques play crucial roles in upholding academic integrity. Grammarly assists in enhancing the clarity and correctness of academic writing, thereby reducing the likelihood of unintentional errors that could compromise the quality of scholarly work. SafeAssign is essential for detecting potential plagiarism, ensuring that students submit original work and properly cite all sources. This tool promotes a culture of honesty by providing feedback on the originality of submissions, allowing students to correct any inadvertent plagiarism before final submission (Walden University Academic Skills Center, n.d.). Paraphrasing, when done correctly, involves restating information in one’s own words while giving proper credit to the original source, thus avoiding plagiarism and demonstrating a thorough understanding of the material. Together, these tools and techniques foster a rigorous academic environment where integrity is upheld.

Part 2: Strategies for Maintaining Integrity of Work

Strategies for Academic Integrity as an MSN Student

To maintain academic integrity and ethics during my MSN program, I will employ several strategies. First, I will consistently use SafeAssign to check my papers for potential plagiarism before submission. This will allow me to identify and address any unintentional similarities with existing works, thereby ensuring that my submissions are original and properly cited. Additionally, I will make a habit of paraphrasing correctly by thoroughly understanding the source material and then articulating it in my own words while providing appropriate citations. This practice will not only help in avoiding plagiarism but also enhance my comprehension and retention of the material.

Moreover, I will leverage resources such as the Walden University Writing Center and Grammarly to improve my writing skills and ensure that my work adheres to high academic standards. The Writing Center offers valuable resources on APA formatting and scholarly writing principles, which are essential for producing high-quality academic work. Grammarly will assist in refining my writing by identifying grammatical errors and suggesting improvements, ensuring that my submissions are polished and professional.

Strategies for Professional Integrity as a Nurse

As a nurse, I will uphold professional integrity by adhering to the ethical guidelines set forth by the American Nurses Association (2015). Regularly reviewing the ANA Code of Ethics will keep me informed of the standards expected in the nursing profession, guiding my actions and decisions in clinical practice. Furthermore, I will engage in continuous professional development to stay current with best practices and emerging evidence in nursing. This commitment to lifelong learning will ensure that my practice remains evidence-based and ethically sound.

In addition to individual efforts, I will foster a culture of integrity within my workplace by promoting open communication and ethical decision-making among colleagues. This collaborative approach will help create an environment where ethical standards are valued and upheld, ultimately enhancing the quality of care provided to patients.

References

Allen, C., Stanley, S., Cascoe, K., & Stennett, R. (2017). Academic dishonesty among undergraduate nursing students. International Archives of Nursing and Health Care, 3(1), 074.

American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. Retrieved from https://www.nursingworld.org/coe-view-only

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

Alba, B. (2018). Factors that impact on emergency nurses’ ethical decision-making ability. Nursing Ethics, 25(7), 855-866. https://doi.org/10.1177/0969733016674769

Walden University Academic Skills Center. (n.d.). ASC success strategies: Plagiarism. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/ASCsuccess/ASCplagiarism

Detailed Assessment Instructions for the NURS 6003 FG003 Academic and Professional Integrity Paper Assignment

• FG003 Academic and Professional Integrity
  • Apply strategies to promote academic integrity and professional ethics.

Description

Nurse-scholars have a significant obligation to their community as well. Their work must have academic and professional integrity. Their efforts are designed to add to the body of knowledge, advance the profession, and ultimately help in the care of patients. Work that lacks integrity is subject to erode quickly or worse.

Fortunately, there are strategies and tools that can help ensure integrity in academic and professional work. This Assignment asks you to consider these tools and how you might apply them to your own work.

In this Assignment you will continue developing your Academic Success and Professional Development Plan by appending the original document you began in the previous assignment.

To Prepare:

• Reflect on the strategies presented in the Resources for this Module in support of academic style, integrity, and scholarly ethics.
• Reflect on the connection between academic and professional integrity.

The Assignment:

Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics

I have analyzed the relationship between academic integrity and writing, as well as the relationship between professional practices and scholarly ethics. I have also identified strategies I intend to pursue to maintain integrity and ethics of my academic work while a student of the MSN program, as well as my professional work as a nurse throughout my career. The results of these efforts are shared below.

Directions: In the space below craft your analysis/writing sample, including Part 1 (The Connection Between Academic and Professional Integrity) and Part 2 (Strategies for Maintaining Integrity of Work).

Part 1: Writing Sample: The Connection Between Academic and Professional Integrity

In the space below write a 2- 3-paragraph analysis that includes the following:

• Explanation for the relationship between academic integrity and writing
• Explanation for the relationship between professional practices and scholarly ethics
• Cite at least 2 resources that support your arguments, being sure to use proper APA formatting.
• Use Grammarly and SafeAssign to improve the product.
• Explain how Grammarly, Safe Assign, and paraphrasing contributes to academic integrity

PART 2: Strategies for Maintaining Integrity of Work

Expand on your thoughts from Part 1 by:

Identifying and describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.

Note: Add your work for this Assignment to the original document you began in the Module 1 Assignment, which was built from the Academic Success and Professional Development Plan Template.

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 

Required Readings

• American Nurses Association. (2015). Code of ethics for nurses with interpretive statementsLinks to an external site.. Retrieved from https://www.nursingworld.org/coe-view-only
• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
  • Chapter 1, “Scholarly Writing and Publishing Principles”
    • Section 1.17, “Implications of Plagiarism and Self-Plagiarism” (p. 21)
  • Chapter 4, “Writing Style and Grammar”
  • Chapter 8, “Works Credited in the Text”
    • Section 8.2, “Plagiarism” (p. 254)
    • Section 8.3, “Self-Plagiarism” (p. 256)
  • Chapter 10, “Reference Examples”
• Alba, B. (2018). Factors that impact on emergency nurses’ ethical decision-making abilityLinks to an external site.. Nursing Ethics, 25(7), 855–866. https://doi.org/10.1177/0969733016674769
• Glasper, A. (2016). Does cheating by students undermine the integrity of the nursing profession?Links to an external site. British Journal of Nursing, 25(16), 932–933.
• NLN Ethical Principles for Nursing EducationLinks to an external site.. (2012). Nursing Education Perspective, 33(1), 65.
• Walden University Academic Skills Center. (n.d.). ASC success strategies: PlagiarismLinks to an external site.. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/ASCsuccess/ASCplagiarism
• Walden Office of Student Affairs. (n.d.). SafeAssign tutorialsLinks to an external site.. Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity/safe-assign-turn-it-in
• Walden University Writing Center. (n.d.). APA style: OverviewLinks to an external site.. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/apa
• Walden University Writing Center. (n.d.). APA style: APA basics checklistLinks to an external site.. Retrieved May 3, 2021, https://academicguides.waldenu.edu/writingcenter/apa/checklist
• Walden University Writing Center. (n.d.)Grammarly: OverviewLinks to an external site.. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/grammarly

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NURS 6003 FG001 Networking for Academic and Professional Success Paper Example

NURS 6003 FG001 Networking for Academic and Professional Success Assignment

NURS 6003 FG001 Networking for Academic and Professional Success Paper Assignment Brief

Course: NURS 6003 – Transition to Graduate Study for Nursing

Assignment Title: NURS 6003 FG001 Networking for Academic and Professional Success Assignment

Assignment Instructions Overview

This assignment focuses on developing a robust academic and professional network that will support your success in the MSN program and in your future nursing practice. You are required to identify key individuals or teams, both academic and professional, who will provide guidance, support, and mentorship throughout your journey.

Understanding Assignment Objectives

The primary objective of this assignment is to help you create a network of supportive relationships that will enhance your academic performance and professional development. By establishing connections with experienced professionals and academics, you will gain access to valuable resources, insights, and opportunities that are essential for achieving success in your MSN program and beyond. This assignment encourages you to think strategically about your support system and leverage these relationships to maximize your potential.

The Student’s Role

As a student, your role is to actively seek out and engage with individuals who can contribute to your academic and professional growth. This involves identifying at least two academic and two professional individuals or teams who are willing to support you. You will need to articulate why you have chosen these specific individuals or teams and explain how they will assist you in reaching your goals. Additionally, you are expected to maintain these relationships and utilize the guidance and resources provided by your network to navigate the challenges of your MSN program and advance your nursing career.

Competencies Measured

This assignment measures several key competencies, including:

• Networking Skills: Your ability to identify and engage with influential individuals in your field.
• Strategic Planning: Your capability to create a network that aligns with your academic and professional goals.
• Communication: Your proficiency in articulating the value of your network and how it will support your success.
• Professionalism: Your commitment to building and maintaining professional relationships.

You Can Also Check Other Related Assessments for the NURS 6003 – Transition to Graduate Study for Nursing Course:

NURS 6003 FG002 Academic and Professional Strategies and Resources Assignment Example

NURS 6003 FG003 Academic and Professional Integrity Assignment Example

NURS 6003 FG004 Scholarship and Nursing Practice Assignment Example

NURS 6003 FG005 Professional Development Plan Assignment Example

NURS 6003 FG006 Standards of Practice Nursing Assignment Example

NURS 6003 FG001 Networking for Academic and Professional Success Paper Example

Module 1 | Part 1: Developing an Academic and Professional Network

I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.

In the modern healthcare environment, advanced planning is essential for achieving success both academically and professionally. Success in the nursing field relies significantly on the quality of one’s network, comprising specific individuals and teams that provide support and guidance (Siciliano et al., 2018). This paper describes the academic and professional connections that have been instrumental in shaping my journey towards becoming a successful practicing nurse.

In the academic context, my aspiration to become a successful nurse practitioner heavily depends on the support from instructors and peers. As a Registered Nurse and aspiring Nurse Practitioner, the contributions from these individuals are crucial in navigating the study process. Instructors, who oversee academic practices, provide vital guidance in research, study, and course completion (Siciliano et al., 2018). Additionally, academic peers contribute significantly to my success by collaborating on various academic challenges that might not be fully addressed by instructors.

In the professional context, practical connections are vital for success in the workplace. A robust network in the medical field is crucial for a successful career. Mentorship from experienced nurses and nurse practitioners has been particularly valuable. Nurse mentors provide guidance through practical experiences and professional rounds, helping new nurse practitioners navigate their roles effectively. These mentors offer insight into making informed professional decisions and completing critical tasks. Furthermore, connections with practicing nurse practitioners enhance the likelihood of being recognized for advanced positions, such as a Nurse Practitioner Psychiatric role in the future.

Therefore, the following sections detail the specific academic and professional network members who have supported my journey and contributed to my success in the MSN program and beyond.

NETWORK MEMBER 1

Name: Robyn Gilden, Ph.D., RN

Title: Associate Professor and Program Director

Organization: School of Nursing, University of Maryland

Academic or Professional: Academic

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

Robyn Gilden’s extensive experience in environmental health and applied toxicology, along with her work with various public and private health organizations, makes her an invaluable member of my academic network. Her guidance and support will be crucial during the research components of the MSN program, ensuring their successful completion. Our shared interest in environmental health and pediatric populations further justifies her inclusion. Gilden’s role as a publisher and reviewer for leading public health nursing journals will provide mentorship to strengthen my research and scientific writing skills. Overall, her mentorship will enhance my research capabilities, crucial for success in the MSN program and future nursing practice.

Notes:

• Extensive background in environmental health
• Experience with public and private health organizations
• Published author and journal reviewer

NETWORK MEMBER 2

Name: Susan M. Wozenski, JD, MPH

Title: Dual Degree Director, Master of Public Health Program

Organization: Department of Epidemiology and Public Health, School of Medicine, University of Maryland

Academic or Professional: Academic

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

Susan Wozenski’s reputation as a leading educator in health promotion, population health, and program planning is the reason for her selection. Her vast experience in teaching and program evaluation will guide me through the complexities of the MSN program. Her expertise in family and community health nursing and epidemiology will aid in developing competencies crucial for public health nursing. Wozenski’s involvement in my network will help me achieve my professional objectives in public health nursing by enhancing my skills in program development and evaluation.

Notes:

• Expertise in health promotion and program planning
• Extensive teaching experience
• Focus on family and community health nursing

NETWORK MEMBER 3

Name: Charlotte Wallace, MSN, BSN, RN

Title: Community Health Nurse & Sustainability Coordinator

Organization: Anne Arundel Medical Center, Community Health Improvement

Academic or Professional: Professional

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

Charlotte Wallace’s commitment to community health improvement and addressing health disparities makes her a key professional member of my network. Her role as a community health nurse and sustainability coordinator will provide insights into real-world health inequities and strategies for improving care access. Wallace’s advocacy work and servant leadership during the COVID-19 pandemic highlight her value in my network. Her experience will be instrumental in strengthening my nursing practice’s impact on vulnerable populations and formulating healthcare policies. Wallace’s field experience will significantly contribute to my academic pursuits and future nursing career.

Notes:

• Dedication to community health and addressing disparities
• Advocacy and leadership experience
• Real-world experience in health promotion

NETWORK MEMBER 4

Name: Matthew Howard, DNP, RN, CEN, TCRN, CPEN, CPN

Title: Director of Scholarship & Leadership Resources

Organization: Sigma Theta Tau International Honor Society of Nursing (Sigma)

Academic or Professional: Professional

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

Matthew Howard’s extensive leadership in emergency nursing and professional nursing organizations makes him an ideal professional mentor. His role as Director of Scholarship and Leadership Resources at Sigma will provide insights into the academic activities and challenges of the MSN program. Howard’s connections in the healthcare industry will be invaluable for exploring future job opportunities and engaging in research activities. His mentorship will complement the academic support from other network members, guiding me toward a successful career in public health nursing.

Notes:

• Extensive leadership and emergency nursing experience
• Role in professional nursing organizations
• Strong industry connections

Detailed Assessment Instructions for the NURS 6003 FG001 Networking for Academic and Professional Success Paper Assignment

Description

• Identify at least two academic and at least two professional individuals, colleagues, or teams that might help you succeed in your MSN program and as a practicing nurse.
• Download the Academic Success and Professional Development Plan Template.

The Assignment:

Academic and Professional Network

Complete Part 1 of your Academic Success and Professional Development Plan Template. Be sure to address the following:

• Identify at least two academic and at least two professional individuals or teams to collaborate with to be successful in your MSN program and as a practicing nurse.
• Explain why you selected these individuals and/or teams and how they will support your success in the MSN program and as a practicing nurse. APA style and reference page.

NURS 6003 FG001 Networking for Academic and Professional Success

• Develop an academic and professional network.

FG001 – 0.25 CREDIT EQUIVALENT Networking for Academic and Professional Success

Module 1 |Part 1: Developing an Academic and Professional Network

I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.

Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.

NETWORK MEMBER 1

Name:

Title:

Organization:

Academic or Professional:

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

Notes:

NETWORK MEMBER 2

Name:

Title:

Organization:

Academic or Professional:

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

Notes:

NETWORK MEMBER 3

Name:

Title:

Organization:

Academic or Professional:

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

Notes:

NETWORK MEMBER 4

Name:

Title:

Organization:

Academic or Professional:

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

Notes:

ADDITIONAL NETWORK MEMBERS

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NURS 4220A LC4005A Improving Patient Quality and Safety Assessment Example

NURS 4220A LC4005A Improving Patient Quality and Safety Assessment Assignment

NURS 4220A LC4005A Improving Patient Quality and Safety Assessment Assignment Brief

Course: NURS 4220A – Leadership Competencies in Nursing and Healthcare

Assignment Title: NURS 4220A LC4005A Improving Patient Quality and Safety Assessment Assignment

Assignment Instructions Overview

This assignment involves completing a comprehensive paper, developing a quality improvement storyboard, and submitting a practice experience documentation form signed by the health professionals who collaborated with you. The submission length is a 4- to 5-page paper, a quality improvement storyboard, and a completed practice experience documentation form.

Understanding Assignment Objectives

The primary objective of this assignment is to demonstrate your ability to apply quality improvement processes and tools to enhance patient outcomes. You will identify a data-driven quality improvement practice problem, explain its importance in nursing practice, describe relevant quality improvement tools, justify their use, and apply the PDSA (Plan-Do-Study-Act) cycle to your identified problem.

The Student’s Role

As a student, you are expected to engage in self-assessment and interact substantively with your Faculty Subject Matter Expert (SME). You will synthesize evidence-based literature to support your quality improvement project, develop a storyboard to visually summarize your initiative, and document your practice experience with appropriate professional sign-off.

Competencies Measured

• Identification and Description of Quality Improvement Practice Problems:
  • Articulate a data-driven quality improvement practice problem.
  • Synthesize scholarly evidence to support the significance of the identified problem.
• Application of Quality Improvement Tools:
  • Describe and justify the use of specific quality improvement tools.
  • Explain the application of the PDSA cycle to the identified problem.
• Development of Quality Improvement Storyboard:
  • Create a clear and comprehensive storyboard summarizing the quality improvement initiative.
• Professional Documentation:
  • Complete and submit the practice experience documentation form with the mentor’s signature to verify participation.
• Professional Writing:
  • Demonstrate clear, logical, and well-organized writing with proper APA citations and references.
  • Ensure originality, context-awareness, and adherence to scholarly tone.

You Can Also Check Other Related Assessments for the NURS 4220A – Leadership Competencies in Nursing and Healthcare Course:

NURS 4220A LC4001A Leadership for Organizational Culture and Growth Assignment Example

NURS 4220A LC4002A Healthcare Quality Nursing Assignment Example

NURS 4220A LC4003A Quality Improvement Processes Nursing Assignment Example

NURS 4220A LC4004A Quality Improvement Tools Nursing Assignment Example

NURS 4220A LC4005A Improving Patient Quality and Safety Assessment Example

Part 1: Comprehensive Paper

Data-Driven Quality Improvement Practice Problem

Medication errors are a significant cause of morbidity and mortality in hospitals. These errors, especially the omission of prescribed medicines, adversely affect patient care and have a monetary impact on healthcare systems. Prescribing errors are a type of medication error characterized by unintended significant reductions in the timely and efficient treatment of patients, thus increasing the risk of harm compared to accepted practice (Basey et al., 2014). Medication errors encompass any error that occurs in the medication use process (Wittich et al., 2014).

Importance of Quality Improvement in Nursing Practice

The quality improvement of medication errors is crucial for enhancing the quality of care in population health, ensuring effective medication administration by nurses, and improving overall performance. The primary goal is to uphold the ethical principle of “do no harm.” Patients trust nurses to provide high-quality care and to ensure their safety. While errors are rarely intentional, they can occur quickly, even with minor interruptions. Multiple factors contribute to medication errors, but the most important aspect is to be prepared and address these errors as quickly as possible. Medication errors can have fatal consequences, and there can be legal implications if such errors are concealed. The purpose of quality improvement is to discuss the ethical and legal implications of disclosure and non-disclosure and to take swift action to correct errors. Nurses must do everything in their power to prevent medication errors by following the five rights of medication administration, verifying orders with the prescribing physician, and questioning any unclear orders.

Quality Improvement Tools

Since the Institute of Medicine (IOM) reported that up to 98,000 people die annually due to medical errors and safety breaches, the healthcare community has focused extensively on improving safety, efficiency, and quality (Wiler et al., 2015). With the principles of beneficence and non-maleficence in mind, healthcare providers are guided to do what is best for patients and to avoid harm.

To address medication errors effectively, organizations should create an environment with heightened awareness about medication safety and a commitment from leadership to address related issues and processes. The implementation of new technology or the enhancement of existing systems should be part of the organization’s overall strategy to create a culture of safety. Technological solutions alone are not sufficient; they should be integrated into the organization’s broader medication safety strategy.

Specific Quality Improvement Tools and Their Utility

The following quality improvement tools are essential for interpreting data and addressing medication errors:

1. Process Mapping: Understanding the medication use process within the organization, including how medications are ordered, dispensed, and administered in patient care areas.
2. Safety Protocols: Establishing robust safety protocols to prevent medication errors, such as verifying patient wristbands and recording allergy information.
3. Continuous Assessment: Conducting regular assessments to identify opportunities for improvement and areas where medication errors occur most frequently.
4. Education Programs: Implementing educational programs for both patients and staff on medication safety.
5. Technological Assessments: Conducting baseline and follow-up assessments to identify organizational needs and provide guidance in selecting technological solutions.
6. Community Preparation: Preparing the hospital community for medication safety initiatives, including the use of technology.
7. Gap Analysis: Identifying gaps and deficiencies in the current information infrastructure and taking inventory of existing systems and capabilities.
8. Feature Identification: Determining the features and capabilities required to support medication safety processes.
9. Product Evaluation: Evaluating products and features that would add value to the organization in preventing medication errors.

These tools are particularly useful because they provide a structured approach to understanding and addressing the complex processes involved in medication administration. They help identify critical points where errors are likely to occur and offer solutions to mitigate these risks.

Applying the PDSA Quality Improvement Process

The Plan-Do-Study-Act (PDSA) cycle is a systematic series of steps for gaining valuable learning and knowledge for the continual improvement of a product or process. Applying the PDSA cycle to the quality improvement of medication errors involves:

• Plan: Identify specific areas where medication errors frequently occur and develop a plan to address these issues. This includes setting clear objectives, identifying necessary resources, and defining key performance indicators (KPIs).
• Do: Implement the plan on a small scale to test its effectiveness. This might involve a pilot project in a specific department or with a particular group of medications.
• Study: Collect and analyze data to determine whether the changes are leading to improvement. This includes comparing the current data with baseline measurements and assessing the impact on medication error rates.
• Act: Based on the analysis, decide whether to adopt, adapt, or abandon the changes. If successful, implement the changes on a larger scale; if not, refine the plan and repeat the cycle.

Supporting this plan with scholarly evidence ensures that the strategies are grounded in best practices and proven methodologies. A literature review of at least five scholarly sources will provide the necessary evidence to support the effectiveness of the PDSA cycle in improving medication safety.

References

Basey, A. J., Kennedy, T. D., Mackridge, A. J., & Wilson, K. A. (2014). Quality improvement of prescribing errors: Evaluation of a strategy for improving prescription accuracy. Journal of Patient Safety, 10(1), 5-9.

Wiler, J. L., Welch, S., Pines, J., Schuur, J., Jouriles, N., & Stone-Griffith, S. (2015). Quality improvement strategies to improve medication safety in hospitals. Journal of Emergency Nursing, 41(2), 150-159.

Wittich, C. M., Burkle, C. M., & Lanier, W. L. (2014). Medication errors: An overview for clinicians. Mayo Clinic Proceedings, 89(8), 1116-1125.

Part 2: Quality Improvement Storyboard

Slide 1: Summary of Quality Improvement Project

Title: Quality Improvement of Medication Error

• Objective: To reduce the incidence of medication errors in the hospital setting by implementing comprehensive safety protocols and utilizing technological solutions.
• Plan: Identify critical points in the medication use process where errors frequently occur, establish safety protocols, and integrate technological solutions to prevent errors.
• Do: Conduct a pilot project in the emergency department to test the effectiveness of the new safety protocols and technological solutions.
• Study: Collect and analyze data on medication error rates before and after the implementation of the pilot project.
• Act: Based on the analysis, refine the safety protocols and technological solutions, and implement them hospital-wide.

Slide 2: References

Basey, A. J., Kennedy, T. D., Mackridge, A. J., & Wilson, K. A. (2014). Quality improvement of prescribing errors: Evaluation of a strategy for improving prescription accuracy. Journal of Patient Safety, 10(1), 5-9.

Wiler, J. L., Welch, S., Pines, J., Schuur, J., Jouriles, N., & Stone-Griffith, S. (2015). Quality improvement strategies to improve medication safety in hospitals. Journal of Emergency Nursing, 41(2), 150-159.

Wittich, C. M., Burkle, C. M., & Lanier, W. L. (2014). Medication errors: An overview for clinicians. Mayo Clinic Proceedings, 89(8), 1116-1125.

Part 3: Practice Experience Documentation Form

Please ensure the form is filled out and signed by your mentor, confirming your active and affirmative participation in the practice experience. The form should indicate that you have sufficiently engaged in developing and implementing the Quality Improvement Project.

Detailed Assessment Instructions for the NURS 4220A LC4005A Improving Patient Quality and Safety Assessment Assignment

NURS 4220A LC4005A Improving Patient Quality and Safety Assessment

LC4005A Improving Patient Quality and Safety Assessment

LC4005A Assessment Instructions

Review the details of your assessment including the rubric. You will have the ability to submit the assessment once you submit your required self-assessments and engage with your Faculty Subject Matter Expert (SME) in a substantive way about the competency.

Overview

In this Assessment, you will complete a comprehensive paper and develop a quality improvement storyboard for your Quality Improvement Project. You will also submit a completed practice experience documentation form signed by the health professionals who collaborated with you in developing the Quality Improvement Project. LC4005A Improving Patient Quality and Safety Assessment

Submission Length: 4- to 5-page comprehensive paper and a quality improvement storyboard, and a completed practice experience documentation form.

Instructions

To complete this Assessment, do the following:

• Be sure to adhere to the indicated assignment length.
• Access the following:
• Review the following website regarding the use of a quality improvement storyboard and provide examples of the information and interventions that need to be included in a storyboard: Multi-State Learning Collaborative. (n.d.). Guidelines for the development of quality improvement storyboards. 
• Your deliverables for this Assessment include:
  • Part 1. Comprehensive Paper
  • Part 2. Storyboard
  • Part 3. Practice Experience Documentation Form

Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.

Rubric

All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.

This Assessment requires submission of three files. Save your first file as LC4005A_firstinitial_lastname_part1 (for example, LC4005A_J_Smith_part1); save your second file as LC4005A_firstinitial_lastname_part2 (for example, LC4005A_J_Smith_part2); save your third file as LC4005A_firstinitlal_lastname_part3 (for example, LC4005A_J_Smith_part3)..

You may submit a draft of your assignment to the  area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Important Note: As a student taking this Competency, you agree that you may be required to submit your Assessment for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted Assessment materials will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such materials. Use of the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site.

Click each of the items below for more information on this Assessment.

Your Comprehensive Paper provides the theoretical background to support your quality improvement practice problem and Quality Improvement Project. Many of the elements of this paper are parts of your Competency Assessments from previous competencies in this area of expertise. In a 4- to 5-page paper, address the following:

• Describe the data-driven quality improvement practice problem you identified. (Use your submission and the SME feedback from LC4001A and LC4002A to help complete this section.)
• Explain the importance of the quality improvement practice problem you identified for nursing practice. Support your explanation by synthesizing evidence-based literature found through a literature search, using a minimum of five (5) scholarly sources. (Use your submission and the SME feedback from LC4002A to complete this section)
• Describe the quality improvement tools that will aid in the interpretation of the data that will support addressing the quality improvement practice problem you identified. (Use your submission and the SME feedback from LC4003A and LC4004A to help complete this section.)
• Explain why these quality improvement tools are most useful in addressing your quality improvement practice problem. (Use your submission and the SME feedback from LC4004A to help complete this section.) LC4005A Improving Patient Quality and Safety Assessment
• Explain how you would apply the PDSA quality improvement process to your quality improvement practice problem. Support your plan by synthesizing a minimum of five (5) pieces of scholarly evidence found through a literature search. (Use your submission and the SME feedback from LC4003A to help complete this section.)
  Be sure to integrate capstone-level writing guidelines in the completion of your Comprehensive Paper. This is an expectation of the completion of this program and is a requirement for future study in graduate school.

A quality improvement storyboard is required for this Competency. The Practice Experience Project Storyboard is a brief, visual summary of a completed Quality Improvement initiative. The storyboard highlights key aspects of a quality improvement effort by documenting the Practice Experience Project from beginning to end. Note that you do not have to develop different information. You are presenting the same information that you wrote about in your paper. The Competency template uses a PowerPoint format to complete this assignment. The first slide is the summary of the Quality Improvement Project; the second slide is the reference page. Choose the most pertinent information from your Comprehensive Paper to complete the Storyboard. A template is provided to guide you as you develop your storyboard.

Your Practice Experience Documentation Form should be completed and signed by your mentor. In order to successfully complete this element, your mentor must indicate that you participated sufficiently in the practice experience.

Resources – LC4005A Improving Patient Quality and Safety Assessment

Chapter 20, “Managing Costs and Budgets” (pp. 358–376) Chapter 23, “Managing Quality and Risk” (pp. 407–427) Yoder-Wise, P. (2019). Leading and managing in nursing (7th ed.). Mosby Elsevier.

Chapter 10, “Managing Use of Health Care Resources” (pp. 249–280) Spath, P. (2018). Introduction to healthcare quality management (3rd ed.). Health Administration Press.

Melnyk, B. M. (2016). Improving healthcare quality, patient outcomes, and costs with evidence-based practice. https://nursingcentered.sigmanursing.org/features/more-features/Vol42_3_improving-healthcare-quality-patient-outcomes-and-costs-with-evidence-based-practice

Tschannen, D., Aebersold, M., Kocan, M. J., Lundy, F., & Potempa, K. (2015). Improving patient care through student leadership in team quality improvement projects. Journal of Nursing Care Quality, 30(2), 181–186. doi:10.1097/NCQ.0000000000000080

Minnesota Department of Health. (n.d.). Quality improvement storyboard. https://www.health.state.mn.us/communities/practice/resources/phqitoolbox/qistoryboard.html

Chapter 6, “Performance Improvement Tools: Quality Storyboards” (pp. 169–170) Spath, P. (2018). Introduction to healthcare quality management (3rd ed.). Health Administration Press.

LC4005: Improving Patient Quality and Safety: Apply quality improvement processes and tools as a scholar- practitioner to improve patient outcomes. Assessment Rubric

 Professional Skills Assessment

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NURS 4220A LC4003A Quality Improvement Processes Nursing Paper Example

NURS 4220A LC4003A Quality Improvement Processes Nursing Assignment

NURS 4220A LC4003A Quality Improvement Processes Nursing Paper Assignment Brief

Course: NURS 4220A – Leadership Competencies in Nursing and Healthcare

Assignment Title: NURS 4220A LC4003A Quality Improvement Processes Nursing Assignment

Assignment Instructions Overview

This assignment focuses on the analysis and application of quality improvement processes in a nursing context. You will examine various quality improvement methods, verify a practice problem using data from your practicum facility, and apply a specific quality improvement process to address the identified issue. The aim is to enhance your understanding and practical skills in implementing quality improvement strategies to improve patient care and healthcare outcomes.

Understanding Assignment Objectives

The primary objective of this assignment is to provide a comprehensive analysis of different quality improvement processes and approaches used in healthcare. You will explore key methodologies such as Six Sigma, PDSA, TQM, and CQI, understanding their core elements and how they contribute to improving healthcare quality. Additionally, you will identify and verify a practice problem at your practicum facility, using specific data to support your findings. Finally, you will apply a quality improvement process to address the identified problem and propose measures to evaluate the success of the intervention.

The Student’s Role

As a nursing student, your role is to critically analyze and apply quality improvement processes within a healthcare setting. You will:

• Describe Quality Improvement Processes: Examine and explain the core elements of Six Sigma, PDSA, TQM, and CQI. Understand their applications and benefits in healthcare.
• Verify a Practice Problem: Identify a practice problem at your practicum facility and gather relevant data from various sources to verify the issue. This involves interviewing healthcare professionals, reviewing hospital data, and utilizing online resources.
• Apply Quality Improvement Processes: Use the PDSA cycle or another suitable quality improvement method to develop and implement a strategy to address the identified practice problem. Ensure to describe the steps involved and how the intervention will be monitored and evaluated.
• Evaluate the Intervention: Determine the measures that will be used to assess the success of the quality improvement intervention. Analyze data post-implementation to ensure the problem is being effectively addressed.

Competencies Measured

This assignment will help you develop and demonstrate several key competencies essential for nursing practice, including:

• Analytical Skills: Ability to critically analyze different quality improvement processes and their core elements.
• Data Collection and Interpretation: Skills in gathering and interpreting data to identify and verify practice problems within a healthcare setting.
• Application of Quality Improvement Methods: Practical application of quality improvement methodologies to solve real-world healthcare issues.
• Evaluation and Measurement: Competency in determining appropriate measures to evaluate the success of quality improvement interventions.
• Communication: Effectively communicate findings, strategies, and outcomes related to quality improvement processes.

You Can Also Check Other Related Assessments for the NURS 4220A – Leadership Competencies in Nursing and Healthcare Course:

NURS 4220A LC4001A Leadership for Organizational Culture and Growth Assignment Example

NURS 4220A LC4002A Healthcare Quality Nursing Assignment Example

NURS 4220A LC4004A Quality Improvement Tools Nursing Assignment Example

NURS 4220A LC4005A Improving Patient Quality and Safety Assessment Assignment Example

NURS 4220A LC4003A Quality Improvement Processes Nursing Paper Example

Part 1: Quality Improvement Processes

For each of the quality improvement processes and approaches listed, describe the process and the core elements.

Process Description and Core Elements

Six Sigma

Six Sigma is a method that aims to improve the quality of process outputs by identifying and removing the causes of defects and minimizing variability in nursing processes. It uses a set of quality management tools, including statistical methods, and creates a special infrastructure of people within the organization (e.g., “Black Belts” and “Green Belts”) who are experts in these methods. The core elements of Six Sigma include:

• Define: Define the problem, the project goals, and customer (internal and external) requirements.
• Measure: Measure the process to determine current performance; quantify the problem.
• Analyze: Analyze the data and identify the root cause(s) of the defect.
• Improve: Improve the process by eliminating defects.
• Control: Control future process performance (Knudsen et al., 2019).

PDSA (Plan-Do-Study-Act)

The Plan-Do-Study-Act (PDSA) cycle is a four-step model for carrying out change. It is a simple and effective tool for documenting a test of change. The core elements include:

• Plan: Identify an area for improvement and plan the change. Establish objectives and processes necessary to deliver results in accordance with the expected output.
• Do: Implement the plan and make the change. Execute the process and collect data for analysis.
• Study: Study the results. Compare the collected data against the expected outcomes to ascertain any differences.
• Act: If the change was successful, implement it on a broader scale and continuously assess your results. If the change did not work, begin the cycle again (Tamher et al., 2021).

TQM (Total Quality Management)

Total Quality Management (TQM) is a comprehensive and structured approach to organizational management that seeks to improve the quality of products and services through ongoing refinements in response to continuous feedback. The core elements include:

• Customer Focus: Understand and meet the needs of customers.
• Total Employee Involvement: All employees participate in working toward common goals.
• Process-Centered: A fundamental part of TQM is focusing on process thinking.
• Integrated System: All functions and processes in an organization work together.
• Strategic and Systematic Approach: A strategic plan must integrate quality as a core component.
• Continual Improvement: There is a constant focus on continuous improvement.
• Fact-Based Decision Making: Decisions are made using accurate data and analysis.
• Communications: Effective communication must be maintained (Gu et al., 2021).

CQI (Continuous Quality Improvement)

Continuous Quality Improvement (CQI) is an approach used to improve the quality of services by making systematic and continuous actions that lead to measurable improvement in healthcare services and the health status of targeted patient groups. The core elements include:

• Focus on Patients: Ensuring that the patient’s needs and expectations are met.
• Teamwork: Collaborating across all departments and roles.
• Use of Data: Data is used to identify areas of improvement and to measure the effectiveness of changes.
• Process Understanding: Thoroughly understanding healthcare processes.
• Systems Approach: Viewing healthcare delivery as a set of interrelated processes.
• Feedback Loops: Creating mechanisms for continuous feedback and response (Knudsen et al., 2019).

Part 2: Verification of Practice Problem

Practice Problem: CAUTI (Catheter-Associated Urinary Tract Infections)

To verify the practice problem of CAUTI at the practicum facility, data were collected from various sources including interviews with infection control and quality nurses, reviews of HCAHPS data, access to QI dashboards, and the Hospital Compare website (https://www.medicare.gov/hospitalcompare/search.html).

Summary of Data:

• Infection Control Interviews: Infection control nurses reported a higher incidence of CAUTI in the medical-surgical unit.
• HCAHPS Data: The patient satisfaction scores related to infection prevention were lower compared to other hospitals in the region.
• QI Dashboards: The facility’s QI dashboards showed a significant number of CAUTI cases over the last year, with a noticeable spike in the last quarter.
• Hospital Compare: The Hospital Compare data corroborated the internal findings, showing a higher than average rate of CAUTI for the facility compared to state and national averages.

Data Analysis and Support for Practice Problem:

The data collected supports the identified practice problem of CAUTI at the practicum facility. The interviews and internal QI dashboards particularly highlight a concerning trend in the rate of infections, suggesting a need for targeted interventions.

If the data had shown that CAUTI was not a significant issue, a new practice problem would have been identified. However, the consistency across various data sources indicates that CAUTI is indeed a critical issue requiring attention.

Part 3: Quality Improvement Processes

Addressing CAUTI with Quality Improvement Processes

The information gathered about CAUTI can be addressed effectively through a quality improvement process such as PDSA.

Applying PDSA to CAUTI:

Plan:

• Develop a comprehensive policy and process to emphasize the importance of catheter care and infection prevention.
• Set specific, measurable goals for reducing CAUTI rates.
• Create educational materials and training sessions for healthcare staff.
• Plan for data collection methods to monitor CAUTI rates pre- and post-intervention.

Do:

• Implement the new catheter care policy and training programs.
• Distribute educational materials to all healthcare staff.
• Ensure consistent monitoring of catheter use and adherence to the new protocols.

Study:

• Collect data on CAUTI rates following the implementation of the new processes.
• Analyze the data to determine if there has been a reduction in CAUTI rates.
• Gather feedback from healthcare staff on the new protocols and identify any issues or areas for improvement.

Act:

• If the intervention is successful, standardize the new processes across the facility.
• If the intervention is not as effective as desired, identify the barriers to success and plan additional modifications.
• Continue to monitor CAUTI rates and make iterative improvements as necessary (Demirel, 2019).

Measures for Analyzing Success

To determine the success of the intervention, the following measures should be analyzed:

• CAUTI Rates: Compare the rates of CAUTI before and after the intervention.
• Compliance Rates: Measure the adherence to the new catheter care protocols among healthcare staff.
• Patient Outcomes: Assess the impact of the intervention on overall patient health outcomes.
• Staff Feedback: Collect qualitative data from staff regarding the feasibility and effectiveness of the new protocols.
• Cost Analysis: Evaluate any cost savings resulting from reduced CAUTI rates and improved infection control (Haque et al., 2020).

By utilizing the PDSA cycle and continuously monitoring the selected measures, the facility can effectively reduce CAUTI rates and enhance the quality of patient care.

References

Demirel, A. (2019). Improvement of hand hygiene compliance in a private hospital using the Plan-Do-Check-Act (PDCA) method. Pakistan Journal of Medical Sciences, 35(3), 721. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6572982/

Gu, S., Zhang, A., Huo, G., Yuan, W., Li, Y., Han, J., & Shen, N. (2021). Application of PDCA cycle management for postgraduate medical students during the COVID-19 pandemic. BMC Medical Education, 21(1), 1-11. https://link.springer.com/article/10.1186/s12909-021-02740-6

Haque, M., McKimm, J., Sartelli, M., Dhingra, S., Labricciosa, F. M., Islam, S., & Charan, J. (2020). Strategies to prevent healthcare-associated infections: a narrative overview. Risk Management and Healthcare Policy, 13, 1765. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7532064/

Knudsen, S. V., Laursen, H. V. B., Johnsen, S. P., Bartels, P. D., Ehlers, L. H., & Mainz, J. (2019). Can quality improvement improve the quality of care? A systematic review of reported effects and methodological rigor in plan-do-study-act projects. BMC Health Services Research, 19(1), 1-10. https://link.springer.com/article/10.1186/s12913-019-4482-6

Tamher, S. D., Rachmawaty, R., & Erika, K. A. (2021). The effectiveness of Plan Do Check Act (PDCA) method implementation in improving nursing care quality: A systematic review. Enfermería Clínica, 31, S627-S631. https://www.sciencedirect.com/science/article/pii/S1130862121001716

Detailed Assessment Instructions for the NURS 4220A LC4003A Quality Improvement Processes Nursing Paper Assignment

Description

NURS 4220A LC4003A Quality Improvement Processes

Part 1: Quality Improvement Processes

For each of the quality improvement processes and approaches listed, describe the process and the core elements associated with it.

 Process Description and Core Elements

Six Sigma

PDSA     

TQM     

CQI       

Part 2: Verification of Practice Problem

Collect data on the practice problem that you identified (CAUTI) that deals with an issue at your practicum facility. There are several places that you can gather data on the practice problem. They include, but are not limited to:

• Interview infection control and quality nurses at your practice experience facility
• Review HCAHPS data
• Access and review dashboards at the facility (QI dashboards)
• Use the Hospital Compare website (https://www.medicare.gov/hospitalcompare/search.html)

You should aim to collect enough data to ensure that you understand how many times or how often a problem is occurring and over what time frame. Note that the data that you need is not global, national, or even state data. You want to focus on data that is specific to the facility and area.

Summarize the data that you found surrounding this practice problem (CAUTI) at your practice experience facility.

Explain whether the data that you found supports the practice problem (CAUTI) that you identified at your practice experience facility.

If the data shows that the selected practice problem (CAUTI) is actually an issue, either state that it is unchanged, or make minor edits. If the data does not support that the practice problem is an issue at the facility, develop a new practice problem that is supported by the data.

Part 3: Quality Improvement Processes

Explain how the information that you found about CAUTI might be addressed by a quality improvement process.

Review the information about the Plan-Do-Study-Act (PDSA) process. Explain how you would apply this process to CAUTI to determine potential solutions to the practice problem.

 Describe the measures that should be analyzed after the intervention is applied to determine its success.

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