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NURS FPX 4010 Collaboration and Leadership Reflection Video Example

NURS FPX 4010 Assessment 1: Collaboration and Leadership Reflection Video

Assignment Brief: NURS FPX 4010 Collaboration and Leadership Reflection Video Assignment

Course: NURS FPX 4010 Leading People, Processes, and Organizations in Interprofessional Practice

Assignment Title: Assessment 1: Collaboration and Leadership Reflection Video

Assignment Instructions Overview:

In this assignment, you will be creating a reflective video focusing on your experiences with interprofessional collaboration and leadership in the healthcare setting. This assignment aims to enhance your understanding of collaboration, leadership, and reflective nursing practice.

The Student’s Role:

As a student undertaking this assignment, your role involves:

Reflective Video Creation:

• Develop a reflective video sharing your experiences with a specific interdisciplinary collaboration, focusing on your role as a registered nurse.
• Clearly articulate the challenges faced and successes achieved during the collaboration.
• Discuss how collaboration influenced patient care and outcomes.

Leadership and Collaboration Analysis:

• Research and identify leadership strategies from reputable literature.
• Analyze how these strategies can be applied to improve interdisciplinary team performance.
• Explore literature on effective collaboration and integrate these findings into your reflective analysis.

Reflective Nursing Practice Application:

• Apply reflective nursing practice principles to evaluate your collaborative experiences.
• Utilize reflective models, such as Gibbs’ Reflective Cycle, to structure your analysis.
• Emphasize the importance of reflective practice in ongoing professional development.

NURS FPX 4010 Collaboration and Leadership Reflection Video Example

Introduction

Hello everyone, this is [Your Name], and I’m excited to extend a warm welcome to my video on collaboration and leadership reflection in interprofessional practice. In this presentation, we will delve into a personal experience of interdisciplinary collaboration, explore the importance of effective collaboration in healthcare, and discuss leadership strategies and collaboration practices based on literature and real-world scenarios. The objectives are as follows:

• Analyze an interdisciplinary collaboration experience, highlighting both successful and unsuccessful aspects in achieving desired outcomes.
• Examine how inadequate collaboration can lead to inefficient management of human and financial resources.
• Explore literature for best-practice leadership strategies that enhance the ability of interdisciplinary teams to achieve their goals.
• Identify best-practice strategies for interdisciplinary collaboration to facilitate goal attainment and effective teamwork.

Now, I will share my experience collaborating with Mr. Smith as a registered nurse, emphasizing my role in fostering interdisciplinary collaboration. My primary tasks included coordinating his care, closely monitoring vital signs, medications, and symptoms. Collaboration involved regular morning team meetings to provide updates on Mr. Smith’s condition for a synchronized understanding.

Ensuring seamless treatment, I collaborated closely with the pulmonologist and infectious diseases specialist, aligning with and combining their treatment plans. With the physiotherapist, we established a routine for respiratory exercises. Additionally, I kept the nutritionist informed about Mr. Smith’s dietary preferences, enabling customization of his diet plan. Regular updates to the social worker about the discharge date facilitated arranging suitable home support.

This collaboration effectively crafted a comprehensive care plan, addressing multiple healthcare aspects simultaneously to optimize Mr. Smith’s well-being. Despite challenges arising from differing perspectives, the interdisciplinary approach significantly improved Mr. Smith’s health outcome. This underscores the effectiveness of teamwork. Acknowledging occasional disputes, ideal interdisciplinary meetings should facilitate consensus-building, respecting each team member’s expertise. A defined conflict management protocol, considering patient care sensitivity, is crucial. Additionally, a formalized method of information dissemination among team members should ensure accuracy and timeliness.

Reflecting on Interdisciplinary Collaboration Experience

Upon contemplating the clinical scenario involving Mr. Smith, a notable achievement emerged – the successful integration of diverse perspectives within the interdisciplinary team. This success guaranteed that Mr. Smith received comprehensive, personalized care from experts valuing and acknowledging each other’s specialized knowledge. Collaboration between myself and the interdisciplinary team led to the optimization of Mr. Smith’s care plan, enhancing efficiency, minimizing duplication, and intensifying focus on meeting his needs.

However, certain aspects posed challenges and opportunities for enhancement. Communication among team members, at times, proved inefficient, resulting in delays and misunderstandings. Notably, the initiation of physiotherapy encountered delays due to confusion over timing, potentially hindering Mr. Smith’s recovery.

Moreover, changes in medication were inconsistently communicated to the nutritionist, causing disparities in dietary recommendations. To fortify collaboration, structured communication strategies are imperative. Regular huddles or meetings to discuss care plans and patient updates can be implemented. The use of a shared digital platform could facilitate timely updates, ensuring instantaneous relay of changes in treatment plans or crucial communications to all team members. Additionally, a well-defined conflict resolution strategy should be established to professionally and constructively address disagreements, keeping the focus on patient-centered care and optimizing health outcomes. Incorporating these changes can pave the way for seamless interdisciplinary collaboration, ultimately enhancing the quality of patient care.

Benefits of Reflective Nursing Practice

Reflective practice holds a crucial role in nursing, profoundly influencing the understanding of past experiences to improve future decision-making in the field. Through introspection, nurses can thoughtfully assess their actions and thought processes in past patient interactions, identifying strengths and areas for improvement (Sullivan et al., 2015). For instance, reflecting on an encounter with a patient, such as Mr. Smith, may unveil valuable insights into the effectiveness of communication strategies. Incorporating these insights into future practices can significantly enhance patient outcomes. Additionally, this introspective approach empowers nurses to recognize and manage their emotions effectively, reducing burnout and enhancing resilience.

A valuable tool in this process is the utilization of models like Gibbs’ Reflective Cycle (1988), providing a structured framework for systematic experience assessment. This methodical analysis can lead to the discovery of superior techniques, improved decision-making, and personal and professional growth. Numerous studies support this concept, suggesting that reflection fosters critical thinking and enhances decision-making skills, ultimately contributing to heightened patient safety and improved care quality. Gantayet et al. (2022) further assert that reflective practice cultivates professional competency and a continuous learning mindset, enabling nurses to adapt adeptly to diverse situations and continually elevate their practices. Embracing reflective nursing practice, as indicated by these findings, yields substantial benefits by inspiring meaningful changes, optimizing patient outcomes, and fostering ongoing professional development.

Identifying Poor Collaboration and Its Implications

Insufficient collaboration among interdisciplinary teams can lead to ineffective handling of both human and financial resources (Saunders et al., 2016). For example, poor communication and coordination may result in overlapping responsibilities, missed tasks, and delays, putting a strain on workforce capabilities and escalating costs. Moreover, misunderstandings arising from insufficient collaboration can lead to errors that adversely affect patient safety, necessitating additional human effort and financial investment for corrective actions. Additionally, suboptimal collaboration may diminish job satisfaction among team members, elevate turnover rates, and impose extra financial burdens related to recruitment, training, and decreased productivity. Furthermore, ineffective interdisciplinary collaboration can compromise the quality of patient care, potentially prolonging hospital stays, increasing readmissions, and incurring legal liabilities, all of which significantly contribute to escalating costs. Conversely, a well-operating, collaborative team holds the potential to enhance patient outcomes, boost job satisfaction, and optimize the utilization of resources (Aghamohammadi, 2019).

Effective Leadership Approaches for Interdisciplinary Teams

Various leadership strategies proven to enhance the performance of interdisciplinary teams can be found in the literature. One such approach is the transformational leadership style, which inspires and motivates team members toward a common vision, thereby fostering interprofessional collaboration and improving overall team performance (Ndibu, 2019). Participative leadership, involving all team members in decision-making processes, has been shown to increase commitment, job satisfaction, and the quality of patient care (Ndibu, 2019).

Emotional intelligence is another impactful leadership strategy. Leaders with high emotional intelligence understand and manage their own emotions and those of others, creating a supportive, respectful, and trusting team environment that encourages collaboration (Gantayet-Mathur et al., 2022). Coaching and mentoring, as leadership interventions, are effective in promoting professional growth, enhancing role clarity, and nurturing a culture of collaboration (Ndibu, 2019).

Evidence from the Literature

Aghamohammadi et al. (2019) emphasize the consequences of poor collaboration on nurse-physician dynamics, underscoring the critical role of effective communication in preventing misunderstandings. Hlongwa and Rispel (2021) further highlight the adverse effects of inadequate collaboration, especially in specialized fields such as cleft lip and palate treatment.

Leadership Strategies for Interdisciplinary Teams

In the realm of interdisciplinary teamwork, effective leadership is paramount for fostering collaboration, maintaining open communication, and ensuring a shared vision among team members. One exemplary leadership strategy is transformational leadership, encompassing inspirational motivation, intellectual stimulation, individualized consideration, and idealized influence (Bass, 1985). This approach empowers team members to realize their full potential, fostering commitment and shared goals.

Emotional Intelligence in Leadership

Emotional intelligence stands out as a crucial leadership trait. Leaders with high emotional intelligence adeptly navigate interpersonal dynamics, manage conflicts, and cultivate a positive team culture. Gantayet-Mathur et al. (2022) underscore its significance in healthcare leadership, emphasizing its role in creating a supportive work environment.

Optimizing Interdisciplinary Collaboration: Best-Practice Strategies

Efforts to enhance team effectiveness and accomplish goals through interdisciplinary collaboration have identified several best-practice strategies (Hlongwa & Rispell, 2019). Below is a closer look into examples of such strategies, focusing on ways they can aid teams in achieving their objectives and working more cohesively.

Establishing Clear Goals and Roles

A fundamental approach involves setting clear goals and delineating each team member’s role within the collaboration. Ndibu et al. (2019) highlight the importance of shared objectives and a precise understanding of roles, particularly emphasizing their relevance in mental health service networks.

Open Communication as a Cornerstone

Open communication stands out as a cornerstone of successful collaboration. Regular team meetings, transparent communication channels, and effective feedback mechanisms contribute to a collaborative environment (Hossny & Sabra, 2021). The significance of communication in fostering collaboration between nurses and physicians is stressed by Hossny and Sabra (2021).

Conclusion

In conclusion, the integration of collaboration and leadership reflection emerges as a pivotal avenue for advancing professional growth and development in the healthcare domain. This approach propels practitioners to undertake a critical examination of collaborative endeavors, discerning areas of proficiency, identifying weaknesses, and pinpointing opportunities for improvement. The adoption of a reflective mindset transforms experiences into valuable tools, fostering continuous learning and practice enhancement.

Central to effective healthcare delivery is the foundational role of interprofessional collaboration, necessitating the optimization of collaborative efforts. Reflection on leadership strategies, coupled with the application of evidence-based practices drawn from academic research and personal experiences, becomes indispensable in achieving this optimization. The creation of such a video serves as not merely an exercise in introspection and self-evaluation, but as a conduit for cultivating essential communication skills intrinsic to nursing practice.

Ultimately, this comprehensive undertaking serves to augment the capacity for interprofessional collaboration. By enhancing the competence and effectiveness of future teams in accomplishing shared objectives, the iterative process of reflection and collaborative leadership contributes significantly to the ongoing evolution and elevation of healthcare practices.

Remember, effective collaboration is not just a goal; it’s a continuous journey towards providing optimal patient care.

Thank you for joining me in this reflective journey, and I look forward to any discussions or questions you might have.

References

Aghamohammadi, D., Dadkhah, B., & Aghamohammadi, M. (2019). Nurse-physician collaboration and the professional autonomy of intensive care units nurses. Indian Journal of Critical Care Medicine: Peer-reviewed, Official Publication of Indian Society of Critical Care Medicine, 23(4), 178. 10.5005/jp-journals-10071-23149

Bass, B. M. (1985). Leadership and Performance Beyond Expectations. Free Press.

Gantayet-Mathur, A., Chan, K., & Kalluri, M. (2022). Patient-centered care and interprofessional collaboration in medical resident education: Where we stand and where we need to go. Humanities and Social Sciences Communications, 9(1), 1-24. https://doi.org/10.1057/s41599-022-01221-5

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford Centre for Staff and Learning Development.

Hlongwa, P., & Rispel, L. C. (2021). Interprofessional collaboration among health professionals in cleft lip and palate treatment and care in the public health sector of South Africa. Human Resources for Health, 19(1), 1-9. https://doi.org/10.1186/s12960-021-00566-3

Hossny, E. K., & Sabra, H. E. (2021). The attitudes of healthcare professionals towards nurse-physician collaboration. Nursing Open, 8(3), 1406-1416. https://doi.org/10.1002/nop2.756

Ndibu Muntu Keba Kebe, N., Chiocchio, F., Bamvita, J. M., & Fleury, M. J. (2019). Variables associated with interprofessional collaboration: The case of professionals working in Quebec local mental health service networks. Journal of Interprofessional Care, 33(1), 76-84. https://doi.org/10.1080/13561820.2018.1515191

Saunders, R., Singer, R., Dugmore, H., Seaman, K., & Lake, F. (2016). Nursing students’ reflections on an interprofessional placement in ambulatory care. Reflective Practice, 17(4), 393–402.

Sullivan, M., Kiovsky, R., Mason, D., Hill, C., Duke, C. (2015). Interprofessional collaboration and education. American Journal of Nursing, 115(3), 47–54.

Detailed Assessment Instructions for the NURS FPX 4010 Collaboration and Leadership Reflection Video Example

For this assessment you will create a 5-10 minute video reflection on an experience in which you collaborated interprofessionally, as well as a brief discussion of an interprofessional collaboration scenario and how it could have been better approached.

Interprofessional collaboration is a critical aspect of a nurse’s work. Through interprofessional collaboration, practitioners and patients share information and consider each other’s perspectives to better understand and address the many factors that contribute to health and well-being (Sullivan et al., 2015). Essentially, by collaborating, health care practitioners and patients can have better health outcomes. Nurses, who are often at the frontlines of interacting with various groups and records, are full partners in this approach to health care.

Reflection is a key part of building interprofessional competence, as it allows you to look critically at experiences and actions through specific lenses. From the standpoint of interprofessional collaboration, reflection can help you consider potential reasons for and causes of people’s actions and behaviors (Saunders et al., 2016). It also can provide opportunities to examine the roles team members adopted in a given situation as well as how the team could have worked more effectively.

As you begin to prepare this assessment you are encouraged to complete the What is Reflective Practice? activity. The activity consists of five questions that will allow you the opportunity to practice self-reflection. The information gained from completing this formative will help with your success on the Collaboration and Leadership Reflection Video assessment. Completing formatives is also a way to demonstrate course engagement

Note: The Example Kaltura Reflection demonstrates how to cite sources appropriately in an oral presentation/video. The Example Kaltura Reflection video is not a reflection on the Vila Health activity. Your reflection assessment will focus on both your professional experience and the Vila Health activity as described in the scenario.

References

Saunders, R., Singer, R., Dugmore, H., Seaman, K., & Lake, F. (2016). Nursing students’ reflections on an interprofessional placement in ambulatory care. Reflective Practice, 17(4), 393–402.

Sullivan, M., Kiovsky, R., Mason, D., Hill, C., Duke, C. (2015). Interprofessional collaboration and education. American Journal of Nursing, 115(3), 47–54.

Demonstration of Proficiency

• Competency 1: Explain strategies for managing human and financial resources to promote organizational health.

1. Identify how poor collaboration can result in inefficient management of human and financial resources supported by evidence from the literature.

. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.

2. Reflect on an interdisciplinary collaboration experience noting ways in which it was successful and unsuccessful in achieving desired outcomes.
3. Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work more effectively together.

. Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.

3. Identify best-practice leadership strategies from the literature, which would improve an interdisciplinary team’s ability to achieve its goals.

. Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.

4. Communicate via video with clear sound and light.
5. The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting nearly flawless adherence to APA format.

Professional Context

This assessment will help you to become a reflective practitioner. By considering your own successes and shortcomings in interprofessional collaboration, you will increase awareness of your problem-solving abilities. You will create a video of your reflections, including a discussion of best practices of interprofessional collaboration and leadership strategies, cited in the literature.

Scenario

As part of an initiative to build effective collaboration at your Vila Health site, where you are a nurse, you have been asked to reflect on a project or experience in which you collaborated interprofessionally and examine what happened during the collaboration, identifying positive aspects and areas for improvement.

You have also been asked to review a series of events that took place at another Vila Health location and research interprofessional collaboration best practices and use the lessons learned from your experiences to make recommendations for improving interprofessional collaboration among their team. Your task is to create a 5–10 minute video reflection with suggestions for the Vila Health team that can be shared with leadership as well as Vila Health colleagues at your site. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact  DisabilityServices@Capella.edu  to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment.

Instructions

Using Kaltura, record a 5–10 minute video reflection on an interprofessional collaboration experience from your personal practice, proposing suggestions on how to improve the collaboration presented in the Vila Health: Collaboration for Change activity.

Be sure that your assessment addresses the following criteria. Please study the scoring guide carefully so you will know what is needed for a distinguished score:

. Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes.

. Identify how poor collaboration can result in inefficient management of human and financial resources, citing supporting evidence from the literature.

. Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one author from the literature.

. Identify best-practice interdisciplinary collaboration strategies to help a team achieve its goals and work together, citing the work of at least one author.

. Communicate in a professional manner, is easily audible, and uses proper grammar. Format reference list in current APA style.

You will need to relate an experience that you have had collaborating on a project. This could be at your current or former place of practice, or another relevant project that will enable you to address the requirements. In addition to describing your experience, you should explain aspects of the collaboration that helped the team make progress toward relevant goals or outcomes, as well as aspects of the collaboration that could have been improved.

A simplified gap-analysis approach may be useful:

. What happened?

. What went well?

. What did not go well?

12. What should have happened?

After your personal reflection, examine the scenario in the Vila Health activity and discuss the ways in which the interdisciplinary team did not collaborate effectively and the negative implications for the human and financial resources of the interdisciplinary team and the organization as a whole.

Building on this investigation, identify at least one leadership best practice or strategy that you believe would improve the team’s ability to achieve their goals. Be sure to identify the strategy and its source or author and provide a brief rationale for your choice of strategy.

Additionally, identify at least one interdisciplinary collaboration best practice or strategy to help the team achieve its goals and work more effectively together. Again, identify the strategy, its source, and reasons why you think it will be effective.

You are encouraged to integrate lessons learned from your self-reflection to support and enrich your discussion of the Vila Health activity.

You are required to submit an APA-formatted reference list for any sources that you cited specifically in your video or used to inform your presentation. The Example Kaltura Reflection will show you how to cite scholarly sources in the context of an oral presentation.

Refer to the Campus tutorial Using Kaltura [PDF] as needed to record and upload your reflection.

Additional Requirements

. References: Cite at least 3 professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.

. APA Reference Page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video.

14. You may wish to refer to the Campus APA Module for more information on applying APA style.

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.

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NURS FPX 4020 Root-Cause Analysis and Safety Improvement Plan Example

NURS FPX 4020 Assessment 2: Root-Cause Analysis and Safety Improvement Plan

NURS FPX 4020 Root-Cause Analysis and Safety Improvement Plan Assignment Brief

Course: NURS FPX 4020 Improving Quality of Care and Patient Safety

Assignment Title: Assessment 2: Root-Cause Analysis and Safety Improvement Plan

Overview:

The Root-Cause Analysis and Safety Improvement Plan Assignment for NURS FPX 4020 aim to enhance students’ understanding of medication administration errors in healthcare settings, particularly focusing on the progressive care unit. The assignment focuses on the identification of root causes for wrong-time medication administration errors (WTMAEs) and proposes a comprehensive safety improvement plan based on evidence-based strategies.

Understanding Assignment Objectives:

To excel in this assignment, students need to demonstrate a comprehensive understanding of the intricacies involved in medication administration, particularly focusing on the timing aspect. They should showcase their ability to critically analyze incidents, identify root causes, and apply evidence-based strategies to formulate a feasible improvement plan. Additionally, students are encouraged to think critically about the practical implementation of their proposed strategies and the resources required for successful execution.

The Student’s Role:

As a student undertaking the NURS FPX 4020 Root-Cause Analysis and Safety Improvement Plan Assignment, your role is to act as a healthcare professional in a progressive care unit. You are tasked with meticulously examining incidents of wrong-time medication administration errors, reporting your observations, and proposing evidence-based strategies to address the root causes. Your responsibilities include developing a comprehensive improvement plan, outlining resource mobilization, and critically reflecting on the potential outcomes and challenges associated with your proposed interventions.

This assignment provides an opportunity for you to integrate theoretical knowledge with practical considerations, fostering a holistic understanding of patient safety in medication administration within healthcare contexts. Ensure that your analysis and improvement plan align with best practices in the field and are supported by the latest research literature.

NURS FPX 4020 Root-Cause Analysis and Safety Improvement Plan Example

Introduction

The timely administration of medications is paramount for patient health and safety. Wrong-time medication administration errors (WTMAEs) pose a significant threat to patient well-being. This paper conducts a root-cause analysis of WTMAEs in the progressive care unit and proposes an evidence-based safety improvement plan. The analysis identifies root causes such as high workload and interruptions. The improvement plan focuses on optimizing the Electronic Medical Administration Record (EMAR), implementing an effective error reporting system, and addressing interruptions through process changes and a culture shift. The plan leverages existing organizational resources to facilitate successful implementation.

Analysis of the Root Cause

As a nurse in a progressive care unit, my focus is on preventing medication administration errors (MAEs). I carefully monitor and reflect on our working processes. Through this, I noticed challenges in giving drugs to patients at the right time. Although the reported incidents didn’t harm patients, the recurrence poses significant risks. Wrong-time medication administration errors (WTMAEs) involve giving a drug an hour earlier or later than prescribed, impacting patients by delaying treatment and potentially causing harm (Martin et al., 2020).

MAEs often result from failures in the six rights of drug administration: right medication, dose, time, patient, route, and documentation (Yousef et al., 2022). In the incidents investigated, the critical issue was difficulty in providing the correct timing of drug administration. Studies by Raja et al. (2019), Furnish et al. (2021), and Tsegaye et al. (2020) point out factors like personnel shortage, communication problems, lack of awareness, and interruptions as common causes of errors.

Examining the root causes in our progressive care unit, the challenges stem from the complexity of patients’ conditions and high workload, along with regular interruptions disrupting our planned schedule. While the severity of patients’ conditions is inherent, we can address workload and interruptions. It’s crucial to control these factors to enhance patient safety.

Evidence-Based Strategies to Improve Medication Administration Safety

To prevent wrong-time medication administration errors (WTMAEs), there are practical measures we can consider. Furnish et al. (2021) suggest optimizing electronic records, adding special marks to drugs that need precise timing. This way, healthcare workers can pay extra attention to medications requiring specific timings. Similarly, Westbrook et al. (2020) affirm that using electronic systems for medications helps reduce errors, especially in high-workload situations where process optimization becomes crucial.

Error reporting is another key aspect of preventing medication errors. In our progressive care unit, we usually create records or inform our managers about errors. However, Mutair et al. (2021) emphasize the need for a comprehensive error reporting system that encourages non-punitive reports, fosters a supportive environment, ensures responsiveness, and involves expert analysis. Such a system contributes significantly to enhancing safety in drug administration by optimizing workflows under high workloads.

Addressing interruptions is crucial to reducing medication errors. Huckels-Baumgart et al. (2021) and Kavanagh and Donnelly (2020) found that having a separate room for preparing drugs lowers the chances of interruptions and errors. This issue is also linked to communication. Insights from nurses, as highlighted by Laustsen and Brahe (2018), show that maintaining a working culture that prioritizes task focus, encourages prioritization, and supports specialist collaboration can effectively reduce interruptions. It’s about creating a professional environment where nurses can decline interruptions and provide feedback if needed.

Improvement Strategies to with Evidence-Based and Best-Practice Strategies Address Medication Administration Errors

This paper suggests a plan to improve the situation with wrong-time medication administration errors (WTMAEs) in the progressive care unit. The plan focuses on tackling the root causes, mainly the high workload and interruptions. The first step involves optimizing the EMAR system to highlight drugs with specific time requirements (Burnish et al., 2020). This is crucial because it helps healthcare workers pay extra attention to the timing of drug administration, especially in busy situations where it might be challenging to assess drugs accurately.

The next part of the plan emphasizes creating a structured process for reporting and analyzing medication administration errors (MAEs). The current reporting system may lack cohesion, leading to the possibility of missing essential information. Furthermore, seeking expert reviews of error reports in a non-punitive and supportive manner is essential for improving practices (Mutair et al., 2021). This step contributes to the overall goal of optimizing the workload and reducing the likelihood of errors.

To address interruptions, the subsequent steps of the plan propose changes in drug administration processes and the transformation of the working culture. Drug administration requires concentration from healthcare professionals, making it vital to minimize external factors’ influence. Measures such as organizing special rooms and quiet zones are suggested to create an environment that supports focus on administering prescribed medicines (Huckels-Baumgart et al., 2021).

Transforming the work culture is a more extensive effort aimed at changing employee behavior. The new culture aims to bolster nurses’ professional competencies in drug administration and enhance their ability to stay focused on tasks (Laustsen & Brahe, 2018). Since work culture significantly impacts the frequency of interruptions, the transformation goal is to normalize communication. This means employees should feel empowered to halt interruptions, refuse them, and express the need to focus on administration and other operational aspects. The desired outcome is to reduce interruptions and their impact on drug administration, ultimately decreasing the occurrence of WTMAEs.

Implementing this plan involves numerous steps and measures, requiring both technical organization and personnel training. The most extended period will be dedicated to changing the culture, as it involves shifting employee habits. The initial development and implementation phase is estimated to take one year, with room for refinements based on evaluating the effectiveness of specific actions in each aspect.

Utilizing Existing Organizational Resources for Improvement

To put the improvement plan into action, the hospital needs to make use of its existing resources. Optimizing the EMAR system involves getting help from information technology specialists, preferably those familiar with the current system. This may include reaching out to the system provider for support (Root-Cause Analysis and Safety Improvement Plan Research Paper). Additionally, utilizing the skills of existing staff and potentially bringing in coaches for training on necessary behaviors and error analysis is crucial. However, it’s important to recognize that changing workflows will take time for employees to adapt.

Creating quiet zones, a specific space designed for preparing medicines, is also part of the plan and requires resources. This involves organizing a comfortable space for healthcare workers. Allocating resources for these initiatives is essential to ensure the success of the improvement plan.

Addressing Medication Administration Errors: A Call to Action

After closely observing a progressive care unit, it became evident that Wrong-Time Medication Administration Errors (WTMAEs) pose a significant risk. When patients take their medications at the incorrect time, it not only diminishes the effectiveness of the treatment but also jeopardizes their well-being, placing an additional burden on the hospital. These errors stem from the complex conditions of patients and the demanding workload on the staff. Moreover, frequent interruptions further disrupt the workflow, contributing to the occurrence of WTMAEs.

To address these challenges, the paper proposes an improvement plan rooted in evidence-based strategies. This plan advocates for changes in the Electronic Medical Administration Record (EMAR) system, refining the error reporting process, establishing quiet zones, and transforming the work culture to minimize interruptions. These measures are aimed at optimizing work processes, ultimately reducing the occurrence of WTMAEs and enhancing patient safety.

Conclusion

In summary, examining the medication practices in the progressive care unit reveals a significant number of Wrong-Time Medication Administration Errors (WTMAEs). The potential outcomes of these errors, including reduced treatment effectiveness and increased patient harm, highlight the need to address this issue. The identified root causes, linked to complex patient conditions, high workload, and frequent interruptions, call for a comprehensive and evidence-based approach. The proposed improvement plan, covering improvements to the EMAR system, a streamlined error reporting process, creation of quiet zones, and a shift in the work culture, aims to mitigate these challenges. By optimizing work processes and minimizing interruptions, the plan seeks to reduce the occurrence of WTMAEs, contributing to a safer healthcare environment. However, it is crucial to recognize that implementing these changes requires collaborative efforts, involving technology specialists, staff training, and allocating resources for creating designated quiet zones. The projected timeline for this improvement plan is one year, with ongoing evaluations and refinements as necessary. In the pursuit of safer patient care, this paper emphasizes the need for a proactive and straightforward strategy. By addressing the root causes and implementing evidence-based interventions, healthcare professionals can work collaboratively towards a healthcare setting that prioritizes patient safety and minimizes the risk of medication administration errors.

References

Burnish, C., Wagner, S., Dangler, A., Schwarz, K., Trujillo, T., Stolpman, N., & May, S. (2021). Evaluation of medication administration timing—Are we meeting our goals? Journal of Pharmacy Practice, 34(5), 750–754.

Furnish, C., Wagner, S., Dangler, A., Schwarz, K., Trujillo, T., Stolpman, N., & May, S. (2021). Evaluation of medication administration timing—Are we meeting our goals? Journal of Pharmacy Practice, 34(5), 750–754.

Huckels-Baumgart, S., Baumgart, A., Buschmann, U., Schüpfer, G., & Manser, T. (2021). Separate medication preparation rooms reduce interruptions and medication errors in the hospital setting: A prospective observational study. Journal of Patient Safety, 17(3), 161-168.

Kavanagh, A., & Donnelly, J. (2020). A Lean approach to improve medication administration safety by reducing distractions and interruptions. Journal of Nursing Care Quality, 35(4), 58-62.

Laustsen, S., & Brahe, L. (2018). Coping with interruptions in clinical nursing—A qualitative study. Journal of Clinical Nursing, 27(7-8), 1497-1506.

Martin, K., Tilolele, M., Kennedy, S., Hanzooma, H., Luke, B., & Christabel, N. H. (2020). Wrong time medication administration errors: Frequency and their causes at Adult University Teaching Hospitals in Zambia. African Journal of Pharmacy and Pharmacology, 14(10), 362-369.

Mutair, A. A., Alhumaid, S., Shamsan, A., Zaidi, A., Mohaini, M. A., Al Mutairi, A., Rabaan, A. A., Awad, M., & Al-Omari, A. (2021). The effective strategies to avoid medication errors and improve reporting systems. Medicines (Basel, Switzerland), 8(9), 1-12.

Raja, R., Badil, B., & Ali, S. (2019). Wrong time medication administration errors and its association with demographic variables among nurses in tertiary care hospitals, Karachi. Journal of the Dow University of Health Sciences (JDUHS), 13(1), 30-36.

Tsegaye, D., Alem, G., Tessema, Z., & Alebachew, W. (2020). Medication administration errors and associated factors among nurses. International Journal of General Medicine, 13, 1621–1632.

Westbrook, J. I., Sunderland, N. S., Woods, A., Raban, M. Z., Gates, P., & Li, L. (2020). Changes in medication administration error rates associated with the introduction of electronic medication systems in hospitals: a multisite controlled before and after study. BMJ Health & Care Informatics, 27(3), 1-9.

Yousef, A. M., Abu-Farha, R. K., & Abu-Hammour, K. M. (2022). Detection of medication administration errors at a tertiary hospital using a direct observation approach. Journal of Taibah University Medical Sciences, 17(3), 433-440.

Detailed Assessment Instructions for the NURS FPX 4020 Root-Cause Analysis and Safety Improvement Plan Example

For this assessment, you will use a supplied template to conduct a root-cause analysis of a quality or safety issue in a health care setting of your choice and outline a plan to address the issue.

As patient safety concerns continue to be addressed in the health care settings, nurses can play an active role in implementing safety improvement measures and plans. Often root-cause analyses are conducted and safety improvement plans are created to address sentinel or adverse events such as medication errors, patient falls, wrong-site surgery events, and hospital-acquired infections. Performing a root-cause analysis offers a systematic approach for identifying causes of problems, including process and system-check failures. Once the causes of failures have been determined, a safety improvement plan can be developed to prevent recurrences. The baccalaureate nurse’s role as a leader is to create safety improvement plans as well as disseminate vital information to staff nurses and other health care professionals to protect patients and improve outcomes.

As you prepare for this assessment, it would be an excellent choice to complete the Quality and Safety Improvement Plan Knowledge Base activity and to review the various assessment resources, all of which will help you build your knowledge of key concepts and terms related to quality and safety improvement. The terms and concepts will be helpful as you prepare your Root-Cause Analysis and Safety Improvement Plan. Activities are not graded and demonstrate course engagement.

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.
• Apply evidence-based and best-practice strategies to address a safety issue or sentinel event.
• Create a feasible, evidence-based safety improvement plan.
• Competency 2: Analyze factors that lead to patient safety risks.
• Analyze the root cause of a patient safety issue or a specific sentinel event within an organization.
• Competency 3: Identify organizational interventions to promote patient safety.
• Identify existing organizational resources that could be leveraged to improve a plan.
• Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
• Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Professional Context

Nursing practice is governed by health care policies and procedures as well as state and national regulations developed to prevent problems. It is critical for nurses to participate in gathering and analyzing data to determine causes of patient safety issues, in solving problems, and in implementing quality improvements.

Scenario

For this assessment, you may choose from the following options as the subject of a root-cause analysis and safety improvement plan:

• The specific safety concern identified in your previous assessment.
• The Vila Health: Root-Cause Analysis and Safety Improvement Planning simulation.
• One of the case studies from the previous assessment.
• A personal practice experience in which a sentinel event occurred.

Instructions

The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a health care setting. You will create a plan to improve the safety of patients related to the concern based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen health care setting to provide a rationale for your plan.

Use the  Root-Cause Analysis and Improvement Plan Template [DOCX]  to help you to stay organized and concise. This will guide you step-by-step through the root cause analysis process.

Additionally, be sure that your plan 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.

• Analyze the root cause of a patient safety issue or a specific sentinel event in an organization.
• Apply evidence-based and best-practice strategies to address the safety issue or sentinel event.
• Create a feasible, evidence-based safety improvement plan.
• Identify organizational resources that could be leveraged to improve your plan.
• Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

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NURS FPX 4050 Ethical and Policy Factors in Care Coordination Example

NURS FPX 4050 Assessment 2: Ethical and Policy Factors in Care Coordination

NURS FPX 4050 Ethical and Policy Factors in Care Coordination Assignment Brief

Course: NURS FPX 4050 Coordinating Patient-Centered Care

Assignment Title: Assessment 2: Ethical and Policy Factors in Care Coordination

Assignment Overview:

The primary objective of this assignment is to explore and analyze the ethical and policy factors influencing care coordination, with a specific focus on nursing homes. As healthcare professionals, it is essential to comprehend the ethical principles that guide our actions in care coordination and the policies that shape patient-centered care in various healthcare settings.

Understanding Assignment Objectives:

• Familiarize yourself with the fundamental ethical principles that underpin care coordination in healthcare settings.
• Recognize the significance of the Code of Ethics in shaping responsible nursing practice and its positive impacts on patient care.
• Explore the role of healthcare policies, particularly the Affordable Care Act, in influencing patient-centered care, with a focus on nursing homes.
• Analyze and critically evaluate ethical questions and dilemmas that healthcare professionals may encounter in the care coordination process.
• Identify and comprehend strategies that promote patient-centered care and contribute to the ethical and policy framework of nursing practice.

The Student’s Role:

As a student undertaking this assignment, your role involves comprehensive research on ethical principles, healthcare policies, and their practical implications in care coordination. You are expected to critically evaluate the impact of ethical standards on patient care and explore real-world scenarios where these principles come into play. Additionally, analyze and discuss the role of policies, and propose strategies for fostering patient-centered care within the ethical and policy framework.

NURS FPX 4050 Ethical and Policy Factors in Care Coordination Example

Title Slide:

• Presentation Title: Ethical and Policy Factors in Care Coordination
• Your Name: [Your Name]
• Date: [Current Date]
• Course Number and Title: NURS FPX 4050 Coordinating Patient-Centered Care

Slide 1: Introduction

• Welcome everyone, today we’ll explore Ethical and Policy Factors in Care Coordination, focusing on nursing homes.
• Nurses play a crucial role in adhering to codes of ethics and policies, especially in aging nursing communities.
• These ethical standards serve as a reminder of our commitment to society, evolving with changing values.

Speaker Notes:

• Welcome everyone. Today, we delve into the critical topic of “Ethical and Policy Factors in Care Coordination,” with a specific focus on nursing homes.
• As nurses, it’s paramount to be well-versed in codes of ethics and policies, particularly within aging nursing communities.
• These ethical standards serve as guiding principles, reminding us of our commitment to society, and they evolve alongside shifting moral and societal values.

Slide 2: Ethical Principles in Care Coordination

• Justice: Fair distribution of care among patients.
• Beneficence: Acting in the best interest of the patient.
• Nonmaleficence: Avoiding intentional or unintentional harm.
• Accountability: Taking responsibility for our actions.
• Veracity: Being truthful and transparent.
• Autonomy: Respecting patients’ right to make decisions.
• Fidelity: Being faithful and responsible for professional promises.

Speaker Notes:

• Let’s explore the foundational ethical principles that guide our actions in care coordination.
• Justice emphasizes fair distribution of care, ensuring equitable treatment for all patients.
• Beneficence directs us to act in the best interest of the patient, prioritizing their well-being.
• Nonmaleficence urges us to avoid harm, whether intentional or unintentional, to the patient.
• Accountability requires taking responsibility for our actions in the care coordination process.
• Veracity emphasizes transparency and truthfulness in our communication with patients.
• Autonomy respects the patients’ right to make decisions about their own care.
• Fidelity calls for faithfulness and responsibility in upholding professional promises.

Slide 3: Impact of Code of Ethics

• Protection of Rights, Safety, and Health for the Patient.
  • Prioritizing the patient as the primary concern.
  • Addressing conflicts of interest to safeguard patient well-being.
• Accountability and Responsibility
  • Responsible decision-making reduces malpractice.
  • Thoughtful and purposeful implementation of care decisions.
• Professional Growth
  • Personal and professional growth through continued learning.
  • Preserving wholeness of character and integrity.
• Reduction of Health Disparities and Promotion of Health Diplomacy
  • Commitment to constant learning and preparation.
  • Practicing with various healthcare settings, addressing unique situations.

Speaker Notes:

• Now, let’s look into how adherence to the Code of Ethics positively impacts our practice.
• Protection of Rights, Safety, and Health for the Patient: Our primary commitment is to the patient, ensuring their rights, safety, and health come first. The code guides us in navigating conflicts of interest that may impact patient care.
• Accountability and Responsibility: Embracing accountability aligns with responsible decision-making, reducing the likelihood of malpractice. It fosters thoughtful, planned, and purposeful care decisions.
• Professional Growth: Adhering to ethical standards promotes personal and professional growth. It encourages continued learning, adaptation to evolving care trends, and maintaining competence.
• Reduction of Health Disparities and Promotion of Health Diplomacy: The code emphasizes ongoing learning and preparation, empowering nurses to navigate diverse healthcare settings and address unique situations, particularly in nursing homes.

Slide 4: Health Care Policies affecting Patient-Centered Care

• Patient-Centered Care: Respectful and responsive to individual patient preferences, needs, and values.
• Policies related to the health or safety of nursing homes:
  • Affordable Care Act (ACA) and essential health benefits.
  • Mental health, preventive services, and rehabilitative services.
• State discretion in selecting covered services.

Speaker Notes:

• Patient-Centered Care: This approach ensures that care is respectful and responsive to individual patient preferences, needs, and values. It places the patient at the forefront of all clinical decisions.
• Policies related to the health or safety of nursing homes:
  • Affordable Care Act (ACA) and essential health benefits.
  • Mental health, preventive services, and rehabilitative services.
• States have the discretion to select covered services based on the unique needs of their population.

Slide 5: Ethical Questions or Dilemmas in Care Coordination

1. Disclosing medical conditions.
2. Informed consent.
3. Incompetence among peers.

• Principles involved: nonmaleficence, fidelity, and justice.

Speaker Notes:

• Disclosing Medical Conditions: The nurse grapples with the obligation to prevent harm (nonmaleficence) and be faithful to colleagues (fidelity), considering the patient’s right to know their medical condition.
• Informed Consent: Patients may feel uncomfortable asking nurses to decipher complex medical information, posing an ethical challenge about how much information nurses should convey.
• Incompetence among Peers: Nurses may face a dilemma when observing incompetence in a colleague, balancing the obligation to protect the patient (nonmaleficence) with loyalty to the team (fidelity).

Slide 6: Strategies Leading to Patient-Centered Care

• Dignity, respect, and compassion.
• Communication and coordination of care.
• Tailoring care to patients’ needs.
• Supporting patient education.
• Placing patients at the center of care policies.

Speaker Notes:

• Ensuring patient-centered care requires strategic approaches:

• • Dignity, Respect, and Compassion: Treat patients with dignity and respect, fostering a compassionate care environment.
  • Communication and Coordination of Care: Establish effective communication and coordination between appointments and services.
  • Tailoring Care to Patients’ Needs: Customize care plans to suit individual patient needs and goals.
  • Supporting Patient Education: Empower patients to understand and learn about their health.
  • Placing Patients at the Center of Care Policies: Advocate for healthcare and nursing home support policies that prioritize patient needs.

Slide 7: Ethical and Policy Issues in Nursing Homes

• Doctor-Patient Confidentiality.
• Malpractice and Negligence.
• Physician Assisted Suicide.
• Covert Medication.
• End-of-Life Issues.
• Implications of violating ethical and policy considerations.

Speaker Notes:

• Now, let’s turn to specific ethical and policy issues that impact care coordination in nursing homes.

• • Doctor-Patient Confidentiality: Discussing the importance of maintaining patient confidentiality and complying with the Health Insurance Portability and Accountability Act (HIPAA).
  • Malpractice and Negligence: Addressing the increased risk of malpractice in healthcare settings and the importance of clear responsibilities to avoid litigation.
  • Physician-Assisted Suicide: Exploring the ethical considerations surrounding physician-assisted suicide and the stringent criteria in states where it is allowed.
  • Covert Medication: Discussing the ethical concerns associated with administering medication without informing the resident and the importance of following proper procedures.
  • End-of-Life Issues: Highlighting the sensitivity of end-of-life care, emphasizing the need for careful consideration and competent care provision.

Slide 8: Conclusion

• Summary of key points (the takeaways).
  • Ethical principles guiding care coordination
  • Adherence  to the Code of Ethics
  • Strategic approaches ensure patient-centered care
• Emphasis on the importance of ethical considerations in effective care coordination.
• Invitations on any questions and open for discussions.

Speaker Notes:

• In conclusion, we’ve explored the fundamental ethical principles guiding care coordination.
• Adhering to the Code of Ethics promotes patient-centric, thoughtful, and responsible care.
• Ethical dilemmas require a delicate balance, considering principles like nonmaleficence, fidelity, and justice.
• Strategic approaches ensure patient-centered care, fostering dignity, effective communication, tailored care, patient education, and patient-centric policies.
• Understanding and addressing ethical and policy issues in nursing homes is crucial for maintaining the integrity of care coordination.

References Slide:

HCH Clinicians’ Network (2018). Patient-Centered Care: Case Studies on End of Life. Vol. 22(1). Retrieved from https://nhchc.org/wp-content/uploads/2019/08/hh-end-of-life-care-final-2.pdf

Wright, S. (2015, Dec. 16). Delivering patient-centred palliative care services at end-of-life.

The eight principles of patient-centered care · Oneview. (2019, June 4). Oneview. https://www.oneviewhealthcare.com/the-eight-principles-of-patient-centered-care/

Current Ethical Issues in Healthcare (n.d.). Retrieved from https://www.floridatechonline.com/blog/healthcare-management/current-ethical-issues-in-healthcare/

Baughman, R., Dave, D., and Dills, A. (2019). Introduction to the symposium on the extended effects of the Affordable Care Act. Eastern Economic Journal, 45(1), 1-6.

Bollig, G., Schmidt, G., Rosland, J. H., and Heller, A. (2015). Ethical challenges in nursing homes–staff’s opinions and experiences with systematic ethics meetings with participation of residents’ relatives.?Scandinavian Journal of Caring Sciences,?29(4), 810-823.

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NURS FPX 8010 Strategic Plan Appraisal Assignment Example

NURS FPX 8010 Assessment 2 Strategic Plan Appraisal

NURS FPX 8010 Strategic Plan Appraisal Assignment Brief

Course: NURS FPX 8010 Executive Leadership in Contemporary Nursing

Assignment Title: NURS FPX 8010 Assessment 2 Strategic Plan Appraisal

Overview:

In this assignment, you will engage in a critical appraisal of an organization’s strategic plan from the perspective of a nurse executive. Through this analysis, you will explore key elements such as the organization’s mission, vision, strategic priorities, data and analytical strategies, stakeholder input, and the implementation of a Balanced Scorecard.

Understanding Assignment Objectives:

The primary objectives of this assignment are to develop your proficiency in analyzing organizational priorities at the system level and addressing assessment purposes effectively in written presentations. By evaluating the strategic plan of the chosen healthcare organization, you will gain insights into the complex interplay of mission, vision, and strategic priorities. Additionally, the assignment aims to enhance your ability to critically assess data validity, understand stakeholder engagement strategies, and apply the Balanced Scorecard framework for holistic performance evaluation.

The Student’s Role:

As a student in NURS FPX 8010, your role is that of a nurse executive tasked with the responsibility of dissecting and appraising the strategic plan of an organization. This involves focusing on the organization’s mission and vision to comprehend its overarching goals. Your critical analysis will extend to evaluating the priorities set by the organization, scrutinizing the data and analytical strategies employed, understanding how stakeholder input contributes to strategic decisions, and exploring the practical application of a Balanced Scorecard.

Throughout the assignment, your perspective should align with the vantage point of a nurse executive, emphasizing the importance of strategic planning in healthcare. Your critical appraisal will not only analyze but also synthesize information to inform subsequent assessments, ensuring a cohesive approach to departmental strategic planning and quality improvement initiatives.

You Can Also Check Other Related Assessments for the NURS-FPX 8010 Executive Leadership in Contemporary Nursing Course:

NURS FPX 8010 Assessment 1 Political Landscape Analysis Example

NURS FPX 8010 Assessment 3 Strategic Plan Development Example

NURS FPX 8010 Assessment 4 Quality Improvement Proposal Example

NURS FPX 8010 Strategic Plan Appraisal Assignment Example

Introduction

In healthcare, a strategic plan is like a roadmap that helps organizations envision and plan for the future (Fry & Baum, 2016). In their pursuit of excellence, many organizations including those in the healthcare sector rely on strategic plans to navigate the complex landscape of patient care, resource management, and organizational development. This paper takes a close look at the strategic plan of the Department of Veterans Affairs (VA), which runs the biggest healthcare network in the U.S., serving over 9 million Veterans every year (Department of Veterans Affairs, 2022). This analysis will entail taking a close look into the organization’s mission, vision, key priorities, data and analytical strategies, stakeholder input, and the implementation of a Balanced Scorecard.

Strategic Plan Overview

The VA has a mission to honor and serve American Veterans, sticking to core values like Integrity, Commitment, Advocacy, Respect, and Excellence (U.S. Department of Veterans Affairs, 2021b). In their 2022-28 Strategic Plan, they’ve laid out four goals, 13 objectives, and 75 strategies to make this mission happen (Department of Veterans Affairs, 2022). Within these plans, priorities like trust, communication, and accountability are tightly woven into the mission and core values. These priorities are crucial for building and maintaining relationships, ensuring transparency, and staying committed to serving Veterans.

Validity of Data and Analytical Strategies

The VA takes data seriously, using a strong analytical approach that includes gap analysis and workshops to figure out where they are now and where they want to be (Department of Veterans Affairs, 2022). Their strategic plan highlights the importance of using customer experience data, population-level statistics, and analytics to help them make decisions. When we look at Strategic Goal 4, it shouts out their commitment to treating data like a super important tool. Objective 4.2 zooms in on the Office of Data Governance and Analysis, showing how serious they are about managing data strategically.

Looking deeper, this plan doesn’t just talk the talk. It walks the walk by using things like customer experience data and stats about the whole population to make decisions. This way of doing things lines up with what’s considered the best way to do it now – making decisions based on good, solid data that we can trust (Fry & Baum, 2016).

Stakeholder Input

Stakeholder consultation is a cornerstone of the VA’s strategic planning process. When the VA plans its moves, they make sure to talk to a bunch of important folks – senior leaders, Federal agencies, Veteran Service Officers, members of Congress, employees, Veterans, and even caregivers/families (Department of Veterans Affairs, 2022). They believe in getting feedback from all these different voices because it’s like putting all the puzzle pieces on the table. This feedback isn’t just a nice touch; it’s a big part of making changes and hitting Strategic Goal 3.

Strategic Goal 3 is all about creating a vibe where everyone’s accountable and trustworthy. And guess what? The thoughts and ideas from these stakeholders play a big role in making this happen. It’s like everyone is part of the team, and that makes the plan they come up with way more relevant and useful. The inclusivity of stakeholders in the strategic planning process enhances the plan’s relevance and applicability.

Balanced Scorecard Perspective

The VA’s commitment to a Balanced Scorecard (BSC) approach is evident in its strategic planning process, addressing four domains: financial, customer, internal business process, and learning and growth (Kaplan, 2020). Financial initiatives, such as the Financial Management Business Transformation program, ensure the effective use of taxpayer resources. Customer-centric efforts aim to enhance the Veteran experience through multilingual communications. Internal business process improvements involve digital modernization, and learning and growth initiatives focus on continuous development, as seen in leadership training programs. This approach ensures a holistic and balanced view of organizational performance.

Conclusion

In conclusion, the critical appraisal of the VA’s strategic plan reveals a well-structured and comprehensive approach to achieving its mission and goals. The integration of key priorities, data-driven decision-making, stakeholder input, and the implementation of a Balanced Scorecard demonstrates the organization’s commitment to excellence in healthcare delivery. This analysis serves as a valuable foundation for subsequent assessments, providing insights that will inform the development of a departmental strategic plan and a proposed quality improvement initiative.

References

Association of American Medical Colleges. (2022). Strategic planning. https://www.aamc.org/professional-development/affinity-groups/gip/strategic-planning

Department of Veterans Affairs. (2022). Fiscal years 2022-28 strategic plan. http://www.va.gov/oei/docs/va-strategic-plan-2022-2028.pdf

Fry, A., & Baum, N. (2016). A roadmap for strategic planning in the healthcare practice. The Journal of Medical Practice Management, 32(2), 146–149. https://www.proquest.com/docview/1836565558?accountid=27965

Kaplan, R. S. (2020). Using the balanced scorecard for successful health care M&A integration. NEJM Catalyst, 1–8. https://doi.org/10.1056/CAT.20.0286

U.S. Department of Veterans Affairs. (2021a, March 23). Data governance and analytics. https://www.va.gov/oei/about/data-governance-analytics.asp

U.S. Department of Veterans Affairs. (2021b, March 26). About VA: Mission, vision, core values & goals. https://www.va.gov/about_va/mission.asp

Detailed Assessment Instructions for the NURS FPX 8010 Strategic Plan Appraisal Assignment Example

Description

Write a 4–5 page critical appraisal of an organization’s strategic plan from the perspective of a nurse executive, taking into consideration the organization’s mission, vision, and other contextual factors.

A strategic plan is constructed from a clear, well-articulated vision and a comprehensive environmental scan. An analysis of the internal and external environments provides a clear picture of the current state and the potential hurdles to overcome in reaching the desired future state. Leaders can then establish goals and objectives that are specific, measurable, acceptable, realistic, timely, and rewarding.

Strategic objectives balance short-term and long-term opportunities and consider the needs of all key stakeholders. From the objectives flow the strategies and tactics for achieving the goals. Building skill in strategic planning positions the DNP nurse as one who makes things happen.

This assessment provides an opportunity for you to critically examine an organization’s strategic plan. An understanding of the organization’s vision, mission, and strategic priorities is crucial to departmental strategic planning that aligns with, and supports, organizational priorities.

DEMONSTRATION OF PROFICIENCY

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Analyze organizational priorities at the system level.

Analyze an organization’s strategic plan.

Evaluate the validity of data and analytical strategies used to develop organizational priorities.

Explain how input from stakeholders might have been elicited and incorporated into the development of strategic priorities.

Create a balanced scorecard for an organization.

Competency 5: Address assessment purpose in effective written or multimedia presentations, incorporating appropriate evidence and communicating in a form and style consistent with applicable professional and academic standards.

Articulate meaning relevant to the main topic, scope, and purpose of the prompt.

Apply APA formatting to in-text citations and references.

PREPARATION

For Assessments 2, 3, and 4, you will appraise an organizational strategic plan, develop a departmental strategic plan, and propose a quality improvement initiative, respectively. The choice of health care setting as the context for this work is up to you. You may choose the organization in which you currently work, an organization in which you worked previously, or an organization about which you would like to learn more. You will use this health care organization, and a department or division within the organization, as the basis for the remaining assessments in this course.

After choosing your organization, obtain a copy of the organization’s strategic plan. Most large health systems post their strategic plans, visions, and missions on the Internet.

Note: Remember that you can submit all or a portion of your draft appraisal to Smarthinking for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

INSTRUCTIONS

Write a critical appraisal of the organization’s strategic plan. Identify strategic priorities and orient yourself to the key performance indicators (KPI) the organization uses to drive quality.

Note: Lessons learned from your appraisal will inform your work in Assessments 3 and 4.

Appraisal Format and Length

Format your document using APA style.

Use the APA Style Paper Template [DOCX]. An APA Style Paper Tutorial [DOCX] is also provided to help you in writing and formatting your appraisal. Be sure to include:

A title page and references page. An abstract is not required.

A running head on all pages.

Appropriate section headings.

Your appraisal should be 4–5 pages in length, excluding the title page and references page.

Use the following section headings to ensure thorough content coverage and flow.

Strategic Plan Analysis.

Validity of Data and Analytical Strategies.

Stakeholder Input.

Balanced Scorecard Perspective.

Evaluation

The following tasks correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

Analyze an organization’s strategic plan.

Approach your analysis from a systems perspective.

What priorities appear to take precedence?

How well do the priorities align with the mission and vision of the organization?

Evaluate the validity of data and analytical strategies used to develop organizational priorities.

What data was most likely used to develop key performance indicators (KPIs)?

For example: patient satisfaction data, 30-day readmission data, other internal performance indicators or external regulatory measures.

What was the source of the data?

For example: Centers for Medicare and Medicaid Services (CMS), internal data, public health data, financial data.

Explain how input from stakeholders might have been elicited and incorporated into the development of strategic priorities.

For example, strategic priorities can be developed by the board of directors, elicited from employee focus or patient advocacy groups, or derived from a combination of these approaches.

You may need to interview an organizational stakeholder for this information. If this information is unavailable to you, identify the stakeholders you would approach for their inputs.

Create a balanced scorecard for an organization.

Use four standard balanced scorecard domains: 1) financial, 2) customer, 3) internal processes, and 4) learning and growth.

Are the organization’s strategic priorities balanced, or do one or more priorities receive more emphasis than the others?

Articulate meaning relevant to the main topic, scope, and purpose of the prompt.

Write with a specific purpose and audience in mind.

Adhere to scholarly and disciplinary writing standards.

Proofread your writing to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your appraisal.

Apply APA formatting to in-text citations and references.

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NURS FPX 4040 Protected Health Information (PHI): Privacy Security And Confidentiality Best Practices Essay Example

NURS FPX 4040 Assessment 2: Protected Health Information (PHI), Privacy, Security, and Confidentiality Best Practice

NURS FPX 4040 Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices Assignment Brief

Course: NURS FPX 4040 Managing Health Information and Technology

Assignment Title: Assessment 2: Protected Health Information (PHI): Privacy Security And Confidentiality Best Practices

Overview:

This assignment asks you to explore the details of keeping Protected Health Information (PHI) safe in healthcare settings. Your job is to create a team update focusing on the Health Insurance Portability and Accountability Act (HIPAA) regulations and best practices for ensuring privacy, security, and confidentiality, especially when using social media in healthcare.

Understanding Assignment Objectives:

The main goal of this assignment is to check how well you can describe the role of nurses and interdisciplinary teams in using technology for patient care. You need to find practical strategies for managing PHI and communicate important information in a professional way.

The Student’s Role:

As a student working on this assignment, your role is to act like a healthcare professional sharing important information about protecting patient data. You need to understand and explain the laws related to PHI, especially the ones about teamwork. Your task is to find practical ways to lower risks, especially when using social media in healthcare.

You’ll be creating a professional and effective team update to teach other healthcare professionals about keeping patient data safe. This includes providing information about PHI, explaining privacy, security, and confidentiality concerns related to healthcare technology, and talking about why teamwork is important for keeping electronic health information safe.

You’ll also need to do some research to support your team update, making sure the information is current and fits the best practices mentioned in the assignment instructions.

This assignment is a chance to show you understand important healthcare rules, can communicate well in a professional setting, and follow ethical standards when dealing with patient information.

NURS FPX 4040 Protected Health Information (PHI): Privacy Security And Confidentiality Best Practices Essay Example

Introduction:

Back in 1996, the government introduced the Health Insurance Portability and Accountability Act (HIPAA) to safeguard people’s health information (CDC, 2018). This law gives individuals certain rights and protections when it comes to their health data. HIPAA lays down the rules for how businesses handling health information, like healthcare providers, should use and share Protected Health Information (PHI). PHI includes any information about a person’s current, past, or future physical or mental health. It can be data collected by healthcare providers, health plans, public health authorities, employers, or other healthcare service providers (HIPAA, 2018). This data involves things like names, Social Security numbers, birth dates, addresses, account numbers, clinical details, and diagnoses.

In the rapidly evolving landscape of healthcare, the safeguarding of Protected Health Information (PHI) is paramount. This paper aims to educate the interprofessional team on the importance of privacy, security, and confidentiality, particularly in the context of social media use. The recent incident of a colleague’s inappropriate social media post underscores the need for a comprehensive understanding of HIPAA regulations and best practices.

Understanding PHI and HIPAA Laws & Regulations

The HIPAA Security Rule, according to Gatehouse (2020), lays out the national standards for keeping electronic health info (ePHI) safe. It says that organizations dealing with health info must take necessary steps to stop anyone from getting unauthorized access to, misusing, or revealing ePHI. If there’s a situation where unprotected health info is at risk, the HIPAA Breach Notification Rule requires these organizations to tell the people affected (Heath et al., 2021). Not just that, they also need to inform the Department of Health and Human Services (HHS) and sometimes even the media, following the Rule. And if an organization breaks these HIPAA Rules, the HIPAA Enforcement Rule explains how HHS will investigate and penalize them. This could include fines, corrective plans, or even legal actions, as mentioned by Moore and Frye (2019).

Best Practices for Privacy, Security, and Confidentiality

The rules already discussed above give a strong base to protect sensitive electronic health info. When it comes to covered entities (like healthcare providers), these laws say they need to put in sensible and necessary measures. The goal is to stop anyone who has no permission to access electronic health info (ePHI) from doing so. And if someone breaks these HIPAA rules, the Department of Health and Human Services (HHS) can step in with legal actions to make things right. This way, people can have control over their own health info (HHS, 2018).

Interdisciplinary Collaboration for Data Security

Working together from different areas is super important to keep electronic health info (ePHI) safe. This interdisciplinary collaboration means folks from various fields team up to make sure patient data stays secure and follows all the rules about privacy and security (Beckmann et al., 2021).

Take for instance a team with different specialists like a privacy officer, IT expert, legal advisor, and a health information guru. This dream team can help a healthcare company set up rules (policies) to keep ePHI safe. They might use things like access controls and encryption to make sure only the right people can get to the data. And if something goes wrong, like a data breach, this team can also come up with a plan to fix things up (Beckmann et al., 2021).

Evidence-Based Approaches to Reduce Risks for Patients and Healthcare Staff

In the context of utilizing social media with sensitive electronic health information (ePHI), implementing evidence-based strategies is crucial to mitigate risks for both patients and healthcare staff (Health, 2022). One significant approach is the establishment of a comprehensive social media policy that delineates guidelines for interacting with patients and imposes restrictions on sharing private information. This policy serves as a foundational framework to govern appropriate behavior on social media platforms.

In addition to policy development, ensuring secure communications is paramount. Utilizing services that are compliant with the Health Insurance Portability and Accountability Act (HIPAA) and incorporate encryption guarantees the safety and confidentiality of electronic data. Educating employees about the risks associated with social media usage and emphasizing the importance of safeguarding private electronic health records contributes to enhanced awareness and adherence to privacy standards.

Continuous monitoring of social media accounts is an essential practice to identify and rectify any improper information promptly. This involves ensuring that staff members comply with established rules and regulations governing social media usage. Furthermore, limiting access to sensitive electronic health information to only those individuals who require it for their duties minimizes the risk of unauthorized exposure.

Implementing authentication procedures to verify the identity of individuals accessing sensitive data adds an extra layer of security. Establishing robust auditing and monitoring mechanisms aids in the detection of any unauthorized access or attempted breaches of sensitive information. Staying updated with the latest best practices for safeguarding private electronic health information is imperative to adapt to evolving security standards.

Effective Training for Team Members

As healthcare providers, the responsibility to ensure the security, privacy, and confidentiality of patient data, particularly in the realm of social media use, falls upon us (Arigo et al., 2018). Adhering to stringent standards of patient confidentiality is paramount, and medical practitioners utilizing social media should adhere to specific guidelines.

Firstly, healthcare professionals should refrain from engaging in speculation or criticism of patients on social media platforms. Secondly, disclosing information about a patient’s health or treatment on social media is strictly discouraged. Never publishing any patient-identifying information on social media, including images, is a foundational principle. Social media should not be utilized to request or receive patient information, and healthcare providers should avoid disclosing any patient data or confidential information to individuals outside the healthcare team.

Conclusion:

In conclusion, maintaining the privacy, security, and confidentiality of patient information is a collective responsibility. This paper aims to empower the interprofessional team with the knowledge and strategies needed to navigate the challenges presented by social media in healthcare. By fostering interdisciplinary collaboration and adhering to evidence-based practices, it is possible to collectively ensure the protection of sensitive electronic health information.

References:

Almaghrabi, N. S., & Bugis, B. A. (2022). Patient confidentiality of electronic health records: A recent review of the Saudi literature. Dr. Sulaiman al Habib Medical Journal, 4(4). https://doi.org/10.1007/s44229-022-00016-9

Basil, N. N., Ambe, S., Ekhator, C., & Fonkem, E. (2022). Health records database and inherent security concerns: A review of the literature. Cureus, 14(10). https://doi.org/10.7759/cureus.30168

HIPAA Journal. (2023, February). Hipaa Social Media Rules – updated 2023. https://www.hipaajournal.com/hipaa-social-media/

Javaid, D. M., Haleem, Prof. A., Singh, D. R. P., & Suman, D. R. (2023). Towards insighting cybersecurity for healthcare domains: A comprehensive review of recent practices and trends. Cyber Security and Applications, 1(100016), 100016. https://doi.org/10.1016/j.csa.2023.100016

Kerr, H., Booth, R., & Jackson, K. (2020). Exploring the characteristics and behaviors of nurses who have attained microcelebrity status on Instagram: Content analysis. Journal of Medical Internet Research, 22(5), e16540. https://doi.org/10.2196/16540

Detailed Assessment Instructions for the NURS FPX 4040 Protected Health Information (PHI): Privacy Security And Confidentiality Best Practices Assignment

Prepare a 2-4 page interprofessional staff update on HIPAA and appropriate social media use in health care.

As you begin to consider the assessment, it would be an excellent choice to complete the Breach of Protected Health Information (PHI) activity. The will support your success with the assessment by creating the opportunity for you to test your knowledge of potential privacy, security, and confidentiality violations of protected health information. The activity is not graded and counts towards course engagement.

Health professionals today are increasingly accountable for the use of protected health information (PHI). Various government and regulatory agencies promote and support privacy and security through a variety of activities. Examples include:

Meaningful use of electronic health records (EHR).

Provision of EHR incentive programs through Medicare and Medicaid.

Enforcement of the Health Insurance Portability and Accountability Act (HIPAA) rules.

Release of educational resources and tools to help providers and hospitals address privacy, security, and confidentiality risks in their practices.

Technological advances, such as the use of social media platforms and applications for patient progress tracking and communication, have provided more access to health information and improved communication between care providers and patients.

At the same time, advances such as these have resulted in more risk for protecting PHI. Nurses typically receive annual training on protecting patient information in their everyday practice. This training usually emphasizes privacy, security, and confidentiality best practices such as:

Keeping passwords secure.

Logging out of public computers.

Sharing patient information only with those directly providing care or who have been granted permission to receive this information.

Today, one of the major risks associated with privacy and confidentiality of patient identity and data relates to social media. Many nurses and other health care providers place themselves at risk when they use social media or other electronic communication systems inappropriately. For example, a Texas nurse was recently terminated for posting patient vaccination information on Facebook. In another case, a New York nurse was terminated for posting an insensitive emergency department photo on her Instagram account.

Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.

This assessment will require you to develop a staff update for the interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.    

Describe the security, privacy, and confidentially laws related to protecting sensitive electronic health information that govern the interdisciplinary team.

Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

Competency 2: Implement evidence-based strategies to effectively manage protected health information.    

Identify evidence-based approaches to mitigate risks to patients and health care staff related to sensitive electronic health information.

Develop a professional, effective staff update that educates interprofessional team members about protecting the security, privacy, and confidentiality of patient data, particularly as it pertains to social media usage.

Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.    

Follow APA style and formatting guidelines for citations and references.

Create a clear, concise, well-organized, and professional staff update that is generally free from errors in grammar, punctuation, and spelling.

Preparation

To successfully prepare to complete this assessment, complete the following:

Review the infographics on protecting PHI provided in the resources for this assessment, or find other infographics to review. These infographics serve as examples of how to succinctly summarize evidence-based information.    

Analyze these infographics, and distill them into five or six principles of what makes them effective. As you design your interprofessional staff update, apply these principles. Note: In a staff update, you will not have all the images and graphics that an infographic might contain. Instead, focus your analysis on what makes the messaging effective.

Select from any of the following options, or a combination of options, the focus of your interprofessional staff update:    

Social media best practices.

What not to do: Social media.

Social media risks to patient information.

Steps to take if a breach occurs.

Conduct independent research on the topic you have selected in addition to reviewing the suggested resources for this assessment. This information will serve as the source(s) of the information contained in your interprofessional staff update. Consult the BSN Program Library Research Guide for help in identifying scholarly and/or authoritative sources.

Instructions

In this assessment, assume you are a nurse in an acute care, community, school, nursing home, or other health care setting. Before your shift begins, you scroll through Facebook and notice that a coworker has posted a photo of herself and a patient on Facebook. The post states, “I am so happy Jane is feeling better. She is just the best patient I’ve ever had, and I am excited that she is on the road to recovery.”

You have recently completed your annual continuing education requirements at work and realize this is a breach of your organization’s social media policy. Your organization requires employees to immediately report such breaches to the privacy officer to ensure the post is removed immediately and that the nurse responsible receives appropriate corrective action.

You follow appropriate organizational protocols and report the breach to the privacy officer. The privacy officer takes swift action to remove the post. Due to the severity of the breach, the organization terminates the nurse.

Based on this incident’s severity, your organization has established a task force with two main goals:

Educate staff on HIPAA and appropriate social media use in health care.

Prevent confidentiality, security, and privacy breaches.

The task force has been charged with creating a series of interprofessional staff updates on the following topics:

Social media best practices.

What not to do: Social media.

Social media risks to patient information.

Steps to take if a breach occurs.

You are asked to select one of the topics, or a combination of several topics, and create the content for a staff update containing a maximum of two content pages. When distributed to interprofessional team members, the update will consist of one double-sided page.

The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topic(s):

What is protected health information (PHI)?    

Be sure to include essential HIPAA information.

What are privacy, security, and confidentiality?    

Define and provide examples of privacy, security, and confidentiality concerns related to the use of the technology in health care.

Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:    

How many nurses have been terminated for inappropriate social media usage in the United States?

What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?

What have been the financial penalties assessed against health care organizations for inappropriate social media usage?

What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

Notes

Your staff update is limited to two double-spaced content pages. Be selective about the content you choose to include in your update so that you are able to meet the page length requirement. Include need-to-know information. Leave out nice-to-know information.

Many times people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members’ interest, highlights key points, and is easy to read. Avoid overcrowding the update with too much content.

Also supply a separate reference page that includes 2–3 peer-reviewed and 1–2 non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

Additional Requirements

Written communication: Ensure the staff update is free from errors that detract from the overall message.

Submission length: Maximum of two double-spaced content pages.

Font and font size: Use Times New Roman, 12-point.

Citations and references: Provide a separate reference page that includes 2–3 current, peer-reviewed and 1–2 current, non-peer-reviewed in-text citations and references (total of 3–5 resources) that support the staff update’s content. Current mean no older than 5 years.

APA format: Be sure your citations and references adhere to APA format. Consult the APA Style and Format page for an APA refresher.

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