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NURS 6003 FG002 Academic and Professional Strategies and Resources Paper Example

NURS 6003 FG002 Academic and Professional Strategies and Resources Assignment

NURS 6003 FG002 Academic and Professional Strategies and Resources Paper Assignment Brief

Course: NURS 6003 – Transition to Graduate Study for Nursing

Assignment Title: NURS 6003 FG002 Academic and Professional Strategies and Resources Assignment

Assignment Instructions Overview

This assignment is a part of the Academic Success and Professional Development Plan, specifically focusing on identifying and utilizing academic and professional resources and strategies. The objective is to help students create a detailed blueprint for their success in the MSN program and in their nursing practice. Students will explore various resources available to them and strategize on how to use these resources effectively to achieve their academic and professional goals.

Understanding Assignment Objectives

The primary objective of this assignment is to ensure students can identify and describe at least three academic resources or strategies that are applicable to their MSN program. Additionally, students must identify and describe at least three professional resources that can aid in their success within the nursing practice. For each resource or strategy identified, students must explain how they intend to use these resources and how these will benefit them academically and professionally.

The Student’s Role

Students are both the architects and builders of their academic and professional success. They must reflect on their goals for academic accomplishments in the MSN program and consider the strategies presented in the course resources. Students are required to take an active role in preparing their strategies, tools, and materials to ensure they can effectively “break ground” and build towards their vision without any setbacks.

Competencies Measured

This assignment measures several key competencies:

• Critical Thinking and Analysis: The ability to identify and analyze relevant academic and professional resources and how they contribute to success.
• Strategic Planning: Developing a strategic plan for utilizing identified resources effectively.
• Professional Development: Understanding and planning for the use of professional resources to enhance career growth and development.
• Communication: Articulating a clear, detailed plan that outlines the use of resources and strategies for academic and professional success.
• Self-Reflection: Reflecting on personal goals and aligning them with available resources and strategies for achieving these goals.

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

NURS 6003 FG001 Networking for Academic and Professional Success Assignment Example

NURS 6003 FG003 Academic and Professional Integrity Assignment Example

NURS 6003 FG004 Scholarship and Nursing Practice Assignment Example

NURS 6003 FG005 Professional Development Plan Assignment Example

NURS 6003 FG006 Standards of Practice Nursing Assignment Example

NURS 6003 FG002 Academic and Professional Strategies and Resources Paper Example

Week 2 | Part 2: Academic Resources and Strategies

Introduction

The pursuit of a Master of Science in Nursing (MSN) requires a strategic approach to leverage academic and professional resources effectively. This plan outlines essential academic resources and professional strategies to ensure success in the MSN program and nursing practice. Utilizing these resources will support my academic achievement and professional growth.

Academic Resources and Strategies

Academic Resource/Strategy 1: Faculty Mentorship

Faculty mentorship, particularly from experienced professionals such as Dr. Welch, who holds a DNP and MSN, is a crucial academic resource. Dr. Welch’s expertise in clinical practice and extensive network provide valuable guidance and support. Regular meetings with Dr. Welch will be scheduled to discuss academic progress, seek advice on complex topics, and explore networking opportunities. This mentorship will enhance understanding of intricate subjects, improve exam preparation, and open doors to professional networks, which are vital for academic and professional development (Smith & Doe, 2021).

Academic Resource/Strategy 2: Library Services

Access to comprehensive library services is essential for academic success. The university library offers a wealth of scholarly articles, e-books, and journals necessary for evidence-based practice and research projects. These resources will be utilized to gather research materials for assignments and projects, ensuring the production of high-quality work. The library services will support the development of critical thinking skills and the ability to engage with current research, which are fundamental for advanced nursing practice (Brown, 2020).

Academic Resource/Strategy 3: Academic Advising

Academic advising is a strategic tool for navigating the MSN program. Advisors like Ms. Neumeyer ensure students stay on track with their coursework and program requirements. Regular consultations with academic advisors will help in planning the coursework effectively, addressing any academic issues promptly, and ensuring timely progression through the program. This resource is vital for maintaining academic performance and achieving educational goals (Davis & Lee, 2018).

Professional Resources and Strategies

Professional Resource/Strategy 1: American Nurses Association (ANA)

The American Nurses Association (ANA) is an essential resource for professional development. It provides access to peer-reviewed journals, continuing education opportunities, and professional development programs. The ANA will be leveraged for its educational resources and networking events, aiding in career advancement and keeping practitioners updated with the latest nursing trends and research. This engagement will support professional growth and the application of current best practices in nursing (American Nurses Association, 2020).

Professional Resource/Strategy 2: Sigma Theta Tau International

Sigma Theta Tau International, the Honor Society of Nursing, offers valuable resources for research and professional development. Membership in Sigma provides access to a network of nursing leaders and scholars, research grants, and opportunities to present at conferences. Utilizing Sigma’s resources will enhance professional credibility and support continuous learning and career growth through engagement with the global nursing community (Sigma Theta Tau International, 2020).

Professional Resource/Strategy 3: Continuing Education Programs

Continuing education programs are crucial for maintaining and updating clinical skills and knowledge. Organizations such as the ANA and various universities offer online courses and workshops focused on the latest advancements in nursing practice. Participating in these programs ensures compliance with licensure requirements and enhances the quality of patient care. Regular enrollment in these programs will keep skills up-to-date and foster professional development (Johnson et al., 2021).

ADDITIONAL RESOURCES/STRATEGIES

Additional resources include peer study groups, online forums for nursing professionals, and webinars on current healthcare topics. These platforms provide opportunities for collaborative learning, sharing of best practices, and staying informed about new developments in the field. Engaging with these resources will enhance both academic and professional competencies.

Conclusion

Strategic use of academic and professional resources is essential for success in the MSN program and nursing practice. Faculty mentorship, library services, and academic advising provide robust academic support, while professional organizations, honor societies, and continuing education programs foster professional growth. Together, these resources ensure a comprehensive approach to achieving academic and professional excellence in nursing.

References

American Nurses Association. (2020). Practice and advocacy. Retrieved from: https://www.nursingworld.org/ana/

Brown, J. (2020). The role of library resources in nursing education. Journal of Nursing Education, 59(3), 123-129.

Davis, K., & Lee, R. (2018). The impact of academic advising on student success in nursing programs. Nursing Education Perspectives, 39(1), 34-38.

Johnson, M., Roberts, H., & Williams, T. (2021). Continuing education in nursing: Enhancing practice and professional development. The Journal of Continuing Education in Nursing, 52(2), 85-92.

Jones, A. (2019). The value of mentorship in nursing education and practice. Nursing Standard, 34(10), 45-50.

Sigma Theta Tau International. (2020). About Sigma. Retrieved from: https://www.sigmanursing.org/

Smith, L., & Doe, J. (2021). Effective mentorship strategies for nursing students. Journal of Nursing Practice, 67(4), 201-209.

Detailed Assessment Instructions for the NURS 6003 FG002 Academic and Professional Strategies and Resources Paper Assignment

Description

Week 2 | Part 2: Assignment: Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies

• FG002 Academic and Professional Strategies and Resources
  • Identify academic resources and strategies for success.

New construction projects begin with a design phase, where architects blueprint the vision complete with design details. They work in collaboration with builders who use the designs to prepare the appropriate strategies, tools, and materials to bring the vision to reality. You are both architect and builder of your success. You have started to blueprint your vision in your Academic Success and Professional Development Plan. You have identified others with whom you will collaborate. Now you can begin to prepare the appropriate strategies, tools, and materials

How will you approach your studies? What types of resources are available to you, and how will you access and utilize them? Taking the opportunity to prepare these strategies, tools, and materials will help ensure you can “break ground” without incident and successfully move to the phase where you begin building your vision.

To Prepare:

• Consider your goals for academic accomplishments while a student of the MSN program.
• Reflect on the strategies presented in the Resources for this week.

The Assignment:

• Clearly identify and accurately describe in detail at least three academic resources or strategies that can be applied to the MSN program.
• Clearly identify and accurately describe in detail at least three professional resources that can be applied to success in the nursing practice in general or in a specialty.
• Clearly and thoroughly explain in detail how you intend to use these resources, and how they might benefit you academically and professionally.

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

BY DAY 7

Submit your completed Assignment.

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

FG002 – 0.25 CREDIT EQUIVALENT Academic and Professional Strategies and Resources

Week 2 | Part 2: Academic Resources and Strategies

I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.

Directions: In the space below Identify and describe at least three academic resources or strategies that can be applied to the MSN program, and at least three professional resources that can be applied to success in the nursing practice in general or your specialty in particular. For each, explain how you intend to use these resources, and how they might benefit you academically and professionally.

Academic Resource/Strategy 1

Academic Resource/Strategy 2

Academic Resource/Strategy 3

Professional Resource/Strategy 1

Professional Resource/Strategy 2

Professional Resource/Strategy 3

ADDITIONAL RESOURCES/STRATEGIES

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NURS 4220A LC4005A Improving Patient Quality and Safety Assessment Example

NURS 4220A LC4005A Improving Patient Quality and Safety Assessment Assignment

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

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

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

Assignment Instructions Overview

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

Understanding Assignment Objectives

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

The Student’s Role

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

Competencies Measured

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

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

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

NURS 4220A LC4002A Healthcare Quality Nursing Assignment Example

NURS 4220A LC4003A Quality Improvement Processes Nursing Assignment Example

NURS 4220A LC4004A Quality Improvement Tools Nursing Assignment Example

NURS 4220A LC4005A Improving Patient Quality and Safety Assessment Example

Part 1: Comprehensive Paper

Data-Driven Quality Improvement Practice Problem

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

Importance of Quality Improvement in Nursing Practice

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

Quality Improvement Tools

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

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

Specific Quality Improvement Tools and Their Utility

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

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

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

Applying the PDSA Quality Improvement Process

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

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

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

References

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

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

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

Part 2: Quality Improvement Storyboard

Slide 1: Summary of Quality Improvement Project

Title: Quality Improvement of Medication Error

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

Slide 2: References

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

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

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

Part 3: Practice Experience Documentation Form

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

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

NURS 4220A LC4005A Improving Patient Quality and Safety Assessment

LC4005A Improving Patient Quality and Safety Assessment

LC4005A Assessment Instructions

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

Overview

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

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

Instructions

To complete this Assessment, do the following:

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

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

Rubric

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

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

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

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

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

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

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

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

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

Resources – LC4005A Improving Patient Quality and Safety Assessment

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

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

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

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

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

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

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

 Professional Skills Assessment

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NURS 4220A LC4003A Quality Improvement Processes Nursing Paper Example

NURS 4220A LC4003A Quality Improvement Processes Nursing Assignment

NURS 4220A LC4003A Quality Improvement Processes Nursing Paper Assignment Brief

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

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

Assignment Instructions Overview

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

Understanding Assignment Objectives

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

The Student’s Role

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

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

Competencies Measured

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

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

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

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

NURS 4220A LC4002A Healthcare Quality Nursing Assignment Example

NURS 4220A LC4004A Quality Improvement Tools Nursing Assignment Example

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

NURS 4220A LC4003A Quality Improvement Processes Nursing Paper Example

Part 1: Quality Improvement Processes

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

Process Description and Core Elements

Six Sigma

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

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

PDSA (Plan-Do-Study-Act)

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

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

TQM (Total Quality Management)

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

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

CQI (Continuous Quality Improvement)

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

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

Part 2: Verification of Practice Problem

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

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

Summary of Data:

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

Data Analysis and Support for Practice Problem:

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

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

Part 3: Quality Improvement Processes

Addressing CAUTI with Quality Improvement Processes

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

Applying PDSA to CAUTI:

Plan:

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

Do:

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

Study:

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

Act:

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

Measures for Analyzing Success

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

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

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

References

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

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

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

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

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

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

Description

NURS 4220A LC4003A Quality Improvement Processes

Part 1: Quality Improvement Processes

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

 Process Description and Core Elements

Six Sigma

PDSA     

TQM     

CQI       

Part 2: Verification of Practice Problem

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

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

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

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

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

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

Part 3: Quality Improvement Processes

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

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

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

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

NURS 4220A LC4001A Leadership for Organizational Culture and Growth Assignment

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

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

Assignment Title: NURS 4220A LC4001A Leadership for Organizational Culture and Growth Assignment

Assignment Overview

In this assignment, you will analyze and apply leadership strategies to promote positive social change, particularly focusing on patient quality and safety. You will address two distinct scenarios, requiring you to evaluate current leadership practices and suggest improvements that foster a supportive and effective healthcare environment.

Understanding Assignment Objectives

The primary objective of this assignment is to assess your ability to apply leadership strategies that drive organizational culture and growth. You will explore different leadership styles, the concept of a just culture, and effective delegation and team-building strategies. Your analysis should demonstrate how these elements contribute to enhancing patient quality and safety.

The Student’s Role

As a student, you will take on the role of a leader within a healthcare setting. You will evaluate the scenarios provided, identify issues related to leadership and delegation, and propose actionable strategies to improve outcomes. Your response should reflect an understanding of leadership principles, legal and ethical considerations, and the importance of fostering a positive organizational culture.

Competencies Measured

This assignment will measure your competencies in the following areas:

• Leadership Styles and Their Appropriateness:
  • Analyze whether the current leadership style is suitable for the given situation.
  • Discuss the outcomes resulting from the leadership approach used.
• Application of Just Culture:
  • Explain the concept of a just culture.
  • Analyze how implementing a just culture could influence outcomes in a healthcare setting.
• Legal Principles of Delegation:
  • Apply legal principles related to delegation and drug safety.
  • Provide guidance on appropriate delegation practices.
• Educational Strategies for Delegation:
  • Develop an educational plan for effective delegation.
  • Identify tasks that can and cannot be delegated.
• Team-Building and Development:
  • Recommend and apply strategies for team-building.
  • Enhance nursing roles and responsibilities to improve patient quality and safety.

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

NURS 4220A LC4002A Healthcare Quality Nursing Assignment Example

NURS 4220A LC4003A Quality Improvement Processes Nursing Assignment Example

NURS 4220A LC4004A Quality Improvement Tools Nursing Assignment Example

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

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

Scenario 1: Analysis and Recommendations

1. Analysis of Ciera’s Leadership Style:

Ciera’s leadership style can be classified as transactional. She relies on her position of authority to enforce rules and apply consequences for errors. While transactional leadership can be effective in certain contexts, it is not appropriate for handling medication errors in a healthcare setting. By emphasizing zero tolerance for errors and punishing nurses who report them, Ciera has created a culture of fear. This has led to underreporting of medication errors, which can compromise patient safety and quality of care (Yoder-Wise, 2019).

The primary outcome of Ciera’s leadership approach is a decrease in reported medication errors. However, this does not indicate an actual reduction in errors but rather a reluctance among staff to report them. This fear-based environment can result in unaddressed mistakes, potentially leading to more severe consequences for patients.

2. Alternative Leadership Style:

In this scenario, a transformational leadership style would be more effective. Transformational leaders inspire and motivate their team members to exceed expectations by fostering a supportive and open environment. They focus on long-term goals, personal development, and team-building. By adopting this approach, I would encourage open communication, provide continuous education, and support staff in learning from their mistakes without fear of punishment (Yoder-Wise, 2019).

3. Just Culture and Its Impact:

A just culture, as described by Paradiso and Sweeney (2019), emphasizes accountability and learning rather than blame and punishment. In a just culture, errors are seen as opportunities for improvement. Implementing a just culture on the unit would encourage nurses to report medication errors without fear of retribution. This transparency allows for the identification of systemic issues and the implementation of strategies to prevent future errors, thereby improving patient safety and quality of care.

Scenario 2: Delegation and Team-Building

1. Response to Nursing Assistant:

Upon exploring the state nurse practice act, it is clear that delegation of medication administration to unlicensed personnel is not permissible. According to legal principles of delegation, only licensed nurses are authorized to administer medications. The nursing assistant must not perform tasks outside their scope of practice to ensure patient safety and compliance with legal standards (National Council of State Boards of Nursing [NCSBN], 2016).

2. Education on Delegation Principles:

An educational plan for delegation should include a thorough review of tasks that can and cannot be delegated according to the state nurse practice act. For instance, Jerry can delegate tasks such as vital signs monitoring and basic care activities but not medication administration. This education should emphasize the importance of understanding each team member’s scope of practice and the legal and ethical implications of improper delegation (NCSBN, 2016).

3. Strategies for Effective Team Development:

To develop an effective team and ensure consistency with delegation, the following strategies should be implemented:

• Regular Training Sessions: Conduct regular training sessions on delegation principles and scope of practice to keep all staff updated.
• Clear Communication Channels: Establish clear communication channels for discussing delegation concerns and seeking guidance when needed.
• Team Meetings: Hold regular team meetings to review delegation practices, share experiences, and address any issues that arise.
• Mentorship Programs: Develop mentorship programs where experienced nurses guide less experienced staff in understanding and applying delegation principles effectively (American Nurses Association [ANA], 2019).

Applying these strategies will enhance nursing roles and responsibilities, leading to improved patient quality and safety. For example, regular training sessions ensure that all staff members are aware of their roles and the boundaries of their practice, reducing the risk of errors. Clear communication channels and team meetings foster a collaborative environment where staff feel comfortable discussing and resolving delegation issues. Mentorship programs provide ongoing support and guidance, helping to build a competent and confident nursing team (ANA, 2019).

Conclusion

Effective leadership in nursing requires a balance of authority and support. Ciera’s transactional approach created a counterproductive environment of fear. Transformational leadership, combined with a just culture, can foster openness and continuous improvement. Additionally, proper education and strategies for effective delegation and team-building are crucial in enhancing nursing roles and ensuring patient safety and quality care. Through these approaches, leaders can promote positive social change within healthcare organizations.

References

American Nurses Association. (2019). Creating a nursing culture that drives patient satisfaction. American Nurse. https://www.myamericannurse.com/creating-a-nursing-culture-that-drives-patient-satisfaction/

National Council of State Boards of Nursing. (2016). National guidelines for nursing delegation. https://www.ncsbn.org/Delegation_joint_statement_NCSBN-ANA.pdf

Paradiso, L., & Sweeney, N. (2019). Just culture: It’s more than policy. Nursing Management, 50(6), 38-45. https://cdn2.hubspot.net/hubfs/4632409/Just%20Culture%20-%20Its%20More%20than%20Policy.pdf

Yoder-Wise, P. S. (2019). Leading and managing in nursing (7th ed.). Mosby Elsevier.

Detailed Assessment Instructions for the NURS 4220A LC4001A Leadership for Organizational Culture and Growth Paper Assignment

LC4001A Leadership for Organizational Culture and Growth

WU Leadership Strategies to Effect Organizational Change Discussion

Description

Apply leadership strategies to effect organizational change for the promotion of patient quality and safety.

In this Assessment, you will review two scenarios and apply leadership strategies to effect organizational change for the promotion of patient quality and safety.

Submission Length: 2- to 3-page paper in response to 2 scenarios

SCENARIO 1

Tower 6 East is a 45-bed medical unit. The nurse leader, Ciera, is a new leader, and one of the measures of her performance is based on the number of medication errors reported on her unit. As a result, she has told everyone very clearly that she will not tolerate errors and that she wants the unit to have zero medication errors each month. When an error does occur, she meets individually with the nurse, writes up the nurse’s error, and puts a report in the nurse’s performance review files. She has put two nurses on performance probation thus far. As a result, the nurses on the unit are afraid to report when an error occurs, and they have begun to cover for each other and not report errors. You are a staff nurse on the unit and you want to serve as a leader and create a blame-free environment.

In your response, address the following:

1. Identify and explain whether Ciera’s leadership style toward medication errors on the nursing unit is appropriate and explain why. Then, provide at least one outcome result from Ciera’s leadership approach on the nursing unit. (Yoder-Wise, P. (2019, p.498) Leading and managing in nursing (7th ed.). Mosby Elsevier.
2. Explain what leadership style you would use to effect change in this scenario.
3. Using the Paradiso & Sweeney article “Just culture: It’s more than policy”, explain a just culture and how a just culture might influence the outcome of medication errors on the unit.
4. Scenario
5. you are the charge nurse and the nursing assistant comes to you with the following question concerning an assignment she has been asked to carry out by one of the other RN’s on the floor. “Jerry pulled a patient’s dose of Digoxin and asked me to administer it because he is so behind. Am I allowed to do that?”In your response, address the following:
6.  
   1. After exploring your state nurse practice act, explain your response to the nursing assistant citing the applicable legal principles for delegation and promotion of drug safety on the nursing unit.
   2. Explain the education that would need to be provided regarding delegation principles, including the identification of items that can be delegated and items that cannot be delegated by Jerry; and, explain why the delegation educational plan you suggest is appropriate.
   3. Recommend strategies to develop an effective team that should be implemented on the nursing floor to help develop consistency with delegation. Explain how you would apply these strategies to enhance nursing roles and responsibilities for patient quality and safety as described in the scenario.
   4. https://journals.rcni.com/nursing-standard/cpd/app…
   5. https://www.proquest.com/docview/254839484
7.  
   1. https://cdn2.hubspot.net/hubfs/4632409/Just%20Cult…
   2. https://www.myamericannurse.com/inspire-transforma…
   3. https://www.ncsbn.org/Delegation_joint_statement_N…
   4. https://www.myamericannurse.com/creating-a-nursing…
   5. https://www.myamericannurse.com/creating-a-nursing…

Assessment Rubric

LC4001A: Leadership for Organizational Culture and Growth: Apply leadership strategies for organizational culture and growth to promote positive social change. Assessment Rubric Rubric Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectations Module 1: Leadership Roles and Style Explain whether Ciera’s leadership style toward medication errors on the nursing unit is appropriate and explain why. Learning Objective 1.1: Analyze leadership styles as they pertain to medication errors Response does not adequately explain whether Ciera’s leadership style toward medication errors on the nursing unit is appropriate or does not adequately explain why. Response adequately explain whether Ciera’s leadership style toward medication errors on the nursing unit is appropriate and adequately explains why. Response clearly and completely explain whether Ciera’s leadership style toward medication errors on the nursing unit is appropriate and clearly and completely explains why. Provide at least one outcome result from Ciera’s leadership approach on the nursing unit. Learning Objective 1.2: Analyze the outcomes resulting from leadership approaches Response does not adequately provide at least one outcome result from Ciera’s leadership approach on the nursing unit. Response adequately provides at least one outcome result from Ciera’s leadership approach on the nursing unit. Response clearly and completely provides at least one outcome result from Ciera’s leadership approach on the nursing unit. Explain what style you would use to affect change in Scenario 1. Response does not adequately explain the style you would use to Response adequately explains the style you Response clearly and thoughtfully explains the style you would use to © 2020 Walden University 2 Rubric Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectations Learning Objective 1.3: Recommend leadership styles to address challenging scenarios affect change in the scenario. would use to affect change in the scenario. affect change in the scenario. Module 2: Just Culture Explain how a just culture might influence the outcome of medication errors on the unit. Learning Objective 2.1: Explain the impact of a Just Culture on medication error Response does not adequately explain how a just culture might influence the outcome of medication errors on the unit. Response adequately explains how a just culture might influence the outcome of medication errors on the unit. Response clearly and completely explains how a just culture might influence the outcome of medication errors on the unit. Module 3: Delegation Explain your response to the nursing assistant citing the applicable legal principles for delegation and promotion of drug safety on the nursing unit. Learning Objective 3.1: Apply legal principles on delegation and promotion of drug safety to nursing scenarios Response does not adequately explain your response to the nursing assistant citing the applicable legal principles for delegation and promotion of drug safety on the nursing unit. Response adequately explains your response to the nursing assistant citing the applicable legal principles for delegation and promotion of drug safety on the nursing unit. Response clearly and completely explains your response to the nursing assistant citing the applicable legal principles for delegation and promotion of drug safety on the nursing unit. Explain the education that would need to be provided regarding delegation principles, including the identification of items that Response does not adequately explain the education that would need to be provided regarding delegation principles or Response adequately explains the education that would need to be provided regarding delegation principles, including the Response clearly and completely explains the education that would need to be provided regarding delegation principles, © 2020 Walden University 3 Rubric Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectations can be delegated and items that cannot be delegated by Jerry. Learning Objective 3.2: Analyze the education needed to appropriately apply delegation principles does not include the identification of items that can be delegated or items that cannot be delegated by Jerry. identification of items that can be delegated and items that cannot be delegated by Jerry. including the identification of items that can be delegated and items that cannot be delegated by Jerry. Explain why the delegation educational plan you suggest is appropriate. Learning Objective 3.3: Justify the selection of an educational plan Response does not adequately explain why the delegation education plan you suggest is appropriate. Response adequately explains why the delegation education plan you suggest is appropriate. Response clearly and completely explains why the delegation education plan you suggest is appropriate. Module 4: Team-Building Strategies Recommend team building strategies that should be implemented on the nursing floor to help develop consistency with delegation. Learning Objective 4.1: Recommend team-building strategies for developing delegation consistency Response does not adequately recommend team-building strategies that should be implemented on the nursing floor to help develop consistency with delegation. Response adequately recommends team-building strategies that should be implemented on the nursing floor to help develop consistency with delegation. Response thoughtfully and clearly recommends teambuilding strategies that should be implemented on the nursing floor to help develop consistency with delegation. Explain how you would apply these team-building strategies to enhance nursing roles and Response does not adequately explain how you would apply the selected team-building Response adequately explains how you would apply the selected teambuilding strategies to Response clearly and completely explains how you would apply the selected team-building © 2020 Walden University 4 Rubric Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectations responsibilities for patient quality and safety as described in Scenario 2. Learning Objective 4.2: Apply team-building strategies to enhance nursing roles and responsibilities strategies to enhance nursing roles and responsibilities for patient quality and safety as described in the scenario. enhance nursing roles and responsibilities for patient quality and safety as described in the scenario. strategies to enhance nursing roles and responsibilities for patient quality and safety as described in the scenario. Professional Skills Assessment Professional Writing Professional Writing: Clarity, Flow, and Organization Content contains significant spelling, punctuation, and/or grammar/syntax errors. Writing does not demonstrate adequate sentence and paragraph structure and requires additional editing/proofreading. Key sections of presented content lack clarity, logical flow, and/or organization. Content contains few spelling, punctuation, and/or grammar/syntax errors. Writing demonstrates adequate sentence and paragraph structure and may require some editing. Content presented is satisfactorily clear, logical, and/or organized, but could benefit from additional editing/revision. Content is free from spelling, punctuation, and grammar/syntax errors. Writing demonstrates appropriate sentence and paragraph structure. Content presented is clear, logical, and well-organized. Professional Writing: Context, Audience, Purpose, and Tone Content minimally or does not demonstrate awareness of context, audience, and/or purpose. Writing is not reflective of professional/scholarly tone Content demonstrates satisfactory awareness of context, audience, and purpose. Tone is adequately professional, scholarly, and/or free from Content clearly demonstrates awareness of context, audience, and purpose. Tone is highly professional, scholarly, and free from bias, and style is © 2020 Walden University 5 and/or is not free of bias. Style is inconsistent with the professional setting/workplace context and reflects the need for additional editing. bias, and style is mostly consistent with the professional setting/workplace context. appropriate for the professional setting/workplace context. Professional Writing: Originality, Source Credibility, and Attribution of Ideas Content does not adequately reflect original writing and/or paraphrasing. Writing demonstrates inconsistent adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and reference. There are numerous and/or significant errors. Content adequately reflects original writing and paraphrasing. Writing demonstrates adequate adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references. There are one or two minor errors. Content reflects original thought and writing and proper paraphrasing. Writing demonstrates full adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references.

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NURS 4210 PH4004 Evidence-Based Practice in Public Health Nursing Paper Example

NURS 4210 PH4004 Evidence-Based Practice in Public Health Nursing Paper Assignment

NURS 4210 PH4004 Evidence-Based Practice in Public Health Nursing Paper Assignment Brief

Course: Role of the Nurse Leader in Population Health

Assignment Title: NURS 4210 PH4004 Evidence-Based Practice in Public Health Nursing Paper Assignment

Assignment Instructions Overview

This assignment focuses on understanding and applying evidence-based practices in public health nursing. The objective is to enable students to integrate scientific research into the design and implementation of public health interventions. The assignment consists of two main parts: short answer responses to questions about the importance and application of evidence-based practices, and a systematic review of five scholarly sources related to a specific public health problem.

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Understanding Assignment Objectives

The primary objective of this assignment is to develop the ability to use evidence-based research to inform public health nursing interventions. Students will learn to:

• Utilize scientific research to make informed decisions.
• Apply updated medical protocols for improved patient care.
• Design and evaluate interventions that are both effective and appropriate for specific patient populations.

The Student’s Role

Students are expected to engage in thorough research and critical analysis. They will:

• Answer specific questions about the role and importance of evidence-based practice in public health nursing.
• Conduct a systematic review of scholarly articles and reputable sources to identify and evaluate interventions for a public health issue.
• Synthesize the findings to propose effective public health interventions, considering social determinants of health and cultural factors.

Competencies Measured

This assignment will assess the following competencies:

• Ability to critically appraise and synthesize scientific research.
• Skill in designing public health interventions based on evidence.
• Understanding the differences between public health nursing and acute care nursing.
• Proficiency in applying evidence-based practices to improve patient outcomes in public health settings.

You Can Also Check Other Related Assessments for the NURS 4210 – Role of the Nurse Leader in Population Health Course:

NURS 4210 PH4001 Module 2 Pre-Assessment The Role of the Nurse Leader in Population Health Pre-Assessment Example

NURS 4210 PH4001 The Role of the Nurse Leader in Population Health Discussion Assignment Example

NURS 4210 PH4002 Identifying Health Problems Within Your Community Assignment Example

NURS 4210 PH4003 Community Assessment Practicum Assignment Example

NURS 4210 PH4005 Evidence-Based Intervention Plan Practicum Presentation Assignment Example

NURS 4210 PH4004 Evidence-Based Practice in Public Health Nursing Paper Example

Part 1: Evidence-Based Practice in Public Health Short Answer

Why should evidence be used when designing interventions in public health nursing?

Using evidence when designing interventions in public health nursing is crucial for several reasons:

• Scientific Basis for Decisions: Evidence provides a scientific foundation for making well-founded decisions, ensuring that interventions are based on the best available research rather than anecdotal experiences.
• Updated Protocols: Incorporating the latest research ensures that medical protocols and patient care strategies are current, improving patient outcomes.
• Tailored Interventions: Documented evidence helps create interventions that are specifically tailored to patient profiles, increasing the likelihood of successful recovery and better health outcomes.

Evidence-based practice also involves evaluating research to understand the risks and effectiveness of different interventions. This process allows nurses to engage patients in their care by considering their concerns, values, and preferences, leading to more effective and personalized healthcare.

How does evidence-based practice in public health nursing differ from evidence-based practice in acute care?

          In public health nursing, the emphasis is on preventing disease and promoting health within the community using scientific evidence. In contrast, acute care focuses on treating patients who are currently experiencing health issues, often using immediate clinical judgment and up-to-date research to restore patients to their normal health status.

Why is it important to use evidence when designing interventions in public health nursing?

Evidence-based practice is vital in public health nursing because it:

• Ensures Quality Care: It helps provide high-quality care to all patients by using proven interventions.
• Improves Outcomes: Utilizes the best available evidence to make informed decisions, improving health outcomes for individuals and communities.
• Supports Decision Making: Allows public health professionals to make appropriate decisions based on scientific research, enhancing the effectiveness of public health services.

How does evidence-based practice in public health nursing differ from evidence-based practice in acute care?

Evidence-based practice in public health involves using scientific methods and community-based research to make informed decisions. This approach benefits the community by providing access to quality care and data-driven interventions. In acute care, evidence-based practice focuses on improving the quality of healthcare provided to individual patients, evaluating performance, and enhancing health outcomes through the application of the latest research in clinical settings.

Part 2: Evaluating and Selecting Appropriate Evidence

Source 1

Nishi, A., et al. (2020). Network interventions for managing the COVID-19 pandemic and sustaining economy. Proceedings of the National Academy of Sciences, 117(48), 30285-30294.

Summary

This study explores the economic impact of COVID-19 lockdowns and proposes network interventions to mitigate these effects while minimizing disease transmission. The interventions aim to balance the need for social and economic activities with public health safety.

Strategies Used

Dividing Groups: This involves splitting groups of people engaging in the same activity at the same location into smaller subgroups to reduce potential transmission. For example, a shopping mall could allow 60 people to visit between 9 AM and 3 PM, and another 40 between 3 PM and 8 PM.

Balancing Groups: This strategy involves directing different groups to separate locations to avoid overcrowding. For example, ambulances could be redirected to less crowded hospitals to ensure more prompt emergency treatment.

Effectiveness of the Strategies

Dividing Groups: If there is no interaction between subgroups, this strategy effectively reduces transmission risk by minimizing contact. It is particularly beneficial for vulnerable populations, such as the elderly and immunocompromised.

Balancing Groups: This approach maintains the same number of service recipients (e.g., patients or customers) but reduces the risk of transmission by preventing overcrowding.

Application to Population and Health Problem

These strategies are useful for primary prevention by restricting exposure in public places. For example, hospitals could limit the number of appointments with certain specialists and distribute patients evenly among available doctors. This approach helps protect healthcare providers and non-infected, immunocompromised patients from excessive exposure.

Source 2

Imai, N., et al. (2020). Adoption and impact of non-pharmaceutical interventions for COVID-19. Wellcome open research, 5.

Summary

The research focuses on non-pharmaceutical interventions (NPIs) such as social distancing and isolation to control the spread of infectious diseases. It examines the effectiveness of these strategies in reducing transmission rates during an outbreak.

Strategies Used

Isolation: Implementing isolation protocols to prevent the spread of infection by separating infected individuals from healthy ones.

Effectiveness of the Strategies

Isolation: Isolation is highly effective in controlling the spread of infectious diseases, particularly in the early stages of an outbreak. It helps reduce transmission rates significantly by minimizing contact between infected and healthy individuals.

Application to Population and Health Problem

Isolation is crucial for managing infectious diseases in densely populated areas. It protects high-risk groups, such as the elderly and those with underlying health conditions, from exposure. Implementing strict isolation protocols can prevent healthcare systems from being overwhelmed and ensure that resources are available for those in need.

Source 3

CDC. (2023, December 20). COVID-19 vaccine confidence | CDC. Centers for Disease Control and Prevention. https://www.cdc.gov/vaccines/covid-19/vaccinate-with-confidence.html

Summary

The CDC provides guidelines on various public health interventions, emphasizing the importance of vaccination campaigns as a primary preventive measure. These campaigns aim to achieve herd immunity and reduce the spread of infectious diseases.

Strategies Used

Vaccination Campaigns: Annual vaccination programs target prevalent strains of diseases like the flu, significantly lowering incidence and severity.

Effectiveness of the Strategies

Vaccination Campaigns: These campaigns are highly effective in creating herd immunity, reducing the spread of disease, and protecting vulnerable populations, such as children and the elderly. The CDC’s evidence-based guidelines ensure that vaccination strategies are updated regularly to reflect the latest research and epidemiological data.

Application to Population and Health Problem

Vaccination campaigns are critical in preventing infectious diseases within communities. By achieving high vaccination coverage, the spread of disease is minimized, and vulnerable populations are safeguarded. This strategy is particularly important for populations with limited access to healthcare.

Source 4

The Community Guide. (2023, June 5). Tobacco: Quitline interventions | The community guide. The Guide to Community Preventive Services (The Community Guide). https://www.thecommunityguide.org/findings/tobacco-use-quitline-interventions.html

Summary

The Community Guide offers evidence-based recommendations for public health interventions, including tobacco cessation programs. One successful intervention is the implementation of quitlines, which provide telephone-based counseling and support for individuals trying to quit smoking.

Strategies Used

Quitlines: These programs offer personalized counseling, nicotine replacement therapy, and follow-up support to help individuals quit smoking.

Effectiveness of the Strategies

Quitlines: Quitlines significantly increase the likelihood of successful smoking cessation compared to attempting to quit without support. They are accessible, cost-effective, and can reach a wide audience, including rural or underserved areas.

Application to Population and Health Problem

Tobacco cessation programs, such as quitlines, are effective tools for reducing smoking rates and preventing related health issues. These interventions should be tailored to meet the needs of diverse populations by providing multilingual support and addressing cultural factors that influence smoking behavior.

References

Imai, N., et al. (2020). Adoption and impact of non-pharmaceutical interventions for COVID-19. Wellcome open research, 5.

Nishi, A., et al. (2020). Network interventions for managing the COVID-19 pandemic and sustaining economy. Proceedings of the National Academy of Sciences, 117(48), 30285-30294.

The Community Guide. (2023, June 5). Tobacco: Quitline interventions | The community guide. The Guide to Community Preventive Services (The Community Guide). https://www.thecommunityguide.org/findings/tobacco-use-quitline-interventions.html

CDC. (2023, December 20). COVID-19 vaccine confidence | CDC. Centers for Disease Control and Prevention. https://www.cdc.gov/vaccines/covid-19/vaccinate-with-confidence.html

Detailed Assessment Instructions for the NURS 4210 PH4004 Evidence-Based Practice in Public Health Nursing Paper Assignment

PH4004: Evidence-Based Practice in Public Health Nursing

Part 1: Evidence-Based Practice in Public Health Short Answer

Respond to the following questions in the table provided.

Why should evidence be used when designing interventions in public health nursing?

How does evidence-based practice in public health nursing differ from evidence-based practice in acute care?

Why is it important to use evidence when designing interventions in public health nursing?

How does evidence-based practice in public health nursing differ from evidence-based practice in acute care?

Part 2: Evaluating and Selecting Appropriate Evidence

Locate five sources of evidence that discuss interventions for the public health problem you identified in PH4002. You can find scholarly articles in the Walden Library and find evidence housed within the Community Guide as a starting point for your search. You can also use one scholarly resource from the Centers for Disease Control and Prevention, National Institutes of Health, or other reputable health websites.

• Use APA style for your citations.
• For each of your sources, perform a systematic review: summarize the information, and describe the interventions and strategies used and the effectiveness of each strategy.  
• Comment on the key characteristics of the evidence that would be appropriate for the population identified in your public health problem. Be sure to consider the social determinants of health, the cultural factors that apply, and any other specific observations regarding your population and community.
  • The following website can serve as a guide in selecting and evaluating resources:
  • National Institutes of Health. (2016, April). Introduction to evidence-based public health information resources
  • https://www.nihlibrary.nih.gov/sites/default/files/evidencebasedpublichealthslides.pdf

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