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NURS FPX 4020 Improvement Plan In-Service Presentation Example

NURS FPX 4020 Improvement Plan In-Service Presentation Example Assignment Brief

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

Assignment Title: Assessment 3: Improvement Plan In-Service Presentation

Assignment Instructions Overview:

This assignment is designed to assess your ability to develop and deliver an engaging and informative in-service presentation related to a Medication Safety Improvement Plan. The primary goal is to showcase your proficiency in key competencies such as analyzing successful quality improvement initiatives, explaining the nurse’s role in coordinating care, and applying professional, scholarly, evidence-based strategies to communicate effectively.

Understanding Assignment Objectives:

In this assignment, you will build on the Medication Safety Improvement Plan developed in Assessment 2 and create an 8–14 slide PowerPoint presentation. The presentation, accompanied by detailed speaker’s notes, will be designed for a hypothetical in-service session targeting nursing staff. The focus is on promoting knowledge acquisition and skill application related to the safety improvement initiative.

The assignment will assess your ability to:

Analyze the Elements of a Successful Quality Improvement Initiative:

• Explain the need and process to improve safety outcomes related to medication administration.
• Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.

Explain the Nurse’s Role in Coordinating Care:

• List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.
• Explain the audience’s role in and importance of making the improvement plan focusing on medication administration successful.

Apply Professional, Scholarly, Evidence-Based Strategies to Communicate Effectively:

• Ensure slides are easy to read, error-free, and organized with a clear purpose or goals.
• Provide detailed speaker notes that are clear, organized, and professionally presented.
• Communicate with nurses in a respectful and informative way, presenting expectations and soliciting feedback on communication strategies for future improvement.

The Student’s Role:

As a student undertaking this assignment, your role is to:

• Utilize the knowledge gained throughout the course to develop a comprehensive Medication Safety Improvement Plan.
• Design an in-service presentation agenda and outcomes that clearly articulate the purpose and goals of the session, addressing the importance of safe medication administration for nurses.
• Present a thorough overview of the Safety Improvement Plan, emphasizing its significance in reducing medication errors, improving patient outcomes, and enhancing the overall work environment.
• Engage the audience by explaining their critical role in implementing and driving the improvement plan, highlighting the direct impact on patient safety and the overall success of the initiative.
• Create resources and activities within the presentation that encourage skill development and process understanding related to safe medication administration.
• Communicate effectively through well-organized slides and detailed speaker notes, ensuring clarity, professionalism, and alignment with evidence-based strategies.
• Demonstrate a commitment to ongoing improvement by soliciting feedback from the audience and outlining how this feedback will be integrated into future sessions.

Remember to refer to the provided literature and best practices, and leverage the AONE Nurse Executive Competencies as you design and deliver the in-service presentation. Your ability to lead and educate other nurses, demonstrating leadership and valuable resourcefulness, will be key in this assignment.

Detailed Assessment Instructions for the NURS FPX 4020 Assessment Improvement Plan In-Service Presentation Assignment

For this assessment, you will develop an 8–14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the safe medication administration improvement plan you developed in Assessment 2.

As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).

As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.

You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies — especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

Demonstration of Proficiency

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

Competency 1: Analyze the elements of a successful quality improvement initiative. Explain the need and process to improve safety outcomes related to medication administration. Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.

Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs. List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses. Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.

Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care. Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented. Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).

Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

Reference for NURSFPX4020 Capella Assessment 3: Improvement Plan In-Service Presentation.

Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic & Neonatal Nursing, 47(3), s16–s17.

Professional Context

As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.

Scenario

For this assessment it is suggested you take one of two approaches:

Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, or

Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.

Instructions

The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

List the purpose and goals of an in-service session focusing on safe medication administration for nurses.

Explain the need for and process to improve safety outcomes related to medication administration.

Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.

Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.

Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

There are various ways to structure an in-service session; below is just one example:

Part 1: Agenda and Outcomes. Explain to your audience what they are going to learn or do, and what they are expected to take away.

Part 2: Safety Improvement Plan. Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address. Explain why it is important for the organization to address the current situation.

Part 3: Audience’s Role and Importance. Discuss how the staff audience will be expected to help implement and drive the improvement plan. Explain why they are critical to the success of the improvement plan focusing on medication administration. Describe how their work could benefit from embracing their role in the plan.

Part 4: New Process and Skills Practice. Explain new processes or skills. Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills. In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.

Part 5: Soliciting Feedback. Describe how you would solicit feedback from the audience on the improvement plan and the in-service. Explain how you might integrate this feedback for future improvements.

Remember to account for activity and discussion time.

Additional Requirements :

Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenter’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slides).

Speaker notes: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker’s notes.

APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation.

Number of references: Cite a minimum of 5 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old.

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information. Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

PLEASE READ THE INSTRUCTIONS CAREFULLY AND TAKE YOUR TIME TO MEET EVERY REQUIREMENT!

Resources:

Leadership Competencies

• American Organization of Nurse Executives. (2015). Nurse executive competencies [PDF]. Retrieved from https://www.aonl.org/nurse-executive-competencies
• The AONE nurse executive competencies may be a helpful resource as you design your presentation, especially with regard to communication and collaboration.

Evidence and Value-Based Decision Making

Zadeh, R., Sadatsafavi, H., & Xue, R. (2015). Evidence-based and value-based decision making about healthcare design: An economic evaluation of the safety and quality outcomes. HERD: Health Environments Research & Design Journal, 8(4), 58–76.

• This article presents a model for taking different decision-making approaches to improve outcomes.

Facilitating Learning

Fewster-Thuente, L. (2014). A contemporary method to teach collaboration to students. Journal of Nursing Education, 53(11), 641–645.

This article may give you some ideas for a skills practice activity to include in your Improvement Plan In-Service Presentation.

• Green, J. K., & Huntington, A. D. (2017). Online professional development for digitally differentiated nurses: An action research perspective. Nurse Education in Practice, 22, 55–62.

Green and Huntington highlight five elements that are key to effective online professional development in this article describing an action-research project involving RNs in clinical settings.

• Moradi, K., Najarkolai, A. R., & Keshmiri, F. (2016). Interprofessional teamwork education: Moving toward the patient-centered approach. The Journal of Continuing Education in Nursing, 47(10), 449–460.

The study discussed in this article involved the development of a framework of interprofessional framework competencies on which curricula and assessment tools could be based. Such an approach may be useful for you to consider as you develop your presentation.

• Rakhudu, M. A., Davhana-Maselesele, M., & Useh, U. (2016). Concept analysis of collaboration in implementing problem-based learning in nursing education. Curationis, 39(1), 1–13.

In their effort to better understand and define collaboration in terms of problem-based learning, the authors observed the increasing importance of interprofessional collaboration to nursing education and other aspects of the health care profession.

• Capella Writing Center
• Introduction to the Writing Center.
• Access the various resources in the Capella Writing Center to help you better understand and improve your writing.

Assessment 3: Improvement Plan In-Service Presentation APA Style and Format

• Capella University follows the style and formatting guidelines in the Publication Manual of the American Psychological Association, known informally as the APA manual. Refer to the Writing Center’s APA Module for tips on proper use of APA style and format.

Capella University Library

• BSN Program Library Research Guide.
• The library research guide will be useful in guiding you through the Capella University Library, offering tips for searching the literature and other references for your assessments.

PowerPoint

Refer to these helpful Campus resources for PowerPoint tips:

• Capella University Library: PowerPoint Presentations.
• Guidelines for Effective PowerPoint Presentations [PPTX].

NURS FPX 4020 Improvement Plan In-Service Presentation Example Assignment

Slide 1: Title

• Title: Medication Safety Improvement Plan In-Service Presentation

Speaker Notes:

• • Good [morning/afternoon/evening], everyone. Today, we’re here to discuss a crucial aspect of patient care – Medication Safety Improvement Plan.
  • Medication errors can have serious consequences, and our goal is to address this issue through a comprehensive in-service presentation.

Slide 2: Introduction

Introduction:

• Medication errors are preventable adverse events occurring during prescribing, transcribing, or dispensing.
• Escalation at our medical facility due to factors like workload, inadequate training, and distractions (Farzi et al., 2017).
• Consequences include patient harm, prolonged hospital stay, increased costs, and potential lawsuits.

Speaker Notes:

• Let’s now look at the core of the issue. Medication errors are avoidable but have been on the rise at our facility due to various factors.
• We’ve noticed adverse effects on patients, increased hospital stays, and elevated costs. Today, we’ll explore how a Safety Improvement Plan can mitigate these issues.

Slide 3: Agenda and Outcomes

Agenda and Outcomes:

• 3-4 days of sessions focusing on safety improvement.
• Key Topics: Safety improvement, Audience role, New skills.
• Outcomes: Understanding strategies, Evidence-based practice, Teamwork importance, New skills acquisition.

Speaker Notes:

• Over the next 3-4 days, we’ll cover key topics critical to our safety improvement initiative.
• By the end of this in-service, our goal is for you to understand strategies, implement evidence-based practices, appreciate teamwork, and acquire new skills related to medication safety.

Slide 4: Safety Improvement Plan Overview

Safety Improvement Plan:

• Significant medication errors over the past 8 years.
• Addressing the issue vital for reducing morbidity and mortality, minimizing costs, and improving work environment.
• Proposed plan: Health information technology, effective communication, increased staff, and minimized interruptions (Hughes & Ortiz, 2015).

Speaker Notes:

• Now, let’s take a closer look at the Safety Improvement Plan. We’ve observed a significant increase in medication errors over the past 8 years.
• It’s crucial to address this issue not just for patient safety but also to reduce costs, improve work environment, and prevent potential legal challenges.

Slide 5: Audience’s Role and Importance

Audience’s Role and Importance:

• Staff will implement and drive the plan.
• Commenting, sharing experiences, taking responsibility, and embracing the plan.
• Critical for success as they are directly affected, integral to the process, and their response influences success.
• Benefits include minimal errors, trust from patients, and improved overall performance.

Speaker Notes:

• You, the staff, play a pivotal role in implementing and driving this plan. Your input, experiences, and commitment are invaluable.
• Your active participation is not just essential; it’s integral to the success of the plan. By embracing your roles, you contribute to minimal errors, gain trust, and enhance overall performance.

Slide 6: New Processes and Skills Practice

New Processes and Skills Practice:

• Emphasis on the “Five Rights” of medication administration.
• Right patient, drug, dose, route, and time (Martyn et al., 2019).
• Role play for effective practice, activities related to medication labels and orders for critical thinking, and question worksheets.
• Ensuring rigorous activities for skill development and understanding.

Speaker Notes:

• Let’s talk about the practical side. We’ll focus on the “Five Rights” of medication administration – ensuring the right patient, drug, dose, route, and time.
• We’ve designed role-playing activities, critical-thinking exercises, and question worksheets to enhance your skills and understanding.

Slide 7: Soliciting Feedback

Soliciting Feedback:

• Methods: Asking questions, surveys, exploratory discussions.
• Importance of feedback in shaping future improvements.
• Responding to feedback, making necessary changes, and compiling results.

Speaker Notes:

• Your feedback is crucial in shaping the success of this plan. We’ll employ various methods, from direct questions to surveys and exploratory discussions.
• We want to hear from you – your concerns, suggestions, and experiences. Your input will guide us in making necessary improvements for the future.

Slide 8: Conclusion

Conclusion:

• The improvement plan is tailored for patient safety.
• Audience’s roles are pivotal for success.
• Strategic processes and skills practice are essential.
• Soliciting feedback is integral for ongoing improvement.

Speaker Notes:

• In conclusion, our improvement plan is tailored to ensure patient safety, and your roles are central to its success.
• As we focus on the strategic processes and skills practice, keep in mind that your ongoing feedback is integral for continuous improvement.

Slide 9: References

References:

CDC. (2017). Medication Safety. [Link]

Farzi, S., Irajpour, A., Saghaei, M., & Ravaghi, H. (2017). Causes of medication errors in intensive care units. Journal of research in pharmacy practice, 6(3), 158.

Hughes, R. G., & Ortiz, E. (2015). Medication errors: why they happen, and how they can be prevented. Journal of infusion nursing, 28, 14-24.

Kasemsap, (2017). The perspectives of medical errors in the health care industry. In Impact of medical errors and malpractice on health economics, quality, and patient safety (pp. 113-143). IGI Global.

Martyn, -A., Paliadelis, P., & Perry, C. (2019). The safe administration of medication: Nursing behaviours beyond the five-rights. Nurse Education in Practice, 37, 109–114. [DOI Link]

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NRS 434NV Health Illness Continuum Nursing Essay Example

Assignment Brief: NRS 434NV Health Illness Continuum Nursing Essay

Assignment Overview:

The objective of this assignment is to explore and analyze the concept of the health-illness continuum in the context of nursing and patient care. Students are expected to focus on the importance of the health-illness continuum, its relevance to patient care, and its connection to human value, dignity, and flourishing. The assignment encourages personal reflection on the student’s state of health in alignment with the continuum and proposes strategies for moving towards wellness.

Understanding Assignment Objectives:

This assignment aims to enhance students’ comprehension of the health-illness continuum and its practical implications in nursing. It encourages critical thinking by exploring the continuum’s comprehensive role in patient care and its connection to fundamental aspects such as value, dignity, and human flourishing. Through personal reflection, students will gain insight into their own health status and develop strategies for achieving optimal well-being. The assignment emphasizes the integration of resources and practices that support wellness on both personal and patient care levels.

The Student’s Role:

As a student undertaking this assignment, your role is to:

• Demonstrate a comprehensive understanding of the health-illness continuum, its historical context, and its contemporary relevance in nursing.
• Analyze and articulate the continuum’s impact on patient care, considering its application in assessing diverse dimensions of well-being.
• Explore the ethical and holistic dimensions of the continuum, focusing on its role in promoting human value, dignity, and flourishing in healthcare.
• Engage in reflective practice by assessing your personal state of health in alignment with the continuum and proposing actionable strategies for improvement.
• Investigate and present various resources supporting wellness, highlighting their significance in fostering positive transitions along the health-illness spectrum.

Detailed Assessment Instructions for the NRS 434NV Health Illness Continuum Nursing Essay

Benchmark – Human Experience Across the Health-Illness Continuum

Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:

Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.

Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing.

Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.

NRS 434NV Human Experience Across the Health-Illness Continuum Essay

Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. NRS 434NV Human Experience Across the Health-Illness Continuum Essay

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assesses the following competency:

RN-BSN

5.1. Understand the human experience across the health-illness continuum.

NRS 434NV Health Illness Continuum Nursing Essay Example

Introduction

The health-illness continuum serves as a dynamic framework illustrating the ever-changing nature of an individual’s health status, ranging from optimal wellness to illness and, ultimately, death. This model holds significant relevance in healthcare, as it provides a comprehensive view of a person’s physical, emotional, and psychological well-being. This paper explores the importance of the health-illness continuum in patient care, emphasizing its impact on the human experience. Furthermore, it reflects on the author’s current state of health, identifying behaviors that contribute to or detract from overall well-being, and outlines options and resources to progress towards wellness.

Understanding the Health-Illness Continuum in Patient Care

The health-illness continuum is a crucial concept in healthcare, offering a holistic perspective on an individual’s health status. It considers not only physical health but also emotional and psychological well-being. Recognizing the continuum’s significance allows healthcare providers to tailor patient care effectively. For instance, a positive outlook can influence a patient’s response to illness positively. Conversely, a negative perspective may impede recovery and exacerbate the condition.

The nurse-patient relationship plays a pivotal role in shaping a patient’s perspective. Through empathy and understanding, healthcare providers can establish a connection that fosters trust and encourages patients to adopt positive attitudes towards their health. Nurses and healthcare workers have the power to influence patients’ perspectives, promoting human flourishing and upholding the dignity of individuals or groups.

Reflection on Personal State of Health

In evaluating my overall state of health, I place myself on the health-illness continuum at the point labeled “normal health.” While I do not suffer from grave illnesses, I acknowledge certain behaviors that may impact my well-being. Reflecting on my mental health, I recognize moments of negativity and overthinking, which I actively work on improving for my benefit and the benefit of those under my care.

Detracting behaviors include inadequate sleep, insufficient exercise, and frequent consumption of unhealthy foods. On the positive side, I am cultivating habits such as staying hydrated, maintaining a mental health journal, and consistently using sunscreen. These small changes contribute to the development of healthier habits, aligning with my commitment to continuous self-improvement.

Options and Resources Towards Wellness

To progress towards higher-level wellness, I have identified key areas for improvement, including sleep patterns, exercise routines, and meal planning. Developing a comprehensive plan and adhering to it consistently are essential steps in achieving this goal. As a healthcare worker, investing in personal growth is crucial, as it enhances communication skills and fosters deeper connections with patients and colleagues.

Numerous resources are available to support this journey towards wellness. Peer support, mentorship, and professional development opportunities within the healthcare community offer valuable insights and encouragement. Additionally, utilizing available tools and technologies for self-assessment and goal tracking can enhance accountability and facilitate progress.

Conclusion

In conclusion, the health-illness continuum is a vital concept in healthcare, providing a holistic view of an individual’s well-being. Understanding and applying this continuum in patient care can positively influence outcomes and contribute to human flourishing. Reflecting on personal health and identifying behaviors that contribute to or detract from wellness is a crucial step in the journey towards higher-level wellness. Utilizing available options and resources empowers individuals to make positive changes, promoting a healthier and more fulfilling life. As healthcare providers, embracing the principles of the health-illness continuum enhances our ability to care for others and contribute to the well-being of the communities we serve.

NRS 434NV Health Illness Continuum Nursing Essay Example Two

Health is a dynamic condition that reflects an individual’s capacity to adapt to both internal and external environmental changes. In the realm of healthcare, assessing patients’ health status is crucial for delivering effective medical care. The health-illness continuum serves as a scale to depict an individual’s health status, and this paper seeks to explore its relevance to healthcare practices and delineate strategies for moving towards wellness.

Health and illness, existing at opposite extremes on a single scale, are conceptualized through the health-illness continuum, a visual representation of an individual’s health developed by Travis in 1972 and still widely utilized today (Hinkle & Cheever, 2018). This model is integral to patient care as it enables the evaluation of an individual’s health position on the continuum, reflecting the effectiveness of treatment or the deterioration of health (“Health promotion and disease prevention: NCLEX-RN,” 2020). Therefore, the health-illness continuum facilitates the assessment of patients’ well-being and the identification of necessary medical interventions.

An individual’s position on the health-illness continuum is influenced by diverse factors, encompassing both internal and external environments. Balancing these aspects is vital for ensuring and preserving patients’ well-being, necessitating nurses to recognize the intricate interconnections between them (Cooper & Gosnell, 2018). Beyond physical symptoms, family relationships and emotional stressors can significantly impact a patient’s state. Upholding individuals’ values involves creating comfortable physical and emotional conditions, considering ethnic, cultural, and economic influences as integral to dignity. A holistic healthcare approach, addressing physical, emotional, spiritual, and other needs, promotes overall patient flourishing (Cooper & Gosnell, 2018). Thus, the health-illness continuum serves as a tool to identify measures for enhancing patients’ value, dignity, and flourishing, guiding them towards wellness.

Illustrating the significance of the health-illness continuum through a personal example, as a college student, my health is generally good due to my young age and the absence of chronic diseases. However, my sedentary lifestyle and lack of physical exercise compromise my immune system, making me susceptible to seasonal diseases. Occasional unhealthy eating and insufficient vitamin intake further impact my health negatively. To progress towards wellness, I need to assess my physical and emotional state, focusing on general well-being and immunity. Incorporating regular exercise and a nutritious diet, along with stress management and ample rest, is key to moving towards optimal well-being (“Health promotion and disease prevention: NCLEX-RN,” 2020).

In conclusion, the health-illness continuum serves as a concise visual representation of health’s dynamic nature. Its significance in patient care lies in its ability to assess individuals’ health status and guide interventions to promote their value, dignity, and flourishing. For every individual, the health-illness continuum serves as a valuable tool for self-assessment, aiding in the identification of areas requiring improvement to attain overall well-being.

References

Cooper, K., & Gosnell, K. (2018). Foundations of nursing (8th ed.). Philadelphia, PA: Elsevier Health Sciences. Web.

Health promotion and disease prevention: NCLEX-RN. (2020). Web.

Hinkle, J.L., & Cheever, K.H. (Eds.). (2018). Brunner and Suddarth’s textbook of medical-surgical nursing. New Delhi, India: Wolters Kluwer. Web.

NRS 434NV Health Illness Continuum Nursing Essay Example Three

The concept of health is a dynamic process, depicting an individual’s ability to adapt to changing internal and external environments in order to maintain overall well-being. Successful adaptation, even in the face of stress or chronic illness, leads to a state of wellness, considered a higher level on the health-illness continuum. This continuum serves as a graphical representation of individual wellness, evaluating emotional, social, and psychological well-being. It acknowledges the fluctuating nature of well-being, recognizing that individuals undergo various stages of health and illness throughout their lives (Lundqvist & Andersson, 2021).

The health-illness continuum positions optimum health and wellness to the right and illness and premature death to the left. Individuals slide along this scale throughout life, aspiring to move towards the positive end of the spectrum. This paper delves into perspectives on the health-illness continuum and its significance in patient care.

According to the National Wellness Institute, the health-illness continuum comprises six elements: physical, social, emotional, intellectual, spiritual, and occupational wellness (Lundqvist & Andersson, 2021). Physical wellness pertains to self-care through exercise, sleep, and diet, while social wellness involves interactions and contributions to communities. Emotional wellness encompasses awareness, acceptance, and coping with emotions, while intellectual wellness focuses on engaging in activities that stimulate the brain. Occupational wellness is achieved through fulfilling work aligning with personal values, and spiritual wellness involves finding meaning in life based on beliefs and values (Gazaway et al., 2019).

When caring for a patient, a comprehensive examination of these elements is crucial, as well-being extends beyond the absence of disease or injuries. Assessing these facets acknowledges their impact on the recovery process. The health-illness continuum promotes a holistic approach to treatment, shifting from intermittent goals focusing solely on physical symptoms to broader, lasting goals that enhance overall life quality. This perspective addresses gaps in a patient’s treatment plan by connecting key elements and emphasizes conscious awareness of individual health (Swan et al., 2019).

For healthcare providers, the health-illness continuum offers an opportunity to address issues beyond direct treatment, reassures patients about the decisions they make for their well-being, and acknowledges emotional and spiritual aspects. This is particularly essential when dealing with chronic illnesses where medical interventions may be limited. For instance, a cancer patient may need emotional and spiritual support alongside medical interventions to improve overall well-being (Gazaway et al., 2019).

In alignment with Christian teachings, the health-illness continuum upholds human dignity by treating the patient rather than the disease, involving the patient in the wellness process. Patients are empowered to play a valuable role in enhancing their well-being, living according to their principles and values.

On a personal note, I find myself below the average mark on the health-illness continuum. During stressful moments, my habits such as opting for fast food and disrupted sleeping patterns contribute to a lower level of well-being. To move towards a higher level on the health-illness spectrum, I plan to seek the assistance of the school counselor to develop healthier stress management strategies. Additionally, engaging with a life coach will enhance self-awareness and help me utilize my resources more effectively in the pursuit of self-actualization.

References

Gazaway, S., Stewart, M., & Schumacher, A. (2019). Integrating palliative care into the chronic illness continuum: a conceptual model for minority populations. Journal of Racial and Ethnic Health Disparities, 6, 1078-1086.

Lundqvist, C., & Andersson, G. (2021). Let’s talk about mental health and mental disorders in elite sports: a narrative review of theoretical perspectives. Frontiers in Psychology, 12, 700829.

Ryan, R. M., Deci, E. L., Vansteenkiste, M., & Soenens, B. (2021). Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. Motivation Science, 7(2), 97.

Swanson, C., Thompson, A., Valentz, R., Doerner, L., & Jezek, K. (2019). Theory of Nursing for the Whole Person: A distinctly scriptural framework. Journal of Christian Nursing, 36(4), 222-227.

NRS 434NV Health Illness Continuum Nursing Essay Example Four

The health-illness continuum, initially proposed by John W. Travis and Regina S. Ryan (LeMone, 2017), serves as a visual representation of well-being that extends beyond the mere absence of illness. This paper aims to explore the relevance of the health-illness continuum in patient care and provide insights into the author’s current health status.

Health-Illness Continuum’s Importance to Patient Care

The Health-Illness continuum is a crucial framework that enhances patients’ health and enriches the human experience in healthcare. It categorizes health and illness on a continuum, with high-level wellness at one end and severe sickness or poor health at the other. This perspective emphasizes achieving high-level wellness, which includes a contented mental state and flourishing, over mere symptom alleviation (LeMone, 2017).

This approach is particularly vital in healthcare and nursing, allowing a comprehensive assessment of patients beyond the treatment of specific illnesses. It promotes a holistic approach, focusing on mental and emotional well-being, providing support for a better quality of life.

Relation of the Continuum to Value, Dignity, and Promotion of Human Flourishing

The health-illness continuum aligns with factors contributing to individual and societal prosperity, including value, dignity, and human flourishing. Human flourishing encompasses various elements, such as mental and physical health, happiness, life satisfaction, meaning, purpose, character, virtue, and close social relationships (VanderWeele, 2017). Dignity, closely connected to esteem and status, allows patients to live in accordance with their standards and values (Xiao et al., 2019). The continuum’s focus on mental and physical well-being positions healthcare providers to significantly contribute to individual and societal well-being.

Reflection on Personal State of Health and the Health-Illness Continuum

Reflecting on my health state, I find myself below the average mark on the health-illness continuum. Despite being young and free from chronic or acute diseases, I experience fatigue, mood swings, and low energy. Unhealthy lifestyle choices, including poor eating habits and irregular sleep patterns, contribute to a false sense of wellness.

To improve my well-being, I plan to focus on regular exercise, healthier eating, and behavior changes. Seeking professional support and engaging with a study counselor for self-actualization will complement these efforts, aiming for optimal well-being.

Resources Supporting Wellness

To progress toward optimal health, I plan to:

• Ensure at least 8 hours of sleep per night.
• Limit caffeine intake.
• Plan my days to allocate time for studies, workouts, and rest.

Additionally, seeking support from a study counselor aligns with my goal of achieving optimal well-being.

Conclusion

The health-illness continuum, emphasizing well-being over symptom alleviation, provides a valuable framework for effective healthcare. By evaluating patients holistically, healthcare practitioners can contribute to not only disease-free states but also flourishing individuals. The continuum’s relevance extends to personal well-being, encouraging individuals to focus on a comprehensive approach to a fulfilling life.

References

LeMone, P. (2017). Medical-surgical nursing. Volumes 1-3: Critical thinking for person-centered care. Melbourne: Pearson Australia.

VanderWeele, T. J. (2017). On the promotion of human flourishing. Proceedings of the National Academy of Sciences of the United States of America, 114(31), 8148-8156.

Xiao, J., Chow, K.M., Liu, Y., & Chan, C.W.H. (2019). Effects of dignity therapy on dignity, psychological well-being, and quality of life among palliative care cancer patients: A systematic review and meta-analysis. Psycho-Oncology, 28, 1791-1802.

NRS 434NV Health Illness Continuum Nursing Essay Example Five

The health-illness continuum suggests that individuals can actively progress towards enhanced health and well-being through various stages. Olde Rikkert et al. (2022) assert that phases like awareness, education, and self-management development initiate from sickness problems involving clinical signs, symptoms, and limitations. Public health physician Travis introduced this dynamic continuum, emphasizing the crucial understanding of connections between disease and well-being (Olde Rikkert et al., 2022). Moving from illness, marked by symptoms and impairment, towards a neutral point and then well-being through awareness, education, and growth is achievable. Health care providers, acknowledging health as highly personalized, play a vital role in guiding patients on their unique paths toward completeness (Swanson et al., 2019).

There are diverse levels of well-being, mirroring various sickness levels. Stohecker (2019) posits that the health-illness continuum illustrates the relationship between treatment and well-being paradigms. Wickramarathne et al. (2020) note that therapeutic perspectives, including medications and medical procedures, can bring patients to a neutral stage where disease effects are alleviated. The well-being perspective encourages individuals to strive for higher health levels. The continuum accommodates side effects, like fatigue and dissatisfaction, emphasizing the importance of prioritizing physical and mental well-being. Nursing professionals should guide patients towards health rather than just addressing illness.

Relation of Human-Illness Continuum to Value, Dignity, and Promotion of Human Flourishing

Understanding the health-illness continuum aids health care professionals in promoting the worth and dignity of individuals, fostering human flourishing. Stohecker (2019) indicates that excessive stress damaging the immune system can result in illness, and negative emotions may lead to unhealthy behaviors. Health is a lifestyle encompassing physical, psychological, and social dimensions, necessitating constant exploration and awareness (Wickramarathne et al., 2020). Balancing patients’ well-being is an ongoing process, teaching them to care for their physical and emotional selves.

Reflection on Personal State of Health and the Health Illness Continuum

Exploring the causes of my health condition is crucial for life balance and well-being. Farina et al. (2018) suggest that maintaining balance across physical, cognitive, social, spiritual, interpersonal, and professional well-being is vital. Nurses play a significant role in embracing life throughout the wellness-illness continuum, serving as role models for patients. Lifestyle choices, including exercise and stress management, are critical in moving towards wellness. Recognizing my position on the continuum between education and growth highlights the need for self-care.

Resources Supporting Wellness

Transitions between illness and wellness occur throughout life, requiring new skills and abilities (Polacsek et al., 2019). Resources, such as self-care practices, weight control, fitness, and stress management, assist in chronic disease management and self-actualization (Farina et al., 2018). Mindfulness activities reduce anxiety, promote inner tranquility, and enhance communication.

Conclusion

Embracing the health-illness continuum empowers nursing professionals to enhance human well-being by promoting value and dignity. Stress and negative emotions can impact health, emphasizing the need for a comprehensive approach across physical, psychological, and social dimensions. Wellness practices, including mindfulness and healthy habits, contribute to patients’ overall well-being.

References

Farina, S. M., Minerva, E., Glunt, J., & Bernardo, L. M. (2018). Introducing mindfulness practices for self-care. Journal for Nurses in Professional Development, 34(4), 194–198.

Fawcett, J., Derboghossian, G., Flike, K., Gómez, E., Han, H. P., Kalandjian, N., Tapayan, S., & Pletcher, J. E. (2019). Thoughts about real nursing. Nursing Science Quarterly, 32(4), 331–332.

Olde Rikkert, M. G., Melis, R. J., Cohen, A. A., & Peeters, G. M. E. E. (2022). Why illness is more important than disease in old age. Age and Ageing, 51(1).

Polacsek, M., Boardman, G. H., & McCann, T. V. (2019). The influence of a successful wellness-illness transition on the experience of depression in older adults. Issues in Mental Health Nursing, 41(1), 31-37.

Stohecker, J. (2019). A new vision of wellness. Healthy.net.

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NURS FPX 4020 Assessment Enhancing Quality and Safety Example Assignment

Assignment Brief: NURS FPX 4020 Assessment Enhancing Quality and Safety Example Assignment

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

Assignment Title: Assessment 1: Assessment Enhancing Quality and Safety

Overview:

This assignment focuses on improving quality and safety in healthcare, specifically addressing patient falls as a significant safety concern. Students will explore the risk factors associated with patient falls, look into practical solutions to mitigate this issue, understand the vital role of nurses in fall prevention, and identify key stakeholders for effective collaboration.

Understanding Assignment Objectives:

The primary goals of this assignment are to:

1. Analyze Patient Fall Risk Factors: Investigate and understand both internal and external factors contributing to the safety risk of patient falls. Utilize relevant literature and resources to gain insights into these risk elements.
2. Explore Evidence-Based Solutions: Examine practical practices and solutions aimed at preventing patient falls. This includes assessing the effectiveness of interventions, such as minimizing psychoactive drug use, conducting gait and balance training, and providing vitamin D supplementation.
3. Understand the Role of Nurses in Fall Prevention: Recognize and articulate the essential role of nurses in addressing patient falls. This involves assessing their involvement in fall risk assessment, patient education, and effective communication within the healthcare team.
4. Identify Stakeholders for Collaboration: Identify and discuss stakeholders essential for collaborative efforts in fall prevention. Understand the importance of working together involving patients, doctors, pharmacists, and other healthcare professionals.

The Student’s Role:

As a student undertaking this assignment, your role involves:

• Research and Analysis: Conduct in-depth research to understand the complexities of patient fall risk factors and evidence-based solutions. Utilize academic journals, textbooks, and reputable sources to gather information.
• Critical Thinking: Apply critical thinking skills to evaluate the effectiveness of evidence-based solutions. Consider the practicality of each intervention in real-world healthcare settings.
• Nursing Perspective: Embrace the role of a nurse by exploring how they contribute to fall prevention. Analyze their responsibilities, including fall risk assessment, patient education, and communication, to comprehend the comprehensive nature of nursing involvement.
• Stakeholder Identification: Identify and discuss key stakeholders involved in collaborative efforts for fall prevention. Emphasize the importance of effective communication and teamwork among healthcare professionals.

Detailed Assessment Instructions for the NURS FPX 4020 Assessment Enhancing Quality and Safety Assignment

For This Assessment, You Will Develop A 3-5 Page Paper That Examines A Safety Quality Issue In A Health Care Setting. You Will Analyze The Issue And Examine Potential Evidence-Based And Best-Practice Solutions From The Literature As Well As The Role

Demonstration of Proficiency

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

Competency 1: Analyze the elements of a successful quality improvement initiative.    

Explain evidence-based and best-practice solutions to improve patient safety related to a specific patient safety risk and reduce costs.

Competency 2: Analyze factors that lead to patient safety risks.    

Explain factors leading to a specific patient safety risk.

Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.    

Explain how nurses can help coordinate care to increase patient safety and reduce costs.

Identify stakeholders with whom nurses would need to coordinate to drive quality and safety enhancements.

Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.    

Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

References

Allen, M. (2013). How many die from medical mistakes in U.S. hospitals? Retrieved from https://www.npr.org/sections/health-shots/2013/09/20/224507654/how-many-die-from-medical-mistakes-in-u-s-hospitals.

Kohn, L. T., Corrigan, J., & Donaldson, M. S. (Eds.). (2000). To err is human: Building a safer health system. Washington, DC: National Academy Press.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for implementing quality improvement (QI) and patient safety measures in health care settings. Effective quality improvement measures result in systemic and organizational changes, ultimately leading to the development of a patient safety culture.

Scenario

Consider the hospital-acquired conditions that are not reimbursed under Medicare/Medicaid, some of which are specific safety issues such as infections, falls, medication errors, and other concerns that could have been prevented or alleviated with the use of evidence-based guidelines.

Choose a specific condition of interest and incorporate evidence-based strategies to support communication and ensure safe and effective care.

For this assessment, consider using one of the following approaches:

Expand on the scenario presented in Vila Health: Identifying Patient Safety Concerns and analyze a quality improvement (QI) initiative.

Analyze a current issue in clinical practice and identify a quality improvement (QI) initiative in the health care setting.

Instructions

The purpose of this assessment is to better understand the role of the baccalaureate-prepared nurse in enhancing quality improvement (QI) measures that address safety risk. This will be within the specific context of patient safety risks at a health care setting of your choice. You will do this by exploring the professional guidelines and best practices for improving and maintaining patient safety in health care settings from organizations such as QSEN and the IOM. Looking through the lens of these professional best practices to examine the current policies and procedures currently in place at your chosen organization and the impact on safety measures for patients, you will consider the role of the nurse in driving quality and safety improvements. You will identify stakeholders in QI improvement and safety measures as well as consider evidence-based strategies to enhance quality of care and promote safety in the context of your chosen health care setting.

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 that you know what is needed for a distinguished score.

Explain factors leading to a specific patient-safety risk.

Explain evidence-based and best-practice solutions to improve patient safety related to a specific patient-safety risk and reduce costs.

Explain how nurses can help coordinate care to increase patient safety and reduce costs.

Identify stakeholders with whom nurses would coordinate to drive safety enhancements.

Communicate using writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Additional Requirements

Length of submission: 3–5 pages, plus title and reference pages.

Number of references: Cite a minimum of 4 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.

APA formatting: References and citations are formatted according to current APA style

NURS FPX 4020 Assessment Enhancing Quality and Safety Example Assignment

Administration-related errors

Patient safety and the quality of care are paramount goals in healthcare, directly impacting treatment outcomes and patient satisfaction. Continuous quality improvement is integral to enhancing the overall efficiency of healthcare services. However, challenges persist in achieving quality enhancement, with a notable concern being medication errors, defined by the National Coordinating Council for Medication Error Reporting and Prevention (NCCMERP, n.d) as “any preventable event that may cause or lead to inappropriate medication use or patient harm.” Medication errors (M.E.s) occurring during drug administration are often attributed to nurses. Although these errors can happen throughout the healthcare system, this paper specifically addresses the gravity of the issue within acute care settings.

Acute hospitals, providing short-term yet critical treatment services, such as emergency or intensive care, are prone to distractions and require quick decision-making. This setting increases the likelihood of medication administration errors (MAEs), posing a threat to patient safety. To address this, nurses need to implement effective strategies and solutions to minimize administration-related errors and improve care quality.

Overview of Medication Errors

Medication errors (M.E.s) constitute a significant healthcare issue, resulting in both minor and severe harm to patients. According to the U.S. Food and Drug Administration (FDA, 2019), there are over 100,000 reported presumed cases of M.E.s annually. Additionally, up to 9,000 people in the U.S. die each year due to these errors (Tariq et al., 2021). The associated costs are substantial, exceeding $40 billion per year in total care costs for patients affected by M.E.s (Tariq et al., 2021). Beyond financial implications, M.E.s contribute to perceptions of negligence, carelessness, or inexperience among healthcare staff, eroding trust in healthcare services.

Factors Leading to Medication Administration Errors

While medication errors (M.E.s) can occur at any stage of medication use, they are particularly prevalent during administration, accounting for up to 25% of drug administration instances (Koyama et al., 2020). Inattention and distraction are leading causes of MAEs, often resulting in errors such as administering the wrong drug, dose, or to the wrong patient. Nursing inattentiveness is linked to factors like high workload, multitasking, and increased patient flow (Bucknall et al., 2019). Distractions, common in healthcare facilities, especially in acute care settings, contribute to the most frequent administration-related M.E.s.

Competence or skill flaws, insufficient drug knowledge, misunderstandings related to abbreviations or poor handwriting, similar drug names, packaging, incorrect routes of administration, and non-compliance with recommendations and protocols further contribute to MAEs (Tariq et al., 2021). These factors elevate the risk of patient harm. However, the majority of these factors are preventable human errors that can be mitigated through the implementation of appropriate strategies.

Strategies to Improve Patient Safety

Improving patient safety and care quality necessitates a reduction in M.E. rates. Adherence to the “five-rights” rule, ensuring the right patient receives the right drug at the right time, dose, and route, is a fundamental strategy (Martyn et al., 2019). However, recent studies suggest the need for new frameworks, emphasizing the importance of managing workflow, avoiding interruptions, and implementing patient-centered strategies to contribute to safe and prompt medication administration (Martyn et al., 2019). The introduction of new teaching strategies, such as reflection and remediation educational models, can raise awareness of proper drug administration and reduce MAEs (McCabe & Ea, 2016). Computerizing and automating the medication preparation and administration process is another strategy endorsed by research, as it significantly reduces the occurrence of medication errors (Risør et al., 2018).

Nurse Roles

Nurses play a pivotal role in healthcare, particularly in acute care settings, where they are involved in various aspects, including medication prescribing, preparation, dispensing, and administration. Educated, experienced, and attentive nurses contribute to the prevention of medication errors through their high level of competence. Nurses are crucial in the medication use process, serving as the last line of defense to prevent MAEs by double-checking the correctness of medication, dose, patient, time, and route before administration.

Nurse Coordination with Stakeholders

Interdisciplinary collaboration is crucial to preventing medication administration errors. Nurses often require additional information from clinicians, physicians, pharmacists, or other nurses to ensure safe drug administration. Effective communication with patients is also essential, as missing patient information, failure to obtain medical and allergy histories, or not being aware of side effects can lead to MAEs. Nurses act as intermediaries, connecting healthcare professionals with patients, coordinating communication, and ensuring safe medication use.

Conclusion

Medication errors related to drug administration pose significant risks to patient safety, ranging from minor harm to potential fatality. While various factors contribute to these errors, they are preventable incidents requiring diligent efforts to explore and implement effective strategies. Reducing the rate of MAEs is crucial to providing patients with safe and quality care. The skills, knowledge, and attitudes of nursing staff are instrumental and should be maintained at a high level to ensure the prevention of medication errors.

References

Bucknall, T., Fossum, M., Hutchinson, A. M., Botti, M., Considine, J., Dunning, T., Hughes, L., Weir-Phyland, J., Digby, R. & Manias, E. (2019). Nurses’ decision‐making, practices and perceptions of patient involvement in medication administration in an acute hospital setting. Journal of Advanced Nursing, 75(6), 1316-1327. Web.

Food and Drug Administration (2019). Working to reduce medication errors. Web.

Koyama, A. K., Maddox, C. S., Li, L., Bucknall, T., & Westbrook, J. I. (2020). Effectiveness of double checking to reduce medication administration errors: a systematic review. BMJ Quality & Safety, 29(7), 595–603. Web.

Martyn, J., & Paliadelis, P. (2019). Nurses’ decision-making and the Five Rights of medication administration. Contemporary Nurse, 55(1), 116–126. Web.

McCabe, B., & Ea, E. (2016). Medication administration error reduction efforts in nursing homes: A systematic review and synthesis of quantitative evidence. International Journal of Nursing Studies, 62, 92-103. Web.

Risør, B. W., Lisby, M., Sørensen, J., & Bro, L. (2018). Two strategies for introducing barcoding of drug administration to an electronic medication administration record. Journal of Patient Safety, 14(4), 459-465. Web.

Tariq, R. A., Rai, A. B., Tai, Y. H., & Raouf, M. (2021). Medication administration errors in pediatrics: A systematic review. Journal of Pediatric Nursing, 59, 25–33. Web.

NURS FPX 4020 Assessment Enhancing Quality and Safety Example Assignment Two

Introduction

Patient safety is a critical aspect of healthcare delivery, and medication administration errors (MAEs) pose a significant threat to patient well-being. This paper aims to explore the factors contributing to MAEs and present evidence-based strategies to enhance the quality of patient care while minimizing costs. By analyzing a specific incident involving a medication error and employing professional guidelines, this paper elucidates the role of baccalaureate-prepared nurses in coordinating care to drive safety enhancements.

Factors Leading to Patient Safety Risks

One illustrative incident involves Nurse Ella, who inadvertently administered rapid-acting insulin instead of long-acting insulin to a diabetic patient, Mr. Wallace. Several factors contribute to such medication errors:

Lack of Knowledge and Training: Inadequate knowledge about drug doses, interactions, and contraindications is a leading factor of medication administration errors. Research indicates that 78.7% of medication errors result from poor training of nurses (Hassen et al., 2022). Nurses possessing advanced pharmaceutical knowledge and subsequent training are less likely to make medication administration errors.

Communication Gap Between Healthcare Professionals: Insufficient communication and collaboration among healthcare staff contribute to medication errors. A study suggests a higher incidence of medication administration errors in settings with communication gaps (Ghasemi et al., 2022).

Prescribing Errors: Inaccurate prescriptions leading to incorrect dosages and inappropriate instructions are another significant factor. Incompletely written prescriptions contribute to 71% of prescription-related errors (White et al., 2019).

Stress, Burnout, and Mental Health Challenges: Elevated stress levels among nurses due to excessive workloads and long shifts contribute to psychological distress, burnout, and ultimately, medication errors. Burnout is linked to a fivefold increase in patient care and medication errors (White et al., 2019).

Evidence-Based Best Practices Solutions

To address these challenges, evidence-based and best practice solutions are crucial. Some effective strategies include:

QSEN Competencies: Implementation of Quality and Safety Education for Nurses (QSEN) competencies in nursing education has been shown to improve nurses’ quality and safety education by up to 75% (Watanabe et al., 2021).

Medication Reconciliation: Implementing medication reconciliation procedures during care transitions, contrasting a patient’s present pharmaceutical regimen with prescribed medications, improves patient safety (Koprivnik et al., 2020).

Computerized Physician Order Entry (CPOE): Electronically submitting medicine orders through CPOE systems reduces the chance of adverse drug events and improves patient safety (Skalafouris et al., 2022).

Barcode Medication Administration (BCMA) Systems: Using BCMA systems for correct medication delivery enhances patient safety by preventing drug errors through patient identification and barcoded labels (Ye, 2023).

Clinical Decision Support System (CDSS): Offering suggestions based on research to healthcare practitioners at the point of care, CDSS can notify healthcare professionals about possible medication combinations, dosage mistakes, or allergies (Manias et al., 2020).

Value-Based Formulary Management: Choosing medicines based on clinical potency, cost-effectiveness, and safety helps maintain high healthcare quality while cutting expenditures related to pharmaceuticals (Weinmeyer et al., 2021).

Nurse-Led Coordination to Optimize Patient Safety

Effective coordination among healthcare professionals, especially nurses, plays a pivotal role in optimizing patient safety. In the case of medication administration errors, nurses can collaborate with various stakeholders:

Coordination with Physicians and Pharmacists: Clear communication between nurses and physicians regarding treatment regimens, along with collaborative efforts with pharmacists, can reduce prescription transcribing and filling errors (Koprivnik et al., 2020).

Collaboration with IT Personnel: Mutual collaboration with IT personnel for the effective utilization of technology tools ensures the proper functioning of systems like CPOE, BCMA, and CDSS to prevent MAEs (Ye, 2023).

Interdisciplinary Collaboration: A holistic care approach by working with interdisciplinary teams and adherence to regulatory requirements reduces the risk of errors, ensuring patient safety and cost-effectiveness (Alrabadi et al., 2021).

Nurses’ Coordination with Other Stakeholders

Nurses play a crucial role in collaborating with various stakeholders to improve medicine delivery and enhance patient safety:

Collaboration with Physicians and Pharmacists: Nurses collaborate with physicians and pharmacists to ensure accurate medication administration. Quality improvement teams and nursing staff can work together to evaluate challenges and implement suitable strategies (Manias et al., 2020).

Involvement of Patients and Families: Better adherence and patient satisfaction can be achieved by involving patients and their families actively in the medication administration process.

Involvement of Medication Safety Officers and Administrators: Organizational prioritization of patient safety through the involvement of medication safety officers and administrators is crucial. Professional associations offer tools for the continuous advancement of medical practices (Manias et al., 2020).

Conclusion

Medication administration errors pose a significant threat to patient safety and contribute to increased treatment costs. However, employing evidence-based best practices and fostering effective coordination among healthcare professionals, especially nurses, can significantly reduce the occurrence of MAEs. The integration of QSEN competencies, medication reconciliation, and advanced technological tools, along with interdisciplinary collaboration, creates a holistic approach to patient care, ensuring safety and cost-effectiveness.

NURS FPX 4020 Assessment Enhancing Quality and Safety Example Assignment Three

Quality improvement initiatives are widespread across health organizations, emphasizing patient safety and quality care. Patient safety remains a top priority for interdisciplinary teams, particularly as medication errors pose common and recurring threats to healthcare, contributing to increased patient harm and mortality (Alotaibi & Federico, 2017). Medication errors are preventable and can result from various factors such as communication gaps, disturbances during medication retrieval and administration, missing patient information, poor labeling, inadequate medication reconciliation, and lack of knowledge.

Factors Leading to Patient Safety Risks

Medication errors can occur at any time and place, often during prescription and drug monitoring. Resolving this issue necessitates collective responsibility, involving interdisciplinary collaboration. Evidence-based practices play a crucial role in raising awareness among healthcare professionals. While medication errors can happen in diverse settings, home environments pose risks, especially for children due to negligent drug storage. Adherence to the five rights of medication administration — ensuring the right drug, patient, dosage, time, and route — is critical in preventing errors. Factors contributing to negligence include increased workloads, fatigue, and insufficient pharmacologic knowledge.

Evidence-based Practices

High-quality care aligns with evidence-based research, emphasizing patient-centered care and proper communication among staff. Involving patients and caregivers in medication education and ensuring clear instructions can enhance care quality. Best practices to enhance patient safety encompass double-checking procedures, using name alerts, planning medication administration to avoid disruptions, and leveraging available technologies.

The Nurse’s Role in Coordinating Care

Nurses, integral to hospital quality improvement, engage in various roles, including patient care, data collection, and medication management. Medication errors pose financial burdens, and nurses play a vital role in coordinating care to alleviate these challenges. Coordination involves assessing the work environment, implementing safety technologies, educating patients, and exercising caution with high-alert medications. Nurses share knowledge, ensure seamless care transitions, and collaborate with interdisciplinary teams to develop personalized care plans, contributing to cost efficiency.

Stakeholder Coordination for Quality and Safety Enhancements

Effective coordination involves collaboration with stakeholders such as society, administrators, patients, families, researchers, technicians, nursing educators, and physicians. Patients and families actively contribute to quality patient safety by providing essential information and seeking clarification on medications.

Conclusion

Patient safety remains paramount, necessitating a focus on preventing medication errors. Factors contributing to these errors are diverse, emphasizing the need for strict adherence to the five rights of medication administration. Coordination by nurses, evidence-based practices, and stakeholder collaboration are essential elements in enhancing quality and safety in healthcare.

NURS FPX 4020 Assessment Enhancing Quality and Safety Example Assignment Four

Introduction

Ensuring patient safety and delivering quality care stand out as paramount challenges in healthcare, involving healthcare facilities, nurses, physicians, and various professionals. Suboptimal quality and compromised patient safety result in adverse outcomes such as morbidity, mortality, increased care costs, prolonged hospital stays, diminished patient and job satisfaction, among other issues. This paper aims to examine the patient safety issue of medication administration, analyze evidence-based practices, and scrutinize the coordination among nurses and stakeholders.

Patient-safety risk focusing on medication administration

Medication administration, a pivotal process predominantly managed by nurses, involves multiple stakeholders, including physicians, pharmacists, and informatics nurses. Errors at any stage of this process can lead to medication administration errors (MAEs) and subsequent adverse events. Research indicates varying rates of prescription, dispensing, and dosage errors, emphasizing the substantial contribution of human errors, particularly by nurses. Interferences during medication administration, whether from patients, families, or distractions, further elevate the risk of errors. Factors like nurse-to-patient ratio, poor communication, and inadequate training are additional contributors, with the potential consequences ranging from mortality and morbidity to adverse effects.

Evidence-based and best practice solutions

Implementing evidence-based practices (EBPs) is crucial to address medication administration challenges. Training and educating healthcare staff based on guidelines from the Institute of Medicine (IOM) and the Quality and Safety Education for Nurses (QSEN) is a primary EBP. This includes vigilant verification of medication with electronic health records (EHRs), allergy checks, pre-administration assessment, accurate dosage calculation, and the avoidance of workarounds and abbreviations. Another EBP involves the implementation of a physician order entry system with error reporting and communication capabilities, aiming to reduce prescription, dispensing, and administration errors. Technological interventions, such as bar-code-based medication administration and voice-tagged dosage calculation, prove effective in preventing errors. Strategies like using color-coded tabards and checklists, along with interprofessional collaboration, contribute to reducing interruptions and enhancing communication during medication administration.

Coordinated care among nurses to improve quality and patient safety

Nurses play a crucial role in coordinating care to address burnout and create supportive work environments. Collaborative efforts during medication administration, such as sharing responsibilities and supporting each other during interruptions, contribute to error reduction. Effective communication among nurses to identify patient allergies and educate colleagues about EHRs and technology usage enhances skills and knowledge. Nurse leaders manage resources and conflicts, ensuring a coordinated approach to resolve practice issues. Shared decision-making and coordinated care further contribute to efficient workflow and decreased medication errors.

Stakeholders and safety enhancement

Coordination among various stakeholders, including informatics nurses, pharmacists, physicians, therapists, nurse leaders, and patients, is essential for safety enhancement. Patients’ active involvement in treatment decisions and their contribution to health history and allergy information are critical. Informatics nurses play a vital role in data management, error reporting, and correction processes within EHRs. Physicians, pharmacists, and nurse leaders collaborate to prevent and correct medication errors, while therapists and specialists provide valuable insights into patient conditions. Effective communication and coordination among stakeholders help in resolving conflicts and ensuring patient safety.

References

Abukhader, I., & Abukhader, K. (2020). Effect of medication safety education program on intensive care nurses’ knowledge regarding medication errors. Journal Of Biosciences And Medicines, 08(06), 135-147.

Armstrong, G. (2019). QSEN safety competency: the key ingredient is just culture. The Journal Of Continuing Education In Nursing, 50(10), 444-447.

Bradley, C., Luder, H., Beck, A., Bowen, R., Heaton, P., & Kahn, R. et al. (2016). Pediatric asthma medication therapy management through community pharmacy and primary care collaboration. Journal Of The American Pharmacists Association, 56(4), 455-460.

Hammoudi, B., Ismaile, S., & Abu Yahya, O. (2017). Factors associated with medication administration errors and why nurses fail to report them. Scandinavian Journal Of Caring Sciences, 32(3), 1038-1046.

Huckels-Baumgart, S., Niederberger, M., Manser, T., Meier, C., & Meyer-Massetti, C. (2017). A combined intervention to reduce interruptions during medication preparation and double-checking: a pilot-study evaluating the impact of staff training and safety vests. Journal Of Nursing Management, 25(7), 539-548.

Korb-Savoldelli, V., Boussadi, A., Durieux, P., & Sabatier, B. (2018). Prevalence of computerized physician order entry systems–related medication prescription errors: A systematic review. International Journal Of Medical Informatics, 111, 112-122.

Manias, E. (2018). Effects of interdisciplinary collaboration in hospitals on medication errors: an integrative review. Expert Opinion On Drug Safety, 17(3), 259-275.

Montgomery, A., Azuero, A., Baernholdt, M., Loan, L., Miltner, R., & Qu, H. et al. (2020). Nurse burnout predicts self-reported medication administration errors in acute care hospitals. Journal For Healthcare Quality, Publish Ahead of Print.

Palese, A., Ferro, M., Pascolo, M., Dante, A., & Vecchiato, S. (2019). “I am administering medication—please do not interrupt me”: red tabards preventing interruptions as perceived by surgical patients. Journal Of Patient Safety, 15(1), 30-36.

Pop, M., & Finocchi, M. (2016). Medication errors: a case-based review. AACN Advanced Critical Care, 27(1), 5-11.

Tariq, R., Vashisht, V., Sinha, A., & Scherbak, y. (2021). Medication dispensing errors and prevention. Retrieved 17 March 2021, from https://www.ncbi.nlm.nih.gov/books/NBK519065/.

Thomas, L., Donohue-Porter, P., & Stein Fishbein, J. (2017). Impact of interruptions, distractions, and cognitive load on procedure failures and medication administration errors. Journal Of Nursing Care Quality, 32(4), 309-317.

Thompson, K., Swanson, K., Cox, D., Kirchner, R., Russell, J., & Wermers, R. et al. (2018). Implementation of bar-code medication administration to reduce patient harm. Mayo Clinic Proceedings: Innovations, Quality & Outcomes, 2(4), 342-351.

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

Verweij, L., Smeulers, M., Maaskant, J., & Vermeulen, H. (2016). Quiet please! drug round tabards: are they effective and accepted? A Mixed-Method Study. Journal Of Nursing Scholarship, 46(5), 340-348.

NURS FPX 4020 Assessment Enhancing Quality and Safety Example Assignment Five

Introduction

Patient safety is a major concern in healthcare, with patient falls being a significant safety issue. A fall is described as “an unplanned descent to the floor (or extension of the floor [e.g., trash can or other equipment]) with or without injury to the patient and with or without assistance” (Tucker et al., 2019, p. 113). Falls can lead to various injuries, including fractures, functional decline, traumatic brain injury, and nursing home placement, making them the “leading cause of accidental death in people over 65 years old” (Lasater et al., 2016, p. 545). In addition to the human cost, falls increase healthcare expenses due to the need to treat preventable injuries. Healthcare organizations are thus focused on falls prevention to enhance patient safety and reduce healthcare costs. This paper examines the risk factors of patient falls and evidence-based solutions. It also explores the role of nurses in falls prevention and identifies stakeholders with whom nurses should collaborate to address this safety concern.

Factors Leading to Patient-Safety Risk

Patient fall risk factors can be categorized as intrinsic and extrinsic. Intrinsic factors include patient characteristics such as age, sex, previous falls, balance impairment, gait, activities of daily living (ADL) disabilities, stroke, cognitive impairments, Parkinson’s disease, and incontinence (Kwan et al., 2016). The risk of falls increases with age, with those aged 65-74 years having a 32% probability and those over 80 years having a 37% probability (Kwan et al., 2016). Extrinsic factors related to the environment include home hazards, use of assistive devices, and inappropriate footwear (Morone et al., 2018; Kwan et al., 2016). The Morse scale assesses risk factors such as history of falls, secondary diagnosis, walk assistance, parenteral therapy, mental status, and gait to determine an individual’s risk of falls (Nadia & Permanasari, 2018).

Evidence-Based Solutions

Addressing patient falls begins with identifying at-risk patients and conducting a multifactorial fall risk assessment for older patients (Morone et al., 2018). Assessment should include factors like gait, balance, mental status, reflexes, and various functions (Morone et al., 2018). Analyzing the type of fall is crucial for selecting preventive strategies, categorizing falls as accidental, unanticipated physiological, anticipated physiological, or intentional (Morone et al., 2018). Evidence-based practices include minimizing psychoactive drug use, engaging in gait and balance training, and providing vitamin D supplementation (Morone et al., 2018). Managing conditions identified during risk assessment, such as visual impairment or a hazardous home environment, is also critical. Effective fall prevention involves interventions addressing both clinical assessment findings and individual risk assessment outcomes (Morone et al., 2018).

The Role of Nurses in Addressing Patient-Safety Risk

Nurses play a central role in addressing the safety issue of patient falls due to their extensive patient interaction and involvement in the care team (Nadia & Permanasari, 2018). Nurses contribute to fall risk assessment using tools like the Morse scale, inform patients about fall risks, and provide necessary assistance. Effective communication among nurses is vital for ensuring patient safety, as poor communication can jeopardize care coordination (Tucker et al., 2019).

Stakeholders

Collaboration with various stakeholders is essential for implementing evidence-based solutions for patient falls. Nurses should educate patients and families on fall risks and prevention strategies. Cooperation with doctors and pharmacists is crucial for adjusting medications and administering vitamin D. Nurses should also work with social workers and doctors to implement strategies like exercise programs, motivational interviewing, and environmental assessment. Effective communication among nurses is necessary for sharing information about safety issues and addressing them (Lasater et al., 2016; Tucker et al., 2019).

References

Kwan, E., Straus, S., & Holroyd-Leduc, J. (2016). Risk factors for falls in the elderly. In A. Huang & L. Mallet (Eds.), Medication-related falls in older people (pp. 91-101). Adis.

Lasater, K., Cotrell, V., McKenzie, G., Simonson, W., Morgove, M. W., Long, E. E., & Eckstrom, E. (2016). Collaborative falls prevention: Interprofessional team formation, implementation, and evaluation. The Journal of Continuing Education in Nursing, 47(12), 545-550.

Morone, G., Federici, A., Tramontano, M., Annicchiarico, R., & Salvia, A. (2018). Strategies to prevent falls. In G. Sandrini, V. Homberg, L. Saltuari, N. Smania, & A. Pedrocchi (Eds.), Advanced technologies for the rehabilitation of gait and balance disorders (pp. 149-158). Springer.

Nadia, P., & Permanasari, V. Y. (2018). Compliance of the nurse for fall risk assessment as a procedure of patient safety: A systematic review. KnE Life Sciences, 4(9), 207-219.

Tucker, S., Sheikholeslami, D., Farrington, M., Picone, D., Johnson, J., Matthews, G., Evans, R., Gould, R., Bohlken, D., Comried, L., Petrulevich, K., Perkhounkova, E., & Cullen, L. (2019). Patient, nurse, and organizational factors that influence evidence‐based fall prevention for hospitalized oncology patients: An exploratory study. Worldviews on Evidence-Based Nursing, 16(2), 111-120.

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NGR 5700 Decision Making Process Paper Example

NGR 5700 Decision-Making Process Paper – Assignment

NGR 5700 DBX-DL01: Decision Making Course

Florida National University

Course Information

Course Number: NGR 5700

Course Title: Decision Making

Course Credits: 3.0000

NGR 5700 Decision Making Process Paper Assignment Brief

Assignment Instructions Overview

This assignment requires students to craft a 6–8-page scholarly paper exploring a significant and relevant issue in nursing practice. The paper must compare and contrast three different decision-making approaches from a multidisciplinary perspective. Students must examine how various levels of nursing professionals—staff nurses, nurse leaders/managers, and nurse practitioners—would address the chosen issue using these decision-making frameworks. The topic selected should have an impact across all levels of nursing practice and must be approved by the course instructor prior to writing.

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The assignment must follow APA 7th edition formatting, with at least 10 scholarly references (excluding the textbook). The page count does not include the title page or reference list. Students should critically analyze and reflect on their personal decision-making style and identify a funding source applicable to the selected nursing issue.

Understanding Assignment Objectives

The primary objective of this paper is to develop and demonstrate an in-depth understanding of how different decision-making models influence nursing practice across all levels. Students are expected to:

Identify and describe a current, complex issue in nursing that has wide-reaching implications.

Compare and contrast decision-making approaches and analyze how they are applied by various nursing roles.

Evaluate the effectiveness, limitations, and real-world applicability of these approaches.

Reflect on personal decision-making philosophies and how these align with professional practice.

Identify potential funding sources that support initiatives related to the selected issue.

This assignment promotes critical thinking, multidisciplinary awareness, and scholarly writing, preparing students to engage in evidence-based decision-making in complex healthcare environments.

The Student’s Role

Students are expected to take a leadership-oriented, scholarly approach in the development of this paper. This includes:

• Conducting a comprehensive literature review on the selected issue.
• Applying critical reasoning to evaluate and synthesize decision-making frameworks.
• Understanding the nuanced differences in practice scope and authority among nurse leaders, staff nurses, and nurse practitioners.
• Demonstrating advanced communication through clear, coherent, and organized academic writing.
• Ensuring academic integrity by properly citing all sources using APA 7th edition guidelines.
• Engaging in self-reflection to articulate how decision-making models align with their professional values and practice style.

Competencies Measured

This assignment evaluates several graduate-level competencies essential for advanced nursing practice, including:

• Critical Thinking and Clinical Reasoning: Ability to analyze, interpret, and apply complex decision-making models to real-world nursing problems.
• Multidisciplinary Collaboration: Understanding how different nursing roles contribute uniquely to issue resolution using varied decision-making strategies.
• Leadership and Policy Awareness: Evaluation of leadership responsibilities and strategies in addressing systemic nursing issues.
• Professional Identity and Advocacy: Reflection on personal decision-making style and how it integrates with nursing ethics and leadership.
• Scholarly Communication: Proficiency in academic writing, organization, APA formatting, and use of scholarly references.
• Resource Utilization and Financial Literacy: Ability to identify and explain potential funding mechanisms to support practice change or innovation.

NGR 5700 Decision Making Process Paper Example

Introduction

The nursing shortage and high nurse turnover rates are pressing challenges that affect the entire healthcare system. These issues compromise patient safety, overburden existing staff, and reduce overall job satisfaction across all nursing roles. From bedside nurses to nurse managers and advanced practice registered nurses (APRNs), all levels of the profession are impacted. According to the American Association of Colleges of Nursing (AACN), the demand for registered nurses continues to exceed supply, a situation projected to intensify with an aging population and workforce (AACN, 2022). This paper explores various decision-making approaches used to tackle the nursing shortage and turnover, comparing how these strategies differ among staff nurses, nurse leaders, and nurse practitioners. It also includes a reflection on the decision-making model most aligned with personal and professional nursing philosophies, and identifies a potential funding source to support intervention.

Background and Significance

Nurse turnover and workforce shortages are global health issues with profound implications on care quality, healthcare costs, and staff morale. The U.S. Bureau of Labor Statistics (2023) projects over 203,000 openings for registered nurses each year through 2031, mainly due to retirements and the ongoing pandemic aftermath. High turnover is particularly prominent among early-career nurses, with studies reporting rates as high as 27% in the first year of employment (Kelly et al., 2021). The effects are widespread—bedside nurses face increased workloads, nurse leaders struggle to maintain safe staffing ratios, and nurse practitioners experience care delays due to insufficient support staff.

The significance of this issue spans all nursing levels. At the bedside, turnover causes burnout and moral distress, often leading to further resignations (Moss et al., 2022). For nurse managers, frequent departures disrupt team cohesion and continuity of care. APRNs are indirectly affected as they rely on support staff to execute comprehensive care plans efficiently. Addressing this issue requires collaborative and informed decision-making approaches tailored to each role within the healthcare system.

Decision-Making Models: Comparison and Contrast

Several decision-making models can be applied to tackle nurse turnover and shortages, including the Rational Decision-Making Model, Shared Decision-Making Model, and Transformational Leadership Model. Each offers unique benefits and limitations depending on the nursing role involved.

Rational Decision-Making Model

This model involves identifying a problem, gathering data, generating alternatives, evaluating options, choosing the best alternative, implementing it, and monitoring results (Bazerman & Moore, 2019). For nurse managers, this structured approach is ideal for evaluating staffing needs and budget constraints.

• Benefits: It provides a logical, evidence-based framework ideal for administrative decisions involving staffing projections and scheduling algorithms.
• Limitations: The model may not account for emotional or contextual variables such as morale or interprofessional dynamics, making it less useful for bedside nurses under acute stress.

Shared Decision-Making Model (SDM)

The SDM model emphasizes collaboration among stakeholders, incorporating diverse perspectives to reach consensus (Elwyn et al., 2017). Bedside nurses often engage in this model informally, using unit-based councils or staff committees.

• Benefits: It promotes engagement, empowerment, and job satisfaction—key factors in reducing turnover.
• Limitations: The process can be time-consuming and less efficient in urgent staffing crises.

Transformational Leadership Model

Transformational leaders inspire and motivate through vision, individualized consideration, intellectual stimulation, and role modeling (Avolio & Bass, 2004). Nurse practitioners and nurse leaders often adopt this model to foster a positive work culture.

• Benefits: Encourages innovation and morale, aligning with long-term retention goals.
• Limitations: Relies heavily on the leader’s charisma and may not yield immediate, measurable results.

Role-Specific Application of Decision-Making Approaches

Staff Nurse (Bedside)

Bedside nurses deal with the immediate impact of shortages. Their decision-making is often reactive, focused on prioritizing care under pressure. The Shared Decision-Making Model is particularly suitable here, as it involves nurses in discussions about staffing policies, workload balance, and care delivery.

For instance, a hospital with a nurse-led staffing committee that meets monthly to propose solutions can increase retention by allowing bedside nurses to voice concerns and implement changes (Sharma & Rani, 2021).

Nurse Leader/Manager

Nurse managers often rely on the Rational Decision-Making Model. They assess turnover metrics, absenteeism, overtime rates, and productivity data to plan recruitment and retention interventions. For example, they may implement flexible scheduling software after conducting a cost-benefit analysis, balancing staff needs with organizational limitations (Lasater et al., 2021).

Nurse Practitioner (NP)

NPs operate between direct care and leadership, often using a Transformational Leadership Model. As clinical leaders and mentors, they are in a unique position to inspire staff. For example, they may introduce evidence-based practices such as mindfulness sessions or peer-support programs to combat burnout (Wei et al., 2020). Their decisions often blend clinical insight with system-level awareness.

Personal Philosophy and Preferred Decision-Making Approach

As a nursing professional, the Shared Decision-Making Model best aligns with my personal and professional philosophy, which centers on collaboration, mutual respect, and empowerment. I believe effective decisions emerge when all stakeholders are included, especially those directly impacted. Nurses at all levels bring valuable experiential knowledge that can guide practical and sustainable interventions.

In addressing the nursing shortage, this model allows for transparent communication, decentralized leadership, and greater accountability. For instance, involving frontline nurses in discussions about staffing ratios or mental health initiatives ensures that implemented changes are both feasible and well-received. This participatory approach not only improves decision quality but also promotes a culture of trust and shared ownership.

Potential Funding Source

Addressing the nursing shortage requires financial resources for recruitment campaigns, mental health support, retention bonuses, and leadership development programs. One suitable funding source is the Health Resources and Services Administration (HRSA), specifically its Nurse Corps Scholarship Program and Nursing Workforce Diversity (NWD) Grants.

The NWD grant supports educational institutions and healthcare facilities aiming to diversify and expand the nursing workforce. It funds initiatives that promote recruitment and retention of nurses from underserved areas, including mentorship and wellness programs (HRSA, 2024). Facilities could apply for HRSA grants to support resilience training, peer mentoring, and flexible staffing initiatives—all of which reduce turnover.

Another relevant source is the Centers for Medicare & Medicaid Services (CMS) Innovation Center, which funds pilot programs that improve care delivery and workforce outcomes. For example, a nurse-led staffing model aimed at reducing burnout could be submitted as an innovation proposal.

These funding sources align with the national agenda to stabilize and strengthen the nursing workforce, offering financial backing for programs that directly address the chosen topic.

Conclusion

The nursing shortage and high turnover rates are complex issues requiring strategic, evidence-based, and inclusive decision-making. By comparing and applying decision-making models across bedside nurses, nurse leaders, and nurse practitioners, we can appreciate the importance of context, role, and philosophy in shaping decisions. The Shared Decision-Making Model emerges as the most suitable for fostering collaboration and sustainable change. With support from funding bodies like HRSA and CMS, these efforts can be amplified to retain and empower a resilient nursing workforce.

References

American Association of Colleges of Nursing (AACN). (2022). Nursing shortage factsheet. https://www.aacnnursing.org/news-information/fact-sheets/nursing-shortage

Avolio, B. J., & Bass, B. M. (2004). Multifactor leadership questionnaire: Manual and sampler set (3rd ed.). Mind Garden, Inc.

Bazerman, M. H., & Moore, D. A. (2019). Judgment in managerial decision making (8th ed.). Wiley.

Bureau of Labor Statistics. (2023). Occupational outlook handbook: Registered nurses. https://www.bls.gov/ooh/healthcare/registered-nurses.htm

Elwyn, G., Frosch, D., Thomson, R., Joseph-Williams, N., Lloyd, A., Kinnersley, P., … & Barry, M. (2017). Shared decision making: A model for clinical practice. Journal of General Internal Medicine, 32(6), 675–682. https://doi.org/10.1007/s11606-017-4030-6

Health Resources and Services Administration (HRSA). (2024). Nursing workforce diversity program. https://bhw.hrsa.gov/funding/nursing-workforce-diversity

Kelly, L. A., Gee, P. M., & Butler, R. J. (2021). Impact of nurse burnout on organizational and position turnover. Nursing Outlook, 69(1), 96-102. https://doi.org/10.1016/j.outlook.2020.06.008

Lasater, K. B., Aiken, L. H., Sloane, D. M., French, R., Martin, B., Reneau, K., … & McHugh, M. D. (2021). Chronic hospital nurse understaffing meets COVID-19: An observational study. BMJ Quality & Safety, 30(8), 639-647. https://doi.org/10.1136/bmjqs-2020-011512

Moss, M., Good, V. S., Gozal, D., Kleinpell, R., & Sessler, C. N. (2022). A critical care societies collaborative statement: Burnout syndrome in critical care health-care professionals. Chest, 161(2), 513-525. https://doi.org/10.1016/j.chest.2021.08.054

Sharma, P., & Rani, R. (2021). Shared decision making and job satisfaction among nurses. International Journal of Nursing Studies, 117, 103882. https://doi.org/10.1016/j.ijnurstu.2021.103882

Wei, H., Roberts, P., Strickler, J., & Corbett, R. W. (2020). Nurse leaders’ strategies to foster nurse resilience. Nursing Management, 51(1), 42-49. https://doi.org/10.1097/01.NUMA.0000610614.58068.93

Detailed Assessment Instructions for the NGR 5700 Decision Making Process Paper Assignment

Decision-Making Process Paper

Instructions

In this assignment, you will be writing a 6–8-page paper identifying, comparing and contrasting at least 3 different decision-making approaches of care from a multidisciplinary perspective using a pertinent and significant topic in nursing (examples might include nursing shortage and nurse turn- over, nurse staffing ratios, unit closures and restructuring, use of contract employees (i.e., registry and travel nurses), continuous quality improvement and patient satisfaction, and magnet designation or another current and relevant nursing issue) the topic MUST BE APPROVED by your nursing instructor before writing the paper. . You are required to use APA 7th edition format and the page count does not include title page or reference page. Reflect on your own decision-making practices and the implications this will have regarding differing approaches taken of nursing leaders and staff nurses/clinical practitioners in decision making within to issues in practice. To complete this assignment, do the following:

1. Select and describe an issue in nursing that impacts nurses at all levels from bedside to advanced practice. Make sure to provide an adequate background and its significance to all levels of nursing using a strong review of the literature.
2. Compares and contrast how you would expect a nurse leader/manager, a bedside/staff nurse and a nurse practitioner to address your selected issue using various decision-making approaches. There must be a detailed analysis of the benefits and limitations of various decision-making approaches that are applied appropriately to the level of nursing practice to address the selected issue/problem. This is informed from course readings, literature, clinical scenarios and other evidence-based and scholarly sources.
3. Identify the decision-making approach or approaches that best fits your personal and professional philosophy of nursing and explain why the approach is suited to your personal inquiry style. How would it help to address your chosen topic if not mentioned or applied in the above description.
4. Identify a possible funding source that addresses your topic. Consider looking at federal, state, and local organizations. For example: There are many grants available through the CDC, HRSA, etc. Again, this need to be specifically applied with sufficient details
5. Use at least 10 references other than your main text. Uses APA 7th edition formatting

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NGR 5700 Shared Decision Making Paper Assignment Example

NGR 5700 – Shared Decision-Making Paper Assignment

NGR 5700 DBX-DL01: Decision Making Course

Florida National University

Course Information

Course Number: NGR 5700

Course Title: Decision Making

Course Credits: 3.0000

NGR 5700 Shared Decision Making Paper Assignment Brief

Assignment Instructions Overview

This written assignment requires students to explore the implementation of Shared Decision-Making (SDM) as a routine practice in a chosen healthcare setting, such as a clinic or hospital. The paper must be 6–8 pages in length (excluding the title and reference pages) and follow APA 7th edition formatting. A minimum of 8–10 scholarly references (outside of course readings) is required. Students will compare and contrast at least two SDM models, identify a preferred model for implementation, and detail strategies for integration at organizational, professional, and personal levels. The submission must be in Word format only and must comply with SafeAssign similarity index guidelines (<20%).

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Understanding Assignment Objectives

This assignment aims to deepen your understanding of SDM and its essential role in enhancing patient-provider collaboration. The paper will assess your ability to:

• Describe the significance of SDM in clinical decision-making.
• Evaluate and compare two SDM models.
• Propose implementation strategies specific to your healthcare setting.
• Identify the resources, tools, and staff training needs.
• Address potential challenges and benefits of SDM integration.
• Demonstrate scholarly writing, organization, and APA proficiency.

The Student’s Role

As a graduate nursing student and emerging advanced practice nurse (APN), you are expected to critically appraise SDM theory and apply it to a real-world clinical context. Your role includes:

• Independently researching evidence-based SDM frameworks.
• Using your clinical judgment to tailor SDM models to a practice setting.
• Designing strategic approaches for implementation and training.
• Engaging in reflective analysis of barriers and enablers to SDM adoption.
• Writing a unique, plagiarism-free paper that clearly communicates your ideas.

Competencies Measured

This assignment assesses the following advanced nursing competencies:

• Leadership in systems-based practice through proposing organizational-level changes.
• Evidence-based practice by integrating the latest literature on SDM.
• Collaboration and communication in multidisciplinary care planning.
• Clinical decision-making supported by patient-centered models.
• Professional accountability and advocacy through ethical patient engagement.

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NGR 5700 Shared Decision Making Paper Assignment Example

Introduction

Shared decision-making (SDM) is a collaborative process that allows healthcare providers and patients to make health-related decisions together, integrating clinical evidence and patient preferences. In the context of a hospital surgical unit, where patients often face complex choices regarding surgical interventions, the use of SDM is crucial for promoting informed consent, enhancing patient satisfaction, and improving outcomes. Advanced Practice Nurses (APNs) play a vital role in implementing SDM, acting as patient advocates and clinical leaders. This paper explores the significance of SDM in surgical care, compares two leading SDM models, and outlines a comprehensive strategy to integrate SDM at organizational, professional, and personal levels. It also highlights tools, training resources, challenges, and benefits, offering an evidence-based roadmap to strengthen patient-centered care within surgical settings.

Background and Significance of Shared Decision-Making in Healthcare

SDM represents a paradigm shift from the traditional, paternalistic model of care to one that values and incorporates the patient’s voice in clinical decisions. This approach is especially pertinent in surgical units, where patients may be presented with multiple treatment options, each carrying different risks and benefits. Research shows that SDM leads to better alignment between chosen treatments and patients’ values, which subsequently enhances trust, adherence to treatment, and overall satisfaction with care (Stacey et al., 2017).

From the provider’s perspective, SDM fosters meaningful engagement, reduces decisional conflict, and strengthens the therapeutic alliance (Elwyn et al., 2012). For APNs, SDM is a practice-aligned responsibility that intersects with core competencies such as patient education, advocacy, evidence-based practice, and ethical decision-making (American Association of Nurse Practitioners [AANP], 2020).

The importance of SDM is further emphasized in national healthcare policies and standards. The Institute of Medicine advocates for SDM as a critical element of high-quality care (IOM, 2011), while the Agency for Healthcare Research and Quality (AHRQ) promotes its integration across clinical settings. In surgical environments, where high-stakes decisions are common, SDM ensures that patients are not only informed but also actively involved in choosing interventions that align with their values and goals.

Overview and Comparison of Two Shared Decision-Making Models

The Three-Talk Model

The Three-Talk Model, developed by Elwyn et al. (2017), structures the SDM conversation into three phases: team talk, option talk, and decision talk. This model begins with “team talk,” where clinicians invite the patient to be part of the decision-making process. “Option talk” involves the clinician presenting treatment options using clear, balanced information. Lastly, “decision talk” is the collaborative stage where the provider supports the patient in exploring preferences and making a decision.

This model is particularly useful in time-sensitive environments like surgical units because it is concise, adaptable, and easy to implement during pre-operative consultations. It supports active listening and transparency while maintaining the clinical efficiency often required in hospitals.

The SHARE Approach

Developed by the AHRQ, the SHARE Approach is a five-step process: Seek your patient’s participation, Help your patient explore and compare treatment options, Assess your patient’s values and preferences, Reach a decision with your patient, and Evaluate the decision (AHRQ, 2014). Unlike the Three-Talk Model, the SHARE Approach offers a more detailed and structured framework, including tools for documentation, patient education, and decision aids.

This model is best suited for comprehensive, multidisciplinary discussions involving complex or chronic surgical cases. It allows for greater depth in value clarification and can be extended across multiple encounters. However, it may be time-consuming and less suitable for fast-paced surgical assessments.

Comparison and Suitability for Surgical Units

Both models support the principles of patient-centered care, but their structure and focus differ. The Three-Talk Model is streamlined and pragmatic, aligning well with the high-pressure environment of surgical units. It ensures patients are heard without overwhelming the provider with additional procedural steps. In contrast, the SHARE Approach is ideal for elective or non-urgent surgeries, where time permits deeper value exploration.

Given the urgent and procedural nature of hospital surgical units, the Three-Talk Model emerges as the most practical and effective approach for implementation. It aligns with the workflow, accommodates provider constraints, and fosters meaningful patient engagement without disrupting clinical operations.

Implementation of SDM in the Hospital Surgical Unit

Organizational Level

At the organizational level, implementing SDM requires leadership commitment, policy development, and integration into clinical pathways. Hospital administration must prioritize SDM in strategic goals and allocate resources for training, tools, and staffing. Policies should mandate SDM discussions before all surgical procedures, embedded within electronic health records (EHRs) for documentation and quality tracking (Barry & Edgman-Levitan, 2012).

Standardized protocols for informed consent should be updated to include SDM principles, ensuring patients are presented with multiple treatment options and associated outcomes. Multidisciplinary teams—including surgeons, APNs, anesthetists, and patient educators—should collaborate to implement SDM as part of routine preoperative care.

Professional Level

On the professional level, surgeons and APNs need skill development in communication, cultural competency, and evidence presentation. Training programs should include role-playing, workshops, and use of validated decision aids. Continuing education credits can incentivize participation. Interprofessional collaboration must be encouraged to ensure that SDM is not seen as a sole responsibility of the nurse or surgeon but as a shared task across the care team.

APNs, in particular, should take the lead in coordinating SDM conversations, providing patients with reliable information, and clarifying any doubts prior to surgery. Their holistic approach and longer interaction time with patients make them ideal SDM facilitators.

Personal Level

At a personal level, healthcare providers must embrace a mindset shift from being authoritative decision-makers to facilitators of patient choices. Reflective practice, feedback sessions, and peer review can help clinicians evaluate and improve their SDM conversations. Providers must also remain aware of their biases, ensuring that their recommendations are balanced and not coercive.

Personal accountability includes ensuring that every surgical consultation respects patient autonomy and actively seeks their input. For APNs, personal strategies such as using SDM checklists, attending reflective practice groups, and engaging in peer mentoring can reinforce these behaviors.

Tools, Resources, and Patient Engagement Strategies

To ensure successful SDM integration, both staff and patients require appropriate tools and resources. Decision aids are essential, especially in surgical contexts. These include brochures, videos, online platforms, and printed option grids that outline surgical choices, risks, recovery timelines, and alternative therapies (O’Connor et al., 2009).

EHR templates should prompt providers to record SDM discussions and patient preferences. Visual aids and risk communication tools, such as pictographs or risk calculators, can help patients understand statistical information.

Patient engagement is enhanced through structured pre-operative education sessions led by APNs. These sessions can be group-based or individual and should be culturally sensitive and linguistically appropriate. Offering patients printed questions to bring to consultations encourages active participation.

Training for providers must cover the use of these tools, supported by simulation-based learning, e-learning modules, and mentorship programs. These ensure consistent practice and confidence in facilitating SDM.

Strategies to Build Competency Among APNs and Providers

Competency development should begin with formal SDM training included in APN orientation and ongoing professional development. Key strategies include:

• Simulation-based learning: Role-play scenarios with standardized patients improve communication skills.
• Workshops and seminars: Regular educational sessions provide evidence-based updates and practical guidance.
• Peer mentoring: Pairing experienced APNs with novices helps reinforce SDM in real-time settings.
• Audit and feedback: Reviewing SDM documentation in EHRs and providing feedback helps refine practice.
• Online modules: Self-paced programs accommodate busy schedules and ensure theoretical understanding.

APNs should also be involved in research and quality improvement initiatives related to SDM, promoting a culture of inquiry and evidence-based practice. Certification programs and credentialing that recognize SDM competency can further validate these skills.

Challenges and Benefits of Implementing SDM

Challenges

Despite its benefits, implementing SDM in surgical units presents several challenges. These include:

• Time constraints: Surgical consultations are often brief, making it difficult to engage in extended discussions.
• Provider resistance: Some clinicians may be skeptical of SDM, perceiving it as undermining clinical authority.
• Lack of training: Many providers lack formal education in SDM techniques.
• Documentation issues: Integrating SDM into EHRs without adding to administrative burden is challenging.
• Patient variability: Patients differ in their desire and ability to participate, requiring personalized approaches.

Benefits

Conversely, the benefits are significant:

• Enhanced patient satisfaction: Patients feel heard and respected, increasing trust.
• Improved outcomes: Engaged patients are more likely to adhere to postoperative instructions and report better recovery experiences.
• Reduced decisional regret: Patients who participate in decisions are less likely to experience regret or dissatisfaction.
• Professional growth: APNs develop advanced communication and leadership skills.
• Compliance with standards: SDM supports ethical practice, accreditation requirements, and legal standards for informed consent.

Conclusion

Shared decision-making is a vital practice innovation that enhances surgical care delivery by aligning treatments with patient values and preferences. This paper has explored the importance of SDM, compared two leading models, and proposed a comprehensive strategy to implement the Three-Talk Model within a hospital surgical unit. Implementation at the organizational, professional, and personal levels, supported by tools, training, and ongoing reflection, ensures the sustainability of this patient-centered approach. Though challenges exist, the benefits to both patients and providers make SDM an essential standard of care in modern surgical practice.

References

Agency for Healthcare Research and Quality. (2014). The SHARE approach: A model for shared decisionmaking. https://www.ahrq.gov/health-literacy/professional-training/shared-decision/index.html

American Association of Nurse Practitioners. (2020). Standards of practice for nurse practitioners. https://www.aanp.org/practice/clinical-resources/standards-of-practice

Barry, M. J., & Edgman-Levitan, S. (2012). Shared decision making—the pinnacle of patient-centered care. New England Journal of Medicine, 366(9), 780–781. https://doi.org/10.1056/NEJMp1109283

Elwyn, G., Frosch, D., Thomson, R., Joseph-Williams, N., Lloyd, A., Kinnersley, P., … & Barry, M. (2012). Shared decision making: A model for clinical practice. Journal of General Internal Medicine, 27(10), 1361–1367. https://doi.org/10.1007/s11606-012-2077-6

Elwyn, G., Durand, M. A., Song, J., Aarts, J., Barr, P. J., Berger, Z., … & Frosch, D. L. (2017). A three-talk model for shared decision making: Multistage consultation process. BMJ, 359, j4891. https://doi.org/10.1136/bmj.j4891

Institute of Medicine (US). (2011). Crossing the quality chasm: A new health system for the 21st century. National Academies Press.

O’Connor, A. M., Bennett, C. L., Stacey, D., Barry, M., Col, N. F., Eden, K. B., … & Thomson, R. (2009). Decision aids for people facing health treatment or screening decisions. Cochrane Database of Systematic Reviews, 3(3), CD001431. https://doi.org/10.1002/14651858.CD001431.pub2

Stacey, D., Légaré, F., Lewis, K., Barry, M. J., Bennett, C. L., Eden, K. B., … & Trevena, L. (2017). Decision aids for people facing health treatment or screening decisions. Cochrane Database of Systematic Reviews, 4, CD001431. https://doi.org/10.1002/14651858.CD001431.pub5

Detailed Assessment Instructions for the NGR 5700   Shared Decision Making Paper Assignment

Shared Decision-Making Paper Assignment

The assignment will require you to write a 6-8 page paper formatted using APA 7th edition (this does not include the title or references page). Be sure to review the grading rubric and criteria for the assignment carefully and to include all aspects that are required as part of the assignment grade. It should go without saying that NO two papers should look the same, meaning that the choice of implementation strategies, selection of SDM , the patient and population and specific strategies are unique in every paper AND those papers submitted with numerous similarities will be looked at closely and closely reviewed for any evidence of academic. Students these and all paper assignments need to be original with your own ideas and your individual search of sources and literature to support the paper proposal. Remember the paper must be submitted in a Word formatted APA 7th edition format failure to submit or to submit as a PDF will be returned ungraded. Pay attention when submitting the assignment to SafeAssign that the similarity index is not higher or close to 20% per the Syllabus guidelines.

As an APN working as part of a team, you have been asked by your director to adopt a shared decision-making approach to be used as part of routine practice in your healthcare organization (you may choose if this is a hospital or a clinic setting). This involves describing how shared decision making is implemented from an organizational, professional and personal level to improve the care of patients. What processes are required to implement a successful shared decision-making approach to the current practice environment? Part of this involves determining which SDM of care would be best suited to the selected practice environment and patient population (you are required to describe in- depth at least two different models of SDM comparing and contrasting the two and linking the choice of which model would be best for your practice setting; make sure the description of the practice setting and patients in included in the paper). What is the purpose of SDM, how does it impact patient and provider care? How does SDM help the APN to make decisions in patient care? How does the adoption of the SDM model of care meet the standards of practice for APN/NP?

What resources and training needs would be required both by staff and patients to ensure comprehensive integration of this type of decision making into practice (this needs to be a detailed discussion about specific patient tools and approaches). Additionally, describe specific and detailed strategies that would be implemented to build competency among the APN and provider staff that facilitates adoption of this method. Identify key challenges that you may face in implementing this into the care setting and key benefits to integrating a SDM into care.

Must contain a minimum of 8-10 references not found in your course readings, introduction, summary and be APA formatted.

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