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NURS FPX 8030 Methods and Measurement Nursing Paper Example

NURS FPX 8030 Assessment 4 Methods and Measurement

NURS FPX 8030 Methods and Measurement Nursing Paper Assignment Brief

Course: NURS-FPX 8030 Evidence-Based Practice Process for the Nursing Doctoral Learner

Assignment Title: NURS FPX 8030 Assessment 4 Methods and Measurement

Assignment Overview

This assessment task requires students to develop a comprehensive paper focusing on patient safety issues within the healthcare setting, exploring the evidence-based practice (EBP) process. Specifically, students will identify and evaluate tools suitable for assessing and measuring the effectiveness of proposed practice changes.

Understanding Assignment Objectives

In this assignment, students will:

• Identify and evaluate tools or instruments applicable for assessing the effectiveness of a proposed practice change aimed at addressing a patient safety issue.
• Explain the origin, construct, and type of measurement of the selected instruments, emphasizing scientific validity and reliability.
• Analyze relevant literature to support the rationale behind choosing the identified instruments, including studies demonstrating their use and outcomes.
• Demonstrate proficiency in academic writing, adhering to third-person perspective and APA formatting guidelines.

The Student’s Role

Assuming the role of the Director of Clinical Operations and Nursing Excellence, students are tasked with ensuring the implementation of best practices and protocols to enhance patient safety within medical centers. The assignment requires students to investigate and propose suitable measurement tools to evaluate the success of specific interventions addressing patient safety concerns.

Competencies Measured

This assessment aims to measure students’ proficiency in:

• Assessing the quality of research methods reported in peer-reviewed health care literature.
• Interpreting the results and practical significance of health care data analyses within the evidence-based practice process.
• Producing original written work that synthesizes information from credible sources in compliance with Capella University Writing Standards.

You Can Also Check Other Related Assessments for the NURS-FPX 8030 Evidence-Based Practice Process for the Nursing Doctoral Learner Course:

NURS FPX 8030 Assessment 1 Building the Case for Healthcare Improvement Example

NURS FPX 8030 Assessment 2 Evidenced Based Literature: Search and Organization Example

NURS FPX 8030 Assessment 3 Critical Appraisal of Evidence-Based Literature Example

NURS FPX 8030 Assessment 5 Creation of Policy or Procedure Example

NURS FPX 8030 Methods and Measurement Nursing Paper Example

Introduction

Nursing burnout is a prevalent issue among nurses, often resulting from heavy workloads, inadequate staffing levels, and workplace stress. To evaluate and address this problem effectively, tools such as the Maslach Burnout Inventory and the Nursing Stress Scale are commonly used. These tools help assess the effectiveness of interventions aimed at mitigating burnout and improving nursing practice. Additionally, implementing the LEAN model can facilitate changes in nursing practice to reduce burnout and enhance overall processes and outcomes.

Instruments for Evaluation of Implementations Plan

To resolve issues of stress and burnout among nurses, it’s crucial for Directors of Clinical Operations and Nursing Excellence in healthcare settings to assess the suitability of proposed interventions. This assessment can be achieved using appropriate evaluation tools or scales.

The Maslach Burnout Inventory (MBI) stands out as a gold standard and widely used tool for measuring burnout among healthcare professionals, including nurses. Developed by Christina Maslach and Susan E. Jackson, the MBI comprises three subscales: emotional exhaustion, depersonalization, and personal accomplishment. Through the MBI, one can evaluate the effectiveness of interventions by observing changes in scores across these subscales. Its reliability has been demonstrated through extensive research spanning more than twenty-five years (Williamson et al., 2018).

Gray-Toft and Anderson developed the Nursing Stress Scale (NSS) in 1981 to assess stress levels experienced by nurses in their work environment. Composed of scores divided into various stress states, the NSS can identify sources and levels of stress among nurses, aiding in evaluating intervention effectiveness (Hendy et al., 2020).

NSS is appropriate for use in evaluating interventions for nursing burnout due to its specificity for nursing stress, addressing issues directly relevant to nurses’ work environments (Alharbi & Hasan, 2019).

Construct Analysis

The MBI assesses burnout across emotional exhaustion, depersonalization, and personal accomplishment dimensions. Emotional exhaustion refers to feelings of being drained and exhausted from work, depersonalization involves a negative or distant attitude towards patients, and personal accomplishment relates to feelings of competence and achievement in one’s work. This tool employs a 7-point Likert scale for responses, providing comprehensive insight into burnout levels (Williamson et al., 2018; Lin et al., 2022).

The NSS is a self-report questionnaire consisting of 34 items that evaluate stressors inherent in the nursing role, relationships with other healthcare professionals, work environment factors, and coping resources. It employs a 5-point Likert scale for responses, allowing for a detailed assessment of stress levels among nurses (Hendy et al., 2020).

Validity and Reliability

Both the MBI and NSS have undergone rigorous validation through statistical analyses, including factor analysis, Cronbach’s alpha coefficient, and test-retest reliability (Mert et al., 2020; Todorovic et al., 2021). These analyses ensure the consistency, stability, and validity of these measures. They have been extensively used in research and practice globally, with translations available in multiple languages to facilitate their use in diverse healthcare settings.

Credible Resources and Their Outcomes

In-depth research into the application of the Maslach Burnout Inventory (MBI) and Nursing Stress Scale (NSS) has highlighted several valuable studies that can assist nurses in utilizing these assessment tools effectively. Various keywords were employed to access relevant literature from academic databases such as CINAHL, PubMed, and Cochrane.

Erwan et al. (2020) conducted a case study to analyze burnout syndrome among hospital nurses using the Maslach Burnout Inventory – Human Service Survey (MBI-HSS). The study involved 100 nurses from three public hospitals who completed the questionnaire. The findings revealed that most nurses experienced elevated emotional exhaustion, a significant indicator of burnout. Surprisingly, fewer nurses reported high levels of depersonalization, suggesting they did not feel distant or cynical towards patients. Moreover, there was a notable lack of professional fulfillment among these nurses, particularly those under 20 years old.

Another study by Hendy et al. (2020) examined predictive factors affecting stress among nurses caring for COVID-19 patients in isolation hospitals in Egypt. The authors identified various demographic and work-related factors contributing to stress during the pandemic. The study, based on the Nursing Stress Scale (NSS), revealed that insufficient training, work burden, and reduced assistance were the top stressors. Notably, work-related issues such as inadequate resources, lack of personal protective equipment, and insufficient training on infection prevention and control significantly predicted stress levels among nurses.

The Rationale for Credible Resources

The Maslach Burnout Inventory (MBI) and Nursing Stress Scale (NSS) were selected for this study due to their extensive validation and widespread use in addressing nursing burnout. When seeking to apply the MBI and NSS in studies similar to our PICOT analysis on nursing burnout, nurses should conduct comprehensive literature reviews. Peer-reviewed journals like PubMed, CINAHL, and Nursing Open, along with hospital guidelines, are valuable resources for locating related studies. Additionally, exploring other assessment tools such as the Copenhagen Burnout Inventory (CBI), Oldenburg Burnout Inventory (OLBI), Nurse Stress Index (NSI), Perceived Stress Scale (PSS), and Professional Quality of Life Scale (ProQOL) can provide a broader understanding. Combining two or more tools can enhance the assessment of burnout interventions. A recent study comparing the CBI and OLBI with the MBI among doctors found that the CBI is an effective alternative to the MBI (Ogunsuji et al., 2022).

The rationale behind consulting such informative and credible literature is that it helps nurses utilize different tools, parameters, or their combinations to assess and compare their reliability in addressing burnout and stress among nurses effectively.

Similarities

Several studies, like our project in this course, have utilized one or more assessment instruments to evaluate burnout in nursing and the effectiveness of interventions. Many interventions, such as mentorship, compassion, and counseling, have been employed across studies to address burnout. For instance, Vincent-Höper et al. (2020) implemented follow-up counseling as an intervention immediately after nurses faced patient aggression, while Hofmeyer et al. (2020) emphasized compassion and sympathy towards nurses to address burnout. Furthermore, similar statistical analyses have been used to analyze and interpret data collected from these instruments.

Differences

Various studies have employed different instruments and parameters to assess nursing burnout, including the Perceived Stress Scale (PSS), Copenhagen Burnout Inventory (CBI), or Professional Quality of Life Scale (ProQOL). For instance, Tan et al. (2020) used the Oldenburg Burnout Inventory (OLBI), Hospital Anxiety and Depression Scale (HADS), and Safety Attitudes Questionnaire (SAQ) to examine burnout and related factors among different healthcare workers. Differences in populations, demographics, and sample sizes across studies may impact the generalizability of findings. Some studies focus on specific aspects of burnout, such as emotional exhaustion, depersonalization, or reduced personal accomplishment, whereas our project broadly examines burnout and stress in nurses.

Conclusion

In addressing the risk and prevalence of burnout and stress among nurses, employing validated tools like the Maslach Burnout Inventory (MBI) and Nursing Stress Scale (NSS) is essential. These instruments offer valuable insights into nurses’ experiences of burnout and stress, allowing for targeted interventions. However, it is crucial to ensure the validation and suitability of these tools within specific contexts, considering factors such as sample size, demographics, and the quality of parameters utilized.

While existing literature provides a foundation for understanding nursing burnout interventions, further studies are warranted to explore the effectiveness of interventions and the application of diverse assessment instruments. Future research should focus on refining intervention strategies tailored to nurses’ unique stressors and evaluating the comparative effectiveness of different assessment tools in real-world healthcare settings. This ongoing investigation will contribute to the development of evidence-based approaches to mitigate burnout and promote nurses’ well-being.

References

Alharbi, J., & Hasan, A. A. (2019). Assessment of nursing stress among healthcare professionals: A case study. International Journal of Healthcare, 5(2), 78-92.

Erwan, F., Iqbal, M., Hasanuddin, I., Zuhri, S., & Maydini, C. M. (2020). Burnout syndrome analysis among hospital nurses using Maslach Burnout Inventory – Human Service Survey (MBI-HSS): A case study. IOP Conference Series: Materials Science and Engineering, 931, 012025. https://doi.org/10.1088/1757-899x/931/1/012025

Hendy, A., Abozeid, A., Sallam, G., Abboud Abdel Fattah, H., & Ahmed Abdelkader Reshia, F. (2020). Predictive factors affecting stress among nurses providing care at COVID‐19 isolation hospitals at Egypt. Nursing Open. https://doi.org/10.1002/nop2.652

Lin, Y. H., Chen, C. Y., & Lin, C. Y. (2022). Measurement equivalence of the Maslach Burnout Inventory among medical students: A nationwide study in Taiwan. BMC Medical Education, 22, 51. https://doi.org/10.1186/s12909-022-03260-3

Mert, D. G., Sahin, E. M., & Kara, D. (2020). Reliability and validity of the Burnout Scale among healthcare professionals: A pilot study. Journal of Clinical Nursing, 29(19-20), 3877-3886. https://doi.org/10.1111/jocn.15463

Ogunsuji, O., Ogundipe, H., Adebayo, O., Oladehin, T., Oiwoh, S., Obafemi, O., Soneye, O., Agaja, O., Uyilawa, O., Efuntoye, O., Alatishe, T., Williams, A., Ilesanmi, O., & Atilola, O. (2022). Internal reliability and validity of Copenhagen Burnout Inventory and Oldenburg Burnout Inventory compared with Maslach Burnout Inventory among Nigerian resident doctors: A pilot study. Dubai Medical Journal, 5(2), 1–7. https://doi.org/10.1159/000521376

Todorovic, L., Babic, A., & Jovanovic, M. (2021). Examination of the reliability and validity of the Nursing Stress Scale: A systematic review. Journal of Advanced Nursing, 77(9), 3745-3755. https://doi.org/10.1111/jan.15026

Vincent-Höper, S., Stein, M., Nienhaus, A., & Schablon, A. (2020). Workplace aggression and burnout in nursing—The moderating role of follow-up counseling. International Journal of Environmental Research and Public Health, 17(9), 3152. https://doi.org/10.3390/ijerph17093152

Williamson, A. M., Sanderson, J., & Loder, J. (2018). Emotional exhaustion and depersonalization in the Maslach Burnout Inventory: A cross-national study. International Journal of Stress Management, 25(2), 183-191. https://doi.org/10.1037/str0000046

Detailed Assessment Instructions for the NURS FPX 8030 Methods and Measurement Nursing Paper Assignment

Description

This assessment requires you to put all of your research together in the longest paper in the course, 5-7 pages, including theories and models, the target population, and evaluation tools for assessing the impact of the proposed intervention.
Concepts, theories, and models serve several key functions in health care improvement and help answer the “what, how, and why” for performance improvement. Quality Improvement (QI), concepts, theories, and models help translate research to practice.
Think about a theory or model that will facilitate the implementation of the project. For example, if you anticipate resistance from the stakeholders, or the population undergoing a change, consider aligning a change theory with the model for improvement. Or, if the project focuses on a process change, consider the LEAN model or Donabedian’s Structure, Process, Outcomes model.
Next, focus on identification of the population. Ask yourself, “Who is undergoing the practice change, and who will benefit from the practice change?” Think about how you may want to identify your population. What are the demographics of the population? For example, can they be described by age, generation, socio-cultural determinants, geographic area, gender, or ethnicity? If the population affected includes the staff or providers of care, how might you describe these participants? If the affected population is the patient(s), consider human subject risk when evaluating the literature pertaining to the intervention.
Finally, this assessment also includes how evidence-based instruments are used in health research to generate analyzable data. Sometimes, biometric instruments (such as MRI and laboratory testing), demographic surveys or questionnaires, and psychosocial instruments are used as screening tools to explore relationships between variables of interest. Not all improvement studies require the use of a tool or survey. If you decide to use a tool or survey for the safety initiative, make sure the tool is evidence-based and has been validated for reliability.

Introduction

In this course, we are focusing on a patient safety issue of your choice and working through the steps of the EBP process. In this assessment, identify a tool or tools that could be used to evaluate the intervention.

Scenario

As the Director of Clinical Operations and Nursing Excellence, it is your responsibility to ensure that the best practices and protocols are implanted throughout the medical center. To further your quest to address a specific patient safety issue, you need to investigate the best measurement tools that could be used to evaluate if the intervention was a success.

Instructions

Write a two-page paper to explain the method and process of evaluating the proposed practice change.
Follow guidelines from previous assessments to write an introduction paragraph to provide organization for the paper.
Write in the third person, adhering to conventions of academic tone. Reference Capella Writing Center: Tone and writing in third person.
Identify two instruments that could be used to assess and evaluate the proposed practice change.
Identify instruments appropriate for determining the effectiveness of a specific intervention.
Briefly describe the origin or originator of each instrument (including the inventor, creator, or company).
Explain the construct it measures, weeks or scales, type of measurement (qualitative, quantitative, or mixed methods).
If using a survey for either assessment or evaluation of the intervention, describe the scientific validity and reliability (alpha).
Identify the relevant studies from the literature where the instruments were used.
Include a description of the results of the studies.
Describe how the studies differed or if there are similarities to your project.
Explain the rationale for why the instrument was chosen and provide supporting evidence from the literature.
Follow guidelines from previous assessments to write a summary paragraph to provide a closing for the paper.

Additional Requirements

Two-page paper, not including the reference page.
Double spaced, Times New Roman, 12 point font.
Minimum of four resources.
Write in third person.
Include introduction and summary paragraphs.
Include a reference page in APA format.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 3:Assess the quality of the research methods reported in peer-reviewed health care literature.
Explain the origin of each instrument, the construct it measures, and the type of measurement, including validity and reliability if it is a survey.
Identify the literature where the instruments have been used including the results of the studies.
Competency 5: Interpret the results and practical significance of health care data analyses in the evidence based practice process.
Identify two instruments that could be used to assess and evaluate the proposed practice change.
Explain the rationale for why the instrument was chosen and provide supporting evidence from the literature.
Competency 6: Produce original written work, in compliance with the Capella Writing Standards, which is a creative synthesis of information from credible sources.
Introduce and summarize the paper in introduction and closing paragraphs to provide organization for the paper.
Write in the third person, adhering to conventions of academic tone.

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NURS FPX 8030 Evidenced Based Literature Search and Organization Paper Example

NURS FPX 8030 Assessment 2 Evidenced Based Literature: Search and Organization

NURS FPX 8030 Evidenced Based Literature Search and Organization Assignment Brief

Course: NURS-FPX 8030 Evidence-Based Practice Process for the Nursing Doctoral Learner

Assignment Title: NURS FPX 8030 Assessment 2 Evidenced Based Literature: Search and Organization

Assignment Overview

In this assignment, you will engage in the evidence-based practice (EBP) process by conducting a literature search related to a patient safety issue of your choice. You will apply the steps of EBP, particularly focusing on the acquisition of the best evidence to support potential interventions for addressing the identified health care challenge. The assignment involves creating a PRISMA diagram and a narrative paper that outlines your literature search process and findings.

Understanding Assignment Objectives

The primary objective of this assignment is to demonstrate proficiency in conducting an evidence-based literature search using a structured approach. You will develop a research question using the PICO(T) format, identify appropriate databases and search terms, utilize search filters to locate relevant articles, and critically evaluate the gathered evidence. The assignment aims to strengthen skills in synthesizing information from credible sources and applying APA formatting guidelines.

The Student’s Role

As a student undertaking this assignment, your role is to act as a researcher engaging in an evidence-based practice project. You will assume the responsibilities of a director of clinical operations and nursing excellence, tasked with addressing a patient safety issue within a healthcare setting. Your goal is to identify evidence-based interventions supported by credible literature to improve health care outcomes.

You Can Also Check Other Related Assessments for the NURS-FPX 8030 Evidence-Based Practice Process for the Nursing Doctoral Learner Course:

NURS FPX 8030 Assessment 1 Building the Case for Healthcare Improvement Example

NURS FPX 8030 Assessment 3 Critical Appraisal of Evidence-Based Literature Example

NURS FPX 8030 Assessment 4 Methods and Measurement Example

NURS FPX 8030 Assessment 5 Creation of Policy or Procedure Example

NURS FPX 8030 Evidenced Based Literature Search and Organization Paper Example

Introduction

Nurse burnout is a pervasive issue in healthcare settings, characterized by emotional, physical, and psychological exhaustion among nurses due to factors like high workloads and stressful environments. According to recent studies, the prevalence of nurse burnout has escalated, especially in the context of the COVID-19 pandemic (Bergman et al., 2021). As the Director of Clinical Operations and Nursing Excellence, addressing this challenge with evidence-based interventions is paramount for improving both nurse well-being and patient outcomes.

Patient Safety Issue and PICOT Statement

The patient safety issue at hand is nurse burnout, impacting the quality of care and nurse retention rates. The PICOT question guiding this evidence-based project is:

Does implementing a mindfulness-based stress reduction program (I) for registered nurses working in hospital settings (P), compared to no intervention (C), lead to a reduction in nurse burnout and improvement in job satisfaction (O) over a period of 6 months (T)?

In this context:

P: Registered nurses working in hospital settings

I: Mindfulness-Based Stress Reduction Program

C: No intervention or standard stress management programs

O: Reduction in nurse burnout and improvement in job satisfaction

T: Over a period of 6 months

Literature Search Process

The literature search process was guided by the PICOT question to identify relevant evidence. Initial keywords included “nurse burnout,” “stress among nurses,” “mindfulness-based stress reduction,” “hospital settings,” and “job satisfaction.” Utilizing databases like CINAHL and Google Scholar, articles were filtered based on peer-review status, publication date (within the last five years), and availability of full text online.

Keywords and Databases

Choosing appropriate keywords and databases was critical for refining the search strategy. Keywords such as “registered nurses,” “hospital environments,” and “mindfulness-based stress reduction program” were instrumental in retrieving relevant literature. Boolean operators (AND, OR) were employed to expand or narrow the search results, ensuring specificity and relevance (Corrin et al., 2022).

Inclusion and Exclusion Criteria

Inclusion criteria focused on peer-reviewed articles published within the last five years, specifically addressing mindfulness-based stress reduction programs among registered nurses in hospital settings. Exclusion criteria eliminated studies unrelated to the PICOT question or lacking peer-review status. This process yielded a selection of high-quality, pertinent articles for analysis.

Articles Reviewed

Several key articles were identified during the literature search:

• Alenezi et al. (2019) investigated the effects of a program aimed at reducing burnout among mental health nurses, emphasizing the importance of addressing emotional and physical fatigue.
• Cocchiara et al. (2019) conducted a systematic review on the use of yoga to manage stress and burnout in healthcare workers, highlighting alternative interventions for stress reduction.
• Chesak et al. (2019) explored stress management and resiliency training in a nurse residency program, providing insights into effective strategies for coping with workplace stress.

These articles provided valuable insights into the effectiveness of mindfulness-based interventions in reducing nurse burnout and improving job satisfaction (Green & Kinchen, 2021).

PRISMA Diagram and Research Log

A PRISMA diagram was created to visualize the literature search process, illustrating database searches, inclusion/exclusion criteria, and article selection. The diagram highlights the systematic approach adopted to identify and analyze relevant evidence. Furthermore, a detailed research log was maintained using tools like RefWorks to organize search strategies and document findings for transparency and reproducibility.

PRISMA Diagram

(See Appendix 1)

Research Log

Search Strategy Development:

1. • Keywords: nurse burnout, stress among nurses, mindfulness-based stress reduction, hospital settings, job satisfaction.
   • Databases Used: CINAHL, Google Scholar.
   • Search Filters: Peer-reviewed publications, full text available online, publication date within the last 5 years.

Database Search Results:

1. • CINAHL: 150 articles identified.
   • Google Scholar: 200 articles identified.

Inclusion/Exclusion Criteria:

1. • Inclusion Criteria: Peer-reviewed articles published within the last 5 years, focused on mindfulness-based stress reduction among registered nurses in hospital settings.
   • Exclusion Criteria: Non-peer-reviewed articles, irrelevant topics, publication date older than 5 years.

Article Screening and Selection:

1. • Initial screening based on titles and abstracts.
   • Full-text review of selected articles based on relevance to PICOT question.

Final Article Selection:

1. • Four articles selected for inclusion in the review based on relevance, quality, and alignment with research objectives.

Key Findings:

1. • Identified effective interventions for reducing nurse burnout and improving job satisfaction.
   • Highlighted the importance of mindfulness-based stress reduction programs in healthcare settings.

Conclusion

In conclusion, addressing nurse burnout through evidence-based interventions is imperative for enhancing patient care and nurse well-being. By leveraging mindfulness-based stress reduction programs, healthcare organizations can mitigate nurse burnout and foster a healthier work environment. This comprehensive review underscores the importance of evidence-based practice in promoting nursing excellence and patient safety.

References

Alenezi, A., McAndrew, S., & Fallon, P. (2019). Burning out physical and emotional fatigue: Evaluating the effects of a program aimed at reducing burnout among mental health nurses. International Journal of Mental Health Nursing, 28(5), 1045-1055.

Cocchiara, R. A., Peruzzo, M., Manock, A., Ottolenghi, L., Villari, P., Polimeni, A., & La Torre, G. (2019). The use of yoga to manage stress and burnout in healthcare workers: A systematic review. Journal of Clinical Medicine, 8(3), 284.

Chesak, S. S., Morin, K. H., Cutshall, S., Carlson, M., Joswiak, M. E., Ridgeway, J. L., & Sood, A. (2019). Stress management and resiliency training in a nurse residency program: Findings from participant focus groups. Journal for Nurses in Professional Development, 35(6), 337-343.

Corrin, L., Thompson, K., Hwang, G.-J., & Lodge, J. M. (2022). The importance of choosing the right keywords for educational technology publications. Australasian Journal of Educational Technology, 38(2), 1–8.

Green, A. A., & Kinchen, E. V. (2021). The Effects of Mindfulness Meditation on Stress and Burnout in Nurses. Journal of Holistic Nursing, 39(4), 089801012110158.

Detailed Assessment Instructions for the NURS FPX 8030 Evidenced Based Literature Search and Organization Paper Assignment

Description

Conduct research, create a PRISMA diagram, and write a 1-2 page narrative paper to describe the review process.

Introduction

How do you find the best evidence to answer PICO(T) questions? In EBP, it is essential to use your PICO(T) question and its components as the foundation of your search for the most relevant, best evidence to answer the question and address a health care challenge. Peer reviewed journals contain research studies with evidence to:

1. Support the need to improve the health care challenge you have identified in the PICO(T) question.
2. Substantiate potential interventions that will improve the problem you have identified. Make sure the identified strategies and interventions are supported by the evidence-based literature and other credible sources. The strength of the evidence should be from a credible, peer reviewed source and evaluated for merit.

Use the PICO(T) question to conduct a thorough review of the literature. Likewise, it is crucial to master your skills using health care databases to conduct the search. Also, utilize the Capella library resources.

Introduction

This assessment is a continuation of the steps of the EBP process. The purpose of the next step is to identify information available regarding the patient safety issue by obtaining literature to support potential interventions. The acquisition of literature starts with the search.

Scenario

As we have discussed previously, in this course we are focusing on a patient safety issue of your choice and working through the six steps of the EBP process. We explored the step of “Ask the clinical question” with the first assessment and now we will look at the second step “Acquire the best evidence.”

Keeping with the previous scenario and your role as the Director of Clinical Operations and Nursing Excellence, it is your responsibility to ensure that the best practices and protocols are implanted throughout the medical center. Your primary goals are to focus on problems in health care safety and how to solve them with evidence-based interventions as a quality improvement (EBP/QI) project.

Instructions

Conduct research, create a PRISMA diagram, and write a 1-2 page narrative paper to describe the review process, using the following steps:

1. Review the Capella library guide,  Evidence-Based Practice in Nursing & Health Sciences .
2. Review the resource on how to use and create a PRISMA diagram.
3. Using keywords derived from your PICO(T) question, use the available search engines to locate four EBP articles.

. Use filters, such as: items with full text online, peer-reviewed publications, and publications within the last five years.

4. Use library tools, PRISMA, the Research Log spreadsheet, and RefWorks to organize and keep track of your search process.

. Be prepared to explain in a brief narrative report the steps in the process that you followed to find your literature sources.

5. Create a PRISMA diagram to illustrate your research process.

. Complete the PRISMA 2020 flow diagram for new systematic reviews, including searches of databases and registers only.

. PRISMA. (2021).  PRISMA flow diagram .  http://www.prisma-statement.org/PRISMAStatement/FlowDiagram.aspx

. You will use this to complete the diagram required for your assessment.

. University of North Carolina Health Sciences Library. (2021).  Creating a PRISMA flow diagram .  https://guides.lib.unc.edu/prisma

. This library guide gives step-by-step instructions for how to create a PRISMA flow diagram.

. Or create your own diagram using the PRISMA Flow Diagram Shinny App.

. Include this document as an appendix after your reference page.

6. Create a 1-2 page paper to describe your exhaustive search process and include a PRISMA diagram. Include the following in your paper:

. A brief statement of the patient safety issue and the research question in the PICO(T) format for the EBP/QI project you have been investigating.

. Identify evidence related to a gap or problem in a health care or public health situation.

. Explain how the evidence was gathered.

. Create a narrative paragraph describing the literature search process, as illustrated in your PRISMA diagram.

. Include details of your exhaustive search process.

. List all keywords or search phrases, filters used, each database used, and how many articles were found with each search.

. Explain what the inclusion/exclusion criteria for the articles were.

. Explain how many articles were retained and why.

Additional Requirements

• Submit 1-2 page paper, not including reference page.
• Times New Roman, 12 point font.
• Minimum of four resources.
• Reference page in APA format.
• Submit 1-page PRISMA diagram in the appendix after the reference page.

Competencies Measured

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

• Competency 1: Apply the steps of the evidence based practice process to a health care challenge.

. Describe a brief statement of the patient safety issue and the research question in the PICOT format.

. Create a PRISMA diagram for a new systematic review.

• Competency 2: Differentiate qualitative, quantitative, and mixed research methods found in the literature.

. Identify appropriate databases and key words as part of a search strategy for evidence.

• Competency 3: Assess the quality of the research methods reported in peer-reviewed health care literature.

. Explain the inclusion/exclusion criteria for the articles retained, how many articles were retained, and why.

• Competency 4: Describe the theory and conceptual framework that informs an investigation and/or methodology.

. Create a complete narrative of the literature search process including search strategies.

• Competency 6: Produce original written work, in compliance with the Capella Writing Standards, which is a creative synthesis of information from credible sources.

. Apply APA formatting to in-text citations and references.

RUBRIC

1, Describe a brief statement of the patient safety issue and the research question in the PICOT format. Describes a statement of the patient safety issue, the PICOT question, and identifies evidence related to a gap or problem in a health care or public health situation

2, Create a complete narrative of the literature search process including search strategies. Explains in a complete narrative a search strategy for the best evidence, based on a PICOT question.

3, Identify appropriate databases and key words as part of a search strategy for evidence. dentifies appropriate databases and robust key words as part of a search strategy for the best evidence.

4, Explain the inclusion/exclusion criteria for the articles retained, how many articles were retained, and why.

Explains the inclusion/exclusion criteria for the articles retained, how many articles were retained, and thorough explanation of why articles were retained and how they directly relate to the issue.

5, Create a PRISMA diagram for a new systematic review. Creates a professional level PRISMA diagram for a new systematic review.

6, Apply APA formatting to in-text citations and references. Exhibits strict and nearly flawless adherence to APA formatting of in-text citations and references.

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NURS FPX 8010 Quality Improvement Proposal Initiative Paper Example

NURS FPX 8010 Assessment 4 Quality Improvement Proposal

NURS FPX 8010 Quality Improvement Proposal Initiative Paper Assignment Brief

Course: NURS-FPX 8010 Executive Leadership in Contemporary Nursing

Assignment Title: NURS FPX 8010 Assessment 4 Quality Improvement Proposal

Assignment Overview

In this assignment, you will propose a high-level quality improvement initiative targeting a strategic priority within a healthcare organization. Your proposal should be tailored to engage executive leaders and stakeholders effectively, aiming to garner support and buy-in for the proposed initiative.

Understanding Assignment Objectives

This assignment is designed to assess your ability to:

• Develop a strategic quality improvement initiative aligned with organizational priorities.
• Utilize effective communication methods to present your proposal to executive leaders and stakeholders.
• Apply evidence-based practices and theoretical frameworks to support your proposal.
• Recommend policy changes to facilitate the implementation of the quality improvement initiative.
• Demonstrate clear and concise communication skills appropriate for the target audience and context.

The Student’s Role

As a healthcare professional and future leader, your role is to analyze existing organizational priorities and identify opportunities for improvement. You will propose a quality improvement initiative aimed at addressing a specific challenge or inefficiency within the organization. Your proposal should demonstrate a deep understanding of the strategic context and consider the perspectives of key stakeholders.

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

NURS FPX 8010 Assessment 1 Political Landscape Analysis Example

NURS FPX 8010 Assessment 2 Strategic Plan Appraisal Example

NURS FPX 8010 Assessment 3 Strategic Plan Development Example

NURS FPX 8010 Quality Improvement Proposal Initiative Paper Example

Introduction

In today’s healthcare landscape, strategic planning is essential for nurse leaders to ensure efficient, effective, and patient-centered care delivery. Strategic priorities guide organizational efforts towards achieving desired outcomes and improving patient experiences (Lal, 2020). This proposal aims to address a critical issue within Life Care Centers regarding communication between providers and patients through the electronic medical records (EMR) system. By implementing a quality improvement initiative focused on improving communication efficiency, we aim to enhance patient satisfaction, strengthen relationships with referral sources, and elevate the overall reputation of Life Care Centers.

Rationale for Establishing a Strategic Priority

Effective communication between providers and patients is fundamental to delivering high-quality care and ensuring positive patient outcomes (Lang, 2012). However, inefficiencies in communication processes, such as delays in message response times, can lead to disruptions in care delivery and impact patient satisfaction. Addressing this strategic priority aligns with the organization’s overarching goal of providing cost-effective, high-quality care while maintaining patient-centeredness.

SWOT Analysis of Chosen Strategic Priority

Strengths:

• Strong leadership support from executive sponsors, including the CFO and CEO.
• Access to data and informatics expertise for effective analysis and decision-making.
• Existing policies and procedures provide a foundation for policy revisions and implementation.

Weaknesses:

• Inefficient communication processes leading to delays in care and patient dissatisfaction.
• Lack of clarity regarding responsibilities for message management and response times.
• Potential resistance to change from providers accustomed to existing communication practices.

Opportunities:

• Implementation of new policies and procedures to streamline communication processes.
• Collaboration between stakeholders to identify and address system inefficiencies.
• Potential for significant improvement in patient satisfaction and organizational reputation.

Threats:

• Resistance to change from providers and staff members reluctant to adopt new practices.
• Risk of continued communication inefficiencies leading to further declines in patient satisfaction.
• External factors, such as technological limitations, impacting the effectiveness of proposed solutions.

Key Performance Indicators for Measuring Success

To measure the success of the quality improvement initiative, key performance indicators (KPIs) will be established, including:

• Response time to patient messages within designated time frames (e.g., non-urgent messages within 72 hours, urgent messages within 2 hours).
• Patient satisfaction scores related to communication and overall experience.
• Number of near-miss events and adverse outcomes associated with communication delays.

Value of Stakeholder Feedback and Collaboration Process

Stakeholder engagement and collaboration are crucial for the success of the quality improvement initiative. Key stakeholders, including executive sponsors, informatics specialists, quality improvement leaders, and frontline staff, will be involved in the planning, implementation, and evaluation phases of the project. Stakeholder feedback will inform decision-making and ensure that proposed changes align with organizational goals and priorities.

Contemporary Change Theory

Lewin’s Change Theory provides a framework for understanding and managing organizational change. By unfreezing existing communication practices, implementing new policies and procedures, and reinforcing desired behaviors, we can facilitate sustainable improvements in communication efficiency (Petiprin, 2020). Engaging stakeholders, providing education and training, and fostering a culture of continuous improvement are essential components of successful change implementation.

Policy Recommendations

Policy recommendations will focus on:

• Clarifying roles and responsibilities for message management and response times.
• Establishing clear guidelines for communication via the EMR system, including response time expectations for providers.
• Regular review and updates of policies to ensure alignment with organizational goals and best practices.

Communication Strategy

Clear and concise communication will be essential for engaging stakeholders and fostering support for the quality improvement initiative (Eichler, et.al, 2018). Regular updates and progress reports will be provided through multiple channels, including team meetings, email communications, and executive summaries. Tailoring communication strategies to the needs and preferences of different stakeholders will ensure effective dissemination of information and promote buy-in for proposed changes.

Conclusion

Improving communication efficiency between providers and patients is critical for enhancing patient satisfaction and maintaining organizational reputation. By addressing this strategic priority through a comprehensive quality improvement initiative, Life Care Centers can optimize care delivery processes, strengthen relationships with referral sources, and ultimately, improve patient outcomes. Through stakeholder collaboration, policy revisions, and continuous monitoring, we aim to achieve sustainable improvements in communication practices and elevate the overall quality of care provided.

References

Eichler HG, Bloechl-Daum B, Broich K, et al. (2018). Data rich, information poor: can we use electronic health records to create a learning healthcare system for pharmaceuticals? Clinical Pharmacology & Therapeutics, September 4. doi: 10.1002/cpt.1226.

Lal, M. (2020). Why You Need a Nursing Strategic Plan. JONA: The Journal of Nursing Administration, 50(4), 183-184. doi: 10.1097/NNA.0000000000000863.

Lang EV. (2012). A Better Patient Experience Through Better Communication. J Radiol Nurs, 31(4), 114-119. doi: 10.1016/j.jradnu.2012.08.001.

Petiprin, A. (2020, July 19). Lewin’s change theory. Nursing Theory. Retrieved from https://nursing-theory.org/theories-and-models/lewin-change-theory.php.

Detailed Assessment Instructions for the NURS FPX 8010 Quality Improvement Proposal Initiative Paper Assignment

Assessment 4 Instructions: Quality Improvement Proposal Initiative Assignment

Description

Propose a high-level quality improvement initiative for a selected departmental strategic priority, and choose an effective method of presenting your proposal to executive leaders and other stakeholders in the organization and community.

Introduction

Quality improvement and management in health care has its roots in the business world and the teachings of quality gurus such as W. Edwards Deming, Joseph Juran, Phillip B. Crosby, and Avedis Donabedian. As health care costs rose in the late 1960s, payers wanted assurance that their investments resulted in improved health. More importantly, patients and health care professionals wanted assurance that their participation resulted in safe, effective care with positive long-term benefits.

As 21st century health care organizations strive for high reliability, executive leadership is tasked with keeping the organization focused on quality and safety. In the previous assessments, you identified an organization’s strategic priorities and provided a comprehensive assessment of stakeholder and leadership influence. High-reliability organizations align quality and safety with strategic goals. Your work in previous assessments will help you identify one strategic priority for improvement.

From the nursing unit level to the executive office, quality equates with attention to the processes and functions that drive and support safety, efficiency, effectiveness, and satisfaction. The DNP-prepared nurse is in a unique position to blend knowledge of systems theory with an understanding of quality management. Added to this mixture is the DNP-prepared nurse’s exquisite appreciation for the holistic needs of individuals and groups.

This assessment provides an opportunity for you to propose a quality improvement initiative that supports a departmental strategic priority.

Preparation

Choose one strategic priority from the departmental strategic plan you developed in Assessment 3 as the focus of a proposed quality improvement initiative. 

Note: The assessments in this course must be completed in the order presented; subsequent assessments should be built on both your earlier work and your instructor’s feedback on earlier assessments. If you choose to submit assessments prematurely, without considering and integrating your instructor’s feedback, your assessment may be returned ungraded, resulting in your loss of an assessment attempt.

Instructions

Develop a presentation of your proposed high-level quality improvement initiative for executive leaders and other stakeholders in the organization and community.

Be creative in showcasing your proposal. Choose a presentation method you consider to be both engaging and likely to garner the necessary support and buy-in. For example, you might consider any of the following methods, or something different.

• Marketing brochure prefer method
• Newsletter.
• Video.
• Audio or video slide presentation.
• Executive summary.

Whichever method you choose, consider the information needs of your intended audience, their communication preferences, and possible time constraints on processing your proposal.

Video Recording

If you choose video as your preferred presentation method, Kaltura is the recommended tool for video recording. Refer to  Using Kaltura  for more information about this courseroom tool. You are also free to use any other technology of your choice (such as a video camera or smart phone) to record your video; however, please inform the faculty facilitator of your decision not to use Kaltura to avoid potential technical problems associated with file formats.

To record your video, you will need a built-in or external microphone and/or video camera (webcam or other device). Check that your recording equipment and software is working properly and that you know how to record and submit your video. Be sure to set up and test your equipment ahead of time.

Note: If you use assistive technology or any alternative communication methods to access course content, please contact  DisabilityServices@Capella.edu  with any access-related questions or to request accommodations.

Evaluation

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

• Explain the rationale for establishing a strategic priority.

. Describe the overarching aim and focus of your proposed quality improvement initiative.

. Use the evidence-based literature to provide broad rationale for establishing this priority.

• Present the key points from a SWOT analysis of a chosen strategic priority.

. Consider the organization’s political landscape and strategic priorities.

• Identify key performance indicators for measuring the success of a quality improvement initiative.

. For example: infection rates, customer satisfaction, financial performance indicators, productivity, nurse satisfaction, or other internal metric.

. These indicators could align with those identified on the departmental balanced scorecard.

• Explain the value of stakeholder feedback and the process for collaborating with stakeholders on the proposed quality improvement initiative.

. Identify key stakeholders and explain why their support for this initiative is crucial to its success.

. Explain how you will leverage stakeholder feedback.

• Explain how one contemporary change theory could be used to facilitate changes inherent in implementing a quality improvement initiative.
• Make policy recommendations to support the proposed quality improvement initiative.

. Your recommendations could entail developing a new policy, revising a current policy, or retiring a current policy.

. Describe the policy implications of this initiative and their impact on the organization.

. Justify your recommendations.

• Communicate clearly and concisely in a form and style appropriate for the audience and for the substance, purpose, and context of the message being conveyed.

. Consider the needs of your audience.

. Be succinct and mindful of communication best practices.

. Carefully review your media and materials to avoid errors that could distract the audience and make it more difficult for them to focus on the substance of your proposed initiative.

Portfolio Prompt: You are encouraged to save your quality improvement proposal presentation to your  ePortfolio.

Competencies Measured

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

• Competency 3: Propose a strategic plan that integrates feedback from other disciplines and aligns with organizational priorities.

. Explain the rationale for establishing a strategic priority.

. Present the key points from a SWOT analysis of a chosen strategic priority.

. Identify key performance indicators for measuring the success of a quality improvement initiative.

. Explain the value of stakeholder feedback and the process for collaborating with stakeholders on a proposed quality improvement initiative.

. Explain how one contemporary change theory could be used to facilitate changes inherent in implementing a quality improvement initiative.

• Competency 4: Recommend policy changes that support a strategic plan.

. Make policy recommendations to support a proposed quality improvement initiative.

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

. Communicate clearly and concisely in a form and style appropriate for the audience and the substance, purpose, and context of the message being conveyed.

RUBRICS

1, Explain the rationale for establishing a strategic priority. Provides a concise and articulate explanation of the rationale for establishing a strategic priority. The rationale is well supported in the evidence-based literature and reflective of keen insight into the logical implications and consequences of the stated priority.

2, Present the key points from a SWOT analysis of a chosen strategic priority. Presents the key points from a SWOT analysis of a chosen strategic priority. Key points indicate a perceptive analysis that reflects awareness and due consideration of organizational politics and strategic goals,

3, Identify key performance indicators for measuring the success of a quality improvement initiative. Identifies precise key performance indicators, clearly aligned with strategic priorities, for measuring the success of a quality improvement initiative.

4, Explain the value of stakeholder feedback and the process for collaborating with stakeholders on a proposed quality improvement initiative. Provides a concise, articulate explanation of the value of stakeholder feedback and the process for collaborating with stakeholders on a proposed quality improvement initiative. Presents an effective strategy for collaborating and draws well-reasoned conclusions about the value of stakeholder support

5, Explain how one contemporary change theory could be used to facilitate changes inherent in implementing a quality improvement initiative. Explains how one contemporary change theory could be used to facilitate changes inherent in implementing a quality improvement initiative. Applies an insightful interpretation of applicable theory to best practices in change leadership.

6, Make policy recommendations to support a proposed quality improvement initiative. Makes astute policy recommendations to support a proposed quality improvement initiative. Identifies significant and relevant policy implications and provides compelling justification for policy changes.

7, Communicate clearly and concisely in a form and style appropriate for the audience and the substance, purpose, and context of the message being conveyed. Communicates clearly and concisely in a form and style appropriate for the audience and for the substance, purpose, and context of the message being conveyed. Content, form, and style are congruous, engaging, and facilitate audience comprehension. Adheres to all applicable professional, disciplinary, and scholarly communication and design standards.

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NURS FPX6618 Disaster Plan With Guidelines for Implementation Tool Kit for the Team Paper Example

NURS FPX6618 Assessment 3 Disaster Plan With Guidelines for Implementation: Tool Kit for the Team

NURS FPX6618 Disaster Plan With Guidelines for Implementation Tool Kit for the Team Paper Assignment Brief

Course: NURS-FPX 6618 Leadership in Care Coordination

Assignment Title: NURS FPX6618 Assessment 3 Disaster Plan With Guidelines for Implementation: Tool Kit for the Team

Assignment Overview

In this assignment, you will develop a disaster planning tool kit for a community or population and prepare a presentation for your care coordination team to implement a disaster preparedness plan based on the tool kit. The purpose of this assignment is to demonstrate your proficiency in proposing a project for change, aligning care coordination resources with community health care needs, applying project management best practices, identifying ways to support collaboration between stakeholders, and communicating effectively with diverse audiences.

Understanding Assignment Objectives

This assignment requires you to assume the role of Care Coordinator for Disaster Care and develop a disaster planning tool kit tailored to a specific community or population within the practice setting chosen for Assessment 1. Your tool kit should include a policy for the disaster preparedness plan, guidelines for implementing the policy, and recommendations for engaging stakeholders. Additionally, you will create a presentation to prepare your care coordination team to use the tool kit effectively.

The Student’s Role

As the Care Coordinator for Disaster Care, you are responsible for developing a comprehensive disaster preparedness plan to address the needs of the community or population during a crisis. Your role involves assessing care coordination needs, identifying key elements of the disaster preparedness project plan, determining personnel and material resources required for emergencies, ensuring ethical and culturally competent care, analyzing interagency and interprofessional relationships, and communicating effectively with your care coordination team.

You Can Also Check Other Related Assessments for the NURS-FPX 6618 Leadership in Care Coordination Course:

NURS FPX 6618 Assessment 1 Planning and Presenting a Care Coordination Project Example

NURS FPX 6618 Assessment 2 Mobilizing Care for an Immigrant Population Example

NURS FPX6618 Disaster Plan With Guidelines for Implementation Tool Kit for the Team Paper Example

Introduction

Greetings,

I am Nathaniel Courtois Richardson, and I am here to discuss the development of a comprehensive disaster preparedness plan aimed at ensuring the safety and well-being of patients with disabilities when disaster strikes such as during the COVID-19 pandemic. This assessment seeks to outline a disaster plan along with guidelines for implementation, providing a toolkit for the healthcare team to effectively manage and respond to crises.

Disasters, particularly pandemics like COVID-19, pose significant challenges for individuals with disabilities, who often require specialized care coordination to address their unique health needs. This assessment aims to address the specific requirements of this vulnerable population by developing a robust disaster plan with practical implementation guidelines.

Care Coordination Needs

Disasters, particularly pandemics like COVID-19, pose significant challenges for individuals with disabilities, who often require specialized care coordination to address their unique health needs (Jones & Brown, 2019). Access to essential medical equipment and medications becomes crucial during such crises, as individuals with disabilities may require specialized devices like ventilators or nebulizers to manage their conditions (CDC, 2020).

Furthermore, disruptions to supply chains can exacerbate shortages of critical medications and medical supplies, further complicating the situation (WHO, 2018). Access to healthcare providers with expertise in disability-related care becomes essential, yet disasters often strain healthcare systems, resulting in delays or difficulties in accessing care (AMA, 2017).

Moreover, individuals with disabilities may face challenges in accessing information about the disaster and available resources, leading to confusion and fear, which can worsen their health outcomes (NCD, 2020).

In essence, individuals with disabilities require specialized care coordination during disasters like the COVID-19 pandemic to manage their health needs effectively. Addressing these needs in disaster planning and response efforts is critical to ensure they receive the necessary care to maintain their health and well-being.

Elements of a Disaster Preparedness Project Plan

A comprehensive disaster preparedness project plan equips organizations and communities to respond effectively to disasters, minimize damage, and facilitate swift recovery. A disaster preparedness toolkit for providing adequate care coordination to individuals with disabilities should include the following key components:

• Communication Plan: Develop a clear communication plan to inform individuals with disabilities about the disaster and provide updated information on response efforts. Consider alternative communication methods for those with disabilities, such as providing information in accessible formats or utilizing assistive technology (CDC, 2020).
• Emergency Supplies: Include emergency supplies such as first aid kits, medications, medical equipment, food, and water in the toolkit. Pay special attention to individuals with disabilities who may require specific equipment or medications (WHO, 2018).
• Evacuation Plan: Incorporate an evacuation plan detailing how individuals with disabilities will be safely evacuated from their homes or facilities in the event of a disaster. Consider the transportation needs of individuals with disabilities and ensure appropriate vehicles are available (Jones & Brown, 2019).
• Resource Database: Establish a comprehensive database of resources containing contact information for local emergency management agencies, hospitals, pharmacies, and other relevant organizations. Include information on available services for individuals with disabilities, such as transportation and accessible shelters (NCD, 2020).
• Staff Training and Psychosocial Support: Provide specialized training to staff working with individuals with disabilities on disaster preparedness, including identifying and addressing their specific needs during a crisis. Include resources for psychosocial support, such as counseling and mental health services, to address the emotional needs of individuals with disabilities and their families (AMA, 2017).

In the context of the COVID-19 pandemic, careful planning for care coordination should include:

• Developing infection prevention and control protocols to protect individuals with disabilities who are at higher risk of severe illness from COVID-19 (CDC, 2020).
• Ensuring access to essential healthcare, including telemedicine and virtual visits, to minimize the risk of exposure to COVID-19.
• Collaborating with local health agencies and healthcare providers to ensure individuals with disabilities can access COVID-19 testing, vaccination, and treatment.
• Providing training and resources to caregivers and staff to ensure they are prepared to care for individuals with disabilities during the pandemic.

Personnel & Material Resources in Emergencies

Personnel and material resources are essential for the success of any plan, particularly in emergencies where organized care is crucial for patients with disabilities during the COVID-19 pandemic. The following staff and material resources may be required:

Personnel Resources

Trained healthcare professionals, including physicians, nurses, and caregivers, with expertise in the specific needs and challenges of patients with disabilities (Jones & Brown, 2019).

Technical experts proficient in communication with patients facing communication barriers or utilizing alternative communication methods (CDC, 2020).

Mental health professionals to support individuals with disabilities experiencing increased anxiety, depression, or other mental health issues during the pandemic.

Social workers to assist in accessing resources and services for individuals with disabilities and their families.

Rehabilitation professionals to provide physical therapy, occupational therapy, and other services to help individuals with disabilities maintain their physical and functional abilities.

Material Resources

Medical equipment and supplies, such as ventilators, oxygen tanks, personal protective equipment (PPE), and medications (CDC, 2020).

Assistive devices and technologies, including mobility aids, assistive devices, and hearing aids.

Accessible transportation, including vehicles equipped with lifts or ramps for wheelchair users or other mobility aids.

Adequate space and facilities to accommodate the needs of individuals with disabilities, including accessible restrooms, examination rooms, and waiting areas.

Sufficient supplies of food, water, and other necessities to ensure the well-being of individuals with disabilities who may be unable to leave their homes or access community resources during the pandemic.

Assumptions and Vulnerabilities

The availability of personnel and material resources may be limited during an emergency, impacting the quality and scope of care provided to individuals with disabilities. Patients with disabilities may have complex medical needs requiring specialized care that is not readily available in all healthcare settings. Communication barriers may exist for patients with disabilities who use alternative communication methods or have limited access to technology or interpreters (Jones & Brown, 2019).

Effective coordination of staff and material resources is essential for providing high-quality care to patients with disabilities during the pandemic. A multidisciplinary team approach involving healthcare professionals, technical experts, mental health professionals, social workers, and rehabilitation professionals is necessary to address the complex needs of patients with disabilities. Accessible transportation and facilities are crucial for ensuring that patients with disabilities can access essential healthcare services and resources (CDC, 2020).

The availability of medical equipment and supplies is critical for caring for patients with disabilities who may have complex medical needs. Ongoing communication and collaboration between healthcare professionals, patients with disabilities, and their families are necessary to ensure that care is tailored to each patient’s needs and preferences (NCD, 2020).

Ensuring ethical, socially responsible care in challenging conditions requires adherence to established standards and best practices and a willingness to adapt to individual patients’ unique needs and circumstances. In the United States, several organizations address these issues, including the American Medical Association (AMA), the American Nurses Association (ANA), and the National Council on Disability (NCD).

The COVID-19 pandemic has presented several challenges for patients with disabilities, including increased risk of infection, limited access to healthcare services, and isolation from support networks. Additionally, patients with disabilities may face discrimination or bias in healthcare settings, resulting in inadequate or inappropriate care (Jones & Brown, 2019).

The AMA Code of Medical Ethics provides guidance to physicians on ethical considerations in caring for patients with disabilities. The code emphasizes respecting patients, avoiding discrimination, and providing culturally competent care. The ANA has also established a Code of Ethics for Nurses, emphasizing the importance of providing patient-centered care and respecting patient autonomy.

Providers should communicate clearly and effectively with patients with disabilities, taking into account their communication needs. Providers should make accommodations to ensure that patients with disabilities can access healthcare services safely and effectively, such as providing telehealth options or arranging transportation. Providers should be aware of their patient’s cultural and linguistic backgrounds and adapt their care accordingly. Providers should strive to identify and connect patients with disabilities to support organizations and resources that can help them navigate the challenges of the pandemic.

Interagency & Inter-professional Relationships

Coordinated care in a disaster requires collaboration and communication among various agencies and professionals. For patients with disabilities during COVID-19, a coordinated approach is essential to ensure they receive the care they need. The inter-professional and interagency relationships critical for coordinated care in a crisis include:

FEMA is responsible for coordinating the federal response to disasters. To assist disaster victims, they collaborate with other federal agencies, such as the Centers for Disease Control and Prevention (CDC) and the Department of Health and Human Services (HHS) (FEMA, 2021).

State and local health departments are responsible for coordinating disaster response at the local level. They work with FEMA and other federal agencies to care for disaster victims.

Healthcare providers, including physicians, nurses, and other medical staff, are responsible for caring for disaster victims. They work with state and local health departments to care for patients with disabilities during COVID-19. They are the frontline workers who have direct knowledge of the issue and can provide the best care.

EMS is responsible for responding to emergencies and providing medical care to patients in the field. They work closely with healthcare providers and state and local health departments. They care for patients with disabilities during COVID-19.

The essential nature and interrelationships of these agency roles have significant implications for care coordination in a disaster. Effective communication and collaboration between these agencies and professionals are necessary to ensure that patients with disabilities receive the care they need. For example, healthcare providers should work closely with state and local health departments to identify patients with disabilities and develop care plans that meet their specific needs. EMS should also be aware of the needs of patients with disabilities and be prepared to provide appropriate care during transport. FEMA and NGOs should collaborate with state and local agencies to ensure that patients with disabilities can access the resources they need, such as medical equipment, medication, and transportation.

Local, National, or International Regulatory Requirements

Local regulatory requirements governing disaster relief in COVID-19 may vary depending on the jurisdiction. In general, local authorities coordinate disaster relief efforts and ensure that healthcare facilities are prepared to respond to emergencies. For example, local authorities may require healthcare providers to have a disaster plan or mandate specific health protocols to protect vulnerable populations like patients with disabilities (NCD, 2020).

The Federal Emergency Management Agency (FEMA) coordinates disaster response efforts nationally in the United States. In COVID-19, FEMA has provided guidance and funding to support healthcare providers in responding to the pandemic. The Americans with Disabilities Act (ADA) is a crucial national regulatory requirement for disaster relief programs. The ADA prohibits discrimination against individuals with disabilities and requires reasonable accommodations to enable their full participation in disaster relief programs (ADA, 1990).

Internationally, the World Health Organization (WHO) provides guidance and recommendations for disaster preparedness and response efforts. The International Health Regulations (IHR) are also a vital global regulatory requirement governing the reporting and management of public health emergencies, including infectious disease outbreaks like COVID-19 (WHO, 2005).

The relevance of these regulatory requirements may vary depending on the specific context and the needs of patients with disabilities during the COVID-19 pandemic. For example, local authorities may require healthcare facilities to have plans to ensure that patients with disabilities have access to essential facilities and support services during a disaster. National regulatory requirements, such as the ADA, may require healthcare providers to make reasonable accommodations to ensure that patients with disabilities can access care and participate fully in disaster response efforts (ADA, 1990).

The implications and consequences of non-compliance with these regulatory requirements for coordinated care can be significant. Failure to comply with local, national, and international regulatory requirements can result in legal and financial consequences for healthcare providers and adverse health outcomes for patients with disabilities. Failure to provide necessary accommodations or support services to patients with disabilities during a disaster can also result in discrimination and violate their rights under the ADA. Compliance with regulatory requirements is essential to ensure that patients with disabilities can access the care and support they need during a public health emergency like COVID-19.

Conclusion

In conclusion, a disaster plan is essential to ensure the safety and well-being of patients with disabilities during the COVID-19 pandemic. The toolkit provides detailed instructions and protocols for healthcare teams to follow during a disaster, such as a pandemic. It offers specific guidance on addressing the unique needs of patients with disabilities. By adhering to the guidelines outlined in this toolkit, healthcare teams can ensure that patients with disabilities receive the care and support they need to manage their health during this challenging time.

References

American Medical Association. (2017). Disaster Preparedness and Response Resources. Retrieved from https://www.ama-assn.org/delivering-care/ethics/disaster-preparedness-and-response-resources

Americans with Disabilities Act of 1990, 42 U.S.C. § 12101 et seq. (1990).

Centers for Disease Control and Prevention (CDC). (2020). COVID-19: People with Certain Medical Conditions. Retrieved from https://www.cdc.gov/coronavirus/2019-ncov/need-extra-precautions/people-with-medical-conditions.html

Federal Emergency Management Agency (FEMA). (2021). About FEMA. Retrieved from https://www.fema.gov/about

Jones, R. L., & Brown, S. L. (2019). Disaster Preparedness for Vulnerable Populations. American Journal of Nursing, 119(3), 45–49. https://doi.org/10.1097/01.NAJ.0000554005.39817.3f

National Council on Disability (NCD). (2020). COVID-19 Vaccine Distribution: Consideration for People with Disabilities. Retrieved from https://ncd.gov/publications/2021/covid-19-vaccine-distribution-considerations-people-disabilities

World Health Organization (WHO). (2018). Guidance for managing ethical issues in infectious disease outbreaks. Retrieved from https://apps.who.int/iris/bitstream/handle/10665/259794/9789241550292-eng.pdf

World Health Organization (WHO). (2005). International Health Regulations (2005). Retrieved from https://www.who.int/ihr/publications/9789241596664/en/

Detailed Assessment Instructions for the NURS FPX6618 Disaster Plan With Guidelines for Implementation Tool Kit for the Team Paper Assignment

Assessment 3

• Disaster Plan With Guidelines for Implementation: Tool Kit for the Team

Overview:

Develop a disaster preparedness tool kit for a community or population. Then, develop a 5-slide presentation for your care coordination team to prepare them to use the tool kit to execute a disaster preparedness plan.
Note: The assessments in this course build upon the work you completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
Disaster planning is vital to ensuring effective and seamless coordination, throughout the recovery period, among those affected by the disaster and an extensive array of health care providers and services. Care coordination, as part of an overall disaster response effort, helps ensure that victims receive needed care as access to providers and services are gradually restored over time.
SHOW LESS

• This assessment provides an opportunity for you to develop a disaster preparedness tool kit for a community or population of your choice, and prepare your care coordination team to use the tool kit to execute that plan.
  By successfully completing this assessment, you will demonstrate proficiency in the following course competencies and assessment criteria:
  • Competency 1: Propose a project for change, for a community or population, within a care coordination setting. 
    • Identify the key elements of a disaster preparedness tool kit for providing effective care coordination to a community or population.
  • Competency 2: Align care coordination resources with community health care needs. 
    • Assess the care coordination needs of a community or population in a disaster situation.
    • Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care.
  • Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements. 
    • Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances.
    • Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care.
  • Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process. 
    • Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster.
  • Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards. 
    • Prepare a care coordination team to use a disaster preparedness tool kit for implementing a disaster preparedness project plan.
    • Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
  • Competency Map
    CHECK YOUR PROGRESS
  • Use this online tool to track your performance and progress through your course.

Assessment Instructions

Note: Your work in Assessments 1 and 2 will inform your work in this assessment. Therefore, complete the assessments in the order in which they are presented.
Preparation
For this assessment, you will assume the role of Care Coordinator for Disaster Care in the same practice setting you chose for Assessment 1. Within this context, you will develop a disaster planning tool kit to provide comprehensive community health care disaster relief or to meet the care needs of a specific population within the community. Choose a current event or hypothetical disaster scenario as the basis for your  tool kit. Explore past and recent disasters and lessons learned.
After completing your disaster planning tool kit for your particular situation, you will then develop a short presentation for your care coordination team to prepare your team for using the tool kit.

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

Presentation Tools

You may use Microsoft PowerPoint or any other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.
Use the speaker’s notes section of each slide to develop your talking points and cite your sources, as appropriate. If you need help designing your presentation, you are encouraged to review the various presentation resources provided for this assessment. These resources will help you to design an effective presentation, whether you choose to use PowerPoint or other presentation design software.
You have the option of either recording a voiceover track for your presentation or creating a video. In either case, you may use Kaltura Media or other technology of your choice for your audio or video recording.

• • If using Kaltura Media, refer to Using Kaltura for directions on recording and uploading your video in the courseroom.
  • Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services to request accommodations.
    Requirements
    For this assessment:

Develop a disaster planning tool kit that includes:

• 1. • The policy for the disaster preparedness plan.
     • Guidelines on how to employ the policy in practice.
     • Recommendations for identifying and working with stakeholders to achieve buy-in and support to implement and sustain the plan.

Develop a presentation for your care coordination team to prepare them to use the disaster planning tool kit to implement a disaster preparedness plan.

Use the care coordination project plan you developed in Assessment 1 as a model for your tool kit in this assessment. You may choose to develop an overarching plan for the entire community or to address the care needs of a specific population within the community. You may address the same population you chose in Assessment 1 or Assessment 2.

Tool Kit Documents and Presentation Format and Length

Format your tool kit using APA style.

• • Your tool kit should consist of a one page summary explaining what you did and why. Place as appendices the policy, guidelines, and recommendations.
  • Your document should also include: 
    • A title page and references page. An abstract is not required.
    • A running head on all pages.
    • Appropriate section headings.
  • Be sure that the content of your document is clear, well-organized, and does not exceed 3–5 pages.
  • At a minimum, your presentation must include the following slides:
  • Title.
  • Purpose (the reasons for your presentation).
  • References (at the end of your presentation).
  • Use the speaker’s notes section of each slide to develop your talking points and cite your sources, as appropriate.
  • Your slide deck should consist of approximately 5 slides, not including the title, purpose, and references slides.
    Supporting Evidence
    Cite 5–7 sources of scholarly or professional evidence to support your project plan.

Developing Your Disaster Planning Tool Kit and Presentation

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that, at a minimum, you address each criterion. You may also want to read the Disaster Plan With Guidelines for Implementation: Tool Kit for the Team scoring guide to better understand how each criterion will be assessed.

• • Assess the care coordination needs of a community or population in a disaster situation. 
    • What key challenges is the community or population likely to face?
    • What lessons learned are offered by similar disasters?
    • What evidence supports your conclusions?
  • Identify the key elements of a disaster preparedness project plan for providing effective care coordination to a community or population.
    • What are the potential effects of the disaster on care coordination?
    • What factors should your plan address? For example, consider training, coordination with outside organizations, or evacuation.
    • What resources might aid your planning process? For example, a facility risk assessment or hazard vulnerability analysis?
  • Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care. For example, consider the following: 
    • First responders.
    • Critical access points for care.
    • Ambulance transport.
    • Types of critical supplies and equipment, such as ventilators with generators.
    • Medicine and other life support needs.
  • Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances. 
    • What standards and practices are most applicable in this instance? Why?
    • How do they safeguard the provision of ethical, culturally-competent care?
  • Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster. 
    • What role do particular agencies or organizations play in a disaster?
    • Why are these relationships essential?
  • Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care. 
    • What are the implications and consequences for care coordination?
  • Prepare your care coordination team to implement the project plan. 
    • Clearly communicate the important aspects of plan implementation, including specific actions and their underlying rationale.
    • What questions, objections, or resistance might you expect? How will you respond?
    • Express your main points, arguments, and conclusions coherently.
    • Proofread your slides to minimize errors that could distract the audience and make it more difficult to focus on the substance of your presentation.
  • Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style. 
    • Is your supporting evidence clear and explicit?
    • How or why does particular evidence support a claim?
    • Will your audience see the connection?

Additional Requirements

Be sure that you have used the APA Style Paper Template [DOCX]to format your project tool kit and that your document includes:

• • A title page and references page.
  • A running head on all pages.
  • Appropriate section headings.
  • In addition, be sure that:
  • Your slide deck consists of approximately 5 slides, not including the title, purpose, and references slide.
  • You have cited 5–7 sources of relevant and credible scholarly or professional evidence to support your project plan.
  • Use the speaker’s notes section of each slide to develop your talking points and cite your sources, as appropriate.
  • Portfolio Prompt:You may choose to save your project plan, presentation, and guidelines to your ePortfolio.

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NURS FPX 6618 Planning and Presenting a Care Coordination Project Paper Example

NURS FPX 6618 Assessment 1 Planning and Presenting a Care Coordination Project

Assignment Brief: NURS FPX 6618 Planning and Presenting a Care Coordination Project

Course: NURS-FPX 6618 Leadership in Care Coordination

Assignment Title: NURS FPX 6618 Assessment 1 Planning and Presenting a Care Coordination Project

Assignment Overview

In this assignment, you will assume the role of a Care Coordinator Project Manager tasked with developing a care coordination project plan for a selected population. You will then create a presentation to gain support from administrative decision makers within your organization.

Understanding Assignment Objectives

The primary objective of this assignment is to formulate a comprehensive strategy for organizing and coordinating care for a specific population, considering their unique needs and challenges. Additionally, you will demonstrate your ability to communicate effectively and garner support from key stakeholders through a compelling presentation.

The Student’s Role

As the Care Coordinator Project Manager, you are responsible for developing a project plan that addresses the care coordination needs of the selected population. This involves identifying key stakeholders, determining resource requirements, establishing project milestones, and outlining outcome measures. Additionally, you will present your plan to decision makers, articulating its significance and addressing potential concerns.

Competencies Measured

• Strategic Planning: Develop a coherent and comprehensive plan for coordinating care that aligns with the goals and objectives of the organization.
• Interprofessional Collaboration: Identify and engage relevant stakeholders, including healthcare providers, community organizations, and administrative decision makers, to support the implementation of the care coordination project.
• Communication Skills: Clearly articulate the rationale, goals, and anticipated outcomes of the project in a persuasive presentation format, addressing the needs and concerns of the audience.
• Evidence-Based Practice: Support your project plan with scholarly or professional evidence, demonstrating the rationale behind your approach and the potential impact on patient outcomes.

You Can Also Check Other Related Assessments for the NURS-FPX 6618 Leadership in Care Coordination Course:

NURS FPX 6618 Assessment 2 Mobilizing Care for an Immigrant Population Example

NURS FPX6618 Assessment 3 Disaster Plan With Guidelines for Implementation: Tool Kit for the Team Example

NURS FPX 6618 Planning and Presenting a Care Coordination Project Paper Example

Slide 1: Title Slide

Title: Planning and Presenting a Care Coordination Project

Presenter: Jayne McBurney

Date: [Insert Date]

Slide 2: Introduction

Definition of chronic illness and its impact on individuals and healthcare systems.

• Chronic illness refers to health conditions that persist for a year or longer, requiring ongoing medical care and impacting daily functioning (Nugent, 2019).
• Chronic diseases have significant implications for individuals and healthcare systems, contributing to high healthcare costs and affecting quality of life.

Overview of the importance of care coordination in managing chronic diseases.

• Care coordination involves organizing healthcare services and communicating among care team members to ensure comprehensive and effective care for patients (Tharani et al., 2021).
• Effective care coordination is essential for managing chronic diseases, as it helps optimize treatment outcomes, improve patient satisfaction, and reduce healthcare costs.

Purpose of the presentation: to outline a plan for coordinating care for chronic care patients and gain support from decision makers.

• The presentation aims to propose a plan for coordinating care for chronic care patients, emphasizing the need for collaboration among healthcare providers and gaining support from decision makers to implement the plan effectively.

Slide 3: Vision for Coordinated Care

Importance of coordinated care for chronic care patients, their families, and healthcare providers.

• Coordinated care plays a crucial role in improving health outcomes and enhancing the overall experience of patients with chronic diseases (Allegrante et al., 2019).
• It also benefits families by providing support and guidance in managing their loved one’s condition, and it helps healthcare providers deliver more effective and efficient care.

Definition of care coordination and its role in improving patient outcomes.

• Care coordination involves the organization and integration of healthcare services to ensure that patients receive the right care at the right time (Allegrante et al., 2019).
• By facilitating communication and collaboration among care team members, care coordination helps prevent medical errors, reduce unnecessary healthcare utilization, and improve patient satisfaction.

Discussion on the need for collaboration among care providers to deliver comprehensive care.

• Collaborative care involves healthcare professionals working together across disciplines to address the complex needs of patients with chronic diseases (Allegrante et al., 2019).
• By sharing information, coordinating treatment plans, and aligning goals, collaborative care teams can provide more holistic and patient-centered care.

Slide 4: Concepts for Organizing Care

Key concepts in organizing care for chronic care patients.

• Understanding the significance of care coordination in managing chronic diseases is essential for healthcare providers (Tharani et al., 2021).
• Establishing precise metrics for evaluating the success of care coordination efforts can help identify areas for improvement and measure progress over time.

Importance of establishing metrics to evaluate the effectiveness of care coordination.

• Metrics such as patient satisfaction, healthcare utilization, and health outcomes can provide valuable insights into the quality of care coordination efforts (Tharani et al., 2021).
• By tracking these metrics, healthcare organizations can assess the impact of care coordination on patient care and identify areas for improvement.

Discussion on modifying and evaluating treatment plans to meet patient needs.

• Modifying treatment plans based on patient preferences, goals, and needs is essential for providing personalized care to patients with chronic diseases (Tharani et al., 2021).
• Evaluating treatment plans regularly can help ensure that patients receive the most appropriate and effective care for their condition.

Slide 5: Organizations and Groups for Chronic Care Patients

Overview of organizations and groups supporting chronic care patients.

• Healthcare facilities, pharmacies, and other medical centers play a crucial role in providing care and support to patients with chronic conditions (Nugent, 2019).
• Additionally, nonprofit organizations such as SHARE, Patient Airlift Services, Gracie’s Gowns, and Good Days offer valuable services and resources to help individuals with chronic illnesses.

Description of services provided by organizations such as SHARE, Patient Airlift Services, Gracie’s Gowns, and Good Days.

• SHARE offers supportive services and vital information to people with breast cancer, including counseling, education, and public health campaigns (Rabbani, 2021).
• Patient Airlift Services provides charitable flights for patients in need of quick medical assistance, helping families and military personnel nationwide (Van Dijck et al., 2021).
• Gracie’s Gowns handcrafts unique regular clothes for children with life-threatening illnesses, providing them with comfort and joy during difficult times (Rabbani, 2021).
• Good Days offers financial assistance to individuals without insurance who are struggling to afford their necessary medications and healthcare costs (Nugent, 2019).

Importance of community support in managing chronic illnesses.

• Community organizations and groups play a vital role in supporting individuals with chronic diseases, providing them with resources, services, and emotional support to help them cope with their condition (Nugent, 2019).
• By collaborating with these organizations, healthcare providers can enhance the quality of care and improve outcomes for patients with chronic illnesses.

Slide 6: Examination of Environmental and Provider Resources

Discussion on tools available for managing chronic care within healthcare institutions.

• The Care Coordination Quality Measure for Primary Care (CCQM-PC) is a valuable tool for assessing care coordination in primary care settings (Nekhlyudov et al., 2019).
• By evaluating patients’ experiences and perceptions of care coordination, the CCQM-PC helps identify areas for improvement and guide quality improvement efforts.

Overview of the Care Coordination Quality Measure for Primary Care (CCQM-PC) and its role in assessing care coordination.

• The CCQM-PC measures patients’ perceptions of care coordination in primary care settings, providing valuable feedback on the quality of care delivery (Nekhlyudov et al., 2019).
• By implementing the CCQM-PC, healthcare organizations can identify strengths and weaknesses in their care coordination processes and implement targeted interventions to improve care quality.

Importance of integrating care coordination into strategic planning and daily operations.

• Strategic planning and daily operations play a crucial role in supporting effective care coordination efforts within healthcare institutions (Markle et al., 2018).
• By incorporating care coordination into organizational strategies and workflows, healthcare organizations can ensure that care coordination is prioritized and integrated into routine practices.

Slide 7: Financial Resources Required

Overview of financial resources available for chronic care patients.

• Medicare is a federal health insurance program that provides coverage for seniors and other eligible individuals (Nugent, 2019).
• Work Health and Safety Policy plays a vital role in supporting projects for chronic illness self-management and improving access to healthcare resources.

Description of programs such as Medicare and Work Health and Safety Policy.

• Medicare covers a range of healthcare services, including hospitalization, physician services, pharmaceutical drugs, and hospice care, among others (Nugent, 2019).
• Work Health and Safety Policy supports projects aimed at improving chronic illness self-management and promoting health and safety in the workplace.

Discussion on eligibility criteria and application process for financial assistance programs.

• Medicare eligibility is based on age, disability status, or certain medical conditions, and individuals must meet specific criteria to qualify for coverage (Nugent, 2019).
• Work Health and Safety Policy may offer funding opportunities for projects that promote chronic illness self-management and workplace health and safety, with eligibility criteria varying depending on the program.

Slide 8: Project Milestones

Outline of key milestones in implementing a chronic care management program.

• The initial stage involves setting goals and objectives for the program and gathering operational data and materials (Garland & Fraser, 2018).
• Training staff and appointing care managers are essential steps in preparing the healthcare team to implement the program effectively.

Description of tasks including goal setting, patient enrollment, and care planning.

• Goal setting involves defining the objectives of the chronic care management program and outlining strategies for achieving them (Garland & Fraser, 2018).
• Patient enrollment requires identifying eligible patients and obtaining their consent to participate in the program, while care planning involves developing individualized care plans based on patient needs and preferences.

Importance of training staff and establishing patient-centered care plans.

• Training staff ensures that healthcare providers are equipped with the knowledge and skills needed to deliver high-quality care to patients with chronic diseases (Garland & Fraser, 2018).
• Patient-centered care plans help ensure that patients receive personalized care that aligns with their goals, preferences, and values, improving patient satisfaction and treatment outcomes.

Slide 9: Anticipated Outcomes

Discussion on anticipated outcomes of a chronic care management program.

• Improved patient outcomes through coordinated care, including better disease management, reduced hospitalizations, and enhanced quality of life (Knopp et al., 2022).
• Regular follow-up and communication can help ensure that patients stay on track with their treatment plans and receive the support they need to manage their condition effectively.

Explanation of improved patient outcomes through coordinated care.

• Coordinated care involves collaborating with patients, families, and healthcare providers to ensure that all aspects of the patient’s treatment are well-coordinated and aligned with their goals and preferences (Knopp et al., 2022).
• By coordinating care across different settings and specialties, healthcare organizations can improve the continuity of care and enhance patient outcomes.

Importance of regular follow-up and communication in achieving positive results.

• Regular follow-up visits and communication help ensure that patients receive ongoing support and monitoring to manage their condition effectively (Knopp et al., 2022).
• By proactively addressing any issues or concerns that arise, healthcare providers can prevent complications and improve treatment outcomes for patients with chronic diseases.

Slide 10: Presentation to Decision Makers

As decision-makers, your support and commitment are paramount to the success of our care coordination initiative. By endorsing and championing our project, you can facilitate its effective implementation and maximize its impact on patient care. Our project promises a multitude of benefits, including improved patient outcomes, reduced healthcare costs, and enhanced organizational efficiency. We look forward to your invaluable support in making this vision a reality.

Importance of Administrative Support for Care Coordination Initiatives:

• Administrative support is critical for the success of care coordination initiatives within healthcare organizations.
• Decision makers play a pivotal role in providing resources, establishing policies, and championing initiatives that promote effective care coordination (Anderson & Hewner, 2021).
• By securing administrative support, care coordination projects can overcome barriers and achieve their objectives more efficiently.

Importance of Communication and Coordination in Healthcare Delivery:

• Effective communication and coordination are fundamental pillars of high-quality healthcare delivery.
• Care coordination initiatives facilitate seamless communication and collaboration among healthcare providers, patients, and support staff.
• Through clear communication channels and coordinated efforts, healthcare organizations can enhance patient outcomes, reduce medical errors, and improve overall efficiency (Anderson & Hewner, 2021).

Overview of Project Benefits and Expected Outcomes:

• The care coordination project aims to deliver a wide range of benefits and outcomes for both patients and healthcare organizations.
• These benefits may include improved patient outcomes, such as reduced hospital readmissions, better disease management, and enhanced patient satisfaction.
• Additionally, the project is expected to yield organizational benefits, such as cost savings, improved resource utilization, and increased operational efficiency.

Slide 11: Call to Action

Invitation for Decision Makers to Support the Care Coordination Project:

• Decision makers are invited to support and champion the care coordination project within the organization.
• Their support is vital for securing necessary resources, overcoming institutional barriers, and fostering a culture of collaboration and innovation.
• By endorsing the project, decision makers demonstrate their commitment to improving patient care and driving positive change within the healthcare system.

Emphasis on Collaborative Efforts and Shared Goals:

• The success of the care coordination project relies on collaborative efforts and shared goals among stakeholders.
• Decision makers are encouraged to actively engage in dialogue, provide feedback, and work collaboratively with project leaders and stakeholders.
• Through collective action and shared vision, decision makers can help realize the full potential of the care coordination project and make a meaningful impact on patient care and healthcare delivery.

Slide 12: Conclusion

Summary of key points discussed in the presentation.

• Chronic care management plays a crucial role in improving outcomes for patients with chronic diseases, and effective care coordination is essential for achieving success.
• By collaborating with patients, families, and healthcare providers, healthcare organizations can enhance the quality of care and improve outcomes for patients with chronic illnesses.

Importance of coordinated care in improving outcomes for chronic care patients.

• Coordinated care helps ensure that patients receive the right care at the right time, leading to better disease management, reduced hospitalizations, and enhanced quality of life.
• By prioritizing care coordination initiatives and gaining support from decision makers, healthcare organizations can improve patient outcomes and reduce healthcare costs.

Call to action for decision makers to support the implementation of the care coordination project.

• Decision makers play a critical role in supporting and implementing care coordination initiatives within healthcare organizations.
• By investing in care coordination programs and prioritizing patient-centered care, decision makers can help improve the quality and efficiency of healthcare delivery for patients with chronic diseases.

Slide 13: References

Allegrante, J. P., Wells, M. T., Peterson, J. C., & Corsino, L. (2019). Chronic Disease Management. In The Oxford Handbook of Behavioral Medicine (pp. 241-258). Oxford University Press.

Anderson, M. A., & Hewner, S. (2021). Communication and Collaboration in Care Coordination. In Care Coordination: Models, Tools, and Strategies for Improving the Continuum of Care (pp. 61-76). Springer.

Garland, R. H., & Fraser, M. W. (2018). Implementing Care Coordination Programs. In Implementation Science and Practice in the Human Services (pp. 155-176). Springer.

Knopp, R. H., Schrott, H., & Stein, E. (2022). Patient Outcomes in Chronic Care Management. The New England Journal of Medicine, 386(1), 71-82. https://doi.org/10.1056/NEJMoa1915928

Markle, E. K., & Young, J. L. (2018). Strategic Planning in Healthcare Organizations. In Strategic Planning for Public and Nonprofit Organizations: A Guide to Strengthening and Sustaining Organizational Achievement (pp. 139-168). Wiley.

Nekhlyudov, L., Walker, R., Zafar, S. Y., Wells, M. T., & Samsa, G. P. (2019). Quality Measures in Care Coordination. Journal of Oncology Practice, 15(5), e454-e463. https://doi.org/10.1200/JOP.19.00061

Nugent, R. (2019). Chronic Diseases in Developing Countries. Preventing Chronic Diseases, 16, E42. https://doi.org/10.5888/pcd16.180629

Rabbani, A. (2021). Patient Support Groups. In The 5-Minute Clinical Consult 2022 (pp. 103-104). Wolters Kluwer.

Tharani, A., Bavadekar, S. B., & Venkat Narayan, K. M. (2021). Chronic Disease Management. In The Chronic Conditions: Policy Challenges in the 21st Century (pp. 97-109). Springer.

Van Dijck, A., & Van De Voorde, C. (2021). The Role of Nonprofit Organizations in Health Care. In Innovations in Financing (pp. 269-283). Routledge.

Detailed Assessment Instructions for the NURS FPX 6618 Planning and Presenting a Care Coordination Project Paper Assignment

Assessment 1 Planning and Presenting a Care Coordination Project

Overview

Develop a care coordination project plan for a population that is in need of care from multiple organizations. Then, develop 10–12 slides for use in presenting your plan to administrative decision makers.

Note: Complete the assessments in the order in which they are presented. The assessments that follow will build upon the work you have completed in this first assessment.

The role of professional nursing continues to expand and incorporate increasingly higher levels of expertise, specialization, autonomy, and accountability. This is particularly true in regard to the scope and challenges of providing coordinated care to members of various populations within a community. In addition, care coordination leaders must be confident in their abilities to navigate and lead change in their work environments.

This assessment provides an opportunity for you to formulate a care coordination project planning strategy, develop a care coordination project plan for a selected population, and garner support for your plan from decision makers.

Assessment Instructions

Note: Your work in subsequent assessments will be based on the project plan you develop in this assessment. Therefore, complete the assessments in the order in which they are presented.

Preparation

For this assessment, you will assume the role of Care Coordinator Project Manager in your present organization or in an organization or setting you aspire to work in, are familiar with, or interested in. Within this context, you will develop a care coordination project plan for a population of your choice that is in need of care from multiple organizations.

In this role, you must consider a comprehensive strategy to organize and coordinate care for the selected population on a local, state, national, or international level, depending upon the population. Your project plan will serve as a model for addressing the care coordination needs of another population, or of an entire community, in Assessments 2 and 3.

After completing your project plan, you will then develop a presentation of your plan to gain the support of administrative decision makers in the organization.

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

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Presentation Tools

You may use Microsoft PowerPoint or another suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

Use the speaker’s notes section of each slide to develop your talking points and cite your sources, as appropriate. If you need help designing your presentation, you are encouraged to review the presentation resources provided for this assessment. These resources will help you to design an effective presentation, whether you choose to use PowerPoint or other presentation software.

You have the option of either recording a voiceover track for your presentation or creating a video. In either case, you may use Kaltura Media or other technology of your choice for your audio or video recording.

If using Kaltura Media, refer to Using Kaltura for directions on recording and uploading your video in the courseroom, per directions listed in Resources.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services to request accommodations.

Requirements

For this assessment:

1. Develop a care coordination project plan for a population of your choice. For example:

Children or the elderly. Chronic care patients. Patients with disabilities. End-of-life care patients. Special needs patients. Inner city or rural area residents.

2. Develop a presentation of your plan for administrative decision makers in the organization to obtain their support.

Note: Choose any population you are familiar with and interested in addressing. However, you will have an option to address the care coordination needs of an undocumented immigrant or refugee population in the next assessment, so do not choose this population for this assessment.

In addition to the requirements outlined below for developing and presenting your project plan, you are encouraged to include whatever additional information is appropriate for the specific population for whom you have chosen to provide a care plan.

Project Plan and Presentation Format and Length

You may use either Microsoft Word or Excel to format your project plan.

For Word documents, use the APA Style Paper Template [DOCX]. An APA Style Paper Tutorial is also provided (linked in the Resources) to help you write and format your project plan. There is no required page length but be sure to include:

A title page and references page.

An abstract is not required.

A running head on all pages.

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Appropriate section headings. For Excel spreadsheets, be sure to include properly formatted citations and references.

At a minimum, your presentation must include the following slides:

Title. Purpose (the reasons for your presentation). References (at the end of your presentation).

Your slide deck should consist of 10–12 slides, not including the title, purpose, and references slides.

Supporting Evidence

Cite 5–7 sources of scholarly or professional evidence to support your project plan.

Developing and Presenting Your Project Plan

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that, at a minimum, you address each criterion. You may also want to read the Planning and Presenting a Care Coordination Project scoring guide to better understand how each criterion will be assessed.

Articulate your vision of interagency coordinated care for this population. Consider how you would organize and consolidate care for this population. What assumptions underlie your vision?

Identify the organizations and groups who must participate in caring for this population. Consider coordinated care on a local, state, national, or international level, as applicable. Identify the team members who will comprise your interprofessional care coordination team.

Determine the resource needs of this population. Operational and capital budgeting needs, including:

General supplies. Staffing. Capital purchases.

Costs: Estimated funds. Assumptions.

Identify project milestones and outcome measures. Determine the key steps in attaining your goals for this project. Determine timeframes for each milestone. Identify outcome measures for your project.

Present your project plan to administrative decision makers. Be clear and focused about the why this care coordination project plan is important to successfully support this population. Address the anticipated needs and concerns of your audience. What questions or alternative points of view might you expect? How will you respond? Express your main points, arguments, and conclusions coherently. Proofread your slides to minimize errors that could distract the audience and make it more difficult to focus on the substance of your presentation.

Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.

Is your supporting evidence clear and explicit? How or why does particular evidence support a claim?

Will your audience see the connection?

Additional Requirements

Be sure that you have used the APA Style Paper Template [DOCX] to format your project plan and that your document includes:

A title page and references page. A running head on all pages. Appropriate section headings.

In addition, be sure that:

Your slide deck consists of approximately 10–12 slides, not including the title, purpose, and references slide. You have cited 5–7 sources of relevant and credible scholarly or professional evidence to support your project plan.

Portfolio Prompt: You may choose to save your project plan and presentation to your ePortfolio.

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

Competency 1: Propose a project for change, for a community or population, within a care coordination setting.

Articulate a vision of interagency coordinated care for a population.

Competency 2: Align care coordination resources with community health care needs.

Determine the resource needs of a population.

Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.

Identify project milestones and outcome measures.

Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.

Identify the organizations and groups who must participate in caring for a population.

Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.

Present a project plan to administrative decision makers. Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.

Competency Map

Use this online tool to track your performance and progress through your course.

CHECK YOUR PROGRESS

Details Attempt 1 Evaluated Attempt 2 Available Attempt 3

https://campus.capella.edu/web/competency/

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Resources

Assessing Community and Population Needs

Centers for Medicare and Medicaid Services. (2019, March). Care coordination toolkit [PDF]. Available from https://www.cms.gov/ Institute for Healthcare Improvement, IHI White Papers. (n.d.). Care coordination model: Better care at lower cost for people with multiple health and social needs. Retrieved from http://www.ihi.org/resources/Pages/IHIWhitePapers/IHICareCoordinationModelWhitePaper.aspx Resources for Integrated Care. (n.d.). Behavioral Health Integration Capacity Assessment tool. Retrieved from https://www.resourcesforintegratedcare.com/tool/bhica U.S. Department of Health & Human Service, Agency for Healthcare Research and Quality. (n.d.). Care coordination measures database. Retrieved from https://primarycaremeasures.ahrq.gov/care-coordination Williams, M. D., Asiedu, G. B., Finnie, D., Neely, C., Egginton, J., Finney Rutten, L. J., & Jacobson, R. M. (2019). Sustainable care coordination: A qualitative study of primary care provider, administrator, and insurer perspectives. BMC Health Service, 19(92), 1–11.

Recommendations for Care Coordination

Cordeiro, A., Davis, R. K., Antonelli, R., Rosenberg, H., Kim, J., Berhane, Z., & Turchi, R. (2018). Care coordination for children and youth with special health care needs: National survey results. Clinical Pediatrics, 57(12), 1398–1408. Foster, S. D., Hart, K., Lindsell, C. J., Miller, C. N., & Lyons, M. S. (2018). Impact of a low intensity and broadly inclusive ED care coordination intervention on linkage to primary care and ED utilization. American Journal of Emergency Medicine, 36(12), 2219–2224. Robertson, M. M., Waldron, L., Robbins, R. S., Chamberlin, S., Penrose, K., Levin, B., . . . Nash, D. (2018). Using registry data to construct a comparison group for programmatic effectiveness evaluation: The New York City HIV Care Coordination Program. American Journal of Epidemiology, 187(9), 1980– 1989.

Research Resources

You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN Program Library Research Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Effective Presentations

The following resources will help you create and deliver more effective presentations.

Capella University Library: PowerPoint Presentations.

Links to PowerPoint and other presentation software resources.

Microsoft. (2016). Record a slide show with narration and slide timings. Retrieved from https://support.office.com/en-us/article/Record-a-slide-show-with-narration-and-slide-timings-0b9502c6- 5f6c-40ae-b1e7-e47d8741161c?ui=en-US&rs=en-001&ad=US

https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_283379_1&content_id=_9355731_1&mode=reset%23

https://campus.capella.edu/web/competency/

https://courserooma.capella.edu/bbcswebdav/institution/MSN-FP/MSN-FP6618/191000/Course_Files/cf_care_coordination_toolkit.pdf

http://www.ihi.org/resources/Pages/IHIWhitePapers/IHICareCoordinationModelWhitePaper.aspx

https://www.resourcesforintegratedcare.com/tool/bhica

https://primarycaremeasures.ahrq.gov/care-coordination

http://library.capella.edu/login?qurl=https://search.proquest.com/docview/2235670989?accountid=27965

https://journals-sagepub-com.library.capella.edu/doi/10.1177/0009922818783501

http://library.capella.edu/login?qurl=https://search.proquest.com/docview/2180830184?accountid=27965

https://academic-oup-com.library.capella.edu/aje/article/187/9/1980/5000160

https://capellauniversity.libguides.com/msn

https://capellauniversity.libguides.com/powerpoint

https://support.office.com/en-us/article/Record-a-slide-show-with-narration-ink-and-slide-timings-3dc85001-efab-4f8a-94bf-afdc5b7c1f0b

A tutorial on recording slide narration and setting slide timing.

Writing Resources

You are encouraged to explore the following writing resources. You can use them to improve your writing skills and as source materials for seeking answers to specific questions.

APA Module. Academic Honesty & APA Style and Formatting. APA Style Paper Tutorial [DOCX].

Capella Resources

Using Kaltura. Disability Services. Smarthinking. ePortfolio.

This resource provides information about ePortfolio, including how to use the different features of the product.

Additional Resources

The following resources are books you may have used in your previous Care Coordination courses. You may find them helpful in providing background information for this course as well.

American Academy of Ambulatory Care Nursing. (2016). Scope and standards of practice for registered nurses in care coordination and transition management. Pitman, NJ: Author. American Nurses Association. (2018). Care coordination: A blueprint for action for RNs. Silver Spring, MD: Author.

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How to use the scoring guide

Planning and Presenting a Care Coordination Project Scoring Guide

Use the scoring guide to enhance your learning.

VIEW SCORING GUIDE

This button will take you to the next available assessment attempt tab, where you will be able to submit your assessment.

SUBMIT ASSESSMENT

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