NURS-FPX4025 Assessment 2: Applying an EBP Model

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NURS-FPX4025 Assessment 2: Applying an EBP Model

Develop a 3–5 page scholarly paper in which you explain the diagnosis you researched for Assessment 1, and then apply the steps of an EBP model to your search for evidence to address your diagnosis issue.

Introduction

The goal of using evidence-based research findings is to enhance safety and quality of patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a nurse say, “why change it as we’ve always done it this way.” However, this is no longer acceptable in today’s practice environment. The profession of nursing has evolved, and the expectation is that the professional nurse has a scientific foundation to support the care that is provided. As the profession of nursing continues to evolve and engage in healthcare transformation, baccalaureate-prepared nurses are expanding, taking on leadership roles that include incorporating EBPs. To be able to do this, the nurse needs to understand the criteria that make a resource credible, as this is crucial when deciding if the research is valid and reliable for implementation into healthcare settings. The nurse will need to incorporate the use of EBP models.

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EBP models are designed to assist the nurse in developing a plan to gather evidence to answer a practice problem or question. It is a systematic approach to direct the user to incorporate scholarly findings into current practice. These EBP models lead the nurse through the decision-making process of evaluating the literature to determine the best practice evidence for the practice issue or question.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, healthcare systems, and nursing practice outcomes are positively impacted.

Preparation

Review all resources for this assessment, as well as the scoring guide for details of how this assessment will be graded. You will use the specific diagnosis or health issue you selected for Assessment 1. You can refer to the overview of common EBP models in the Evidence-Based Practice Models media for help in choosing the most appropriate EBP model for your issue.

Instructions

Complete the following:

  • Consider your diagnosis from Assessment 1.
  • Explain an issue associated with this diagnosis that could benefit from an EBP approach.
  • Choose the EBP model you wish to implement.
  • Describe each step of the EBP model of your choice.
  • Apply the steps of the model to your search for evidence for your diagnosis issue, and describe how you applied them.
  • Locate at least three separate resources of evidence to assist with your diagnosis issue.
  • Analyze the credibility and relevance of each resource as it relates to your diagnosis.

This is a paper and should be 3–5 pages, not including the title page or reference page. The paper must be 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 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Analyze the credibility and relevance of each resource as it relates to a diagnosis.
  • Competency 3: Apply an evidence-based practice model to address a practice issue.
    • Explain an issue associated with a chosen diagnosis that could benefit from an EBP approach.
    • Describe each step of a chosen EBP model.
    • Describe how the steps of a chosen EPB model were applied to search for evidence for a diagnosis issue.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references, exhibiting adherence to most aspects of APA format.

Introduction
The use of evidence-based practice (EBP) is crucial for delivering safe, effective, and high-quality patient care. In modern nursing, clinical decisions cannot rely solely on tradition or routine, but must be guided by research findings that are both credible and relevant. EBP provides a structured process that allows nurses to evaluate evidence, integrate it with clinical expertise, and apply it to patient needs for improved outcomes. Within the context of the diagnosis selected in Assessment 1, examining an associated practice issue through an EBP lens creates an opportunity to strengthen clinical reasoning and apply research directly to patient care. EBP models play a critical role in this process by providing a systematic framework for identifying, appraising, and translating evidence into practice. By applying such a model, the professional nurse ensures that interventions are not only scientifically grounded but also aligned with the realities of patient care settings. Ultimately, this approach enhances the nurse’s ability to act as a leader and change agent in the delivery of evidence-informed care.

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NURS-FPX4025 Assessment 1: Analyzing a Research Paper

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NURS-FPX4025 Assessment 1: Analyzing a Research Paper

Identify and write a summary of the various factors that contribute to the credibility of a research article related to a diagnosis of interest that you identified from the Sentinel U simulation on Patient Management & Delegation. In the module, there are 10 patients listed with various diagnosis. Select one diagnosis of interest to you from the simulation.

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Introduction

Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as make decisions regarding the content of the scholarly resources.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible evidence, determining the type of evidence and being able to make decisions based on the findings of credible evidence is the foundation of evidence-based care.

Preparation

Review the What Is Scholarly? Campus page. Specifically, look at the following two items on the page:

  • What Are Peer-Reviewed Articles?
  • Anatomy of a Scholarly Article.

These will give you the factors that contribute to credibility, which you will need to identify in the article you choose for this assessment.

Also, look at the “Find EPB Articles” section of the Evidence-Based Practice in Nursing & Health Sciences library guide (found in the guide’s left-hand menu). This may help you locate an article to use for this assessment.

Instructions

Write a 2-page analysis of a scholarly research article, demonstrating your ability to locate credible, useful evidence related to a diagnosis of interest selected from the Sentinel U simulation on Patient Management & Delegation. There are 10 patients, each with a different medical diagnosis. Select one patient with a diagnosis of interest to you.

Once you have chosen your diagnosis of interest from the Sentinel U simulation, complete the following:

  • Use a credible search engine to locate a research article on your topic.
  • Review the article for the following criteria:
    • Type of study (quantitative or qualitative, the level on the pyramid of evidence, methodology).
    • Credibility factors.
    • Importance of content to selected diagnosis.
    • The ability to apply the content in your current workplace or patient population.
  • Take a screenshot of the abstract and paste it into a Word document (see the Example of Screenshot [PDF] document). You can refer to the instructions in the Taking Screenshots [PDF] document.
  • Create a table or series of text boxes next to or below the screenshot and use that to label each criterion.
  • Also take a screenshot of the patient and the diagnosis from Sentinel U simulation you used.
  • Write up a summary of your findings on the second page. Note what information is important to your specified diagnosis. How credible is the article you’ve found and how useful is it related to your specified diagnosis and your ability to apply it?
  • Include a link to your article.
  • Include a reference to your article in APA format.

Review the Analyzing a Research Paper scoring guide for specific details of grading prior to submission.

Competencies Measured

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

  • Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
    • Determine the type of study and the level of evidence according to the pyramid of evidence.
    • Identify the credibility factors of an article.
    • Summarize the findings of an article, noting what information is important to a specified diagnosis.
  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Summarize the ability to generalize article findings in a specified work space and patient population.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
    • Provide an APA-formatted reference and link to an article.

Introduction
Evidence-based practice (EBP) is the cornerstone of quality nursing care, combining current best evidence, clinical expertise, and patient values to improve health outcomes. For nurses, the ability to identify credible research is critical, as decisions must be grounded in reliable evidence that directly informs patient care. Within the Sentinel U Patient Management & Delegation simulation, each diagnosis presents unique challenges that require careful evaluation of supporting research to guide practice. Selecting a diagnosis of interest and analyzing the credibility of a related research article provides an opportunity to strengthen skills in evaluating scholarly sources. Factors such as peer review, study design, methodology, and alignment with clinical needs all contribute to determining whether evidence can be trusted and applied in practice. By understanding and applying these elements, nurses can ensure that the care they deliver is not only competent but also based on the most credible and relevant evidence available.

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NURS-FPX4035 Assessment 4: Improvement Plan Tool Kit

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NURS-FPX4035 Assessment 4: Improvement Plan Tool Kit

For this assessment, you will develop a Word document or an online resource repository of at least 12 annotated professional or scholarly resources that you consider critical for the audience of your safety improvement plan to understand or implement to ensure the success of the plan.

Introduction

Communication in the healthcare environment consists of an information-sharing experience whether through oral or written messages (Chard & Makary, 2015). As healthcare organizations and nurses strive to create a culture of safety and quality care, the importance of interprofessional collaboration, the development of tool kits, and the use of wikis become more relevant and vital. In addition to the dissemination of information and evidence-based findings and the development of tool kits, continuous support for and availability of such resources are critical. Among the most popular methods to promote ongoing dialogue and information sharing are blogs, wikis, websites, and social media. Nurses know how to support people in time of need or crisis and how to support one another in the workplace; wikis in particular enable nurses to continue that support beyond the work environment. Here they can be free to share their unique perspectives, educate others, and promote healthcare wellness at local and global levels (Kaminski, 2016).

You are encouraged to complete the Determining the Relevance and Usefulness of Resources activity prior to developing the repository. This activity will help you determine which resources or research will be most relevant to address a particular need. This may be useful as you consider how to explain the purpose and relevance of the resources you are assembling for your tool kit. The activity is for your own practice and self-assessment, and demonstrates course engagement.

References

Chard, R., & Makary, M. A. (2015). Transfer-of-care communication: Nursing best practices. AORN Journal, 102(4), 329–342.

Kaminski, J. (2016). Why all nurses can/should be authors. Canadian Journal of Nursing Informatics, 11(4), 1–7.

Overview

Nurses are often asked to implement processes, concepts, or practices—sometimes with little preparatory communication or education. One way to encourage sustainability of quality and process improvements is to assemble an accessible, user-friendly tool kit for knowledge and process documentation. Creating a resource repository or tool kit is also an excellent way to follow up an education or in-service session, as it can help to reinforce attendees’ new knowledge as well as the understanding of its value. By practicing creating a simple online tool kit, you can develop valuable technology skills to improve your competence and efficacy. This technology is easy to use and resources are available to guide you.

For this assessment, build on the work done in your first three assessments and create an online tool kit or resource repository that will help the audience of your in-service understand the research behind your safety improvement plan pertaining to a specific patient safety issue and put the plan into action.

Preparation

Google Sites is recommended for this assessment; the tools are free to use and should offer you a blend of flexibility and simplicity as you create your online tool kit. Please note that this requires a Google account; use your Gmail or Google Docs login, or create an account following the directions under the “Create Account” menu. Visit Wiki Resources for help.

Instructions

Using Google Sites, assemble an online resource tool kit containing at least 12 annotated resources that you consider critical to the success of your safety improvement initiative. These resources should enable nurses and others to implement and maintain the safety improvement you have developed.

It is recommended that you focus on the three or four most critical categories or themes with respect to your safety improvement initiative. For example, if your initiative concerns improving workplace safety for practitioners, you might choose broad themes such as general organizational safety and quality best practices; environmental safety and quality risks; individual strategies to improve personal and team safety; and process best practices for reporting and improving environmental safety issues.

Following the recommended scheme, you would collect at least three resources on average for each of the four categories. ;Each resource listing should include the following:

  • An APA-formatted citation of the resource with a working link.
  • A description of the information, skills, or tools provided by the resource.
  • A brief explanation of how the resource can help nurses better understand or implement the safety improvement initiative.
  • A description of how nurses can use this resource and when its use may be appropriate.

Remember that you must make your site public so that your faculty can access it. Check out the Google Sites resources in the Wiki Resources above for more information.

Here is an example entry:

  • Ko, S., Hsieh, M., & Huang, R. (2023). Human error analysis and modeling of medication-related adverse events in Taiwan using the human factors analysis and classification system regression. Healthcare, 11(14), 2063. https://doi.org/10.3390/healthcare11142063
    • Nurses have a crucial responsibility in preventing medication errors. They should follow the “five rights of medication” to reduce the risk of such errors. These include the “right patient,” “right medication,” “right time,” “right dose,” and “right documentation.” By understanding these rights, nurses can manage medication administration effectively and ensure patient safety.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the rubric. Please study the rubric carefully so you understand what is needed for a distinguished score.

  • Identify necessary resources to support the implementation and sustainability of a safety improvement initiative.
  • Analyze the usefulness of resources to the role group responsible for implementing quality and safety improvements.
  • Analyze the value of resources to reduce patient safety risk.
  • Present reasons and relevant situations for use of resource tool kit by its target audience.
  • Communicate resource tool kit in a Word document or Google Sites in a clear, logically structured, and professional manner that partially follows APA style and formatting.

Example Assessment: You may use the following example to give you an idea of what a Proficient or higher rating on the scoring guide would look like but keep in mind that your tool kit will focus on promoting safety with the quality issue you selected in Assessment 1. Note that you do not have to submit your bibliography in addition to the Google Site; the example bibliography is merely for your reference.

To submit your online tool kit assessment, paste the link to your Google Site in the assessment submission box.

Example Google Site: You may use the example Google Site found in Assessment 4: Improved Heparin Infusion Safety to give you an idea of what a Proficient or higher rating on the rubric would look like for this assessment but keep in mind that your tool kit will focus on promoting safety with the quality issue you selected in Assessment 1.

Note: If you experience technical or other challenges in completing this assessment, please contact your faculty member.

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Additional Requirements

  • Number of resources: Your tool kit must include at least 12 professional or academically relevant resources that support the continued learning and implementation of knowledge and processes related to a safety improvement initiative. See the BSN Nursing Program Library Guide as needed.
  • APA format: Use proper APA formatting for in-text citations and each annotated resource. See the APA Module.

Competencies Measured

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

  • Competency 1: Analyze the elements of a successful quality improvement initiative.
    • Analyze the usefulness of resources to the role group responsible for implementing quality and safety improvements.
    • Present reasons and relevant situations for resource tool kit use by its target audience.
  • Competency 2: Analyze factors that lead to patient safety risks.
    • Analyze the value of resources to reduce patient safety risk or improve quality.
  • Competency 3: Identify organizational interventions to promote patient safety.
    • Identify necessary resources to support the implementation and continued sustainability of a safety improvement initiative pertaining to a specific patient safety issue.
  • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
    • Communicate resource tool kit in a Word document or Google Sites in a clear, logically structured, and professional manner that partially follows APA style and formatting.

Safety Improvement Resource Repository

Introduction

This resource repository has been developed to support nurses and other healthcare professionals in implementing and sustaining the Medication Error Reduction Plan. Each resource has been carefully selected to provide evidence-based knowledge, practical strategies, and professional guidance. By engaging with these resources, staff will strengthen their skills, reduce safety risks, and promote a culture of high-quality care.

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NURS-FPX4035 Assessment 3: Improvement Plan In-Service Presentation

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NURS-FPX4035 Assessment 3: Improvement Plan In-Service Presentation 

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

Introduction

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

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

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

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

Reference

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

Overview

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

For this assessment, build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the safety improvement plan you created.

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Instructions

Develop a PowerPoint presentation with detailed speaker’s notes representing the material you would deliver at a one-hour in-service session to raise awareness of your chosen safety improvement initiative and explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

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

  • Describe the purpose and at least three goals of an in-service session for nurses.
    • Include a one-line purpose statement followed by the goals.
    • Start each goal with a verb, such as 1) Explain reasons for medication administration errors, 2) Discuss the importance of preventing medication errors, and 3) Describe strategies to prevent medication errors.
  • Explain the need for and process to improve safety outcomes related to a specific patient-safety issue.
  • Explain to the audience their role and the importance of making the improvement plan successful.
  • Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
    • Create a resource slide OR do an activity with the audience to assist them in learning and applying a new skill. A resource slide could consist of in-house materials, posters, or credible websites. An activity slide may include a quiz, simulation, group work, a case study, and so forth.
  • Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

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

  • Part 1: Agenda and Outcomes.
    • Explain to your audience what they are going to learn or do, and what they are expected to take away.
  • Part 2: Safety Improvement Plan.
    • Give an overview of the current problem, the proposed plan, and what the improvement plan is trying to address.
    • Explain why it is important for the organization to address the current situation.
  • Part 3: Audience’s Role and Importance.
    • Discuss how the staff audience will be expected to help implement and drive the improvement plan.
    • Explain why they are critical to the success of the improvement plan.
    • Describe how their work could benefit from embracing their role in the plan.
  • Part 4: New Process and Skills Practice.
    • Explain new processes or skills.
    • Develop an activity that allows the staff audience to practice and ask questions about these.
    • In the notes section, brainstorm potential responses to likely questions or concerns.
  • Part 5: Soliciting Feedback.
    • Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
    • Explain how you might integrate this feedback for future improvements.

Remember to account for activity and discussion time.

Additional Requirements

  • Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the speaker’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slide).
  • Speaker notes: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker’s notes.
  • APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation. See APA Module.
  • Number of references: Cite a minimum of three sources of scholarly or professional evidence to support your assertions. Resources should be no more than five years old. Use the BSN Nursing Program Library Guide as needed to guide your research in the Capella library.

Competencies Measured

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

  • Competency 1: Analyze the elements of a successful quality improvement initiative.
    • Explain the need for and process to improve safety outcomes related to a specific patient safety issue.
    • Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
  • Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
    • Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.
    • Explain to an audience its role and importance of making an improvement plan successful.
  • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
    • Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.
    • Organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

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Empowering Nurses Through Education: Advancing Patient Safety with Evidence-Based Improvement Strategies 

Introduction

In-service training is an essential tool for strengthening nursing practice and advancing patient safety. These sessions allow nurses to learn about current quality improvement (QI) initiatives, practice new skills in a supportive environment, and engage in collaboration that promotes better outcomes. When delivered effectively, in-services not only increase staff confidence but also foster teamwork and patient-centered care (Patel & Wright, 2018). By connecting education to practice, nurses become active participants in reducing risks, improving safety, and creating a culture of accountability. This presentation is designed to introduce a safety improvement plan, explain the need for change, and guide nurses in their roles as key drivers of success. 

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NURS-FPX4035 Assessment 2: Root-Cause Analysis and Safety Improvement Plan

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NURS-FPX4035 Assessment 2: Root-Cause Analysis and Safety Improvement Plan

For this assessment, you must use the supplied template to conduct a root-cause analysis. The completed assessment will be the template, focusing on the specific safety concern identified in your previous assessment.

Introduction

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

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

Overview

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

For this assessment, use the specific safety concern identified in your previous assessment as the subject of a root-cause analysis and safety improvement plan.

Instructions

The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a healthcare setting. You will create a plan to improve the safety of patients related to the safety quality issue presented in your Assessment Supplement PDF in Assessment 1. Based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen healthcare setting, provide a rationale for your plan.

Use the Root-Cause Analysis and Safety Improvement Plan [DOCX] template to complete the assessment.

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

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

Additional Requirements

  • Length of submission: Use the provided template to create a root-cause analysis and safety improvement plan. There is no page limit. A title page is not required but you must include a reference list as per the template.
  • Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. Use the BSN Nursing Program Library Guide as needed.
  • APA formatting: Format references and citations according to current APA style. See the APA Module.

Competencies Measured

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

  • Competency 1: Analyze the elements of a successful quality improvement initiative.
    • Apply evidence-based and best-practice strategies to address a safety issue or sentinel event.
    • Create a feasible, evidence-based safety improvement plan to address a specific patient safety issue.
  • Competency 2: Analyze factors that lead to patient safety risks.
    • Analyze the root cause of a specific sentinel event or a patient safety issue in an organization.
  • Competency 3: Identify organizational interventions to promote patient safety.
    • Identify existing organizational resources that could be leveraged to improve a plan.
  • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar or punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

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Root-Cause Analysis and Safety Improvement Plan: Strengthening Patient Safety Through Evidence-Based Strategies

Patient safety remains a central concern in healthcare, with adverse events such as medication errors, patient falls, wrong-site surgeries, and hospital-acquired infections continuing to challenge clinical practice. Root-cause analysis (RCA) provides a structured way to uncover underlying factors that contribute to these issues, often revealing gaps in processes, communication, or system design. By identifying these causes, healthcare professionals can create targeted improvement plans that prevent recurrence and promote a culture of safety. The role of the baccalaureate-prepared nurse extends beyond direct care to include leadership in safety initiatives, development of evidence-based strategies, and collaboration with interdisciplinary teams. In this capacity, nurses are positioned to design, implement, and disseminate safety improvement measures that not only protect patients but also reduce costs and strengthen organizational performance. This assessment will focus on applying RCA to a specific patient safety concern, using evidence-based practices and existing organizational resources to develop a practical and sustainable improvement plan.

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NURS-FPX4035 Assessment 1: Enhancing Quality and Safety

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NURS-FPX4035 Assessment 1: Enhancing Quality and Safety

This course has been completed and no further assessments may be submitted.

For this assessment, you will develop a 3–5 page paper that examines a safety quality issue in a healthcare setting. You will analyze the issue and examine potential evidence-based and best-practice solutions from the literature as well as the role of nurses and other stakeholders in addressing the issue.

Introduction

The role of the baccalaureate nurse includes identifying and explaining specific patient risk factors, incorporating evidence-based solutions to improving patient safety and coordinating care. A solid foundation of knowledge and understanding of safety organizations such as Quality and Safety Education for Nurses (QSEN), the Institute of Medicine (IOM), and The Joint Commission and its National Patient Safety Goals (NPSGs) program is vital to practicing nurses with regard to providing and promoting safe and effective patient care.

You are encouraged to complete the Identifying Safety Risks and Solutions activity. This activity offers an opportunity to review a case study and practice identifying safety risks and possible solutions. We have found that learners who complete course activities and review resources are more successful with first submissions. Completing course activities is also a way to demonstrate course engagement.

References

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

Overview

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

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

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

See Nursing Competencies for more information.

Instructions

Select one of the safety quality issues presented in the Assessment 01 Supplement: Enhancing Quality and Safety [PDF] Download Assessment 01 Supplement: Enhancing Quality and Safety [PDF]resource and incorporate evidence-based strategies to support communication and ensure safe and effective care.

For this assessment, be sure to focus on an organizational setting. This could be a primary care office, urgent care, mobile clinic, hospital ED, rural clinic, etc. Then use the literature to support the problem and solution in the organization. Reflect on costs to that organization/setting and what nurses can do to coordinate the care within the setting. Reflect on stakeholders who may be involved.

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

  • Explain factors leading to a specific patient safety risk.
  • Explain evidence-based and best-practice solutions to improve patient safety related to a specific patient-safety risk and reduce costs.
  • Explain how nurses can help coordinate care to increase patient safety and reduce costs.
  • Identify stakeholders with whom nurses would need to coordinate to drive safety enhancements.
  • Communicate using writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Additional Requirements

  • Length of submission: 3–5 pages of content plus title and reference pages.
  • Number of references: Cite a minimum of 4 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. Use the Capella University Library and BSN Nursing Program Library Guide as needed.
  • APA formatting: References and citations are formatted according to current APA style. See the APA Module.

Competencies Measured

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

  • Competency 1: Analyze the elements of a successful quality improvement initiative.
    • Explain evidence-based and best-practice solutions to improve patient safety related to a specific patient safety risk and reduce costs.
  • Competency 2: Analyze factors that lead to patient safety risks.
    • Explain factors leading to a specific patient-safety risk in a healthcare setting.
  • Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
    • Explain how nurses can help coordinate care to increase patient safety and reduce costs.
    • Identify stakeholders with whom nurses would coordinate to drive safety enhancements with a specific safety quality issue.
  • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar or punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

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Advancing Patient Safety Through Quality Improvement: The Role of Nurses in Addressing Healthcare Risks

Introduction

Patient safety is at the heart of quality healthcare delivery. Despite advances in medicine and technology, preventable safety risks such as hospital-acquired infections, medication errors, and patient falls remain common challenges that threaten outcomes and increase costs. The Institute of Medicine’s landmark report To Err is Human (Kohn, Corrigan, & Donaldson, 2000) highlighted that system-level failures, rather than individual mistakes, are often the root cause of adverse events. This insight led to the development of national initiatives and safety frameworks such as the Quality and Safety Education for Nurses (QSEN) competencies and The Joint Commission’s National Patient Safety Goals (NPSGs). These initiatives emphasize evidence-based practice, communication, and system redesign as key strategies for reducing harm. Baccalaureate-prepared nurses are uniquely positioned to drive these changes by identifying patient risk factors, coordinating interdisciplinary care, and applying evidence-based solutions to improve outcomes. In today’s healthcare environment, the ability to recognize safety issues, engage stakeholders, and lead quality improvement (QI) efforts is not just a professional responsibility but also a moral imperative.

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Module 5: Assignment: Paper – Drug Recalls 

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Module 5: Assignment: Paper – Drug Recalls

  • Due Sep 24 by 11:59pm
  • Points 100
  • Submitting a file upload
  • Available Aug 20 at 12am – Sep 25 at 11:59pm

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A drug recall is the most effective way to protect the public from a defective or potentially harmful product. A recall is a voluntary action taken by a company at any time to remove a defective drug product from the market. FDA, https://www.fda.gov/drugs/drug-safety-and-availability/drug-recallsLinks to an external site.

 

Prepare a 4 page paper including the following:

Identify a recent drug recall action.

Describe steps required by FDA for recalling a drug.

How you would lead recall preparations and communications in your company for this recall activity?

Paper is 4 pages, double spaced, Times 12 font, paragraphs, where a paragraph is 5-6 sentences, APA style, 5 references – at least 1 from ASU library.  Add a cover page and a separate page for references for a total of 6 pages.

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FOOD STUDENTS

Prepare a paper on a food recall.  Follow the instructions above.

Rubric

Drug Recalls Paper
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome Paper
Overall content
20 pts Full Marks Paper is clear, convincing and describes leadership.
0 pts No Marks Does not meet criteria.
20 pts
This criterion is linked to a Learning Outcome Content
50 pts Full Marks Organized and clear; presents strategies, provides justification, solid reasons and data to support choice. Addresses the complexities and expectations of leading an organization in the development stages. Identifies and describes leadership qualities, organizational style and impact of culture.
0 pts No Marks Does not do minimal and or does not data to support leadership.
50 pts
This criterion is linked to a Learning Outcome Support (References & Regulations)
15 pts Full Marks Provides at least 3 references (outside of course materials) plus at least 1 from ASU library to support leadership.
0 pts No Marks References used are from course materials, no outside references; little or no information on US or country regulations.
15 pts
This criterion is linked to a Learning Outcome Spelling, grammar, format
Spelling, grammar and formatting are complete and without errors.
15 pts Full Marks
0 pts No Marks
15 pts
Total Points: 100

Drug recalls happen when a medication is pulled from the market because it is unsafe, defective, or mislabeled. A major example is Vioxx, a painkiller made by Merck. It was popular for treating arthritis and chronic pain, but studies later showed it increased the risk of heart attacks and strokes. In 2004, Merck voluntarily withdrew Vioxx, making it one of the largest recalls in history and showing why strict monitoring and transparent research are vital for public safety.

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Assessment 1 Report: How Organisations Apply the Strategic use of IS (Information Systems)

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Assessment 1 Report: How Organisations Apply the Strategic use of IS (Information Systems)

Assignment 1

Length:               maximum 2,500 words 

For this assignment you will have to prepare a paper that critically discusses how organisations apply the strategic use of IS (information systems)/IT (information technology) to achieve IS/IT-enabled innovation.

(NB. The focus will need to be on current examples in the last 4 years, anything older than 2017 will not be considered as an example)

Some aspects and issues you may discuss in your paper could include (but are not limited to):

  • Discuss at least 4 examples of the use of IS/IT for
  • Highlight some success factors or some lessons learned (i.e., what went wrong?) for your examples.
  • Discuss the impacts of internal factors (e.g., organizational, individual, and management factors) and external factors (e.g., market, industry, social, economic, technological and political/policy factors) on the success (or the failure) of IS/IT enabled
  • Suggest recommendations and guidelines for helping organizations succeed in their efforts to embark on using IS/IT for innovation with good explanation.

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You should apply relevant knowledge discussed in your unit. You should prepare for this assignment by reviewing the literature (i.e. by using ProQuest 5000 and Science Direct databases at http://www.scu.edu.au/library/index.php/) and searching the World Wide Web (i.e. via Google). You should show evidence that you have read at least 10 references, which must be published after January 2015, in the literature (including references from academic and professional publications) to prepare this assignment. A variety of references are expected including books, refereed journals, case studies, newspapers, magazines and electronic references.

Format for Assignment 1

You will be marked on communication as well as content. This is done to emphasise the importance of aiming for effective communication as well as good content – not only here in a university assignment, but also in your day-to-day work. After all, if you do not communicate and present your ideas well, it is much harder to have your ideas accepted by busy colleagues or executives.

Your assignment should contain:

  • Title page
  • Abstract or Executive Summary
  • Table of contents
  • Introduction
  • Main body of report with suitable headings and subheadings
  • Conclusions
  • Reference list
  • Appendices (if relevant).

References: Harvard Referencing Style is required in this subject. Please visit SCU Library website for information (URL: http://www.scu.edu.au/library/finding_info/citing_info.html). You can also contact SCU librarians for assistance.

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The following specific marking criteria will be used for marking Assignment 1:

 

 

Category                                 Specific criteria

 Maximum marks
MC 1: Content – clear                        Critically discuss at least 4 examples of organisational understanding of issues (20 Marks) attempts at achieving IS/IT enabled innovation. 5
Critically discuss the success factors and lessons learned 5
Critically discuss the impacts of internal and external factors on the success (or the failure) of IS/IT enabled innovation 5
Suggest recommendations and guidelines for helping organizations succeed in their efforts to embark on using IS/IT for innovation with good explanation and discussion 5

 

 

 

Category

  

Specific criteria

 Maximum marks
MC 3: Use of multiple sources of information and Referencing (3 Marks) Good research effort evidenced by at least 10 references from a variety of sources; Good integration of references into your discussion; Proper practice of in-text citation and provision of all the cited references in the reference list via applying Harvard Referencing Style 3
MC 4: Communication and Presentation (2 Marks) Use of study materials; Use of proper terminology; Good structure of the report; Professionally formatted and presented; Being able to clearly express ideas; Clarity of communication with good flow, reasoning and argument; Concise but not over simplifying; Spelling and grammar (use of spell-Checker!) 2
Total marks   25

HCR578-Module 5-Intellectual Property – Ghost Writing – Assignment

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HCR578-Module 5-Intellectual Property – Ghost Writing – Assignment

Ghost Writer Paper & Intellectual Property

Read the Ghost Writer article found in Learning Materials in its entirety.

It is clear that there are two construct at work here – one legal and one ethical. Legal being acceptable by law. Ethical – concerns scientific authorship & responsibility as discussed in the paragraphs below from the article.

“That ghostwriting is plainly lawful under copyright law but deemed dishonest, unacceptable and fraudulent in academic publications shows, again, that authorship as defined by copyright law and that scientific authorship are two very different constructs, especially around the issue of responsibility. Those who look at ghostwriting through the lens of work for hire law see a straightforward legal arrangement concerning intellectual property issues, but those who look at it through the lens of scientific authorship see authors listed on the byline who can hardly take any responsibility for a work whose production they may be unconnected to. Conversely, they see the names of those who are actually responsible for the data collection, data analysis, and writing completely removed from the publication. Wrong names in the right places, and right names in the wrong places – a manipulation that renders virtually invisible very significant conflicts of interest.” 

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“Articles produced in this fashion support a drug produced by the pharmaceutical company sponsoring and authoring these publications (see Sismondo, 2009). Pharmaceutical companies then purchase reprints of these articles, which are handed out to prescribing physicians by sales representatives during their visits to the doctors’ offices (see Greene, 2007). (Just for measure, in the early 2000s, Merck purchased 900,000 reprints of an article about their drug Vioxx from the New England Journal of Medicine (Smith, 2006). Unaware of the corporate authorship of these texts, the doctors think they are reading a scientific article when in fact they are reading something closer to an ad.”

Your paper should cover your thoughts on both the ethical and legal constructs of ghost writing. Most of our regulations that cover the conduct of clinical trials are based on ethical concerns due to misconduct in research. After summarizing you thoughts on the two constructs, do you think that ethical concerns based on scientific writing should impact intellectual property laws?

Paper Format (4 – 5 pages, 12 point font, normal spacing. Use headings for the four required sections. Support with additional references. Cover page and references not included in page count.)

  • Introduction – overview of Ghostwriting
  • Ethical Constructs
  • Legal Constructs
  • Should ethical constructs impact intellectual property laws. (Why or why not? What are your reasons. Provide at least two examples to support your reasoning.)

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Please review the grading rubric before doing the discussion for assignment requirements.

Rubric

IP – Ghost Writers
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeOverview of Ghost Writing
25 pts Proficient25 pts Overview demonstrates a solid understanding of Ghost Writing. Refers to Ghost Writer article and provides other materials to support overview. Expands on initial article.
15 pts CompetentDemonstrates a general overall understanding of Ghost Writing. Clearly describes the topic, provides examples and supports with references.
0 pts PoorDoes not do or work is minimal, provides very general description of Ghost writing in overview.
25 pts
This criterion is linked to a Learning OutcomeEthical Constructs
50 pts ProficientDescribes in detail at least 4 ethical construct related to Ghost Writing. Covers the ethical concerns for research and scientific writing. Provide 2 – 3 examples. Supported by 2 – 3 additional references.
25 pts CompetentDescribes in detail at least 2 ethical constructs related to Ghost Writing. Covers the ethical concerns for research and scientific writing. Provide 2 examples. Supported by 1 – 2 additional references.
0 pts PoorGeneral description of ethical constructs of Ghost Writing. Minimal information and references for support. Does not demonstrate clear understanding.
50 pts
This criterion is linked to a Learning OutcomeLegal Constructs
50 pts ProficientDescribes in detail 2 legal constructs related to Ghost Writing. Covers the legal concerns for research and scientific writing. Provide examples. Supported by 2 – 3 additional references.
25 pts CompetentDescribes legal constructs related to Ghost Writing. Covers the legal concerns for research and scientific writing. Provide an example to demonstrate concerns.. Supported by 1 – 2 additional references.
0 pts PoorNot done or provides minimal information and references for support. Does not demonstrate clear understanding.
50 pts
This criterion is linked to a Learning OutcomeImpact on Intellectual Property Laws
50 pts ProficientSummarizes information in paper is a clear and factual manner, pulling together data collected to address the impact of the two constructs on intellectual property laws. Provides clear reasoning supported with reference for decision on impact or no impact.
25 pts CompetentSummarizes information in paper in a clear and factual manner, pulling together data collected to address the impact of the two constructs on intellectual property laws.
0 pts PoorMinimal information about what or if there is an impact on Intellectual Property laws.

Introduction

Ghostwriting in scientific and biomedical research has emerged as one of the most contested practices in academic publishing. While legally permissible under copyright law through doctrines such as “work for hire,” ghostwriting is ethically charged, especially in contexts where scientific credibility, patient safety, and academic integrity are at stake. The distinction lies in two parallel constructs: the legal view, which treats ghostwriting as an intellectual property arrangement, and the ethical view, which frames it as a violation of authorship responsibility and a manipulation of scientific trust. This paper examines four ethical and two legal constructs related to ghostwriting, highlighting the tensions they create for research integrity, scientific credibility, and intellectual property law.

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NURS-FPX4045- Assessment 4: Informatics and Nursing-Sensitive Quality Indicators

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NURS-FPX4045- Assessment 4: Informatics and Nursing-Sensitive Quality Indicators

Prepare an 8–10 minute audio training tutorial (video is optional) for new nurses on the importance of nursing-sensitive quality indicators.

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Introduction

The focus of Assessment 4 is on how informatics support monitoring of nursing-sensitive quality indicator data. You will develop an 8–10 minute audio (or video) training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization. Your recording will address how data are collected and disseminated across the organization along with the nurses’ role in supporting accurate reporting and high quality results.

Professional Context

The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI®) in 1998 to track and report on quality indicators heavily influenced by nursing action.

NDNQI® was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.

The quality indicators the NDNQI® monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove et al., 2018).

Nurses must be knowledgeable about the indicators their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes.

Preparation

As you begin to prepare this assessment you are encouraged to complete the Donabedian Quality Assessment Framework activity. Quality health care delivery requires systematic action. Completion of this will help you succeed with the assessment as you consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes.

This assessment requires you to prepare an 8–10 minute narrated tutorial (with optional video) for new nurses on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:

  • Review the nursing-sensitive quality indicators presented in the Assessment 04 -: Informatics and Nursing Sensitive Quality Indicators [PDF] Download Assessment 04 -: Informatics and Nursing Sensitive Quality Indicators [PDF]resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.
  • Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.
  • Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:
    • What is your experience with collecting data and entering it into a database?
    • What challenges have you experienced?
    • How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?
    • What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?

Recording Your Presentation

To prepare to record your presentation, complete the following:

  • Set up and test your microphone or headset and webcam using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.
  • Practice using the equipment to ensure the audio and video quality is sufficient.
  • Review Using Kaltura for Kaltura to record your presentation.
  • View Creating a Presentation: A Guide to Writing and Speaking. This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.
  • Practice presenting using PowerPoint, Keynote, Slides, Canva or another presentation platform.

Notes:

  • You may use other tools to record your tutorial. You will, however, need to consult Using Kaltura for instructions on how to upload your recorded tutorial into the courseroom, or you must provide a working link your instructor can easily access.
  • If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

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Instructions

For this assessment, first review the nursing-sensitive quality indicators presented in the Assessment 04 – Informatics and Nursing Sensitive Quality Indicators [PDF] Download Assessment 04 – Informatics and Nursing Sensitive Quality Indicators [PDF]resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.

Next, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

The council prefers a recorded presentation using PowerPoint or a similar application. This will allow the education department to show the presentation during new hire training.

As a result of this need, you offer to create a presentation orienting new hires to these topics. You know that you will need speakers notes to guide your recording. You plan to incorporate the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data.

You determine that you will cover the following topics in your presentation:

Introduction: Nursing-Sensitive Quality Indicator

  • What is the National Database of Nursing-Sensitive Quality Indicators?
  • What are nursing-sensitive quality indicators?
  • Which particular quality indicator did you select to address in your tutorial?
  • Why is this quality indicator important to monitor?
    • Be sure to address the impact of this indicator on the quality of care and patient safety.
  • Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

Collection and Distribution of Quality Indicator Data

  • According to your interview and other resources, how does your organization collect data on this quality indicator?
  • How does the organization disseminate aggregate data?
  • What role do nurses play in supporting accurate reporting and high-quality results?
    • As an example, consider the importance of accurately entering data regarding nursing interventions.

Enhancing Outcomes

  • Explain how your health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.
  • Describe how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.

After building your presentation in PowerPoint, Keynote, Slides, Canva, or another presentation platform, practice delivering your tutorial several times before recording. When you record your presentation be sure your slides are visible in the recording. Important: Record your narrated presentation in Kaltura. (Do not record and submit the narration in PowerPoint because your file will become too large to upload.)

Additional Requirements

  • Communication: Deliver a professional, effective tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
  • Length: 8–10 minute recording. Use Kaltura to record the narration and upload your recording to the courseroom or provide a working link your instructor can access.
  • Script: A separate document with the script or speaker’s notes is required. Important: Submissions that do not include the script or speaker’s notes will be returned as a non-performance.
  • References: Cite a minimum of three scholarly and/or authoritative sources.
  • APA: Submit, along with the recording, a separate reference page that follows APA style and formatting guidelines. For an APA refresher, consult the Evidence and APA page on Campus.

Reference

Grove, S. K., Gray, J. R., Jay, G. W., Jay, H. M., & Burns, N. (2018). Understanding nursing research: Building an evidence-based practice (7th ed.). Elsevier.

Competencies Measured

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

  • Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
    • Describe nursing-sensitive quality indicators in general and explain the importance of a selected indicator to the quality of care and patient safety.
    • Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports, including the data that currently exists about a quality indicator.
  • Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
    • Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.
  • Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.
    • Describe how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.
  • Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
    • Deliver a professional, effective tutorial along with speaker notes on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion. Submission includes a reference list with at least three scholarly references.
    • Follow APA style and formatting guidelines for citations and references.

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