4004-4

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4004-4

Analyze and Apply Dashboard Data

Create a presentation (maximum of 20 slides with detailed speaker notes) for senior leadership in which four organizational leaders analyze the impact of a health care organization’s new safety and quality dashboard. Include an analysis of what the new metrics mean and how they will inform departmental activities for the next quarter.

“Being in a position of leadership is the most important job of any health professional anywhere along the continuum of care” (Ledlow & Coppola, 2013, p. 3). Leaders and ultimately the boards of directors of health care organizations are accountable for the safety of those they serve.” National quality organizations and regulatory bodies … are growing in their emphasis on leadership accountabilities for safe, reliable care as well as excellence in the experience of care” (Youngberg, 2013, p. 39).

With this emphasis on leadership accountability for the delivery of safe, high-quality health care services, health care leaders need to be able to drill down on what exactly safety and quality mean in the health care environment. Likewise, they also need to be able to design measures that help to ensure their organizations are able to deliver those kinds of outcomes. Read Measurement Perspectives attached to question [PDF]to examine key elements related to this issue.

In this final course assessment, you will have a unique opportunity to examine a health care organization’s safety and quality dashboard from the perspective of four organizational leaders. You will explore each leader’s specific interests regarding patient safety and quality. In particular, you will have the opportunity to perform a more in-depth analysis of the dashboard, the type of analysis a quality director might perform to further the organization’s safety and quality objectives.

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References

Ledlow, G. R., & Coppola, M. N. (2013). Leadership for health professionals (2nd ed.). Burlington, MA: Jones & Bartlett Learning.

Youngberg, B. J. (2013). Patient safety handbook (2nd ed.). Burlington, MA: Jones & Bartlett Learning.

Demonstration of Proficiency

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

  • Competency 1: Analyze the quality and performance improvement activities within the health care organization.
    • Recommend evidence-based actions to improve a selected measure on a health care organization’s safety and quality dashboard.
  • Competency 2: Explain the risk management function in the health care organization.
    • Analyze areas of a safety and quality dashboard of concern to a risk manager.
  • Competency 3: Analyze the importance of patient safety in health care.
    • Describe how a health care organization chooses the metrics to include in its safety and quality dashboard.
    • Analyze areas of a safety and quality dashboard of concern to a patient safety officer.
  • Competency 4: Apply leadership strategies to quality improvement in a health care organization.
    • Assess senior leadership’s role in setting a health care organization’s strategic safety and quality objectives.
  • Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with health care professionals.
    • Create a clear, organized, persuasive, and generally error-free presentation on a leadership team’s assessment of an organization’s safety and quality dashboard that is reflective of professional communication in the health care field.
    • Provide citations and title and reference pages that conform to APA style and format.

Preparation

To help prepare for successfully completing this assessment:

Instructions

Your organization has just updated its safety and quality dashboard. Please review the Vila Health Mercy Hospital Safety and Quality Dashboard Attached to this question [PDF]. Note: You do not need to create a dashboard for this assessment. You are simply being asked to work with the one provided.

The CEO has asked each of the organizational leaders below to prepare a joint PowerPoint presentation. In it, they are to prepare a set of slides outlining their analysis of how the new numbers will inform their particular activities for the next quarter. The organizational leaders include:

  • The quality director.
  • The patient safety officer.
  • The risk manager.
  • Senior leadership.

Because of the quality director’s critical role in implementing the organization’s safety and quality strategic objectives, this individual will open the presentation and provide additional background about how the new dashboard was developed. This individual will also close the presentation. Use the following outline to organize your presentation. Be sure to include the introduction and conclusion and address all the questions listed under these headings. Also be sure to address each role and the corresponding questions.

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Introduction (3–4 slides)
  • What is a safety and quality dashboard?
  • What role do safety and quality dashboards play in helping health care organizations drive their strategic safety and quality objectives?
  • How do health care organization determine what they want to measure? Be sure to consider:
    • Pressures from regulators, payors, and the industry.
    • Self-identified improvement areas. For example, one organization’s safety and quality dashboard may highlight patient falls because its rate of falls is higher than the national average. This may also have resulted in increased costs to the organization.
  • What CQI tools did the organization use to obtain, measure, and report data?
  • What was the quality improvement team’s role in addressing the reported measures?
Quality Director (2–3 slides)
  • Which metric on the dashboard would draw the quality director’s attention the most?
  • What does this dashboard metric mean and why is it important?
  • What three recommendations to leadership would help to address this metric?
  • What (if any) quality models could be used to increase the quality of patient care and outcomes for this metric? Consider PDCA, Six Sigma, Lean, Hoshin Kanri planning, et cetera.
Patient Safety Officer (2–3 slides)
  • Which metric on the dashboard would draw the patient safety officer’s attention the most?
  • What does this dashboard metric mean and why is it important?
  • What role does the patient safety officer play in improving this metric?
Risk Manager (2–3 slides)
  • Which metric on the dashboard would draw the risk manager’s attention the most?
  • What does this dashboard metric mean and why is it important?
  • What role does the risk manager play in improving this metric?
Senior Leader (1 slide)
  • What is the role of senior leadership (for example, CEO, COO, president, senior VP) in driving safety and quality improvement initiatives?
  • What next steps might senior leadership take given the dashboard findings and the quality director’s three improvement recommendations?
Conclusion (2–3 slides)
  • Which regulatory agency(ies) may be concerned about the findings in this dashboard?
  • Why would regulators be concerned about these findings?
  • Why are safety and quality dashboards important for monitoring key metrics in health care organizations?

Your slides need to be concise and offer main ideas in bulleted format. Use the speaker notes to expand upon your findings as if they were the transcript of your presentation for the leadership team.

In the health care environment, it is unlikely for a presentation and speaker notes to be in APA style. Do make sure they are concise, organized, clear, and free of errors in grammar, punctuation, and spelling. Do make sure they address all the required headings and all of the questions under each heading.

Your senior leaders will want to know the sources of your information. Be sure to cite your sources in APA style in your speaker notes.

Additional Requirements

  • Presentation length: Your presentation should be a maximum of 20 slides, including title and reference slides. Format your title and reference slides according to APA format.
  • Speaker notes: Be sure to include these with your slides. They provide an opportunity for you to expand on the information you are highlighting in your slides.
  • Number of references: Cite a minimum of two references.
  • Scoring Guide: Please read the scoring guide for this assessment so you understand how your faculty member is going to evaluate your work.

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online resource repository

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online resource repository

Communication in the health care environment consists of an information-sharing experience whether through oral or written messages (Chard & Makary, 2015). As health care 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 health care wellness at local and global levels (Kaminski, 2016).

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Demonstration of Proficiency

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

  • Competency 1: Analyze the elements of a successful quality improvement initiative.
    • Analyze the usefulness of resources to role group responsible for implementing quality and safety improvements.
  • 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 sustainability of a safety improvement initiative.
  • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
    • Present compelling reasons and relevant situations for resource tool kit to be used by its target audience.
    • Communicate in a clear, logically structured, and professional manner, using current APA style and formatting.
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.

Professional Context

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 educational 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.

Scenario

For this assessment, consider taking one of these two approaches:

  1. 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 and put the plan into action.
  2. Locate a safety improvement plan through an external resource (your current organization, Institution for Healthcare Improvement, or publicly available safety improve initiative) and create an online tool kit or resource repository that will help an audience understand the research behind the safety improvement plan and how to 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 GoogleDocs login, or create an account following the directions under the “Create Account” menu.

Refer to the following links to help you get started with Google Sites:

  • G Suite Learning Center. (n.d.). Get started with Sites. Retrieved from https://gsuite.google.com/learning-center/products/sites/get-started/#!/
  • Google. (n.d.). Google Sites. Retrieved from https://sites.google.com
  • Google. (n.d.). Sites help. Retrieved from https://support.google.com/sites/?hl=en#topic=

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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 3 or 4 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 3 resources on average for each of the 4 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.

Here is an example entry:

  • Merret, A., Thomas, P., Stephens, A., Moghabghab, R., & Gruneir, M. (2011). A collaborative approach to fall prevention. Canadian Nurse, 107(8), 24–29. Retrieved from www.canadian-nurse.com/articles/issues/2011/october-2011/a-collaborative-ap
    • This article presents the Geriatric Emergency Management-Falls Intervention Team (GEM-FIT) project. It shows how a collaborative nurse lead project can be implemented and used to improve collaboration and interdisciplinary teamwork, as well as improve the delivery of health care services. This resource is likely more useful to nurses as a resource for strategies and models for assembling and participating in an interdisciplinary team than for specific fall-prevention strategies. It is suggested that this resource be reviewed prior to creating an interdisciplinary team for a collaborative project in a health care setting.

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.

  • Identify necessary resources to support the implementation and continued 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 compelling reasons and relevant situations for use of resource tool kit by its target audience.
  • Communicate in a clear, logically structured, and professional manner that applies current APA style and formatting.

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Research Critiques and PICOT Statement Final Draft

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Research Critiques and PICOT Statement Final Draft

Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from the previous course assignments and the guidelines below.

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PICOT Question 

Revise the PICOT question you wrote in the Topic 1 assignment using the feedback you received from your instructor.

The final PICOT question will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).

Research Critiques

In the Topic 2 and Topic 3 assignments, you completed a qualitative and quantitative research critique on two articles for each type of study (4 articles total). Use the feedback you received from your instructor on these assignments to finalize the critical analysis of each study by making appropriate revisions.

The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT question.

Refer to “Research Critiques and PICOT Guidelines – Final Draft.” Questions under each heading should be addressed as a narrative in the structure of a formal paper.

Proposed Evidence-Based Practice Change

Discuss the link between the PICOT question, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes.

General Requirements

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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

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CRISIS WK 8

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CRISIS WK 8

Chapter 11 – Family Crisis Intervention

Questions:

Read chapter 11 of your textbook and answer the following questions:

1.  What is a family crisis?

2.  Mention at least two types of crisis that families may encounter (from textbook) and discuss them.

Guidelines: The answer should be based on the knowledge obtained from reading the book, no just your opinion.

Grading Criteria: Student mentioned the concept of family crisis (35%). Student mentioned at least two types of crisis that families may encounter (from textbook) and discuss them (65%) (from chapter 11 of textbook).

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Con-Position Proposal

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Con-Position Proposal

Instructions
Please review the Counterpoint: Vaccines: Caution Advised, an example of a con article.

Note: The article was pulled from our Chamberlain library’s Points of View Reference Center database. This resource is highly recommended, as it presents many of the topics in the General Education Healthcare field that may be applicable this term. To access the resource from our library website, choose “Databases” on the homepage, and scroll down to “Points of View.” Click “Go.” Scroll down to Health and Medicine. You will see a large list of potential topics ranging from Allergies in Schools to Vegetarianism. When you click on a topic (Vaccines, for example), you will see an overview of the topic, as well as points, counterpoints, and a guide to critical analysis.

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The goal of the proposal is to create a working thesis statement and basic research plan that considers context, audience, purpose, and presents potential sources. A proposal is not an outline, as it does not structure the paper. Rather, a proposal offers direction for research needs and gives your professor an opportunity to provide feedback before the drafting process.

Access the Con-Position Proposal Template and complete the six required sections:

For an example proposal, refer to pages 269-270 of our textbook.

Writing Requirements (APA format)

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Assessment 1 Instructions: Locating Credible Databases and Research

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Assessment 1 Instructions: Locating Credible Databases and Research

Create a 1-2-page resource that will describe databases that are relevant to EBP around a diagnosis you chose and could be used to help a new hire nurse better engage in EBP.

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 identify which databases and websites are credible for the purposes of implementing evidence-based changes in practice.

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Demonstration of Proficiency

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

  • Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
    • Explain why the sources selected should provide the best evidence for the chosen diagnosis.
  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Describe the best places to complete research and what types of resources one would want to access to find pertinent information for the diagnosis within the context of a specific health care setting.
  • Competency 4: Plan care based on the best available evidence.
    • Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
    • Describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources.
    • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

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 sources and locate evidence, as well as which search terms to use, is the foundation of incorporation of best practices.

Scenario

You are supervising three nurses working on the medical-surgical floor of a local teaching hospital. This hospital is nationally recognized as a leader in education and has a computer lab with an online library where staff has access to medical research databases (that is, CINAHL, PubMed, Medline, and Cochrane library) and online sources of all hospital policies, procedures, and guidelines, and computers at nurse workstations that also have access to these resources. (For this scenario, use the Capella University Library to simulate the hospital’s online library.) You have given the nurses their patient assignments and you have all participated in shift report. A new nurse who just completed orientation and training a week ago approaches you and tells you that one of the assigned patients has a diagnosis he or she is very unfamiliar with. Knowing that patient-centered care based on best practices is imperative to positive patient outcomes, you want to assist this nurse to find research that can be utilized to provide the best care for this patient. Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. These resources may include websites, journals, facility policies or guidelines, or any other sources of online information.

You may choose the diagnosis for the patient in this scenario. Choose something you would find interesting to research or that applies to a clinical problem you would be interested in addressing. Create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario. You are only evaluating the sources of evidence (database, website, policy database or website, et cetera). You are not actually completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central-venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality.

Preparation

To help ensure you are prepared to complete this assessment, review the following resources related to the Capella library. These resources will provide you an overview of the types of tools, resources, and guides available in the library. This may be useful in forming a better understanding of the library to apply to the hypothetical situation laid out in the scenario of this assessment.

Remember, it is also appropriate to look toward databases and resources outside of the Capella library, such as organizational policies, professional organizations, and government health care resources.

You are encouraged to complete the Evaluating the Credibility of Evidence activity. This activity offers an opportunity to practice evaluating the credibility of evidence. These skills will be necessary to complete Assessment 1 successfully and is for your own practice and self-assessment. Completing this activity is also a way to demonstrate course engagement.

Instructions

The purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and to learn effective communication and collaboration with clinical staff during the process of evidence location. As a baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will also serve as a mentor to supervised nursing staff. Therefore, you will need to be able to communicate and collaborate effectively to guide them toward resources to find research, as well as support them through the initial evidence location process. In doing so, nurses can gain access to evidence that can be analyzed and utilized to stay current on best practices. This allows them to provide safe, patient-centered care and improve patient outcomes.

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For this assessment:

  • Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario.
  • Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to this scenario and describe to which of these you would direct a nurse colleague to search for evidence.
  • Describe where you might go in the clinical setting to complete this research and how you would access the desired, relevant research within research databases or other online sources.

Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.

  • Describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources.
  • Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis within the context of a specific health care setting.
  • Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis.
  • Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis.
  • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

Note: While you are not selecting and evaluating specific evidence to help with the clinical diagnosis, you should still be citing the literature and best practices to support your description of your communication and collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did.

Submission Requirements

Your assessment should meet the following requirements:

  • Length of submission: 1–2 pages (not including the reference page) description of communication, collaboration, and evidence location process, including a list of databases or other sources with description of why they are appropriate for clinical scenario diagnosis (that is, something that would be useable in professional practice for other nurses). Be sure to include an APA-formatted reference page at the end of your submission.
  • Number of references: Cite a minimum of three sources of scholarly or professional evidence that supports your findings and considerations. Resources should be no more than five years old.
  • APA formatting: References and citations are formatted according to current APA style.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

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Identify a measurable patient-centered practice problem related to quality or safety and relevant to your practice setting t

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Identify a measurable patient-centered practice problem related to quality or safety and relevant to your practice setting t

Identify a measurable patient-centered practice problem related to quality or safety and relevant to your practice setting that you will also focus on in your Capstone Paper and post a brief description of the problem and an explanation of why you selected it. Explain how the conversation you had with the key leader in your practice setting impacted your decision to address this particular practice problem. Be sure to support your practice problem with the literature that indicates the relevance of this problem for nursing practice. Provide evidence from your practice area and describe the data that is available.

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You will not be collecting any data during the practice experience project; you will use data already available to you in your workplace or other practice setting. Think about the different kinds of data that is shared with you in your work area. For example, data may include patient satisfaction scores, medication error rates, fall, CLABSI or CAUTI rates. Analyzing the data available to you is how you will identify that a quality problem exists. Data identifies potential areas for improvement and monitors the effectiveness of any changes. It is important to obtain baseline data before beginning a quality improvement project and to analyze results during and at the end of a project. 

Note: The practice problem must be related to patient outcomes. (Staffing cannot be your main practice problem for the completion of the Practice Experience Project and Capstone Paper.)

Note: If you use the same practice problem that was presented in the Week 1 Discussion on quality theories, keep in mind that you must be much more specific in this post and explain how it is relevant to your setting and nursing practice.

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For this assessment, you will develop 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

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For this assessment, you will develop 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

Demonstration of Proficiency

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

  • Competency 1: Analyze the elements of a successful quality improvement initiative.
    • Analyze the usefulness of resources to role group responsible for implementing quality and safety improvements.
  • 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 sustainability of a safety improvement initiative.
  • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
    • Present compelling reasons and relevant situations for resource tool kit to be used by its target audience.
    • Communicate in a clear, logically structured, and professional manner, using current APA style and formatting.

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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.

Professional Context

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 educational 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.

Scenario

For this assessment, consider taking one of these two approaches:

  1. 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 and put the plan into action.
  2. Locate a safety improvement plan through an external resource (your current organization, Institution for Healthcare Improvement, or publicly available safety improve initiative) and create an online tool kit or resource repository that will help an audience understand the research behind the safety improvement plan and how to put the plan into action.

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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 GoogleDocs login, or create an account following the directions under the “Create Account” menu.

Refer to the following links to help you get started with Google Sites:

  • G Suite Learning Center. (n.d.). Get started with Sites. Retrieved from https://gsuite.google.com/learning-center/products/sites/get-started/#!/
  • Google. (n.d.). Google Sites. Retrieved from https://sites.google.com
  • Google. (n.d.). Sites help. Retrieved from https://support.google.com/sites/?hl=en#topic=

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 3 or 4 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 3 resources on average for each of the 4 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.

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Here is an example entry:

  • Merret, A., Thomas, P., Stephens, A., Moghabghab, R., & Gruneir, M. (2011). A collaborative approach to fall prevention. Canadian Nurse, 107(8), 24–29. Retrieved from www.canadian-nurse.com/articles/issues/2011/october-2011/a-collaborative-ap
    • This article presents the Geriatric Emergency Management-Falls Intervention Team (GEM-FIT) project. It shows how a collaborative nurse lead project can be implemented and used to improve collaboration and interdisciplinary teamwork, as well as improve the delivery of health care services. This resource is likely more useful to nurses as a resource for strategies and models for assembling and participating in an interdisciplinary team than for specific fall-prevention strategies. It is suggested that this resource be reviewed prior to creating an interdisciplinary team for a collaborative project in a health care setting.

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.

  • Identify necessary resources to support the implementation and continued 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 compelling reasons and relevant situations for use of resource tool kit by its target audience.
  • Communicate in a clear, logically structured, and professional manner that applies current APA style and formatting.

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

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

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Assessment 3 Instructions: Disaster Recovery Plan

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Assessment 3 Instructions: Disaster Recovery Plan

Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.

As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Professional Context

Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.

This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.

Demonstration of Proficiency

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

  • Competency 1: Analyze health risks and health care needs among distinct populations.
    • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
  • Competency 2: Propose health promotion strategies to improve the health of populations.
    • Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
  • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
    • Explain how health and governmental policy affect disaster recovery efforts.
  • Competency 4: Integrate principles of social justice in community health interventions.
    • Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Present a compelling case to community stakeholders to obtain their approval and support for a proposed disaster recovery plan.

Note: Complete the assessments in this course in the order in which they are presented.

Preparation

When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.

In this assessment, you are a member of a community task force responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT, which you will present to city officials and the disaster relief team.

To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation.

In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Begin thinking about:

  • Community needs.
  • Resources, personnel, budget, and community makeup.
  • People accountable for implementation of the disaster recovery plan.
  • Healthy People 2020 goals.
  • A timeline for the recovery effort.

You may also wish to:

  • Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
    • Mobilize collaborative partners.
    • Assess community needs.
    • Plan to lessen health disparities and improve access to services.
    • Implement a plan to reach Healthy People 2020 objectives.
    • Track community progress.
  • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.

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

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

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Instructions

Complete the following:

  1. Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community.
    • Assess community needs.
    • Consider resources, personnel, budget, and community makeup.
    • Identify the people accountable for implementation of the plan and describe their roles.
    • Focus on specific Healthy People 2020 goals.
    • Include a timeline for the recovery effort.
  2. Use the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
    • Mobilize collaborative partners.
    • Assess community needs.
    • Plan to lessen health disparities and improve access to services.
    • Implement a plan to reach Healthy People 2020 objectives.
    • Track community progress.
  3. Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team.
Presentation Format and Length

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

Be sure that your slide deck includes the following slides:

  • Title slide.
    • Recovery plan title.
    • Your name.
    • Date.
    • Course number and title.
  • References (at the end of your presentation).

Your slide deck should consist of 8–10 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate.

The following resources will help you create and deliver an effective presentation:

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Supporting Evidence

Cite at least three credible sources from peer-reviewed journals or professional industry publications to support your plan.

Graded Requirements

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:

  • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
    • Consider the interrelationships among these factors.
  • Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
    • Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
  • Explain how health and governmental policy impact disaster recovery efforts.
    • Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
  • Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
    • Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
    • Include evidence to support your strategies.
  • Present a compelling case to community stakeholders to obtain their approval and support for the proposed disaster recovery plan.
    • Develop your presentation with a specific purpose and audience in mind.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Additional Requirements

Before submitting your assessment, proofread all elements to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

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Week 8: Current Issues/Trends PowerPoint Presentation

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Week 8: Current Issues/Trends PowerPoint Presentation

PPT topic:

“Nursing during an epidemic, pandemic or natural disaster across the country or around the globe”

-I have attached a PPT I started and that can be used to continue

-attached the instructions as well

The reason why the topic was chosen:

The topic I have chosen to research and explore for the class  presentation is “Nursing during an epidemic, pandemic, or natural  disaster across the country or around the globe”. I felt this was the  perfect topic to further dissect given that the field of nursing was  just recently hit and is still suffering from a global pandemic. Nursing  and the healthcare field as a whole suffered in ways the public has not  been made aware of. The pandemic brought with it both positive and  negative affects to our field of work. Which is why I have chosen this  topic in order to come up with a plan to promote a positive change.  Bringing awareness to these issues/changes will involve the need for  participation in our local government to fund and support this nursing  issue. Solving the trends/issues the pandemic has brought will alleviate  the impact it has had on various workplaces. The solutions will be  integrated/implemented with the hopes of having a positive affect within  clinical settings. This topic is currently relevant which is why as a  community we should come together to shed light and bring awareness to  its importance. A few things the pandemic has caused is:

-affects on the psychological well-being of nurses

-increased stress

-decreased work flow frequency

-decreased work satisfaction

etc. (Bartzik, Aust, & Peifer, 2021).

Nurse are the healthcare fields front line workers, one of the most  essential positions when our world is faced with a (pandemic, epidemic,  or natural disaster).

Reference

Bartzik, M., Aust, F., & Peifer, C. (2021). Negative effects of  the COVID-19 pandemic on nurses can be buffered by a sense of humor and  appreciation. BMC nursing, 20(1), 257. https://doi.org/10.1186/s12912-021-00770-5

-SPEAKER NOTES ARE NEEDED FOR EACH SLIDE

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