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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NURS-FPX4045- Assessment 3: Evidence-Based Proposal and Annotated Bibliography on Technology in Nursing

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NURS-FPX4045- Assessment 3: Evidence-Based Proposal and Annotated Bibliography on Technology in Nursing

Write a 4–6 page annotated bibliography where you identify peer-reviewed publications that promote the use of a selected technology to enhance quality and safety standards in nursing.

Introduction

This assessment will give you the opportunity to deepen your knowledge of how technology can enhance quality and safety standards in nursing. You will prepare an annotated bibliography on technology in nursing. A well-prepared annotated bibliography is a comprehensive commentary on the content of scholarly publications and other sources of evidence about a selected nursing-related technology. A bibliography of this type provides a vehicle for workplace discussion to address gaps in nursing practice and to improve patient care outcomes. As nurses become more accountable in their practice, they are being called upon to expand their role of caregiver and advocate to include fostering research and scholarship to advance nursing practice. An annotated bibliography stimulates innovative thinking to find solutions and approaches to effectively and efficiently address these issues.

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Professional Context

Rapid changes in information technology go hand-in-hand with progress in quality health care delivery, nursing practice, and interdisciplinary team collaboration. Technology is essential to the advancement of the nursing profession, maintaining quality care outcomes, patient safety, and research.

Preparation

Before you begin to develop the assessment, you are encouraged to complete the Annotated Bibliography Formative Assessment and select a Sentinel-U simulation to complete for practice. Completing these activities will help you succeed with the assessment. The Annotated Bibliography Formative Assessment will count towards engagement.

To successfully complete this assessment, perform the following preparatory activities:

  • Before you begin to develop the assessment, you are encouraged to complete the Annotated Bibliography Formative Assessment and select a Sentinel-U simulation to complete for practice. Completing these activities will help you succeed with the assessment. The Annotated Bibliography Formative Assessment will count towards engagement.
    • Direct patient care technologies require an interaction, or direct contact, between the nurse and patient. Nurses use direct patient care technologies every day when delivering care to patients. Electronic thermometers or pulse oximeters are examples of direct patient care technologies.
    • Indirect patient care technologies, on the other hand, are those employed on behalf of the patient. They do not require interaction, or direct contact, between the nurse and patient. A handheld device for patient documentation is an example of an indirect patient care technology.
  • Conduct a library search using the various electronic databases available through the Capella University Library.
    • Consult the BSN Program Library Research Guide for help in identifying scholarly and/or authoritative sources.
    • Access the NHS Learner Success Lab, linked in the courseroom navigation menu, for additional resources.
  • Scan the search results related to your chosen technology.
  • Select five peer-reviewed publications focused on your selected topic that are the most interesting to you.
  • Evaluate the impact of patient care technologies on desired outcomes.
    • Analyze current evidence on the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team.
    • Integrate current evidence about the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team into a recommendation.
  • Evaluate how your chosen technology can be integrated with Artificial Intelligence to improve patient safety, nurse workflow, or efficient healthcare delivery.

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Notes

  • Publications may be research studies or review articles from a professional source. Newspapers, magazines, and blogs are not considered professional sources.
  • Your selections need to be current—within the last five years.

Instructions

Review the technologies presented in the “Sentinel U: Telehealth Nursing Series Medical/Surgical: Lynn Tan” activity. There are 3 patients listed under “Cases”. Pick one case and select ONE of the technology options used in the SIM to use as the focus for this assessment. The SIM report must demonstrate 100% complete. You will upload the completed SIM report with your assignment.

Next prepare a 4–6 page paper in which you introduce your selected technology and describe at least five peer-reviewed publications that promote the use of your selected technology to enhance quality and safety standards in nursing. You will conclude your paper by summarizing why you recommend a particular technology by underscoring the evidence-based resources you presented. Be sure that your paper includes all of the following elements:

  • Introduction to the Selected Technology Topic
    • What is your rationale for selecting this particular technology topic? What is interesting about it?
    • What research process did you employ?
      • Which databases did you use?
      • Which search terms did you use?
      • Note: In this section of your bibliography, you may use first-person since you are asked to describe your rationale for selecting the topic and the research strategies you employed. Use third person in the rest of the bibliography, however.
  • Annotation Elements
    • For each resource, include the full reference followed by the annotation.
    • Explain the focus of the research or review article you chose.
    • Provide a summary overview of the publication.
      • According to this source, what is the impact of this technology on patient safety and quality of care?
      • According to this source, what is the relevance of this technology to nursing practice and the work of the interdisciplinary health care team?
      • Why did you select this publication to write about out of the many possible options? In other words, make the case as to why this resource is important for health care practitioners to read.
  • Artificial Intelligence (AI)
    • How can AI be used with your chosen technology to improve patient care, nursing workflow, or efficient healthcare delivery. Be sure one of your journal articles supports this.
  • Summary of Recommendation
    • How would you tie together, or integrate, the key learnings from each of the five publications you examined?
    • Describe which organizational factors influence the selection of a technology in a health care setting? Consider such factors as organizational policies, resources, culture/social norms, commitment, training programs, and/or employee empowerment.
    • How would you justify the implementation and use of the technology in a health care setting? This is the section where you will justify (prove) that the implementation of the
      patient care technology is appropriate or not. The evidence should be cited from the literature that was noted in the annotated bibliography.

      • Consider the impact of the technology on the health care organization, patientcare/satisfaction, and interdisciplinary team productivity, satisfaction, and retention.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Additional Requirements

  • Written communication: Ensure written communication is free of errors that detract from the overall message.
  • Length: 4–6-typed, double-spaced pages.
  • Upload: You must upload the completed SIM report from “Sentinel U: Telehealth Nursing Series Medical/Surgical: Lynn Tan” with your annotated bibliography.
  • Number of resources: Cite a minimum of five peer-reviewed publications, not websites. At least four for the annotation elements and at least one for your justification of AI.
  • Font and font size: Use Times New Roman, 12 point.
  • APA: Follow APA style and formatting guidelines for all bibliographic entries. Refer to Evidence and APA as needed.

Competencies Measured

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

  • Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
    • Describe one’s rationale for selecting a technology topic, including the process used to identify it.
    • Describe current evidence on the impact and relevance of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team.
    • Integrate current evidence about the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team into a recommendation.
  • Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.
    • Describe organizational factors influencing the selection of a technology in the health care setting.
    • Justify the implementation and use of a selected technology in a health care setting.
  • Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
    • Create a clear, well-organized, and professional, annotated bibliography that is generally free from errors in grammar, punctuation, and spelling.
    • Follow APA style and formatting guidelines for all bibliographic entries.

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NURS-FPX4045- Assessment 2: Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices

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NURS-FPX4045- Assessment 2: Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices

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

Prepare an interprofessional staff update on HIPAA and appropriate social media use in health care.

Introduction

Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.

This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.

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Professional Context

Health professionals today are increasingly accountable for the use of protected health information (PHI). Various government and regulatory agencies promote and support privacy and security through a variety of activities. Examples include:

  • Meaningful use of electronic health records (EHR).
  • Provision of EHR incentive programs through Medicare and Medicaid.
  • Enforcement of the Health Insurance Portability and Accountability Act (HIPAA) rules.
  • Release of educational resources and tools to help providers and hospitals address privacy, security, and confidentiality risks in their practices.

Technological advances, such as the use of social media platforms and applications for patient progress tracking and communication, have provided more access to health information and improved communication between care providers and patients.

At the same time, advances such as these have resulted in more risk for protecting PHI. Nurses typically receive annual training on protecting patient information in their everyday practice. This training usually emphasizes privacy, security, and confidentiality best practices such as:

  • Keeping passwords secure.
  • Logging out of public computers.
  • Sharing patient information only with those directly providing care or who have been granted permission to receive this information.

Today, one of the major risks associated with privacy and confidentiality of patient identity and data relates to social media. Many nurses and other health care providers place themselves at risk when they use social media or other electronic communication systems inappropriately. For example, a Texas nurse was recently terminated for posting patient vaccination information on Facebook. In another case, a New York nurse was terminated for posting an insensitive emergency department photo on her Instagram account.

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Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.

This assessment requires you to develop a staff update for an inter-professional team to encourage team members to protect the privacy, confidentiality, and security of patient information. Technology has become so commonplace in our lives that organizations are now using it to reach their workforce. Gone are the days of paper flyers on the breakroom wall. Organizations are using intranets, workplace social media, or communications systems like Workplace, Slack, or Teams.

Preparation

As you begin to consider the assessment, it would be an excellent choice to complete the Breach of Protected Health Information (PHI) activity. The activity will support your success with the assessment by creating the opportunity for you to test your knowledge of potential privacy, security, and confidentiality violations of protected health information. The activity is not graded and counts towards course engagement.

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To successfully prepare to complete this assessment, complete the following:

  • Review the settings presented in the Assessment 02 – Protected Health Information [PDF] Download Assessment 02 – Protected Health Information [PDF]resource and select one to use as the focus for this assessment.
  • Search the Internet for infographics about protecting PHI. These infographics should serve as examples of how to succinctly summarize evidence-based information about protecting the security, privacy, and confidentiality of patient data. Some examples of infographics are provided for you in the reading list Infographics.
    • Analyze these infographics and distill them into five or six principles of what makes them effective. As you design your interprofessional staff update, apply these principles. Note: In a staff update, you will not have all the images and graphics that an infographic might contain. Instead, focus your analysis on what makes the messaging effective.
  • Select from any of the following options, or a combination of options, as the focus of your interprofessional staff update:
    • Social media best practices.
    • What not to do: social media.
    • Social media risks to patient information.
    • Steps to take if a breach occurs.
  • Conduct independent research on the topic you have selected in addition to reviewing the suggested resources for this assessment. This information will serve as the source(s) of the information contained in your interprofessional staff update. Consult the BSN Program Library Research Guide for help in identifying scholarly and/or authoritative sources.

Scenario

In this assessment, imagine you are a nurse in one of the health care settings described in the following resource:

Before your shift begins, you scroll through Facebook and notice that a coworker has posted a photo of herself and a patient on Facebook and described how happy she is that her patient is making great progress. You have recently completed your annual continuing education requirements at work and realize this is a breach of your organization’s social media policy. Your organization requires employees to immediately report such breaches to the privacy officer to ensure the post is removed immediately and that the nurse responsible receives appropriate corrective action.

You follow appropriate organizational protocols and report the breach to the privacy officer. The privacy officer takes swift action to remove the post. Due to the severity of the breach, the organization terminates the nurse.

Based on this incident’s severity, your organization has established a task force with two main goals:

  • Educate staff on HIPAA and appropriate social media use in health care.
  • Prevent confidentiality, security, and privacy breaches.

The task force has been charged with creating a series of interprofessional staff updates on the following topics:

  • Social media best practices.
  • What not to do: Social media.
  • Social media risks to patient information.
  • Steps to take if a breach occurs.

Technology has become so commonplace in our lives that organizations are now using it to reach their workforce. Gone are the days of paper flyers on the breakroom wall. Organizations are using intranets, workplace social media, or communications systems like Workplace, Slack, or Teams.

Instructions

First, select one of the health care settings described in the following resource:

As a nurse in this setting, you are asked to create the content for a staff update. This staff update will be delivered using your organization’s internal communication platform and should be in the form of a social media post and should address one or more of these topics:

  • Social media best practices.
  • What not. to do: social media.
  • Social media risks to patient information.
  • Steps to take if a breach occurs.

This assessment is not a traditional essay. It is a staff educational update about PHI. Staff are frequently overwhelmed with required trainings and often click through without learning. To catch the attention of your audience be creative. Create a social media post that delivers the information required in an easy-to-read fashion like an infographic, or a short (under 3 minute) narrated presentation or video where you use your creativity to make the staff update fun and engaging.

The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

  • What is protected health information (PHI)?
    • Be sure to include essential HIPAA information.
  • What are privacy, security, and confidentiality?
    • Describe and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.
    • Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.
  • What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:
    • What are some examples of nurses being terminated for inappropriate social media use in the United States?
    • What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?
    • What have been the financial penalties assessed against health care organizations for inappropriate social media use?
    • What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

Notes

  • Be selective about the content you choose to include. Include need-to-know information. Omit nice-to-know information.
  • Many times, people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members’ interest, highlights key points, and is easy to read/view. Avoid overcrowding the update with too much content.
  • Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

Additional Requirements

  • Written communication: Ensure the staff update is free from errors that detract from the overall message.
  • Submission length: Maximum of two double-spaced content pages or a video under 3 minutes.
  • Font and font size: Use Times New Roman, 12-point.
  • Citations and references: Provide a separate reference page that includes 2–3 current, peer-reviewed and 1–2 current, non-peer-reviewed in-text citations and references (total of 3–5 resources) that support the staff update’s content. Current means no older than 5 years.
  • APA format: Be sure your citations and references adhere to APA format. Consult the Evidence and APA page for an APA refresher.

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 the security, privacy, and confidentially laws related to protecting sensitive electronic health information that govern the interdisciplinary team.
    • Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.
  • Competency 2: Implement evidence-based strategies to effectively manage protected health information.
    • Identify evidence-based approaches to mitigate risks to patients and health care staff related to sensitive electronic health information.
    • Develop a professional, effective staff update that educates interprofessional team members about protecting the security, privacy, and confidentiality of patient data, particularly as it pertains to social media usage.
  • Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
    • Follow APA style and formatting guidelines for citations and references.
    • Create a clear, concise, well-organized, and professional staff update that is generally free from errors in grammar, punctuation, and spelling.

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NURS-FPX4045- Assessment 1: Nursing Informatics in Health Care

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NURS-FPX4045- Assessment 1: Nursing Informatics in Health Care

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

Write a 4–5 page evidence-based proposal to support the need for a nurse informaticist in an organization who would focus on improving health care outcomes.

Introduction

Nurses at the baccalaureate level in all practice areas are involved in nursing informatics through interaction with information management and patient care technologies. Nurses must not only demonstrate knowledge of and skills in health information and patient care technologies, but also how to use these tools at the bedside and organizational levels. Moreover, nurses need to recognize how information gathered from various health information sources can impact decision making at the national and state regulatory levels.

Preparation

As you begin to prepare this assessment, you are encouraged to complete the Team Perspectives of the Nurse Informaticist activity. Completion of this will help you succeed with the assessment as you explore the nurse informaticist’s role from the different perspectives of the health care team. Completing activities is also a way to demonstrate engagement.

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To successfully prepare for this assessment, you will need to complete these preparatory activities:

  • Review assessment resources and activities.
  • Consult the BSN Program Library Research Guide for help in identifying scholarly and authoritative sources.
  • Interview peers in your network who are considered information technology experts.
    • Ask them about how information technology advances are impacting patient care at the bedside, at the organizational level, and beyond.

Scenario

For this assessment, assume you are a nurse attending a meeting of your state’s nurses association. A nurse informaticist conducted a presentation on their role and its impact on positive patient and organizational outcomes in their workplace. You realize that your organization is undergoing many technological changes. You believe this type of role could provide many benefits to your organization.

You decide to pursue proposing a nurse informaticist role in your organization. You speak to your chief nursing officer (CNO) and human resources (HR) manager, who ask you to prepare a 4–5 page evidence-based proposal to support the new role. In this way, they can make an informed decision as to whether the addition of such a role could justify the return on investment (ROI). They need your proposal before an upcoming fiscal meeting.​ This is not an essay, but instead, it is a proposal to create a new Nurse Informaticist position.

One important part of this assessment is the justification of the need for a nurse informaticist in a health care organization and references from relevant and timely scholarly or professional resources to support the justification for creating this nurse informaticist position. The term justify means to show or prove that the nurse informaticist position brings value to the organization. This justification must include evidence from the literature to support that this position will provide a return on investment for the organization.

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Proposal Format

The chief nursing officer (CNO) and human resources (HR) manager have asked you to include the headings below in your proposal and to be sure to address the bullets following each heading. Remember that you will emphasize the focus of the new nurse informaticist position as described in the Assessment 01 – Nursing Informatics in Health Care [PDF] Download Assessment 01 – Nursing Informatics in Health Care [PDF]resource.

Nursing Informatics and the Nurse Informaticist

  • What is nursing informatics?
  • What is the role of the nurse informaticist?
  • Highlight one influential nurse informaticist and their contributions to nursing.

Nurse Informaticists and Other Health Care Organizations

  • What is the experience of other health care organizations with nurse informaticists?
  • How do these nurse informaticists collaborate with the rest of the nursing staff and the interdisciplinary team?

Impact of Full Nurse Engagement in Health Care Technology

  • How does fully engaging nurses in health care technology impact:
    • Patient care?
    • Protected health information (security, privacy, and confidentiality)?
      • In this section, you will explain evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients’ protected health information, particularly privacy, security, and confidentiality. Evidence-based means that they are supported by evidence from scholarly sources.
    • Workflow?
    • Costs and return on investment?

Opportunities and Challenges

  • What are the opportunities and challenges for nurses and the interdisciplinary team with the addition of a nurse informaticist role?
    • How can the interdisciplinary team collaborate to improve quality care outcomes through technology?

Summary of Recommendations

  • What are 3–4 key takeaways from your proposal about the recommended nurse informaticist role that you want the CNO and the HR manager to remember?
    • This is the section where the justification for the implementation of the nursing informaticist role is addressed. Remember to include evidence from the literature to support your recommendation.

Additional Requirements

  • Written communication: Ensure written communication is free of errors that detract from the overall message.
  • Submission length: 4–5 double-spaced pages, in addition to title and references pages.
  • Font: Times New Roman, 12 point.
  • Citations and References: Cite a minimum of three current scholarly and/or authoritative sources to support your ideas. In addition, cite a minimum of one current professional blog or website to support your central ideas. Current means no more than five years old.
  • APA formatting: Be sure to follow APA formatting and style guidelines for citations and references. For an APA refresher, consult the Evidence and APA page on Campus.

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.
    • Define nursing informatics and the role of the nurse informaticist, highlighting the contributions of an influential nurse informaticist.
    • Explain how the nurse collaborates with the interdisciplinary team, including technologists, to improve the quality of patient care.
    • Justify the need for a nurse informaticist in a health care organization.
  • Competency 2: Implement evidence-based strategies to effectively manage protected health information.
    • Explain evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients’ protected health information (privacy, security, and confidentiality).
  • Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
    • Explain the impact of full nurse engagement in health care technology, including the opportunities and challenges.
  • Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
    • Follow APA style and formatting guidelines for citations and references.
    • Create a clear, well-organized, and professional proposal that is generally free from errors in grammar, punctuation, and spelling.  

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NURS-FPX4055 Assessment 4: Health Promotion Plan Presentation

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NURS-FPX4055 Assessment 4: Health Promotion Plan Presentation

Create a slide presentation of the health promotion plan you developed in Assessment 1.

Introduction

Health education is any combination of learning experiences designed to help people in a community improve their health by increasing their knowledge or influencing their attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments that are conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. Also, in times of crisis, a resilient community is a safer community (Flanders, 2018; Office of Disease Prevention and Health Promotion, n.d.).

This assessment provides an opportunity for you to apply teaching and learning concepts to a hypothetical presentation of a health promotion plan.

Note: This is the second part of a two-part assessment. You must successfully complete Assessment 1 before completing this assessment.

References

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

World Health Organization. (n.d.). Health promoting schools. https://www.who.int/health-topics/health-promoting-schools

Scenario

In this assessment, you will develop your presentation of the health promotion plan based on the research you conducted for Assessment 1. You will plan the presentation for the community you focused on for Assessment 1.

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, your health promotion plan you completed research for in Assessment 1 to your chosen community. In this presentation, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, and evaluate the objectives of the plan. Please remember the nursing process. You must evaluate and revise the plan, as applicable, and propose improvement for future educational sessions. To engage your audience, you need to include any handouts with your presentation and a voice-over recording and speaker notes to communicate your plan.

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Instructions

Complete the following:

  • Prepare a 12–14 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well-organized and submitted as a separate Word document. Be sure to include a transcript of the voice-over (please refer to the PowerPoint resources in the Academic Resources). The transcript must be submitted on a separate Word document.
  • Simulate the face-to-face educational session, addressing the health concern and health goals of your selected community individual or group.
  • Imagine collaborating with the participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

  • Present a health promotion plan tailored for an individual or group within a community.
    • Tailor the presentation to the needs of your chosen community audience.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
  • Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
    • How do you think participants would react to the session?
    • Which aspects of the session would you change?
    • How might those changes improve future outcomes?
  • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators (LHIs).
    • What changes would you recommend to better align the session with Healthy People 2030 objectives and LHIs?

Additional Requirements

Presentation Format and Length

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

The number of slides in your presentation will be dictated by nature and scope of your health promotion plan. Title and references slides are required as follows:

  • Title slide.
    • Health promotion plan title.
    • Your name.
    • Date.
    • Course number and title.
  • References (at the end of your presentation). Be sure to apply correct APA formatting to your references.
  • Remember to include a separate Word document of your speaker notes; this needs to submitted with your PowerPoint.
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Supporting Evidence

Support your plan with at least three professional or scholarly references published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

Be sure to proofread your PowerPoint presentation and speaker notes before submitting your assessment to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

Competencies Measured

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

  • Competency 2: Propose health promotion strategies to improve the health of populations.
    • Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
  • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
    • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Present a health promotion plan tailored for an individual or a group within a community.
    • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
    • Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.
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