Problem statement Patient safety is an important aspect of delivering care. People come to the hospital to get healed, not to get hurt. How can nurses make patients safe during their hospital stay? In adults 65+ inpatients (P), how do Fall assessment tools (I) compared to patients who do not benefit from fall assessment (C) influence fall prevention (O) within one week of hospitalization(T)? It is estimated that between 700,000 - 1,000,000 people fall in U.S each year. Approximately eleven thousand falls thousand falls are fatal.2-6 Injuries related to falls can result in an additional 6.3 hospital days with the cost for a serious fall with injury averaging $14,056 per patient (Joint Commission 2016). Problem Statement The problem of falls directly affects patients, their relatives, and the organization at large .The most affected patients are usually the elderly or children. Falls can lead to severe injuries like fractures, laceration, internal bleeding, or even death. A detailed fall assessment is important in determining patient at risk for fall, and preventive measures should take place to prevent fall from happening. Organization of the poster This poster will serve as “high fall risk” alert tool that will contain fun facts about commonly used of cardiac medications such as Lasix and blood medications that are given to cardiac patients. Reminding nurses to check patient B/p before given these medications Assessment tools using the morse fall assessment scale Interventions for patients identify as high fall Handout to educate patients and family about fall prevention measures objectives All nurses at CVICMU will attend a mandatory education on fall prevention every one week for a month. After completing the one-week training, nurses will be assigned to an online pretest and posttest to check their fall prevention knowledge. Nurses will have the ability to: - To identify the critical risk factors using the Morse fall Assessment Scale - List at least three to four interventions based on the Standard Universal fall intervention - Describe strategies and behaviors to prevent falls Methodology 1.) After completing the mandatory training on fall prevention, each nurse at the CVIMCU will be expected to pass the posttest with at least 80% of a passing rate for the first time. Each nurse would also be required to demonstrate patient falls assessment and verbally a minimum of three interventions to put in place to prevent falls when the patient is identified as a high risk for falls. 2.) Nurses who failed the posttest for the first time will be required to attend the next class section, and the posttest will take place the same day. In the second test, nurses should score 90 % and are required to list interventions based on patient risk factors 3.) Any nurse who failed the post-test the second time will attend not only the class section with a score of 100% but will be required on volunteering hours to teach other nurses a ...

1. Problem statement
Patient safety is an important aspect of delivering care. People
come to the hospital to get healed, not to get hurt. How can
nurses make patients safe during their hospital stay?
In adults 65+ inpatients (P), how do Fall assessment tools (I)
compared to
patients who do not benefit from fall assessment (C) influence
fall prevention (O) within one week of hospitalization(T)?
It is estimated that between 700,000 - 1,000,000 people fall in
U.S each year. Approximately eleven thousand falls thousand
falls are fatal.2-6 Injuries related to falls can result in an
additional 6.3 hospital days with the cost for a serious fall with
injury averaging $14,056 per patient (Joint Commission 2016).
Problem Statement
The problem of falls directly affects patients, their relatives,
and the organization at large
.The most affected patients are usually the elderly or children.
Falls can lead to severe
injuries like fractures, laceration, internal bleeding, or even
death.
A detailed fall assessment is important in determining patient at
risk for fall, and preventive measures should take place to
prevent fall from happening.
Organization of the poster

2. This poster will serve as “high fall risk” alert tool that will
contain fun facts about commonly used of cardiac medications
such as Lasix and blood medications that are given to cardiac
patients. Reminding nurses to check patient B/p before given
these medications
Assessment tools using the morse fall assessment scale
Interventions for patients identify as high fall
Handout to educate patients and family about fall prevention
measures
objectives
All nurses at CVICMU will attend a mandatory education on
fall prevention every one week for a month. After completing
the one-week training, nurses will be assigned to an online
pretest and posttest to check their fall prevention knowledge.
Nurses will have the ability to:
- To identify the critical risk factors using the Morse fall
Assessment Scale
- List at least three to four interventions based on the Standard
Universal fall intervention
- Describe strategies and behaviors to prevent falls
Methodology
1.) After completing the mandatory training on fall prevention,
each nurse at the CVIMCU will be expected to pass the posttest
with at least 80% of a passing rate for the first time. Each nurse
would also be required to demonstrate patient falls assessment
and verbally a minimum of three interventions to put in place to
prevent falls when the patient is identified as a high risk for
falls.
2.) Nurses who failed the posttest for the first time will be

3. required to attend the next class section, and the posttest will
take place the same day. In the second test, nurses should score
90 % and are required to list interventions based on patient risk
factors
3.) Any nurse who failed the post-test the second time will
attend not only the class section with a score of 100% but will
be required on volunteering hours to teach other nurses about
fall assessment and prevention
Interventions
First, patients will be given and wearing yellow socks; a yellow
blanket will be placed on the patient's bed and a yellow
armband on the patient's wrist. Patients who score a low number
will be given a pair of green socks only. The yellow socks and
bracelets are strategy to alert others that the patient is at fall
risk
The second intervention is to set the patient's bed alarm on and
advocate for a sitter/monitor device such as an avasure to keep
the patient safe and prevent injury. Also, the patient can be
placed close to the nursing station for close monitoring. This
method makes others alert when patients try to exist the bed
without calling for help.
The third intervention is bedside reports where patients' needs
are met and education on using the call light. And finally,
increased frequency of rounding for patients identified as a high
fall risk. This is to anticipate patients' needs.
Evaluation
Successful completion of the falls educational program for all
CVIMCU nurses over one week period will be the goal of this
project. After educating nurses about fall assessment and

4. prevention, their knowledge will be validated by pretest and
posttest with a score of 80% at least, daily audits by the
CVIMCU charge nurse will be completed on staff conducting
care on admission and throughout patients' hospital stay. This
will ensure continued compliance and understanding of the fall
prevention educational program's teaching. And the manage will
to be given a copy of the daily audit on assessment and
prevention.
Conclusion
In conclusion, patients who come to the hospital to seek care
not get hurt. My goal for this project is to prevent patients in
the geriatrics population by utilizing a poster sign on the
communication board and the Morse Fall Assessment Scale,
interventions for fall prevention, handout. When patients, other
healthcare teams, and families are knowledgeable and informed
about falls, they are likely to participate in fall prevention
measures. Education handouts from the CDC website will be
provided to patients and caregivers. Every twenty minutes, an
older adult dies from a fall in the United States (CDC). Patients
also will be assessed on their knowledge of fall prevention
precautions using the teach-back method.
References
Health Research & Educational Trust; October 2016. Preventing
Patient Falls: A Systematic Approach From the Joint
Commission Center for Transforming Healthcare
Project.October 26, 2016
https://psnet.ahrq.gov/issue/preventing-patient-falls-systematic-
approach-joint-commission-center-transforming-healthcare
Chicago, IL: Health Research & Educational Trust;

5. October 2016.
The CDC Patient & Caregiver Resources
https://www.cdc.gov/steadi/pdf/STEADI-CaregiverBrochure.pdf
Spreading Knowledge, Not Disease: STD Prevention for Young
Adults
Student Name, RN, BSNc Candidate
PROBLEM STATEMENT
IMPLICATIONS FOR NURSING PRACTICE
METHODOLOGY
LITERATURE REVIEW
EVALUATION
REFLECTIONS
OBJECTIVES Sexually Transmitted Disease (STD) rates are on
the rise in the US From 2006-2010, there were 3,472 Chlamydia
cases, 569 gonorrhea cases, and 18 syphilis cases in District 7
in our state60% of those infected with Chlamydia do not show
any signs or symptoms of infection80% of participants will be
able to correctly identify the proper steps to prevent STDs100%

6. of participants will be able to determine the difference between
curable sexually transmitted diseases and incurable sexually
transmitted diseases.100% of participants will be able to
identify 3 positive response phrases to use in response to a
partner pressuring them to have sex. Plan an opening session to
reminding parents they have to talk about embarrassing topics
in the future like STDsUsing humor while talking about
embarrassing topics may prove very helpfulPresent the “Sexual
Exposure Chart” assisted in moving the conversations from
humorous to serious and got the participants attentionPractice
public speaking and teaching, which is a beneficial and
necessary skill to have as a nursePlan to use listening skills to
be sure the participants understood the material
presentedProvide educational pamphlets on sexually transmitted
diseasesShow how easily sexually transmitted diseases can be
spread using the “Sexual Exposure Chart”Educate on preventi on
strategies Differentiate between curable and incurable sexually
transmitted diseasesDiscuss local organizations that provide
sexually transmitted disease testing
*Meet with parents and their students first all together then in
break out sessionsGather informative pamphlets and materials
to distribute from local Health DepartmentAdminister pre-test
to assess participants’ current knowledgeLead educational
discussion about sexually transmitted disease
informationOrganized “educational game” in order to evaluate
teaching of informationAdminister post-test to evaluate
participants’ newly gained knowledge from discussionWell -
constructed visual aids were the most effective, and efficient
means of risk communication to young adults (1)Community-
based organizations can successfully implement a HIV/sexually
transmitted disease risk reduction intervention (2, 3)Risk
communication and educational brochures are efficient methods
to promote adherence to prevention behaviors (4, 5)
REFERENCES
1. Reference 1 listed in APA format
2. Reference 2 listed in APA format

7. 3. Reference 3 listed in APA format
4. Reference 4 listed in APA format
5. Reference 5 listed in APA format
ObjectiveOutcomeMet?80% of participants will be able to
correctly identify the proper steps to prevent STDs
80%100% of participants will be able to determine the
difference between curable sexually transmitted diseases and
incurable sexually transmitted diseases.
100%100% of participants will be able to identify 3 positive
response phrases to use in response to a partner pressuring them
to have sex.100%
*
Under the LITERATURE REVIEW, be sure to cite your
references. After you make each statement, list the
corresponding reference number(s) so that readers of your
poster will be able to locate the entire reference in the
REFERENCES section.

8. Instructions
For this assignment, you will be creating a poster that
summarizes your work on the evidence-based practice project.
The poster should be in PowerPoint and should include the
headings listed below.
Consider the following areas and use appropriate (bolded) areas
below as sections for the poster.
1. The poster submission must be in PowerPoint using the
poster template (you can use the sample poster in the Module 4
resources as a template).
2. The poster should include information from your Problem
Statement, but should not be word-for-word or a copy-and-
paste. It should be a summary.
3. A Review of the Literature section should include a brief
overview of what you found in your literature review, with
references cited.
4. The Objectives for the project and Proposed
Methodology should be included. These should match the ones
approved from the implementation plan and should be word-for-
word.
5. Information regarding how you plan to Evaluate your project
should be included.
6. An Implications for Practice section should be included.
7. Reflections may also be included, but this section is optional.
8. The references need to be in APA format.
The poster will be the presentation of all your hard work and a
wonderful visual to share with the class. Be creative and use
space wisely for this assignment. Pictures and graphics may
also be used to support and enhance your poster.
Module 4 Assignment Rubric
Module 4 Assignment Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeContent

9. 20 to >16.0 pts
Excellent
The poster thoroughly addresses assigned criteria. Content is
exceptionally well-presented and argued; ideas are detailed,
well-developed, and supported with specific evidence, facts,
and examples.
16 to >14.0 pts
Good
The poster adequately addresses the assigned criteria. Content is
well-presented and argued; ideas are detailed, developed and
supported with general evidence, facts and details.
14 to >0.0 pts
Satisfactory
The poster minimally addresses the assigned criteria. Content is
presented, but ideas are not well developed or supported. Some
evidence or facts are presented, but are more general or less
specific.
0 pts
Unsatisfactory
The poster does not addresses the assigned criteria. Ideas are
not clearly presented and not supported with evidence or facts.
20 pts
This criterion is linked to a Learning OutcomeOrganization
20 to >16.0 pts
Excellent
Submission is well-organized and easy for a reader to follow.
16 to >14.0 pts
Good
Submission reflects some organization but is not easily
followed by a reader.
14 to >0.0 pts
Satisfactory
Submission is not effectively organized and is difficult for a
reader to follow.
0 pts

10. Unsatisfactory
Submission is disorganized and is difficult for a reader to
follow.
20 pts
This criterion is linked to a Learning OutcomeSources - APA,
references, and citations
10 to >8.0 pts
Excellent
Scholarly sources are current and exceptionally well-integrated
and support opinions argued in the assignme nt very effectively.
Citations follow APA guidelines - no errors. The minimum
number of sources are used, following the assignment
instructions.
8 to >7.0 pts
Good
Scholarly sources are current and well integrated and
effectively support the opinions argued in the assignment. One
to three APA errors, but the citation follow APA guidelines.
Minimum number of sources are used, following the assignment
instructions.
7 to >0.0 pts
Satisfactory
Sources support some opinions made in the assignment, but
might not be integrated well within the argument. Not all
sources are scholarly. Use APA format with four to six errors.
Minimum number of sources are used, following the assignment
instructions.
0 pts
Unsatisfactory
The assignment does not use scholarly sources or if it does, the
sources are not integrated well. The sources are not cited
correctly according to APA guidelines. The minimum number of
sources are not used, according to the assignment instructions.
10 pts

11. This criterion is linked to a Learning OutcomeMe chanics:
grammar, punctuation and style
10 to >8.0 pts
Excellent
Writing reflects no grammatical, punctuation or style errors.
8 to >7.0 pts
Good
Writing reflects 1-3 grammatical, punctuation or style errors.
7 to >0.0 pts
Satisfactory
Writing reflects 4-6 grammatical, punctuation or style errors.
0 pts
Unsatisfactory
Writing reflects more than 6 grammatical punctuation or style
errors.
10 pts
Total Points: 60