INFO 6790 Midterm ExaminationDue Wednesday, February 9, 2022

INFO 6790 Midterm Examination
Due Wednesday, February 9, 2022
Instructions
Please acknowledge by printing your name under this statement:
I have taken this exam independently. I have not asked for help
from any other person, students or otherwise. I have not given
help to any other person, students or otherwise. I have not used
any communications to get or receive help to answer the
questions on this exam.
Name:
_____________________________________________________
________
Answer each of the questions below as comprehensively as
possible. DO NOT CHANGE THE CONTENT OR FORMAT OF
THIS EXAM (Do not delete test questions, add, or delete text
boxes, rows, columns, pages, change wording, change fonts or
color or other formatting and content. All answers should be in
green colored 9 pt. font – already set.) Anything altered in this
exam will, when the exam is returned, result in an “incomplete
exam” and receive a grade of zero.
It is imperative that you do not get any help in completing this
exam, from previous students, other students, Internet resources
(unless instructed), or any others. This exam is to be completed
individually. Tests that have similar answers to other students
will fall under the Academic Dishonesty policy stated in the
syllabus and those students will both receive a zero on the
exam.
This exam must be turned in no later than Wednesday, February
9, 11:59 pm. All exams will be submitted as email attachments

to both Dr. Amoroso and Ingrid. There are no late exams or
extensions for any reason; late exams will receive a grade of
zero. This is a 3-hour exam, plan ahead for delays. Do not turn
in this exam at the last minute; there will not be any help during
the evening hours on Wednesday from 8:00 pm – 11:59 pm prior
to the deadline for this exam. Please turn in both the Word
document with your answers. Name the file: Lastname-
Midterm.docx.
Exam Questions
1. Discuss the definition of strategy? What is not a strategy
from the Michael Porter video and class discussion (2 ½ pts).
What is strategy (2 ½ pts.)?
Not Strategy
Is Strategy
2. (a) What is visioning, what are the 5 characteristics? (b)
What are the 6 activities for developing the organizational
purpose and who does them in the organization (10 pts.)
Visioning Characteristics

Activities for Developing Organizational Purpose
Who is working on activity
3. (a) Discuss the 4 steps you will use the Generic Strategies
Model to analyze the industry, step by step and (b) which
characteristics you will use to justify (data needed) your
decisions (16 pts.)
Steps to analyzing the industry
Justification (Data Needed)

4. Discuss how you will justify (data needed) each of the
following Five Forces Model characteristics (24 pts.)
Five Forces Model characteristic
Justification (Data Needed)
1. Rival concentration and balance
2. Access to distribution
3. Economies of scale
4. Industry growth
5. Buyer concentration threat
6. Capital requirements

5. Using Delta Airlines as the case company, how would you
define the GIP? (9 pts.)
GIP
Definition
Goal (vision)
Industry
Product
6. Using Delta Airlines as the case company, conduct the
Generic Strategies Model analysis. Write your analysis in the
textbox below: (20 pts.)

Model Component
Analysis
(Differentiation or Low Cost)
Characteristic
Citation
X-axis
Y-axis

7. Using Delta Airlines as the case company, conduct the Five
Forces Model analysis. Write your analysis in the textbox
below: (25 pts.)
Force
Threat Level (high/low)
Characteristic
Justification
Citation
Result (good/bad)
Barriers to Entry
Economies of scale
Capital requirements

Access to distribution
Supplier Power
Presence of substitute inputs
Supplier concentration
Importance of volume to supplier
Buyer Power

Buyer concentration
Buyer switching costs
Price total purchases
Degree of Rivalry
Industry growth
Intermittent overcapacity

Concentration and balance
Threat of Substitutes
Substitute products available
Buyer propensity to substitute
2

1
Capstone Project: Assignment 4 (Part B: Analysis of the
Intervention)
Juan Luis Cespedes Laplace
Capella University
NURS-FPX 4900
Instructor: Dr. Eunice Rosas
February 2022
2
Analysis of the Intervention (Diabetic Self-Management
Education)
Summary of the problem, the reason for its selection, and the
reasons why it is essential in
the professional practice.
According to the World Health Organization (WHO),
diabetes is considered the most
persistent and severe illness that affects the present population.
The cause of diabetes is linked to
environmental and genetic factors. Its prevalence in the world is
becoming a significant concern

since it affects the quality of life (Cunningham t al., 2018). The
WHO reports that type 2 diabetes
affects about 90 percent of the individuals diagnosed with
diabetes.
The reason for selecting this issue is the rise in the
reported cases of morbidity and
mortality despite being a preventable and manageable
condition. This is a preventable and
manageable condition through early screening and adherence to
the providers' instructions in terms
of medication, healthy nutrition, and active involvement in
physical exercise. The problem is
relevant to my practice since it gives an opportunity of
improving how the condition is addressed
from the perspective of the population and healthcare providers
(Cunningham t al., 2018). In this
case, the problem involves the community members and
healthcare providers through a
collaborative approach and coordinated healthcare delivery so
that the issues are addressed.
The implementation of the self-management education program
assists in ensuring that the
community's role in reducing the incidence of diabetes
incidence is supported and promoted. Such

education is important in promoting self-care since it ensures
that the population is knowledgeable
about the causes of the condition, the risk factors, the
importance of the early screening process,
the impacts of adherence to the medication and other guidelines
provided by the physicians, and
how healthy behaviors increases the risk of the condition
(Cunningham t al., 2018). Therefore, the
Eunice Rosas
3
education provided in this case assists in improving the self-
management process especially for the
individuals who are under diabetes care.
The role of the leadership and change management in
addressing the problem.
The leadership and the management of the changes are
important in addressing the issue of
type 2 diabetes. Leadership plays an important role in creating
different programs that assist in the
reduction and management of diabetes conditions. For example,
nursing leadership helps introduce
the aspects of the screening and the control program by

introducing the new programs that are
added and evaluated periodically (Guo et al., 2019). To ensure
successful outcomes in managing
and controlling type 2 diabetes, acknowledgment of the benefits
of controlling blood glucose needs
to become part of the organizational change and culture.
For the proposed intervention of self-management
education, leadership and change
management help in ensuring a successful implementation
of the intervention. The leadership
ensures that there is availability of healthcare providers who
can train the population and offer
them the necessary skills and knowledge required to
successfully prevent and manage type 2
diabetes. The nurses' leaders help in making sure that the
trainees are provided with the skills that
can be later used to inform the population and facilitate the
successful process of self-management
of diabetes conditions (Guo et al., 2019). The nurse leadership
ensures that they form a partnership
with local leaders to ensure that majority of the
population is reached and the information on
diabetes prevention and management reaches them. The nurse
leaders also help in ensuring that

some of the barriers that can affect the successful
education on diabetes self-management are
addressed, for example, economic, social, and culture.
The promotion of well-being and health requires the
participation of both client and
provider. Patient-centeredness is helping in attaining active
involvement of the patients in the
Eunice Rosas
Eunice Rosas
Please clarify the strategies
4
caring process. This is important in the reduction of the
risks and improvement in healthy
behaviors, thus promoting the safety of the population. Diabetes
self-management education is a
program for the population with diabetes and those at risk of
getting diabetes to acquire knowledge
and skills to make the behavior changes and excellent control of
their diabetes and the associated
conditions. According to the four ethical principles, these
practices can be considered to be

supporting the aspect of beneficence and non-maleficence (Guo
et al., 2019). The reduction of the
risks to type 2 diabetes and skills for the self-management of
the disease assists in reducing the
harm associated with complications.
The strategies for communicating and collaborating with
patient, family, or the group for
improving the outcomes associated with type 2 diabetes.
The selected patient is the grandfather who is under medication
for type 2 diabetes. The
successful caring process for these patients requires the
collection of health information before
designing the care plan. The collection of information helps in
understanding the history of the
disease, the history of medication, understanding whether
there are other illnesses apart from
diabetes, understanding the allergic history, understanding the
types of medications that have been
used by the patients, and whether the medications have
assisted in reducing the symptoms
associated with the diagnosed condition (Gomez-Velasco et al.,
2019). The information collected
from the patient also helps in understanding whether the
patient is effectively managing his

condition and finding out the existing gap in the successful
management of the patient's condition.
Collaboration is an essential healthcare system since it helps in
promoting collaborative
teamwork. A well-coordinated collaboration within the
healthcare profession gives an opportunity
of developing inclusive, population-based, cost-effective patient
care, and increase in focusing on
health promotion and prevention of illnesses. Various
strategies can be adopted to help in the
Eunice Rosas
5
promotion of effective collaboration and communication with
the patient during healthcare service
delivery (Lie et al., 2019). Effective communication is achieved
through designing a digital filing
system, having regular scheduled meetings, and
involvement of the patient in discussing their
condition and informing them about the improvement that has
been achieved.
The communication process is also supported using the
strategies such as increasing the

interaction much easier, provision of simple written instruction
when the need arises, giving the
patient time to give an opportunity of responding to the
questions, and provision of simple written
instructions through using the language that is understandable
(Lie et al., 2019). These strategies
are important in making sure that the potential complications
and challenges are addressed.
Collaborative healthcare is important in designing collaborative
healthcare plans. Dealing
with type 2 diabetes illness requires a collaborative effort from
both healthcare providers, patients,
and family members. Therefore, there is a need to ensure that
there is an existence of effective
strategies to help in promoting collaborative care. The
collaboration strategies involve the
identification of ways of ensuring that there is an increase in
the level of confidence. It is also
important to consider the existing barriers that might
affect the collaboration process. The
identification of the barriers is important in making sure that
the client can plan, increasing the
feasibility, and the possibility for success. The other approach
is to ensure that there is an increase

in the level of commitment from both parties involved in
the caring process (Davidson et al.,
2018). It is also important to ensure that the parties involved
share similar values and focus on
promoting the health and well-being of the patient.
Eunice Rosas
Eunice Rosas
6
How the state board nursing practice standards and/or
organizational or governmental
policies guided the development of the proposed intervention.
The New York State Board of Nursing (NYSBN) is
playing an important role in the
regulation of professional practice. This is done to ensure that
the general population is provided
with safe services and protect them from the potential
harms caused by the non-standardized
practices. Therefore, the development of the intervention of
self-management education as a
strategy is based on promoting the safety of the population and
prevention of the harms caused by

type 2 diabetes and potential complications. The focus of the
intervention is to ensure that there is
a reduction in the morbidity and mortality incidences
associated with type 2 diabetes. Self-
management education program helps in ensuring that patients
are engaging in healthy behaviors
and adherence to the instructions provided by the
physician and medication (Davidson et al.,
2018). This is an important strategy that reduces the risk of
exposure to type 2 diabetes since there
is early screening and health education on the disease.
How the proposed intervention will help improve quality of
care, patient safety, and ensure
that there is a reduction in the cost to the individuals and the
system.
The use of self-management is based on the principles that
primary care has the potential to
positively impact the healthcare and healthcare outcomes of
individuals diagnosed with chronic
conditions. It also has a positive effect on physician and
patient satisfaction. Self-management
helps in supporting the clients' health-associated behaviors and
leads to an improvement in the

clinical outcomes (Oronsaye, 2019). The program teaching self-
management skills are considered
to be more important compared to information-only. The self-
management education improves the
healthcare outcomes and assists in the reduction of the cost for
the treatment and the management
of type 2 diabetes. The self-management is helping in
bringing together patients with type 2
Eunice Rosas
Eunice Rosas
CDC
Eunice Rosas
CMS or reimbursement
Eunice Rosas
Please address all 3
Eunice Rosas
Eunice Rosas
Eunice Rosas
Is there a self-management nursing theory out there?
7
diabetes, thus assisting in the enhancement of the healthcare
outcomes and reduction in the medical

costs (Maneze et al., 2019). The process of learning how to
incorporate self-management support
principles into the healthcare practice hence supporting
clients in building the skills and the
confidence required to live a healthy life.
How technology, care coordination, and the use of
community resources can be used in
The healthcare technologies such as telecare telemonitoring are
assisting in the successful
delivery of healthcare services to the patient. It promotes a
coordinated healthcare process whereby
both patients and healthcare providers are involved in the
healthcare process (Hughes et al., 2020).
In this case, the data on the blood sugar level is sent by the
caregiver, family member, or the
patient to the physician to aid the process of making some
changes to improve the condition of the
patient.
The community resources also play an essential role in
promoting effective service delivery
to diabetic patients. Some of the community resources such as
the gym clubs and the food market

help in the adherence to the guidelines provided by the
physician. This resource allows a patient to
participate in physical exercise and consumption of healthy
foods, respectively (Hughes et al.,
2020). The collaboration between the physicians and the
community local leaders ensures a
successful coordination process towards successful management
of the patient's condition.
Eunice Rosas
Specific technology
Eunice Rosas
What about costs?
Eunice Rosas
Please provide an in-text citation from an appropriate source.
8
References
Cunningham, A. T., Crittendon, D. R., White, N., Mills, G. D.,
Diaz, V., & LaNoue, M. D. (2018).
The effect of diabetes self-management education on HbA1c
and quality of life in African-

Americans: a systematic review and meta-analysis. BMC Health
Services Research, 18(1),
1-13.
Davidson, P., Ross, T., & Castor, C. (2018). Academy of
Nutrition and Dietetics: Revised 2017
standards of practice and standards of professional
performance for registered dietitian
nutritionists (competent, proficient, and expert) in diabetes
care. Journal of the Academy of
Nutrition and Dietetics, 118(5), 932-946.
Gómez-Velasco, D. V., Almeda-Valdes, P., Martagón, A. J.,
Galán-Ramírez, G. A., & Aguilar-
Salinas, C. A. (2019). Empowerment of patients with type
2 diabetes: current
perspectives. Diabetes, metabolic syndrome and obesity: targets
and therapy, 12, 1311.
Hughes, G., Shaw, S. E., & Greenhalgh, T. (2020).
Rethinking integrated care: a systematic
hermeneutic review of the literature on integrated care
strategies and concepts. The
Milbank Quarterly, 98(2), 446-492.
Guo, Z., Liu, J., Zeng, H., He, G., Ren, X., & Guo, J. (2019).
Feasibility and efficacy of nurse-led

team management intervention for improving the self-
management of type 2 diabetes
patients in a Chinese community: a randomized controlled
trial. Patient preference and
adherence, 13, 1353.
Lie, S. S., Karlsen, B., Graue, M., & Oftedal, B. (2019). The
influence of an eHealth intervention
for adults with type 2 diabetes on the patient-nurse
relationship: a qualitative
study. Scandinavian journal of caring sciences, 33(3), 741-749.
9
Maneze, D., Weaver, R., Kovai, V., Salamonson, Y., Astorga,
C., Yogendran, D., & Everett, B.
(2019). “Some say no, some say yes”: Receiving inconsistent or
insufficient information
from healthcare professionals and consequences for diabetes
self-management: A
qualitative study in patients with type 2 diabetes. Diabetes
research and clinical
practice, 156, 107830.
Oronsaye, C. G. (2019). The Effectiveness of Nurse-Led
Diabetes Self-Management Education

among Adults with Uncontrolled Type 2 Diabetes Mellitus
(Doctoral dissertation, Grand
Canyon University).
Watson, N., Acuna, D. G., Wardian, J. L., Cobb, E. C., Beavers,
D., & Sauerwein, T. J. (2018).
Diabetes self-management education via telemedicine in the
United States Air
Force. Diabetes, 67(Supplement_1).
Patient, Family, or Population Health Problem
Solution
Develop an intervention (your capstone project), as a solution to
the patient, family, or population problem you've defined.
Submit the proposed intervention.
In a separate written deliverable, write a 5–7-page analysis of
your intervention.
Preparation
In this assessment, you’ll develop an intervention as a solution
to the health problem you’ve defined. To prepare for the
assessment, think about an appropriate intervention, based on

your work in the preceding assessments, that will produce
tangible, measurable results for the patient, family, or group. In
addition, you might consider using a root cause analysis to
explore the underlying reasons for a problem and as the basis
for developing and implementing an action plan to address the
problem. Some appropriate interventions include the following:
· Creating an educational brochure.
· Producing an educational voice-over PowerPoint presentation
or video focusing on your topic.
· Creating a teaching plan for your patient, family, or group.
· Recommending work process or workflow changes addressing
your topic.
Instructions
Complete this assessment in two parts:
(a) Develop an intervention as a solution to the problem.
(b) Submit your proposed intervention, with a written analysis.
Part 1
Develop an intervention, as a solution to the problem, based on
your assessment and supported by data and scholarly, evidence-
based sources.
Incorporate relevant aspects of the following considerations that
shaped your understanding of the problem:
· Leadership.
· Collaboration.
· Communication.

· Change management.
· Policy.
· Quality of care.
· Patient safety.
· Costs to the system and individual.
· Technology.
· Care coordination.
· Community resources.
Part 2
In a separate written deliverable, write a 5-7 page analysis of
your intervention.
· Summarize the patient, family, or population problem.
· Explain why you selected this problem as the focus of your
project.
· Explain why the problem is relevant to your professional
practice and to the patient, family, or group.
In addition, note the additional requirements for document
format and length and for supporting evidence.
· Define the role of leadership and change management in
1. Explain how leadership and change management strategies
influenced the development of your proposed intervention.
1. Explain how nursing ethics informed the development of your
proposed intervention.

1. Include a copy of the intervention/solution/professional
product.
1. Propose strategies for communicating and collaborating with
the patient, family, or group to improve outcomes associated
with the problem.
2. Identify the patient, family, or group.
2. Discuss the benefits of gathering their input to improve care
associated with the problem.
2. Identify best-practice strategies from the literature for
effective communication and collaboration to improve
outcomes.
1. Explain how state board nursing practice standards and/or
organizational or governmental policies guided the development
of your proposed intervention.
3. Cite the standards and/or policies that guided your work.
3. Describe research that has tested the effectiveness of these
standards and/or policies in improving outcomes for this
problem.
1. Explain how your proposed intervention will improve the
quality of care, enhance patient safety, and reduce costs to the
system and individual.
4. Cite evidence from the literature that supports your
conclusions.
4. Identify relevant and available sources of benchmark data on
care quality, patient safety, and costs to the system and

individual.
1. Explain how technology, care coordination, and the
utilization of community resources can be applied in addressing
the problem.
5. Cite evidence from the literature that supports your
conclusions.
1. Write concisely and directly, using active voice.
1. Apply APA 7th Edition.
Competencies Measured
By successfully completing this assessment, you will
demonstrate your proficiency in the course competencies
through the following assessment scoring guide criteria:
· Competency 1: Lead people and processes to improve patient,
systems, and population outcomes.
1. Define the role of leadership and change management in
addressing a patient, family, or population health problem.
1. Competency 3: Transform processes to improve quality,
enhance patient safety, and reduce the cost of care.
2. Explain how a proposed intervention to address a patient,
family, or population health problem will improve the quality of
care, enhance patient safety, and reduce costs to the system and
individual.
1. Competency 4: Apply health information and patient care
technology to improve patient and systems outcomes.
3. Explain how technology, care coordination, and the

utilization of community resources can be applied in addressing
a patient, family, or population health problem.
1. Competency 5: Analyze the impact of health policy on
quality and cost of care.
4. Explain how state board nursing practice standards and/or
organizational or governmental policies guided the development
of a proposed intervention.
1. Competency 6: Collaborate interprofessionally to improve
patient and population outcomes.
5. Propose strategies for communicating and collaborating with
a patient, family, or group to improve outcomes associated with
a patient, family, or population health problem.
1. Competency 8: Integrate professional standards and values
into practice.
6. Write concisely and directly, using active voice.
6. Apply APA formatting to in-text citations and references.
Intervention Feedback, Assessment 4
1
Intervention Feedback Form

Assessment 4
Note: Please include this feedback in your capstone video.
You do not have to submit the completed feedback form; it’s
simply a guide to help you capture
patient, family, or group feedback about your intervention.
1. Meeting date(s).
2. Length of the meeting(s) (in hours).
3. Location(s) of the meeting(s).
4. Describe the problem you were addressing.
5. Why was this a problem for the patient, family, or group?
6. What was your intervention?
7. How will the patient, family, or group apply the intervention?
8. How often will the intervention be used and under what
circumstances?
9. How easy was it for the patient, family, or group to use the
intervention?
10. Describe any challenges associated with the patient, family,
or group’s use of the
intervention.
11. Were instructions necessary?
12. What did the patient, family, or group say about using the
intervention?

13. Was the intervention helpful?
14. How will the patient, family, or group continue to use the
intervention?
15. Explain how the intervention positively or negatively
affected the patient, family, or
group’s life.
16. How can the effect be measured?
17. Update the total number of hours on the NURS-FPX4900
Volunteer Experience Form in
CORE ELMS.
https://corehighered.com/sso/capella/Intervention Feedback
FormAssessment 4
Intervention Presentation and Capstone Video Reflection
Present your approved intervention to the patient, family, or
group and record a 10–15-minute video reflection on your
practicum experience, the development of your capstone
project, and your personal and professional growth over the
course of your RN-to-BSN program.
Introduction
For this assessment, you’ll present your approved intervention
to the patient, family, or group and reflect on various aspects of

your capstone practicum experience. Such reflection will give
you a chance to discuss elements of the project of which you are
most proud and aspects of the experience that will help you
grow in your personal practice and nursing career.
Instructions
Complete this assessment in two parts:
(a) Present your approved intervention to the patient, family, or
group.
(b) Record a video reflection on your practicum experience, the
development of your capstone project, and your personal and
professional growth over the course of your RN-to-BSN
program.
PART 1 :
Present your intervention to the patient, family, or group.
During this time, you may also consult with subject matter and
industry experts of your choice. Use the Intervention Feedback
Form: Assessment 5 [PDF] as a guide to capturing patient,
family, or group feedback about your interventio n.
Part 2:
Record a 10–15-minute video reflection on your practicum
experience, the development of your capstone project, and your
personal and professional growth over the course of your RN-
to-BSN program. A transcript of your video is required.

Requirements
The assessment requirements, outlined below, correspond to the
scoring guide criteria, so address each main point. Read the
performance-level descriptions for each criterion to see how
your work will be assessed. In addition, note the additional
requirements for supporting evidence.
· Assess the contribution of your intervention to patient or
family satisfaction and quality of life.
. Describe feedback received from the patient, family, or group
on your intervention as a solution to the problem.
. Explain how your intervention enhances the patient, family, or
group experience.
· Describe your use of evidence and peer-reviewed literature to
plan and implement your capstone project.
. Explain how the principles of evidence-based practice
informed this aspect of your project.
· Assess the degree to which you successfully leveraged health
care technology in your capstone project to improve outcomes
or communication with the patient, family, or group.
. Identify opportunities to improve health care technol ogy use in
future practice.
· Explain how health policy influenced the planning and
implementation of your capstone project, as well as any

contributions your project made to policy development.
. Note specific observations related to the baccalaureate-
prepared nurse's role in policy implementation and
development.
· Explain whether capstone project outcomes matched your
initial predictions.
. Discuss the aspects of the project that met, exceeded, or fell
short of your expectations.
. Discuss whether your intervention can, or will be, adopted as a
best practice.
. Describe the generalizability of your intervention outside this
particular setting.
. Document the time spent (your practicum hours) with these
individuals or group in the Core Elms Volunteer Experience
Form.
· Assess your personal and professional growth throughout your
capstone project and the RN-to-BSN program.
. Address your provision of ethical care and demonstration of
professional standards.
. Identify specific growth areas of which you are most proud or
in which you have taken particular satisfaction.
· Communicate professionally in a clear, audible, and well -
organized video.
Additional Requirements
Cite at least three scholarly or authoritative sources to support

your assertions. In addition to your reflection video, submit a
separate APA-formatted reference list of your sources.
· Competency 2: Make clinical and operational decisions based
upon the best available evidence.
. Describe one’s use of evidence and peer-reviewed literature to
plan and implement a capstone project.
· Competency 3: Transform processes to improve quality,
enhance patient safety, and reduce the cost of care.
. Explain whether capstone project outcomes matched one's
initial predictions and document the practicum hours spent with
these individuals or group in the Core Elms Volunteer
Experience Form.
· Competency 4: Apply health information and patient care
technology to improve patient and systems outcomes.
. Assess the degree to which one successfully leveraged health
care technology in a capstone project to improve outcomes or
communication with a patient, family, or group.
· Competency 5: Analyze the impact of health policy on quality
and cost of care.
. Explain how health policy influenced the planning and
implementation of one’s capstone project, as well as any

contributions the project made to policy development.
· Competency 7: Implement patient-centered care to improve
quality of care and the patient experience.
. Assess the contribution of an intervention (capstone project) to
patient, family, or group satisfaction and quality of l ife.
· Competency 8: Integrate professional standards and values
into practice.
. Assess one’s personal and professional growth throughout a
capstone project and the RN-to-BSN program.
. Communicate professionally in a clear and well-organized
video.
Assessing the Problem: Quality, Safety, and Cost
Considerations
Introduction
Organizational data, such as readmission rates, hospital -
acquired infections, falls, medication errors, staff satisfaction,
serious safety events, and patient experience can be used to
prioritize time, resources, and finances. Health care
organizations and government agencies use benchmark data to
compare the quality of organizational services and report the
status of patient safety. Professional nurses are key to
comprehensive data collection, reporting, and monitoring of

metrics to improve quality and patient safety.
Preparation
In this assessment, you’ll assess the effect of the health problem
you’ve defined on the quality of care, patient safety, and costs
to the system and individual. During this time, you may also
choose to consult with subject matter and industry experts.
Instructions
Complete this assessment in two parts.
Part 1
Assess the effect of the patient, family, or population problem
you defined in the previous assessment on the quality of care,
patient safety, and costs to the system and individual. Plan to
spend at least 2 practicum hours exploring these aspects of the
problem with the patient, family, or group. During this time,
you may also consult with subject matter and industry experts
of your choice. Use the Practicum Focus Sheet: Assessment 2
[PDF] provided for this assessment to guide your work and
interpersonal interactions.
Part 2
Report on your experiences during your first 2 practicum hours,
including how you presented your ideas about the health
problem to the patient, family, or group.
•Whom did you meet with?
◦What did you learn from them?

•Comment on the evidence-based practice (EBP) documents or
websites you reviewed.
◦What did you learn from that review?
•Share the process and experience of exploring the influence of
leadership, collaboration, communication, change management,
and policy on the problem.
◦What barriers, if any, did you encounter when presenting the
problem to the patient, family, or group? ◦Did the patient,
family, or group agree with you about the presence of the
problem and its significance and relevance?
◦What leadership, communication, collaboration, or change
management skills did you employ during your interactions to
overcome these barriers or change the patient’s, families, or
group’s thinking about the problem (for example, creating a
sense of urgency based on data or policy requirements)?
◦What changes, if any, did you make to your definition of the
problem, based on your discussions?
◦What might you have done differently?
Requirements
scoring guide criteria, so be sure to address each main point.
Read the performance-level descriptions for each criterion to
see how your work will be assessed. In addition, note the
additional requirements for document format and length and for

supporting evidence.
•Explain how the patient, family, or population problem impacts
the quality of care, patient safety, and costs to the system and
individual. ◦Cite evidence that supports the stated impact.
◦Note whether the supporting evidence is consistent with
what you see in your nursing practice.
•Explain how state board nursing practice standards and/or
organizational or governmental policies can affect the
problem’s impact on the quality of care, patient safety, and
costs to the system and individual.
◦Describe research that has tested the effectiveness of
these standards and/or policies in addressing care quality,
patient safety, and costs to the system and individual.
◦Explain how these standards and/or policies will guide
your actions in addressing care quality, patient safety, and costs
to the system and individual.
◦Describe the effects of local, state, and federal policies
or legislation on your nursing scope of practice, within the
context of care quality, patient safety, and cost to the system
and individual.
•Propose strategies to improve the quality of care, enhance
patient safety, and reduce costs to the system and individual.
◦Discuss research on the effectiveness of these strategies
in addressing care quality, patient safety, and costs to the

◦Identify relevant and available sources of benchmark
data on care quality, patient safety, and costs to the system and
individual.
•Use paraphrasing and summarization to represent ideas
from external sources.
•Format: APA 7th Edition
•Length: Your paper should be approximately 5-7 pages in
length, not including the reference page.
•Supporting evidence: Cite at least 5 sources of scholarly or
professional evidence that support your central ideas. Resources
should be no more than five years old. Provide in-text citations
and references in APA format.
•Competency 3: Transform processes to improve quality,
enhance patient safety, and reduce the cost of care. ◦Explain
how a patient, family, or population problem impacts the quality
of care, patient safety, and costs to the system and individual.
◦Propose strategies to improve the quality of care, enhance
patient safety, and reduce costs to the system and individual and
document the practicum hours spent with these individuals or
group in the Core Elms Volunteer Experience Form.

•Competency 5: Analyze the impact of health policy on quali ty
and cost of care. ◦Explain how state board nursing practice
standards and/or organizational or governmental policies can
affect a patient, family, or population problem’s impact on the
quality of care, patient safety, and costs to the system and
individual.
•Competency 8: Integrate professional standards and values into
practice. ◦Use paraphrasing and summarization to represent
ideas from external sources.
◦Apply APA style and formatting to scholarly writing.
Assessing the Problem: Leadership, Collaboration,
Communication, Change Management, and Policy
Considerations
Preparation
In this assessment, you’ll assess the patient, family, or
population health problem that will be the focus of your
capstone project. Plan to spend approximately 2 hours working
with a patient, family, or group of your choice to explore the
problem from a leadership, collaboration, communication,
change management, and policy perspective. During this time,

you may also choose to consult with subject matter and industry
experts about the problem (for example, directors of quality or
patient safety, nurse managers/directors, physicians, and
epidemiologists).
To prepare for the assessment, complete the following:
•Identify the patient, family, or group you want to work with
during your practicum. The patient you select can be a friend or
a family member. You’ll work with this patient, family, or
group throughout your capstone project, focusing on a specific
health care problem.
•Begin surveying the scholarly and professional literature to
establish your evidence and research base, inform your
assessment, and meet scholarly expectations for supporting
evidence.
Instructions
Part 1
Define the patient, family, or population health problem that
will be the focus of your capstone project. Assess the problem
from a leadership, collaboration, communication, change
management, and policy perspective and establish your evidence
and research base to plan, implement, and share findings related
to your project.

Part 2
Connect with the patient, family, or group you’ll work with
during your practicum. During this portion of your practicum,
plan to spend at least 2 hours meeting with the patient, family,
or group and, if desired, consulting with subject matter and
industry experts of your choice. The hours you spend meeting
with them should take place outside of regular work hours. Use
the Practicum Focus Sheet [PDF] provided for this assessment
to guide your work and interpersonal interactions.
Requirements
•Define a patient, family, or population health problem that’s
relevant to your practice. ◦Summarize the problem you’ll
explore.
◦Identify the patient, family, or group you intend to work with
during your practicum.
◦Provide context, data, or information that substantiates the
presence of the problem and its significance and relevance to

the patient, family, or population.
◦Explain why this problem is relevant to your practice as a
baccalaureate-prepared nurse.
•Analyze evidence from peer-reviewed literature and
professional sources that describes and guides nursing actions
related to the patient, family, or population problem you’ve
defined. ◦Note whether the authors provide supporting evidence
from the literature that’s consistent with what you see in your
nursing practice.
◦Explain how you would know if the data are unreliable.
◦Describe what the literature says about barriers to the
implementation of evidence-based practice in addressing the
problem you’ve defined.
◦Describe research that has tested the effectiveness of nursing
standards and/or policies in improving patient, family, or
population outcomes for this problem.
◦Describe current literature on the role of nurses in policy
making to improve outcomes, prevent illness, and reduce
hospital readmissions.
◦Describe what the literature says about a nursing theory or
conceptual framework that might frame and guide your actions
during your practicum.
•Explain how state board nursing practice standards and/or

organizational or governmental policies could affect the patient,
family, or population problem you’ve defined. ◦Describe
research that has tested the effectiveness of these standards
and/or policies in improving patient, family, or population
outcomes for this problem.
◦Describe current literature on the role of nurses in policy
making to improve outcomes, prevent illness, and reduce
hospital readmissions.
◦Describe the effects of local, state, and federal policies or
legislation on your nursing scope of practice, within the context
of this problem.
•Propose leadership strategies to improve outcomes, patient-
centered care, and the patient experience related to the patient,
family, or population problem you’ve defined. ◦Discuss research
on the effectiveness of leadership strategies.
◦Define the role that you anticipate leadership must play in
◦Describe collaboration and communication strategies that
you anticipate will be needed to address the problem.
◦Describe the change management strategies that you
anticipate will be required to address the problem.
•Organize content so ideas flow logically with smooth
transitions.
•Apply APA style and formatting to scholarly writing.

•Format: APA 7th Edition
◦Appropriate section headings.
•Supporting evidence: Cite at least five sources of scholarly or
•Competency 1: Lead people and processes to improve patient,
systems, and population outcomes. ◦Define a patient, family, or
population health problem that’s relevant to personal and
professional practice.
•Competency 2: Make clinical and operational decisions based
upon the best available evidence. ◦Analyze evidence from peer -
reviewed literature and professional sources that describes and
guides nursing actions related to a defined patient, family, or
population problem.

•Competency 5: Analyze the impact of health policy on quality
and cost of care. ◦Explain how state board nursing practice
standards and/or organizational or governmental policies could
affect a defined patient, family, or population problem.
•Competency 7: Implement patient-centered care to improve
quality of care and the patient experience. ◦Propose leadership
strategies to improve outcomes, patient-centered care, and the
patient experience related to a defined patient, family, or
population problem and document the practicum hours spent
with these individuals or group in the Core Elms Volunteer
Experience Form.
practice. ◦Organize content so ideas flow logically with smooth
transitions.
Assessing the Problem: Technology, Care Coordination, and
Community Resources Considerations
Instructions
Part 1

Determine how health care technology, the coordination of care,
and the use of community resources can be applied to address
the patient, family, or population problem you’ve defined. Use
the Practicum Focus Sheet: Assessment 3 [PDF] provided for
this assessment to guide your work and interpersonal
interactions.
Part 2
Report on your experiences during the second 2 hours of your
practicum.
•Whom did you meet with?
◦What did you learn from them?
•Comment on the evidence-based practice (EBP) documents or
websites you reviewed. ◦What did you learn from that review?
•Share the process and experience of exploring the effect of the
problem on the quality of care, patient safety, and costs to the
system and individual. ◦Did your plan to address the problem
change, based upon your experiences?
◦What surprised you, or was of particular interest to you, and
why?
Requirements

•Analyze the impact of health care technology on the patient,
family, or population problem. ◦Cite evidence from the
literature that addresses the advantages and disadvantages of
specific technologies, including research studies that present
opposing views.
◦Determine whether the evidence is consistent with technology
use you see in your nursing practice.
◦Identify potential barriers and costs associated with the use of
specific technologies and how those technologies are applied
within the context of this problem.
•Explain how care coordination and the utilization of
community resources can be used to address the patient, family,
or population problem. ◦Cite evidence from the literature that
addresses the benefits of care coordination and the utilization of
community resources, including research studies that present
opposing views.
◦Determine whether the evidence is consistent with how you see
care coordination and community resources used in your nursing
practice.
◦Identify barriers to the use of care coordination and community
resources in the context of this problem.
•Analyze state board nursing practice standards and/or
organizational or governmental policies associated with health

care technology, care coordination, and community resources.
◦Explain how these standards or policies will guide your actions
in applying technology, care coordination, and community
resources to address care quality, patient safety, and costs to the
◦Describe the effects of local, state, and federal policies or
legislation on your nursing scope of practice, within the context
of technology, care coordination, and community resources.
◦Explain how nursing ethics will inform your approach to
addressing the problem through the use of applied technology,
care coordination, and community resources.
•Support main points, assertions, arguments, conclusions, or
recommendations with relevant and credible evidence.
•Apply APA 7th Edition style and formatting to scholarly
writing.
•Format: Format your paper using APA style. APA Style Paper
Tutorial [DOCX] is provided to help you in writing and
formatting your paper. Be sure to include: ◦A title page and
reference page. An abstract is not required.
◦Appropriate section headings.

•Supporting evidence: Cite at least five sources of scholarly or
•Competency 4: Apply health information and patient care
technology to improve patient and systems outcomes. ◦Analyze
the impact of health care technology on a patient, family, or
population problem.
•Competency 5: Analyze the impact of health policy on quality
and cost of care. ◦Analyze state board nursing practice
standards and/or organizational or governmental policies
associated with health technology, care coordination, and
community resources and document the practicum hours spent
with these individuals or group in the Core Elms Volunteer
Experience Form.
•Competency 6: Collaborate interprofessionally to improve
patient and population outcomes. ◦Explain how care

coordination and the utilization of community resources can be
used to address a patient, family, or population problem.
practice.
◦Support main points, assertions, arguments, conclusions, or
recommendations with relevant and credible evidence.
Practicum Focus Sheet, Assessment 3
1
Practicum Focus Sheet
Assessment 3
Note: Expect to spend at least 2 hours with the patient, family,
or group you’ll be working with
during this portion of your practicum, exploring issues of
technology, care coordination, and
community resources associated with the health problem you’ve
defined. This includes time

spent in consultation with subject matter or industry experts.
For this portion of your practicum, discuss in depth how health
care technology, the coordination
of care, and the use of community resources can be applied to
address the problem. Consider
the following questions to help guide your exploration of these
aspects of the problem and make
the most of your time:
Technology
• Do they use a device, such as a blood pressure cuff, pulse
oximeter, or glucose monitor,
to monitor the problem?
• Have they used a smartphone app to help manage the problem?
• Would telehealth be an option to help manage the problem?
• Are any websites used to obtain more information about the
problem?
Care Coordination and Community Resources
• Have home care, physical therapy, dialysis, or other types of
care been used to manage

the problem?
• Is transportation available to travel to problem-related
appointments?
• Have support groups been helpful in addressing the problem?
• Hav religious institutions been helpful in managing the
problem?
Practicum Focus SheetAssessment 3TechnologyCare
Coordination and Community Resources
1
Assessment 1
during this portion of your practicum, assessing the health

problem you’ve defined from a
leadership, collaboration, communication, change management,
and policy perspective. This
includes time you may elect to spend in consultation with
subject matter or industry experts.
You’ll report on the results of this work as part of your next
assessment.
For this portion of your practicum, consider the following:
• Identify the patient, family, or group you intend to work with.
• Think about what you hope to learn.
o What’s your rationale for choosing this particular patient,
family, or group?
• Consider how you’ll present your ideas about the problem to
the patient, family, or group
and convince them of its significance.
• Which leadership, collaboration, communication, and change
management skills will you
need to apply in order to work successfully with your chosen
patient, family, or group?
• Which potential barriers do you foresee in presenting the

problem to this patient, family,
or group?
• Which change management strategies might you employ to
overcome these barriers?
o For example, you might consider creating a sense of urgency
supported by data or
policy requirements.
Practicum Focus SheetAssessment 1
1
Assessment 2
during this portion of your practicum, exploring issues of
patient safety, quality, and costs
associated with the health problem you’ve defined. This

includes time spent in consultation with
subject matter or industry experts. You’ll report on the results
of this work as part of your next
assessment.
For this portion of your practicum, discuss, in depth, how the
problem will affect patient safety,
quality of care, and costs. Consider the following questions to
help guide your exploration of
quality, safety, and costs and to make the most of your time:
• Has the patient, family or group experienced any serious
safety events because of the
problem?
• How many times have they gone to the emergency department
(ED)?
• How many times have they been hospitalized?
• What is the frequency of ED visits or hospitalizations?
• How many medications are needed to manage the problem?
• Does insurance pay for these medications?

• Have the medications caused any side effects?
• How often are doctors’ visits or other therapies needed?
• Does insurance pay for these visits or treatments?
Practicum Focus SheetAssessment 2

INFO 6790 Midterm ExaminationDue Wednesday, February 9, 2022

Recommended

Recommended

More Related Content

Similar to INFO 6790 Midterm ExaminationDue Wednesday, February 9, 2022

Similar to INFO 6790 Midterm ExaminationDue Wednesday, February 9, 2022 (20)

More from LaticiaGrissomzz

More from LaticiaGrissomzz (20)

Recently uploaded

Recently uploaded (20)

INFO 6790 Midterm ExaminationDue Wednesday, February 9, 2022