The document outlines a root-cause analysis and safety improvement plan to address avoidable patient falls in medical facilities. It identifies key patient-related risk factors like age, gender, mobility issues, and incontinence as the root causes. The plan calls for administering a standardized fall risk assessment tool, implementing universal fall precautions, and documenting prevention strategies. Existing organizational resources that can support the plan include facility administrators, unit staff, unit champions, and an implementation team.
Write a comprehensive analysis (5-7 pages)Â of an adverse event or ne.docxsmithhedwards48727
Â
Write a comprehensive analysis (5-7 pages)Â of an adverse event or near miss from your nursing experience. Integrate research and data on the event to propose a quality improvement (QI) initiative to your current organization.
Health care organizations strive to create a culture of safety. Despite technological advances, quality care initiatives, oversight, ongoing education and training, legislation, and regulations, medical errors continue to be made. Some are small and easily remedied with the patient unaware of the infraction. Others can be catastrophic and irreversible, altering the lives of patients and their caregivers and unleashing massive reforms and costly litigation. Many errors are attributable to ineffective interprofessional communication.
This assessment’s goal is to address a specific event in a health care setting that impacts patient safety and related organizational vulnerabilities with a quality improvement initiative to prevent future incidents.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses.Â
Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety.
Analyze the missed steps or protocol deviations related to an adverse event or near miss.
Analyze the implications of the adverse event or near miss for all stakeholders.
Outline a quality improvement initiative to prevent a similar adverse event or near miss.
Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.Â
Incorporate relevant metrics of the adverse event or near miss incident to support need for improvement.
Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.Â
Communicate analysis and proposed initiative in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.
Instructions
For this assessment, you will prepare a comprehensive analysis on an adverse event or near miss that you or a peer experienced during your professional nursing career. You will integrate research and data on the event and use this information as the basis for a quality improvement (QI) initiative proposal in your current organization.
The following points correspond to the grading criteria in the scoring guide. The subbullets under each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your adverse event or near-miss analysis addresses all of the content below. You may also want to read the scoring guide to better understa.
Safety Score Improvement Plan Scoring Guide Grading RubricCr.docxanhlodge
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Safety Score Improvement Plan Scoring Guide Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Identify a patient safety issue. Does not identify a patient safety
issue.
Identifies patient safety concerns in general,
but does not identify a specific issue.
Identifies a patient safety issue. Identifies a patient safety issue and explains why the
issue is a primary concern for nursing.
Describe the influence of nursing
leadership in driving needed changes.
Does not describe the influence of
nursing leadership in driving the
needed changes.
Describes the influence of nursing leadership in
general terms but does not describe how
nursing leadership can drive change.
Describes the influence of
nursing leadership in driving the
needed changes.
Describes the influence of nursing leadership as a
driving force for changes that affect patient safety
and quality outcomes, and provides a specific
example of driving a needed change.
Apply systems thinking to explain how
current policies and procedures may
affect a safety issue.
Does not apply systems thinking to
explain how current policies and
procedures may affect a safety
issue.
Identifies leadership and structure responsible
for current policies and procedures, but does
not apply systems thinking to explain the
connection to patient safety.
Applies systems thinking to
explain how current policies and
procedures may affect a safety
issue.
Applies systems thinking to explain how current
policies and procedures may affect a safety issue,
and includes a discussion of how staff could monitor
systems and implement safeguards.
Explain a strategy to collect
information about the safety concern.
Does not explain a strategy to
collect information about the safety
concern.
Identifies several strategies to collect
information about the safety concern, but does
not explain one strategy.
Explains a strategy to collect
information about the safety
concern.
Explains a strategy to collect information about the
safety concern and how it could be implemented,
and identifies possible obstacles to obtaining
information.
Recommend an evidence-based strategy
to improve the safety issue.
Does not recommend an evidence-
based strategy to improve the
safety issue.
Describes strategies for improving a safety
issue, but does not indicate if it is evidence
based.
Recommends an evidence-based
strategy to improve the safety
issue.
Recommends an evidence-based strategy to improve
the safety issue, and identifies potential limitations
of the strategy.
Explain a plan to implement a
recommendation and monitor
outcomes.
Does not explain a plan to
implement a recommendation and
monitor outcomes.
Makes a recommendation, but does not explain
how it will be implemented.
Explains a plan to implement a
recommendation and monitor
outcomes.
Explains a plan to implement a recommendation and
monitor outcomes, and specifies quality indicators
and.
Title of PaperYour nameHCA375– Continuous Quality Monito.docxjuliennehar
Â
Title of Paper
Your name
HCA375– Continuous Quality Monitoring and Accreditation
Type Instructor Name Here
Type Date
HCA375 - WEEK 4 ASSIGNMENT
PART 1 – DETAIL OF THE ADVERSE EVENT CHOSEN
Refer to the instructions in the Week 4 Assignment of your online course to understand what is expected in each row. This completed template should be between eight to ten pages in length. Include APA citations within the description row where appropriate. List your references in APA format according to the Ashford Writing Center guidelines on the last page of this template.
CONTENT
DESCRIPTION
ADVERSE EVENT
HISTORICAL BACKGROUND
LEGAL & ACCREDITING AGENCY REQUIREMENTS
CQI TEAM COMMUNICATION
OPERATIONAL OR SAFETY PROCESSES
IMPACT OF THIS EVENT
WEEK 4 ASSIGNMENT
PART 2 - GRAPH THE DATA
You are tasked with graphing the data in Excel for your chosen event. The data is located in the classroom under the Week 4 Assignment Directions. Make sure to use only the data for your chosen event. The directions identify which columns of information to use depending on the chosen adverse event. Once you complete the graph in Excel, copy/paste your graph below.
Include an analysis of the data in paragraph format.
Discuss the frequency of the adverse event as compared to the increase or decrease of patient discharges.
What is the data telling you?
What possible factors in your opinion could be attributed to the change?
WEEK 4 ASSIGNMENT
PART 3 – CQI TOOL
· Choose one of the CQI Tools listed below to illustrate the use of the tool with your chosen Adverse Event.
· You will be responsible for creating the CQI Tool, completing the tool, taking a screenshot, and copying/pasting the screenshot into the space below. If you are unfamiliar with these tools, please refer to the recommended readings, specifically the article from Week 2, which is listed below. You can locate the article in the Ashford Library.
· In addition, as a learning resource, the CQI tools listed below are hyperlinked to the Institute for Health Care Improvement website, which discusses and illustrates examples of each type of tool.
Siriwardena, A. (2009). Using quality improvement methods for evaluating health care. Quality in Primary Care, 17(3), 155-159. ISSN: 1479-1072 PMID: 19622265
· Choose a CQI Tool that best suits your chosen Adverse Event from the following list.
· Fishbone (Cause and Effect) Diagram
· Flowchart
· Pareto Diagram
WEEK 4 ASSIGNMENT
PART 4 - FUTURE PREVENTION
APPLYING PDSA - Worksheet
PHASE
PHASE ACTIVITIES
EXPLANATION
PLAN
Problem
Objective
Team members
Communication
Data collected
Pilot phase
DO
Three possible solutions
One solution to implement
Result of pilot (create own scenario)
Methods of communication
STUDY
Summarize data
Observations and problems
Comparison of pilot plan to pilot results
Revisions needed to meet objective
ACT
Revised improvement plan
How to Implement the plan hospital wide
Plan for monitoring the improvemen ...
Write a comprehensive analysis (5-7 pages) of an adverse event o.docxsmithhedwards48727
Â
Write a comprehensive analysis (5-7 pages) of an adverse event or near miss from your nursing experience. Integrate research and data on the event to propose a quality improvement (QI) initiative to your current organization.
Health care organizations strive to create a culture of safety. Despite technological advances, quality care initiatives, oversight, ongoing education and training, legislation, and regulations, medical errors continue to be made. Some are small and easily remedied with the patient unaware of the infraction. Others can be catastrophic and irreversible, altering the lives of patients and their caregivers and unleashing massive reforms and costly litigation. Many errors are attributable to ineffective interprofessional communication.
This assessment’s goal is to address a specific event in a health care setting that impacts patient safety and related organizational vulnerabilities with a quality improvement initiative to prevent future incidents.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses.
Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety.
Analyze the missed steps or protocol deviations related to an adverse event or near miss.
Analyze the implications of the adverse event or near miss for all stakeholders.
Outline a quality improvement initiative to prevent a similar adverse event or near miss.
Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
Incorporate relevant metrics of the adverse event or near miss incident to support need for improvement.
Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
Communicate analysis and proposed initiative in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.
Instructions
For this assessment, you will prepare a comprehensive analysis on an adverse event or near miss that you or a peer experienced during your professional nursing career. You will integrate research and data on the event and use this information as the basis for a quality improvement (QI) initiative proposal in your current organization.
The following points correspond to the grading criteria in the scoring guide. The subbullets under each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your adverse event or near-miss analysis addresses all of the content below. You may also want to read the scoring guide to better understand .
Write a comprehensive analysis (5-7 pages)Â of an adverse event or ne.docxsmithhedwards48727
Â
Write a comprehensive analysis (5-7 pages)Â of an adverse event or near miss from your nursing experience. Integrate research and data on the event to propose a quality improvement (QI) initiative to your current organization.
Health care organizations strive to create a culture of safety. Despite technological advances, quality care initiatives, oversight, ongoing education and training, legislation, and regulations, medical errors continue to be made. Some are small and easily remedied with the patient unaware of the infraction. Others can be catastrophic and irreversible, altering the lives of patients and their caregivers and unleashing massive reforms and costly litigation. Many errors are attributable to ineffective interprofessional communication.
This assessment’s goal is to address a specific event in a health care setting that impacts patient safety and related organizational vulnerabilities with a quality improvement initiative to prevent future incidents.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses.Â
Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety.
Analyze the missed steps or protocol deviations related to an adverse event or near miss.
Analyze the implications of the adverse event or near miss for all stakeholders.
Outline a quality improvement initiative to prevent a similar adverse event or near miss.
Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.Â
Incorporate relevant metrics of the adverse event or near miss incident to support need for improvement.
Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.Â
Communicate analysis and proposed initiative in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.
Instructions
For this assessment, you will prepare a comprehensive analysis on an adverse event or near miss that you or a peer experienced during your professional nursing career. You will integrate research and data on the event and use this information as the basis for a quality improvement (QI) initiative proposal in your current organization.
The following points correspond to the grading criteria in the scoring guide. The subbullets under each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your adverse event or near-miss analysis addresses all of the content below. You may also want to read the scoring guide to better understa.
Safety Score Improvement Plan Scoring Guide Grading RubricCr.docxanhlodge
Â
Safety Score Improvement Plan Scoring Guide Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Identify a patient safety issue. Does not identify a patient safety
issue.
Identifies patient safety concerns in general,
but does not identify a specific issue.
Identifies a patient safety issue. Identifies a patient safety issue and explains why the
issue is a primary concern for nursing.
Describe the influence of nursing
leadership in driving needed changes.
Does not describe the influence of
nursing leadership in driving the
needed changes.
Describes the influence of nursing leadership in
general terms but does not describe how
nursing leadership can drive change.
Describes the influence of
nursing leadership in driving the
needed changes.
Describes the influence of nursing leadership as a
driving force for changes that affect patient safety
and quality outcomes, and provides a specific
example of driving a needed change.
Apply systems thinking to explain how
current policies and procedures may
affect a safety issue.
Does not apply systems thinking to
explain how current policies and
procedures may affect a safety
issue.
Identifies leadership and structure responsible
for current policies and procedures, but does
not apply systems thinking to explain the
connection to patient safety.
Applies systems thinking to
explain how current policies and
procedures may affect a safety
issue.
Applies systems thinking to explain how current
policies and procedures may affect a safety issue,
and includes a discussion of how staff could monitor
systems and implement safeguards.
Explain a strategy to collect
information about the safety concern.
Does not explain a strategy to
collect information about the safety
concern.
Identifies several strategies to collect
information about the safety concern, but does
not explain one strategy.
Explains a strategy to collect
information about the safety
concern.
Explains a strategy to collect information about the
safety concern and how it could be implemented,
and identifies possible obstacles to obtaining
information.
Recommend an evidence-based strategy
to improve the safety issue.
Does not recommend an evidence-
based strategy to improve the
safety issue.
Describes strategies for improving a safety
issue, but does not indicate if it is evidence
based.
Recommends an evidence-based
strategy to improve the safety
issue.
Recommends an evidence-based strategy to improve
the safety issue, and identifies potential limitations
of the strategy.
Explain a plan to implement a
recommendation and monitor
outcomes.
Does not explain a plan to
implement a recommendation and
monitor outcomes.
Makes a recommendation, but does not explain
how it will be implemented.
Explains a plan to implement a
recommendation and monitor
outcomes.
Explains a plan to implement a recommendation and
monitor outcomes, and specifies quality indicators
and.
Title of PaperYour nameHCA375– Continuous Quality Monito.docxjuliennehar
Â
Title of Paper
Your name
HCA375– Continuous Quality Monitoring and Accreditation
Type Instructor Name Here
Type Date
HCA375 - WEEK 4 ASSIGNMENT
PART 1 – DETAIL OF THE ADVERSE EVENT CHOSEN
Refer to the instructions in the Week 4 Assignment of your online course to understand what is expected in each row. This completed template should be between eight to ten pages in length. Include APA citations within the description row where appropriate. List your references in APA format according to the Ashford Writing Center guidelines on the last page of this template.
CONTENT
DESCRIPTION
ADVERSE EVENT
HISTORICAL BACKGROUND
LEGAL & ACCREDITING AGENCY REQUIREMENTS
CQI TEAM COMMUNICATION
OPERATIONAL OR SAFETY PROCESSES
IMPACT OF THIS EVENT
WEEK 4 ASSIGNMENT
PART 2 - GRAPH THE DATA
You are tasked with graphing the data in Excel for your chosen event. The data is located in the classroom under the Week 4 Assignment Directions. Make sure to use only the data for your chosen event. The directions identify which columns of information to use depending on the chosen adverse event. Once you complete the graph in Excel, copy/paste your graph below.
Include an analysis of the data in paragraph format.
Discuss the frequency of the adverse event as compared to the increase or decrease of patient discharges.
What is the data telling you?
What possible factors in your opinion could be attributed to the change?
WEEK 4 ASSIGNMENT
PART 3 – CQI TOOL
· Choose one of the CQI Tools listed below to illustrate the use of the tool with your chosen Adverse Event.
· You will be responsible for creating the CQI Tool, completing the tool, taking a screenshot, and copying/pasting the screenshot into the space below. If you are unfamiliar with these tools, please refer to the recommended readings, specifically the article from Week 2, which is listed below. You can locate the article in the Ashford Library.
· In addition, as a learning resource, the CQI tools listed below are hyperlinked to the Institute for Health Care Improvement website, which discusses and illustrates examples of each type of tool.
Siriwardena, A. (2009). Using quality improvement methods for evaluating health care. Quality in Primary Care, 17(3), 155-159. ISSN: 1479-1072 PMID: 19622265
· Choose a CQI Tool that best suits your chosen Adverse Event from the following list.
· Fishbone (Cause and Effect) Diagram
· Flowchart
· Pareto Diagram
WEEK 4 ASSIGNMENT
PART 4 - FUTURE PREVENTION
APPLYING PDSA - Worksheet
PHASE
PHASE ACTIVITIES
EXPLANATION
PLAN
Problem
Objective
Team members
Communication
Data collected
Pilot phase
DO
Three possible solutions
One solution to implement
Result of pilot (create own scenario)
Methods of communication
STUDY
Summarize data
Observations and problems
Comparison of pilot plan to pilot results
Revisions needed to meet objective
ACT
Revised improvement plan
How to Implement the plan hospital wide
Plan for monitoring the improvemen ...
Write a comprehensive analysis (5-7 pages) of an adverse event o.docxsmithhedwards48727
Â
Write a comprehensive analysis (5-7 pages) of an adverse event or near miss from your nursing experience. Integrate research and data on the event to propose a quality improvement (QI) initiative to your current organization.
Health care organizations strive to create a culture of safety. Despite technological advances, quality care initiatives, oversight, ongoing education and training, legislation, and regulations, medical errors continue to be made. Some are small and easily remedied with the patient unaware of the infraction. Others can be catastrophic and irreversible, altering the lives of patients and their caregivers and unleashing massive reforms and costly litigation. Many errors are attributable to ineffective interprofessional communication.
This assessment’s goal is to address a specific event in a health care setting that impacts patient safety and related organizational vulnerabilities with a quality improvement initiative to prevent future incidents.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses.
Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety.
Analyze the missed steps or protocol deviations related to an adverse event or near miss.
Analyze the implications of the adverse event or near miss for all stakeholders.
Outline a quality improvement initiative to prevent a similar adverse event or near miss.
Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
Incorporate relevant metrics of the adverse event or near miss incident to support need for improvement.
Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
Communicate analysis and proposed initiative in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.
Instructions
For this assessment, you will prepare a comprehensive analysis on an adverse event or near miss that you or a peer experienced during your professional nursing career. You will integrate research and data on the event and use this information as the basis for a quality improvement (QI) initiative proposal in your current organization.
The following points correspond to the grading criteria in the scoring guide. The subbullets under each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your adverse event or near-miss analysis addresses all of the content below. You may also want to read the scoring guide to better understand .
PREPARATIONConsider the hospital-acquired conditions that ar.docxkeilenettie
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PREPARATION
Consider the hospital-acquired conditions that are not reimbursed for under Medicare/Medicaid. Among these conditions are specific safety issues such as infections, falls, medication errors, and other safety concerns that could have been prevented or alleviated with the use of evidence-based guidelines. Hospital Safety Score, an independent nonprofit organization, uses national performance measures to determine the safety score for hospitals in the United States. The Hospital Safety Score Web site and other online resources provide hospital safety scores to the public.
Read the scenario below:
Scenario
As the manager of a unit, you have been advised by the patient safety office of an alarming increase in the hospital safety score for your unit. This is a very serious public relations matter because patient safety data is public information. It is also a financial crisis because the organization stands to lose a significant amount of reimbursement money from Medicare and Medicaid unless the source of the problem can be identified and corrected. You are required to submit a safety score improvement plan to the organization's leadership and the patient safety office.
Select a specific patient safety goal that has been identified by an organization, or one that is widely regarded in the nursing profession as relevant to quality patient care delivery, such as patient falls, infection rates, catheter-induced urinary infections, IV infections, et cetera.
DELIVERABLE: SAFETY SCORE IMPROVEMENT PLAN
Develop a 3–5 page safety score improvement plan.
Identify the health care setting and nursing unit of your choice
in the title of the mitigation plan. For example, "Safety Score Improvement Plan for XYZ Rehabilitation Center."
You may choose to use information on a patient safety issue for the organization in which you currently work, or search for information from a setting you are familiar with, perhaps from your clinical work.
Demonstrate systems theory and systems thinking as you develop your recommendations.
Organize your report with these headings:
Study of Factors
Identify a patient safety issue.
Describe the influence of nursing leadership in driving the needed changes.
Apply systems thinking to explain how current policies and procedures may affect a safety issue.
Recommendations
Recommend an evidence-based strategy to improve the safety issue.
Explain a strategy to collect information about the safety concern.
How would you determine the sources of the problem?
Explain a plan to implement a recommendation and monitor outcomes.
What quality indicators will you use?
How will you monitor outcomes?
Will policies or procedures need to be changed?
Will nursing staff need training?
What tools will you need to do this?
Additional Requirements
Written communication: Written communication should be free of errors that detract from the overall message.
APA formatting: Resources and in-te ...
You will collaborate with two of your classmates to share ideas and walthamcoretta
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You will collaborate with two of your classmates to share ideas and offer feedback and suggestions to one another in an informal setting. This collaboration within your group will assist you in further developing your Change Proposal to be submitted for feedback from your instructor next week.Â
Peers submission attached below.. please provide feedback and suggestions individually!!
Peer 1:
Victoria Lyons postedÂ
IV. Implementation Plan
Assess the factors that are likely to affect the implementation of your recommended activities
Many stroke patients require rehabilitation after their hospitalization and many patients get readmitted from post-acute care facilities, educating these facilities could decrease the readmission rate however rehabilitation facilities are often short-staffed and may not have money for education amongst the staff
Identify evidence-based rationales to propose how you will address them, incorporating your identified change theory. Your plan should encompass the following with evidence to support your rationale:
Technological challenges
Stroke patients require adequate follow-up care with their health provider team, tele-health is a great way to provide these follow-up appointments however stroke patients may not be able to navigate computers to be able to do these appointments as they frequently have deficits.
Stroke health care providers would have to learn how to use tele-health and there may be push back to using it due to health care providers typically using hands on assessment skills, they may not find assessing patients this way adequate. Finding a group of health care providers that are willing to start treating patients this way is the first step.
Institutional structures
Changes in hospitals do not happen overnight. At my state run hospital it seems to take forever to get any changes made. Implementing education regarding how to reduce stroke readmissions would require research and then approval from many different committees to even be approved for implementation. Once approved then it has to be sent all to all hospital staff involved. Examples of committees that a hospital will have and that any changes would have to go through are finance, safety and quality, strategic planning, and audit and compliance committee (Price, 2018).
Strategies for building buy-in-among different stakeholders, including nursing
Doctors, nurse practitioners, physician assistants, physical therapists, social workers, and case managers will need to be on board with the change process. Historically nurses have a hard time with change.
Financial trends and anticipation of the availability of human resource and project funding
Implementing tele-health and training to decrease stroke readmission, mostly education and new ways to check that everything a patient needs, will cost money which the institution will have to be prepared to put into their budget. Institutions get penalized financially for readmis ...
DNP-835A Patient Outcomes and Sustainable ChangeASSIGNMENT 2.docxpauline234567
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DNP-835A: Patient Outcomes and Sustainable Change
ASSIGNMENT 2:
Please see the ATTACHED Quality and Sustainability Paper: Part 1
Quality and Sustainability Paper: Part 2
Assessment Description
The purpose of this assignment is to determine what is needed to promote successful implementation and sustainability of a quality or safety program for your selected health care entity/issue.Â
General Guidelines:
Use the following information to ensure successful completion of the assignment:
· This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
· This assignment requires that you support your position by referencing six to eight scholarly resources. At least three of your supporting references must be from scholarly sources other than the assigned readings.
· You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
· Learners will submit this assignment using the assignment dropbox in the digital classroom. In addition, learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for later use.
Directions:
Write a paper (2,000-2,500 words) that provides the following:
1. Incorporate all necessary revisions and corrections suggested by your instructor for Part 1. Synthesize the different elements of Part 1 and Part 2 into one paper using transitions to connect ideas and concepts.
2. Evaluate current evidenced-based quality and/or safety program designs that can be implemented to improve the quality and/or safety outcomes for your selected quality and/safety issue at your identified health care entity. Based on this evaluation, propose an evidence-based quality and/or safety program to address your selected issue from Part 1. Explain how your proposed design will better improve the outcomes for the selected quality and/or safety issue as compared to the program currently in place at the health care entity.
3. Identify potential obstacles (such as economics or ethical issues) that may hinder the implementation of the proposed quality and/or safety program and suggest ways to overcome these.
4. Identify stakeholders within the selected health care entity with whom you may need to collaborate and discuss the role of each stakeholder in the implementation of the proposed program. In the identification of stakeholders, also include specific groups and leaders that are needed.
5. Identify a change management theory you will use to support the implementation of your quality and/or safety program. Provide evidence that supports the use of this theory within the program you designed.
6. Discuss the expected outcomes of the implementation of your proposed quality and/or saf.
Assessment 2 Instructions Needs Analysis for ChangeTop of Form.docxrobert345678
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Assessment 2 Instructions: Needs Analysis for Change
Top of Form
Bottom of Form
·
PRINT
·
Complete a systematic evaluation of a unit, facility, or organization with which you are familiar, in an attempt to identify the need to address the economic health care issue.
Introduction
Note:Â Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.
As a master's-level health care practitioner, you may sometimes be tasked with the need to complete a systematic evaluation as a way of improving your organization’s outcomes. In this assessment, you will have a chance to practice these skills by completing a systematic evaluation of a unit, facility, or organization that you are familiar with in an attempt to identify the need to address the economic health care issue that you presented in the previous assessment. This systematic evaluation is often referred to as a needs analysis. Understanding how to do a needs analysis will be key as you advance through your career in the health care environment.
Background and Context
As a master's-level health care practitioner, you may sometimes be tasked with the need to complete a systematic evaluation as a way of improving your organization’s outcomes. In this assessment, you will have a chance to practice these skills by completing a systematic evaluation of a unit, facility, or organization that you are familiar with in an attempt to identify the need to address the economic health care issue that you presented in the previous assessment. This systematic evaluation is often referred to as a needs analysis. Understanding how to do a needs analysis will be key as you advance through your career in the health care environment.
Instructions
Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.
Overall, you will be assessed on the following criteria:
· Summarize your chosen economic issue and its impact on your work, organization, colleagues, and community.
1. Reiterate your rationale for pursuing this issue, as well as the gap contributing to it that you identified in your previous assessment.
· Identify any socioeconomic or diversity disparities that exist with how your chosen economic issue impacts any particular groups or populations.
2. Use at least one piece of evidence to support this disparity (public health data, aggregated data from an organization, or other scholarly resources).
· Explain the findings of evidence-based or scholarly sources regarding the need to address your chosen issue and pursue potential change or implementation plans.
3. For example, if your implementati.
Implementing SBAR
Student's Name
Institutional Affiliation
Course Details
Instructor's Name
Date
Implementing SBAR
SBAR communication tool is an effective and simple communication method that works across all the healthcare disciplines to create a safer working environment. MĂĽller et al. (2018) reveal that using SBAR enhances efficacy, accuracy, and efficiency of handoff reports which boosts patient safety by improving communication and encouraging patient involvement Ineffective, absent, or inadequate communication leading to patient safety concerns has become a big problem in many care facilities, including where I work. According to Herawati et al. (2018), poor patient handoff communication from caregivers reduces patient safety. Regardless of the technological advancements, interdisciplinary care providers in many care facilities still do not communicate effectively, threatening patient's safety.
The use of written handoff using SBAR was implemented two years ago in the hospital I work. The handoff is easily accessible by all interdisciplinary team directly working with the patient and this is also used as a communication tool when giving report. According to Uhm et al. (2019), implementing a well-developed SBAR program of communication grounded on learning theory improves nurses' communication skills and boosts their confidence during patient handover. All the team member in the hospital identified the implementation of SBAR (Situation-Background-Assessment-Recommendation) as a solution for the persisting communication problem among caregivers, especially during patient handoffs within the hospital. The use of SBAR as a communication tool has been highly effective, reading the SBAR handoff note only allows you to know a lot about the patient situation and history. Implementing the evidence-based intervention is timely and in line with the organization's policies that prioritize patient safety and high-quality care delivery. Standardized processes, including SBAR, have effectively eradicated missing care information incidents and promoted information sharing among healthcare professionals. Studies have established poor communication during patient handoffs as the main cause of misguided actions, lost information, and misinterpretation of critical care information (Uhm et al., 2019). I will desceibe the steps of implementing evidenced practice at my working according to the discussion I had with my manager.
The model for improvement is a four steps approach that guides the effective implementation of SBAR to solve communication problems among caregivers. Planning is the first model's step to implementing the SBAR practice. This phase involves visible and strong leadership from the hospital's senior managers and clinical champions to gather enough support for the practice change (MĂĽller et al., 2018). At this phase, the team should decide where to start the SBAR test by thinking about the area with substantia ...
Write a report on the application of population health improve.docxarnoldmeredith47041
Â
Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.
In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used to support an approach to personalizing patient care.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Competency Map
Use this online tool to track your performance and progress through your course.
Questions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an instance in which you have taken a strategy, finding, or lesson learned from one care context and applied it in another.
What challenges did this type of knowledge transfer present?
Did applying this knowledge in a different setting lead to improvemen.
Adverse Event or Near Miss Analysis DetailsAt.docxcoubroughcosta
Â
Adverse Event or Near Miss Analysis
Details
Attempt 1Available
Attempt 2NotAvailable
Attempt 3NotAvailable
Toggle Drawer
 Overview
Write a 5–7-page a comprehensive analysis on an adverse event or  near miss from your professional nursing experience. Integrate research  and data on the event and use as a basis to propose a quality  improvement (QI) initiative in your current organization.
Health care organizations strive for a culture of safety. Yet  despite technological advances, quality care initiatives, oversight,  ongoing education and training, laws, legislation and regulations,  medical errors continue to occur. Some are small and easily remedied  with the patient unaware of the infraction. Others can be catastrophic  and irreversible, altering the lives of patients and their caregivers  and unleashing massive reforms and costly litigation.
Show More
Toggle Drawer
 Context
    The purpose of the report is to assess whether specific quality  indicators point to improved patient safety, quality of care, cost and  efficiency goals, and other desired metrics. Nurses and other health  professionals with specializations and/or interest in the condition,  disease, or the selected issue are your target audience.
Toggle Drawer
 Questions to Consider
    As you prepare to complete this assessment, you may want to think  about other related issues to deepen your understanding or broaden your  viewpoint. You are encouraged to consider the questions below and  discuss them with a fellow learner, a work associate, an interested  friend, or a member of your professional community. Note that these  questions are for your own development and exploration and do not need  to be completed or submitted as part of your assessment.
Show More
Toggle Drawer
 Resources
    Required Resources
MSN Program Journey
The following is a useful map that will guide you as you continue  your MSN program. This map gives you an overview of all the steps  required to prepare for your practicum and to complete your degree. It  also outlines the support that will be available to you along the way.
MSN Program Journey
 |Â
Transcript
.
Show More
 Assessment Instructions
    Preparation
Prepare a comprehensive analysis on an adverse event or near-miss  from your professional nursing experience that you or a peer  experienced. Integrate research and data on the event and use as a basis  to propose a Quality Improvement (QI) initiative in your current  organization.
Note
: Remember, you can submit all, or a portion  of, your draft to Smarthinking for feedback, before you submit the final  version of your analysis for this assessment. However, be mindful of  the turnaround time for receiving feedback, if you plan on using this  free service.
The numbered points below correspond to grading criteria in the  scoring guide. The bullets below each grading criterion further  delineate tasks to fulfill the assessment requirements. Be s.
PREPARATIONConsider the hospital-acquired conditions that ar.docxkeilenettie
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PREPARATION
Consider the hospital-acquired conditions that are not reimbursed for under Medicare/Medicaid. Among these conditions are specific safety issues such as infections, falls, medication errors, and other safety concerns that could have been prevented or alleviated with the use of evidence-based guidelines. Hospital Safety Score, an independent nonprofit organization, uses national performance measures to determine the safety score for hospitals in the United States. The Hospital Safety Score Web site and other online resources provide hospital safety scores to the public.
Read the scenario below:
Scenario
As the manager of a unit, you have been advised by the patient safety office of an alarming increase in the hospital safety score for your unit. This is a very serious public relations matter because patient safety data is public information. It is also a financial crisis because the organization stands to lose a significant amount of reimbursement money from Medicare and Medicaid unless the source of the problem can be identified and corrected. You are required to submit a safety score improvement plan to the organization's leadership and the patient safety office.
Select a specific patient safety goal that has been identified by an organization, or one that is widely regarded in the nursing profession as relevant to quality patient care delivery, such as patient falls, infection rates, catheter-induced urinary infections, IV infections, et cetera.
DELIVERABLE: SAFETY SCORE IMPROVEMENT PLAN
Develop a 3–5 page safety score improvement plan.
Identify the health care setting and nursing unit of your choice
in the title of the mitigation plan. For example, "Safety Score Improvement Plan for XYZ Rehabilitation Center."
You may choose to use information on a patient safety issue for the organization in which you currently work, or search for information from a setting you are familiar with, perhaps from your clinical work.
Demonstrate systems theory and systems thinking as you develop your recommendations.
Organize your report with these headings:
Study of Factors
Identify a patient safety issue.
Describe the influence of nursing leadership in driving the needed changes.
Apply systems thinking to explain how current policies and procedures may affect a safety issue.
Recommendations
Recommend an evidence-based strategy to improve the safety issue.
Explain a strategy to collect information about the safety concern.
How would you determine the sources of the problem?
Explain a plan to implement a recommendation and monitor outcomes.
What quality indicators will you use?
How will you monitor outcomes?
Will policies or procedures need to be changed?
Will nursing staff need training?
What tools will you need to do this?
Additional Requirements
Written communication: Written communication should be free of errors that detract from the overall message.
APA formatting: Resources and in-te ...
You will collaborate with two of your classmates to share ideas and walthamcoretta
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You will collaborate with two of your classmates to share ideas and offer feedback and suggestions to one another in an informal setting. This collaboration within your group will assist you in further developing your Change Proposal to be submitted for feedback from your instructor next week.Â
Peers submission attached below.. please provide feedback and suggestions individually!!
Peer 1:
Victoria Lyons postedÂ
IV. Implementation Plan
Assess the factors that are likely to affect the implementation of your recommended activities
Many stroke patients require rehabilitation after their hospitalization and many patients get readmitted from post-acute care facilities, educating these facilities could decrease the readmission rate however rehabilitation facilities are often short-staffed and may not have money for education amongst the staff
Identify evidence-based rationales to propose how you will address them, incorporating your identified change theory. Your plan should encompass the following with evidence to support your rationale:
Technological challenges
Stroke patients require adequate follow-up care with their health provider team, tele-health is a great way to provide these follow-up appointments however stroke patients may not be able to navigate computers to be able to do these appointments as they frequently have deficits.
Stroke health care providers would have to learn how to use tele-health and there may be push back to using it due to health care providers typically using hands on assessment skills, they may not find assessing patients this way adequate. Finding a group of health care providers that are willing to start treating patients this way is the first step.
Institutional structures
Changes in hospitals do not happen overnight. At my state run hospital it seems to take forever to get any changes made. Implementing education regarding how to reduce stroke readmissions would require research and then approval from many different committees to even be approved for implementation. Once approved then it has to be sent all to all hospital staff involved. Examples of committees that a hospital will have and that any changes would have to go through are finance, safety and quality, strategic planning, and audit and compliance committee (Price, 2018).
Strategies for building buy-in-among different stakeholders, including nursing
Doctors, nurse practitioners, physician assistants, physical therapists, social workers, and case managers will need to be on board with the change process. Historically nurses have a hard time with change.
Financial trends and anticipation of the availability of human resource and project funding
Implementing tele-health and training to decrease stroke readmission, mostly education and new ways to check that everything a patient needs, will cost money which the institution will have to be prepared to put into their budget. Institutions get penalized financially for readmis ...
DNP-835A Patient Outcomes and Sustainable ChangeASSIGNMENT 2.docxpauline234567
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DNP-835A: Patient Outcomes and Sustainable Change
ASSIGNMENT 2:
Please see the ATTACHED Quality and Sustainability Paper: Part 1
Quality and Sustainability Paper: Part 2
Assessment Description
The purpose of this assignment is to determine what is needed to promote successful implementation and sustainability of a quality or safety program for your selected health care entity/issue.Â
General Guidelines:
Use the following information to ensure successful completion of the assignment:
· This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
· This assignment requires that you support your position by referencing six to eight scholarly resources. At least three of your supporting references must be from scholarly sources other than the assigned readings.
· You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
· Learners will submit this assignment using the assignment dropbox in the digital classroom. In addition, learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for later use.
Directions:
Write a paper (2,000-2,500 words) that provides the following:
1. Incorporate all necessary revisions and corrections suggested by your instructor for Part 1. Synthesize the different elements of Part 1 and Part 2 into one paper using transitions to connect ideas and concepts.
2. Evaluate current evidenced-based quality and/or safety program designs that can be implemented to improve the quality and/or safety outcomes for your selected quality and/safety issue at your identified health care entity. Based on this evaluation, propose an evidence-based quality and/or safety program to address your selected issue from Part 1. Explain how your proposed design will better improve the outcomes for the selected quality and/or safety issue as compared to the program currently in place at the health care entity.
3. Identify potential obstacles (such as economics or ethical issues) that may hinder the implementation of the proposed quality and/or safety program and suggest ways to overcome these.
4. Identify stakeholders within the selected health care entity with whom you may need to collaborate and discuss the role of each stakeholder in the implementation of the proposed program. In the identification of stakeholders, also include specific groups and leaders that are needed.
5. Identify a change management theory you will use to support the implementation of your quality and/or safety program. Provide evidence that supports the use of this theory within the program you designed.
6. Discuss the expected outcomes of the implementation of your proposed quality and/or saf.
Assessment 2 Instructions Needs Analysis for ChangeTop of Form.docxrobert345678
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Assessment 2 Instructions: Needs Analysis for Change
Top of Form
Bottom of Form
·
PRINT
·
Complete a systematic evaluation of a unit, facility, or organization with which you are familiar, in an attempt to identify the need to address the economic health care issue.
Introduction
Note:Â Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.
As a master's-level health care practitioner, you may sometimes be tasked with the need to complete a systematic evaluation as a way of improving your organization’s outcomes. In this assessment, you will have a chance to practice these skills by completing a systematic evaluation of a unit, facility, or organization that you are familiar with in an attempt to identify the need to address the economic health care issue that you presented in the previous assessment. This systematic evaluation is often referred to as a needs analysis. Understanding how to do a needs analysis will be key as you advance through your career in the health care environment.
Background and Context
As a master's-level health care practitioner, you may sometimes be tasked with the need to complete a systematic evaluation as a way of improving your organization’s outcomes. In this assessment, you will have a chance to practice these skills by completing a systematic evaluation of a unit, facility, or organization that you are familiar with in an attempt to identify the need to address the economic health care issue that you presented in the previous assessment. This systematic evaluation is often referred to as a needs analysis. Understanding how to do a needs analysis will be key as you advance through your career in the health care environment.
Instructions
Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.
Overall, you will be assessed on the following criteria:
· Summarize your chosen economic issue and its impact on your work, organization, colleagues, and community.
1. Reiterate your rationale for pursuing this issue, as well as the gap contributing to it that you identified in your previous assessment.
· Identify any socioeconomic or diversity disparities that exist with how your chosen economic issue impacts any particular groups or populations.
2. Use at least one piece of evidence to support this disparity (public health data, aggregated data from an organization, or other scholarly resources).
· Explain the findings of evidence-based or scholarly sources regarding the need to address your chosen issue and pursue potential change or implementation plans.
3. For example, if your implementati.
Implementing SBAR
Student's Name
Institutional Affiliation
Course Details
Instructor's Name
Date
Implementing SBAR
SBAR communication tool is an effective and simple communication method that works across all the healthcare disciplines to create a safer working environment. MĂĽller et al. (2018) reveal that using SBAR enhances efficacy, accuracy, and efficiency of handoff reports which boosts patient safety by improving communication and encouraging patient involvement Ineffective, absent, or inadequate communication leading to patient safety concerns has become a big problem in many care facilities, including where I work. According to Herawati et al. (2018), poor patient handoff communication from caregivers reduces patient safety. Regardless of the technological advancements, interdisciplinary care providers in many care facilities still do not communicate effectively, threatening patient's safety.
The use of written handoff using SBAR was implemented two years ago in the hospital I work. The handoff is easily accessible by all interdisciplinary team directly working with the patient and this is also used as a communication tool when giving report. According to Uhm et al. (2019), implementing a well-developed SBAR program of communication grounded on learning theory improves nurses' communication skills and boosts their confidence during patient handover. All the team member in the hospital identified the implementation of SBAR (Situation-Background-Assessment-Recommendation) as a solution for the persisting communication problem among caregivers, especially during patient handoffs within the hospital. The use of SBAR as a communication tool has been highly effective, reading the SBAR handoff note only allows you to know a lot about the patient situation and history. Implementing the evidence-based intervention is timely and in line with the organization's policies that prioritize patient safety and high-quality care delivery. Standardized processes, including SBAR, have effectively eradicated missing care information incidents and promoted information sharing among healthcare professionals. Studies have established poor communication during patient handoffs as the main cause of misguided actions, lost information, and misinterpretation of critical care information (Uhm et al., 2019). I will desceibe the steps of implementing evidenced practice at my working according to the discussion I had with my manager.
The model for improvement is a four steps approach that guides the effective implementation of SBAR to solve communication problems among caregivers. Planning is the first model's step to implementing the SBAR practice. This phase involves visible and strong leadership from the hospital's senior managers and clinical champions to gather enough support for the practice change (MĂĽller et al., 2018). At this phase, the team should decide where to start the SBAR test by thinking about the area with substantia ...
Write a report on the application of population health improve.docxarnoldmeredith47041
Â
Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.
In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used to support an approach to personalizing patient care.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Competency Map
Use this online tool to track your performance and progress through your course.
Questions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an instance in which you have taken a strategy, finding, or lesson learned from one care context and applied it in another.
What challenges did this type of knowledge transfer present?
Did applying this knowledge in a different setting lead to improvemen.
Adverse Event or Near Miss Analysis DetailsAt.docxcoubroughcosta
Â
Adverse Event or Near Miss Analysis
Details
Attempt 1Available
Attempt 2NotAvailable
Attempt 3NotAvailable
Toggle Drawer
 Overview
Write a 5–7-page a comprehensive analysis on an adverse event or  near miss from your professional nursing experience. Integrate research  and data on the event and use as a basis to propose a quality  improvement (QI) initiative in your current organization.
Health care organizations strive for a culture of safety. Yet  despite technological advances, quality care initiatives, oversight,  ongoing education and training, laws, legislation and regulations,  medical errors continue to occur. Some are small and easily remedied  with the patient unaware of the infraction. Others can be catastrophic  and irreversible, altering the lives of patients and their caregivers  and unleashing massive reforms and costly litigation.
Show More
Toggle Drawer
 Context
    The purpose of the report is to assess whether specific quality  indicators point to improved patient safety, quality of care, cost and  efficiency goals, and other desired metrics. Nurses and other health  professionals with specializations and/or interest in the condition,  disease, or the selected issue are your target audience.
Toggle Drawer
 Questions to Consider
    As you prepare to complete this assessment, you may want to think  about other related issues to deepen your understanding or broaden your  viewpoint. You are encouraged to consider the questions below and  discuss them with a fellow learner, a work associate, an interested  friend, or a member of your professional community. Note that these  questions are for your own development and exploration and do not need  to be completed or submitted as part of your assessment.
Show More
Toggle Drawer
 Resources
    Required Resources
MSN Program Journey
The following is a useful map that will guide you as you continue  your MSN program. This map gives you an overview of all the steps  required to prepare for your practicum and to complete your degree. It  also outlines the support that will be available to you along the way.
MSN Program Journey
 |Â
Transcript
.
Show More
 Assessment Instructions
    Preparation
Prepare a comprehensive analysis on an adverse event or near-miss  from your professional nursing experience that you or a peer  experienced. Integrate research and data on the event and use as a basis  to propose a Quality Improvement (QI) initiative in your current  organization.
Note
: Remember, you can submit all, or a portion  of, your draft to Smarthinking for feedback, before you submit the final  version of your analysis for this assessment. However, be mindful of  the turnaround time for receiving feedback, if you plan on using this  free service.
The numbered points below correspond to grading criteria in the  scoring guide. The bullets below each grading criterion further  delineate tasks to fulfill the assessment requirements. Be s.
How to Make a Field invisible in Odoo 17Celine George
Â
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Â
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
Â
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Â
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
Â
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Root-Cause Analysis and Safety Improvement Plan.
Root-Cause Analysis and Safety Improvement Plan. For this assessment, you will develop an
8-14 slide PowerPoint presentation with thorough speaker's notes designed for a
hypothetical in-service session related to the improvement plan you developed in
Assessment 2. As a practicing professional, you are likely to present educational in-services
or training to staff pertaining to quality improvement (QI) measures of safety improvement
interventions. Such in-services and training sessions should be presented in a creative and
innovative manner to hold the audience’s attention and promote knowledge acquisition and
skill application that changes practice for the better.Root-Cause Analysis and Safety
Improvement Plan.ORDER A PLAGIARISM-FREE PAPER HEREThe teaching sessions may
include a presentation, audience participation via simulation or other interactive strategy,
audiovisual media, and participant learning evaluation. 1.Build on the work that you have
done in your first two assessments and create an agenda and PowerPoint of an educational
in-service session that would help a specific staff audience learn, provide feedback, and
understand their roles and practice new skills related to your safety improvement plan (see
attached on falls) The final deliverable for this assessment will be a PowerPoint
presentation with detailed presenter's notes representing the material you would deliver
at an in-service session to raise awareness of your chosen safety improvement initiative and
to explain the need for it. Additionally, you must educate the audience as to their role and
importance to the success of the initiative.Root-Cause Analysis and Safety Improvement
Plan. This includes providing examples and practice opportunities to test out new ideas or
practices related to the safety improvement initiative. Be sure that your presentation
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. •List the purpose and goals of an in-service session for nurses. •Explain
the need for and process to improve safety outcomes related to a specific organizational
issue. •Explain to the audience their role and importance of making the improvement plan
successful. •Create resources or activities to encourage skill development and process
understanding related to a safety improvement initiative. •Communicate with nurses in a
respectful and informative way that clearly presents expectations and solicits feedback on
communication strategies for future improvement. There are various ways to structure an
in-service session; below is just one example: •Part 1: Agenda and Outcomes. ◦Explain to
your audience what they are going to learn or do, and what they are expected to take away.
•Part 2: Safety Improvement Plan. ◦Give an overview of the current problem, the proposed
2. plan, and what the improvement plan is trying to address. â—¦Explain why it is important for
the organization to address the current situation. •Part 3: Audience’s Role and Importance.
â—¦Discuss how the staff audience will be expected to help implement and drive the
improvement plan. â—¦Explain why they are critical to the success of the improvement plan.
◦Describe how their work could benefit from embracing their role in the plan. •Part 4: New
Process and Skills Practice. â—¦Explain new processes or skills. â—¦Develop an activity that
allows the staff audience to practice and ask questions about these. â—¦In the notes section of
your PowerPoint, brainstorm potential responses to likely questions or concerns.Root-
Cause Analysis and Safety Improvement Plan. •Part 5: Soliciting Feedback. ◦Describe how
you would solicit feedback from the audience on the improvement plan and the in-service.
â—¦Explain how you might integrate this feedback for future improvements. Additional
Requirements •Presentation length: Remember to use short, concise bullet points on the
slides and expand on your points in the presenter's notes. If you use 2 or 3 slides to
address each of the parts in the above example, your presentation would be 10–15 slides.
•Speaker notes: Speaker notes should reflect what you would actually say if you were
delivering the presentation to an audience. Another presenter would be able to use the
presentation by following the speaker notes. •APA format: Use APA formatting for in-text
citations. Include an APA-formatted reference slide at the end of your presentation.Root-
Cause Analysis and Safety Improvement Plan.Root-Cause Analysis The issue of concern is
avoidable fall incidences among patients in medical facilities. Avoidable falls are common in
medical facilities, generally occurring at an approximate rate of 4.5 falls per 1,000 patient
days. About 30% of these falls result in injury while 5% result in serious injury that could be
fatal to include excessive bleeding, subdural hematomas, and fractures. In addition to
threatening the health of patients, avoidable falls also increase the cost of health care.
Patients who experience falls pay as much as $4,000 higher than their counterparts who do
not fall, and also spend more time in the medical facilities as they recuperate. Besides that,
patients who experience falls are likely to report mental harms such as loss of self-
confidence, fear of falling, and anxiety (Graban, 2018).Root-Cause Analysis and Safety
Improvement Plan. Owing to the risk of emotional harm, increased costs and significant
injury associated with avoidable fall incidences in medical facilities, there is a need to
implement strategies for preventing falls in medical settings as an important public health
and patient safety concern. This can be best achieved by conducting a root-cause analysis to
determine the cause of avoidable fall incidences before identifying strategies to address the
causes (Hickey & Kritek, 2012).Along this line, the present paper conducts a root-cause
analysis of avoidable fall incidences and presents a safety improvement plan intended to
efficiently and effectively address the problem of avoidable fall incidences in medical
settings.Analysis of the Root CauseAvoidable fall incidences within the medical facilities
settings continued to be a serious concern with the most adverse events leading to
increased health care costs, longer lengths of stay and injury among hospitalized patients.
The falls rates considerably vary by medical facility and unit type. However, there is a
general consensus that they are a common problem. The first step in preventing falls is
identifying the root cause of these events. In this regard, there is a notable correlation
between some risk factors and fall incidence. These risk factors identify the patients who
3. are more susceptible to falling and to who targeted intervention is anticipated to prevent
falls (Williams, Malani & Wesorick, 2013).Root-Cause Analysis and Safety Improvement
Plan.Although there is no definite explication of the risk factors, as there is no definitive
consensus on the number and types of risk factors that lead to falls, it is imperative that
these risk factors. That is because these risk factors have been previously targeted in other
facilities but fall incidences have not been completely eliminated. The risk factors are of two
main categories. The first category is intrinsic factors that include use of medication and
chemical agents, imbalance, musculoskeletal disorders, gender and age. The second
category is extrinsic factors that entail weaknessesinherent in the medical facility and
system in terms of teamwork, training, communication, human resources, and medical
equipment design and maintenance.The interactions between the extrinsic and intrinsic
risk factors creates opportunities for falls incidences (Perry, Potter & Ostendorf, 2016).The
present analysis focuses on patient-related factors. It is determined that although patient
falls have a multiple etiology, patient-related factors have been largely ignored. The
identified factors include gender and age. Incidences of falls and fall related injuries are
more common among females and older patients, likely the result of gender-based and age-
based physical declines. Besides that, conditions such as visual impairment, urinary
incontinence, heart disease, diabetes and arthritis are associated with age and they act as
predictors for increased risk of falls among patients. To be more precise, aging in
combination with gender and other factors such as confusion and poor mobility typically
result in falls and subsequent injuries among patients. Another patient related factor is
walking aids and balance difficulties. Additionally, poor vision is an issue of concern since it
is associated with sensory loss, false perception of the environment, poor balance and
reduced visual acuity. Also, frequent urination and incontinence is a concern with patients
having to visit the toilets frequently on frequently cleaned floors that could be slippery
(Vincent & Amalberti, 2016).Root-Cause Analysis and Safety Improvement
Plan.Improvement Plan with Evidence-Based and Best-Practice StrategiesThe root
causewas identified as patient related factors. Addressing these factors requires the facility
to administer a standardized fall risk assessment toolat admission to collect information
that helps with developing an individualized care plan. It asks key questions so that the
typical risk factors are identified.Root-Cause Analysis and Safety Improvement Plan. This is
important in helping medical personnel effectively identify patients at high risk of
experiencing falls. In fact, the assessment tool is important for four reasons. Firstly, it
facilitates communication between care settings and medical personnel through presenting
a common language for describing risk. Secondly, it facilitates care planning through focus
on specific dimensions that place the patient at greater risk of fall. Thirdly, it allows for
targeted preventive interventions that makes good use of the available resources to achieve
the most benefit. Finally, it aids in decision-making through ensuring that key factors are
identified and acted upon. The key risk factors that form part of the assessment include
continence, mental status, medication, mobility and use of assistive devices, history of falls,
vision, and gait (Vincent & Amalberti, 2016).Root-Cause Analysis and Safety Improvement
Plan.In addition to the mentioned strategies, the facility should implement a universal fall
precaution approaches that applies to all patients regardless of fall risk. These approaches
4. focus on ensuring that the care environment is comfortable and safe. This includes
following safe patient handling practices, cleaning spills promptly even as floor surfaces are
kept clean and dry, having study handrails in patient areas, providing non-slip footwear,
and familiarizing the patient with the unit environment (Williams, Malani & Wesorick,
2013). Applying the fall prevention approaches are important because they not only
safeguard the patients but also medical personnel and visitors through maintaining a
comfortable and safe environment. Failing to implement these approaches would not only
place patients at risk of falls, but would also place medical personnel and visitors at risk of
falls. These measures should be documented in rounding notes and carefully integrated into
workflow to ensure that they are diligently implemented (Graban, 2018).Existing
Organizational Resources There are existing organizational resources that will help
improve the implementation of the plan. The first resource is the facility administration and
top managers who determine facility policies and operating procedures. They are required
to offer leadership support by approving the plan and supporting its implementation as a
new facility policy. In addition, the help to remove implementation barriers across
departments and authorize resources for use (Hickey & Kritek, 2012). The second resource
is middle managers, medical personnel and support staff who are involved at the unit
level.Root-Cause Analysis and Safety Improvement Plan. They are responsible for realizing
the plan through actualizing its components such as administering the standardized fall risk
assessment tool, ensuring patients wear non-slip footwear and ensuring that floors are dry.
The third resource is the unit champions. They are responsible evaluating the performance
of the plan and gathering feedback. The fourth resource is the implementation team that is
responsible for evaluating data related to the plan’s performance to include tracking
assessment changes and incidence rates before suggesting improvements (Hickey & Kritek,
2012).Root-Cause Analysis and Safety Improvement Plan.