Running head: RESEARCH PAPER 1
RESEARCH PAPER 15
Assessment of the knowledge, practice, and the associated factors of Healthcare Acquired Infection Prevention
Name
Institutional Affiliation
Date
Table of Contents
Table of Contents 2
Assessment of the knowledge, practice, and the associated factors of Healthcare Acquired Infection Prevention in Blessings Healthcare Facility 4
The Problem 5
Significance of the problem 6
Purpose of this study 7
Research Questions 8
Masters Essentials aligned with the topic 8
Design 10
Literature Review 10
Methodology and the design of the study 13
Sampling Methods 14
Necessary tools 14
Any logarithm or flow map developed 15
Healthcare Facility 15
Implementation 15
Stage 1: Assessment of the current practices (One Week) 16
Stage 2: Identification of the factors leading to high cases of healthcare-acquired infection (5 days) 17
Stage 3: Pre-Training (Two Weeks) 17
Stage 4: Training (5 weeks) 17
Stage 5: an ongoing process of assessing the situation 18
Materials, activities and the cost 20
Results 21
Socio-demographics features of the research population 21
Knowledge concerning the infection prevention 23
Aspects related to the knowledge of the healthcare professionals regarding the issue of preventing healthcare-acquired infections 27
Limitation of the study 28
References 30
Assessment of the knowledge, practice, and the associated factors of Healthcare Acquired Infection Prevention
Healthcare acquired infection/nosocomial infection/hospital acquired infections are becoming a major international challenge in many healthcare facilities especially in the low or middle income nations. It is anticipated that around 10 percent of patients in the healthcare facilities from developing nations are developing healthcare acquired infections and this subsequently leads to negative impacts on healthcare outcomes. It also leads to increase hospital stay, economic burden, morbidity cases, and increase in the mortality incidences. Some of the common healthcare acquired infections include Hepatitis B and C virus, HIV infections, and even Tuberculosis which are often transmitted by healthcare workers who are not observing the practice related to the infection prevention measures.
According to the United States Center for Disease Control and Prevention, there are about 1.7 million patients who have been hospitalized as a result of acquiring infection within the facilities while undergoing treatment for other healthcare concerns. Many studies reveal that simple infection control procedures like cleaning of the hands using alcohol-based hand rub is helping in the prevention of the spread of the disease. The increase in the infection rate caused by the healthcare acquired infection is due to the poor practices of infection prevention and control, lack of knowledge or failure to implement knowledge related to the process of preventing and controlling nosocomial illnesses, and other associated f.
Research Appraisal of a Clinical Practice Guidelineemilyparker01
With the advent of new technologies in the health sector, the needs of health care have kept pace with the new technology. A growing patient numbers, growing dimensions of disease and emerging disease, no doubt forcing the health care professionals to run after the development of new drugs and technologies for combat. At the same time, patient safety and quality health care delivery are buzzing priority for every country and every health care organization.
Running head INFECTION PREVENTION1INFECTION PREVENTION.docxjeanettehully
Running head: INFECTION PREVENTION 1
INFECTION PREVENTION 15
Phase # 2 Infection Prevention
Literature Review
Healthcare acquired infections constitute a major public health issue and it is affecting millions of people on a yearly basis. The approximation from the recent studies is showing more than 5 percent of the hospitalized patients are exposed to nosocomial infections. Many studies further show that the surgical site infections are the common infections associated with nosocomial infections and it is contributing to about 30 percent of all healthcare acquired infections cases.
Study by Ayed et al (2015) shows that healthcare providers are continuously exposed to pathogens which are sometimes severe and lethal. Nurses specifically are more exposed to different infections during the course of providing healthcare services to the patients. This study indicates that it is therefore crucial for nurses to possess sound knowledge as well as strict adherence to the infection control practices. Updating the acquaintance and the practices of nurses through involvement in ongoing in-service educational programs and putting more focus on the role of the current evidence-based practices of infection prevention in the continuous training is important. Provision of the training to the newly recruited nurses regarding the infection control frequently as well as replicating the study through observation checklist is necessary in assessing the level of practice (Imad, Ayed, Faeda, & Lubna, 2015).
Study by Desta et al (2018) reveals that working experience is a stronger predictor of the knowledge in relation to the prevention of the infection. In this study, the goal was to the relationship between the acquaintance, practice and connected aspects of infection prevention among healthcare employees. Education level is a key determinant to the level of experience when it comes to the control or the prevention of infections. According to this study, it is clear that healthcare providers with advanced experience as well as advanced age are significantly linked with the knowledge. This is basically based on the fact that as healthcare providers are getting older, they are more likely to have advance knowledge due to their experiences as well as having worked with their seniors (Desta, Ayenew, Sitotaw, Tegegne, Dires, & Getie, 2018).
Teshager et al (2015) also studies the knowledge, practices, and the related aspects towards the reduction or prevention of the surgical site infections among nurses who were employed in Amhara Regional State Referral healthcare facilities, in the Northwest Ethiopia. This study looked at some of the factors linked with the knowledge of the nurses regarding the preventi ...
12Plan for Evaluating the Impact of the Inte.docxmoggdede
1
2
Plan for Evaluating the Impact of the Intervention
Anne Marie WouapetName
Walden University
NURS 8310 Section 03, Epidemiology and Population HealthClass
April 29, 2018Date
Plan for Evaluating the Impact of the Intervention
Hospital-acquired infections have been determined throughout this project to be a significant problem in the United States health care system. Epidemiologic data show that there is still a considerable number of patients who die as a result of infections that they have acquired while receiving care (Umscheid et al., 2011). The older population was found to be at a higher risk of acquiring these infections because of their deteriorating immune systems (Sievert et al., 2013). Therefore, a proposed intervention to eliminate the dangers of infection was created. The intervention proposes that nurses go through hand washing education for an extended period to enhance their compliance to hand hygiene after the education program. In studying the potential impacts of this intervention, it was determined that hand washing education is usually effective in changing perceptions and behaviors with regards to hand hygiene, but the compliance to what has been learned is often not maintained. Therefore, this intervention suggests that the education is based on the practice environment and that the nurses are monitored for an extended period. The following is an evaluation plan aiming at assessing the potential outcomes of the proposed intervention.
Evaluation Plan
This evaluation plan is designed to assess the expected outcomes from the implementation of the program (Friis & Sellers, 2014). This plan will investigate the extent to which the hand washing intervention plan will help to reduce the rate of hospital-acquired in infections in the healthcare facilities in which the intervention will be implemented. The plan includes an evaluation of the short-term, medium-term, and long-term changes expected to occur after the implementation of the intervention.
Stakeholders Involved in the Intervention
For the expected outcome to be achieved, the following stakeholders will be required to participate in the intervention program. Evaluating the participation of the stakeholders is essential in determining their contribution to the outcome of the program (Centers for Disease Control, 2011). The program will require the participation of the Director of Nursing, who will be responsible for guiding the nurses included in the intervention to ensure that they participate in the program as required. The intervention will also require the participation of the Directors of the respective health care facilities where the intervention will be implemented to ensure that they provide the resources needed for the program to be implemented and approve the use of the hospital data to evaluate the outcomes of the program. The hospitals included will also need to employ super ...
18
Annotated Bibliography
3164 words
Rough Draft on Infection Control
by
Submitted to
Semester
Date
Contact
Address
Phone
Email
Infection Control
2
Introduction of the Paper
Background
According to various reports by the Centers for Disease Control and Prevention, a significant number of lives are lost each passing year due to the spread of infections in hospitals that could otherwise have been prevented. 3 Therefore, effort geared towards understanding infection control plays a significant role in reducing the otherwise unnecessary loss of lives. Infection control entails the power to directly prevent or determine the spread of infections with the aim of avoiding it. 4 Indeed, the pathological state resulting from the invasion of the body by pathogenic microorganisms has far-reaching consequences. While so much has been done to prevent its spread, there is still a lot more to be done. This research paper intends to focus on Healthcare-associated Infections and how it can be prevented if not eliminated altogether.
Statement of the Problem
Healthcare-Associated Infections are a common occurrence in the modern healthcare setting resulting in huge financial losses and loss of lives. According to the Office of Disease Prevention and Healthcare Promotion (ODPHP), these are infections that patients contract while receiving treatment in a medical facility. Percival, Suleman, Vuotto & Donelli, (2015) pointed out that its prevalence is as a result of the employment of invasive devices and procedures meant to treat patients and to help them recover. 6 While most of them are accidental in nature, they still remain to be seen as accidents that could have been prevented. The US government, through the establishment of Healthy People 2020 and the U.S. Department of Health and Human Services (HHS) have taken a lead role in spreading the news on infection control. To that effect, recent research reveals that there could be a 70% reduction in infections by implementing existing prevention practices. This translates to a financial benefit estimated to be $31.5 billion in medical cost savings (ODPHP, 2019). Understanding these prevention measures should, therefore, be a priority to all healthcare practitioners. That is why this research study intends to shade more light on nosocomial infections. These are infections that occur within 48 hours upon admission into a hospital. They can also occur in three days of discharge or 30 days of operation. They affect one in every 10 patients admitted in a hospital. 5, 7
The rationale for addressing the issue
Addressing this issue is important to the health sector from a political, social as well as environmental perspective. As a matter of fact, its impact will be on a short term, interim basis and long term basis. Politically, health has always been a major subject of concern as it is used by voters to determine how best an administration has taken care of their needs. Establishing an infection contro.
2
Annotated Bibliography
3164 words
Rough Draft on Infection Control
by
Submitted to
Semester
Date
Contact
Address
Phone
Email
Infection Control
1
Introduction of the Paper
Background
According to various reports by the Centers for Disease Control and Prevention, a significant number of lives are lost each passing year due to the spread of infections in hospitals that could otherwise have been prevented (Alp & Damani, 2015). Therefore, effort geared towards understanding infection control plays a significant role in reducing the otherwise unnecessary loss of lives. Infection control entails the power to directly prevent or determine the spread of infections with the aim of avoiding it (Berríos-Torres, et al., 2017). Indeed, the pathological state resulting from the invasion of the body by pathogenic microorganisms has far-reaching consequences. While so much has been done to prevent its spread, there is still a lot more to be done. This research paper intends to focus on Healthcare-associated Infections and how it can be prevented if not eliminated altogether.
Statement of the Problem
Healthcare-Associated Infections are a common occurrence in the modern healthcare setting resulting in huge financial losses and loss of lives. According to the Office of Disease Prevention and Healthcare Promotion (ODPHP), these are infections that patients contract while receiving treatment in a medical facility. Percival, Suleman, Vuotto & Donelli, (2015) pointed out that its prevalence is as a result of the employment of invasive devices and procedures meant to treat patients and to help them recover. While most of them are accidental in nature, they still remain to be seen as accidents that could have been prevented. The US government, through the establishment of Healthy People 2020 and the U.S. Department of Health and Human Services (HHS) have taken a lead role in spreading the news on infection control. To that effect, recent research reveals that there could be a 70% reduction in infections by implementing existing prevention practices. This translates to a financial benefit estimated to be $31.5 billion in medical cost savings (ODPHP, 2019). Understanding these prevention measures should, therefore, be a priority to all healthcare practitioners. That is why this research study intends to shade more light on nosocomial infections. These are infections that occur within 48 hours upon admission into a hospital. They can also occur in three days of discharge or 30 days of operation. They affect one in every 10 patients admitted in a hospital (Khan, Baig & Mehboob, 2017; Suleyman, & Alangaden, 2016).
Rationale for addressing the issue
Addressing this issue is important to the health sector from a political, social as well as environmental perspective. As a matter of fact, its impact will be on a short term, interim basis and long term basis. Politically, health has always been a major subject of concern as it is used by voters to determi.
Running head hand hygiene compliance1hand hygiene compliance8.docxwlynn1
Running head: hand hygiene compliance1
hand hygiene compliance8Hand Hygiene Education Implementation and Nurses Compliance in Reducing Nosocomial Infections
Grand Canyon University NRS-490
March 31, 2019
Background
Hygiene is a very crucial factor in prevention of infection in any health care facility. Also, compliance of handwashing ensures patients safety, aids in the treatment and recovery of hospitalized patients. Hand hygiene is important action performed by healthcare works to prevent transmission of healthcare associated infection (Smiddy, O’Connell & Creedon, 2015). Health care professionals such as doctors, nurses, physical therapist and laboratory technicians, take the responsibility of providing efficient, effective and quality care that will improve the health of their patients.
The purpose of this paper is to discuss the change proposal project components the author has been working on throughout the course. The goal of health care works rendering a quality, effective and efficient care to their patient in the health care setting will be difficult to achieve if the rate handwashing adherence is below expectation. Unclean healthcare environments harbor germs that can cause disease, thereby placing the patient at risk of developing infection instead of recovering from their present health condition. Healthcare providers inability to comply with hand hygiene is one the main reason patient develop hospital acquired infections (HAIs). Healthcare employees have the lives of patient in their hands therefore, hand hygiene should not by any means be neglected or dominated out in any healthcare facility.
Approximately 250 health care specialists in a Metro Detroit facility happened to be watched and assessed directly; prior to the start of the exercise, participants were selected based on their hand washing comprehension and compliance. Partakers expresses that they observed improvement on handwashing practices and that most nurses complied to hand washing guidelines evidenced by some significant reductions in the rate of transmission of HAIs within the healthcare facility. HAIs are the infections a patient acquire during the period of hospitalization. The result of the research showed a huge decrease in the spread of nosocomial infections due to progress of hand hygiene training and nurses’ compliance to handwashing protocols. These infections mostly manifest during or after 48 hours of admission or thirty days after discharge from the hospital or health-care facility. The author of this research study sees HAIs as a dangerous disease with many complications. Because inadequate handwashing practices by healthcare workers are the main cause of spread of hospital acquire infections, it is important to educate staff members on proper hand hygiene, implement plan to encourage hand hygiene compliance in the healthcare settings. Blood-stream, ulcers / surgical wounds, CAUTI and respiratory infections are the most common types of HA.
A Study to Assess the Knowledge and Practices of Hand Hygiene among Nursing S...ijtsrd
Topic A study to assess the Knowledge, And Practice of Hand Hygiene among Nursing Staff in different department of the Hospitals in Uttar Pradesh. Background of the study Health care associated infections persist as amajor problem in health care settings especially Intensive Care Units. Hand hygiene is the most simple and effective method for the prevention of these healthcare associated infections. So, assess the reported hand hygiene practices and observing is very much important to find out gaps, plan remedial measure to reduce HAIs. Hand hygiene practice is still burdened by inadequate compliance, whether in the professional sphere by health professionals or in the non professional sphere by lay population Aims of the study A. To assess the hand hygiene practices among nurses B. To assess the reason for non compliance. Material and method This study was conducted in different department of Fatima hospital. It was an observational, study50 different professional categories nurses were taken for observational study, 50 for assess the reported hand hygiene practices. Questionnaire and observation tool were used for data collection. Result The study revealed that there is a corelation between the knowledge and the practices of hand hygiene among the nurses. The overall observed compliance was 58 50 nurses included in observation study, 308 number of opportunities are given only 180opportunities of hand hygiene being performed . The BSc nurses shows higher compliance rate 93.4 . The GNM nurses show 64 and the ANM show low rate 60 . The reported hand hygiene compliance among Questionnaire given to50 Nurses they were may or may not be included in observation study . Conclusion There were two studies conducted by the investigator. The observational study and reported study. The observational study shows that the overall hand hygiene compliance was58 and the reported study give more than 93.4 of compliance among different categories of nurses. The investigator found that the overall observed hand hygiene compliance among nurses was 58.4 , from that BSC Nurses have performed better. They reported the reason for noncompliance was that they were too busy 64 . Sister Ancy Varghese | Dr. Priyanka Chaudhary | Mrs. Ramanpreet Kaur "A Study to Assess the Knowledge and Practices of Hand Hygiene among Nursing Staff in Different Department of the Hospitals in Uttar Pradesh" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-1 , December 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47804.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/47804/a-study-to-assess-the-knowledge-and-practices-of-hand-hygiene-among-nursing-staff-in-different-department-of-the-hospitals-in-uttar-pradesh/sister-ancy-varghese
Research Appraisal of a Clinical Practice Guidelineemilyparker01
With the advent of new technologies in the health sector, the needs of health care have kept pace with the new technology. A growing patient numbers, growing dimensions of disease and emerging disease, no doubt forcing the health care professionals to run after the development of new drugs and technologies for combat. At the same time, patient safety and quality health care delivery are buzzing priority for every country and every health care organization.
Running head INFECTION PREVENTION1INFECTION PREVENTION.docxjeanettehully
Running head: INFECTION PREVENTION 1
INFECTION PREVENTION 15
Phase # 2 Infection Prevention
Literature Review
Healthcare acquired infections constitute a major public health issue and it is affecting millions of people on a yearly basis. The approximation from the recent studies is showing more than 5 percent of the hospitalized patients are exposed to nosocomial infections. Many studies further show that the surgical site infections are the common infections associated with nosocomial infections and it is contributing to about 30 percent of all healthcare acquired infections cases.
Study by Ayed et al (2015) shows that healthcare providers are continuously exposed to pathogens which are sometimes severe and lethal. Nurses specifically are more exposed to different infections during the course of providing healthcare services to the patients. This study indicates that it is therefore crucial for nurses to possess sound knowledge as well as strict adherence to the infection control practices. Updating the acquaintance and the practices of nurses through involvement in ongoing in-service educational programs and putting more focus on the role of the current evidence-based practices of infection prevention in the continuous training is important. Provision of the training to the newly recruited nurses regarding the infection control frequently as well as replicating the study through observation checklist is necessary in assessing the level of practice (Imad, Ayed, Faeda, & Lubna, 2015).
Study by Desta et al (2018) reveals that working experience is a stronger predictor of the knowledge in relation to the prevention of the infection. In this study, the goal was to the relationship between the acquaintance, practice and connected aspects of infection prevention among healthcare employees. Education level is a key determinant to the level of experience when it comes to the control or the prevention of infections. According to this study, it is clear that healthcare providers with advanced experience as well as advanced age are significantly linked with the knowledge. This is basically based on the fact that as healthcare providers are getting older, they are more likely to have advance knowledge due to their experiences as well as having worked with their seniors (Desta, Ayenew, Sitotaw, Tegegne, Dires, & Getie, 2018).
Teshager et al (2015) also studies the knowledge, practices, and the related aspects towards the reduction or prevention of the surgical site infections among nurses who were employed in Amhara Regional State Referral healthcare facilities, in the Northwest Ethiopia. This study looked at some of the factors linked with the knowledge of the nurses regarding the preventi ...
12Plan for Evaluating the Impact of the Inte.docxmoggdede
1
2
Plan for Evaluating the Impact of the Intervention
Anne Marie WouapetName
Walden University
NURS 8310 Section 03, Epidemiology and Population HealthClass
April 29, 2018Date
Plan for Evaluating the Impact of the Intervention
Hospital-acquired infections have been determined throughout this project to be a significant problem in the United States health care system. Epidemiologic data show that there is still a considerable number of patients who die as a result of infections that they have acquired while receiving care (Umscheid et al., 2011). The older population was found to be at a higher risk of acquiring these infections because of their deteriorating immune systems (Sievert et al., 2013). Therefore, a proposed intervention to eliminate the dangers of infection was created. The intervention proposes that nurses go through hand washing education for an extended period to enhance their compliance to hand hygiene after the education program. In studying the potential impacts of this intervention, it was determined that hand washing education is usually effective in changing perceptions and behaviors with regards to hand hygiene, but the compliance to what has been learned is often not maintained. Therefore, this intervention suggests that the education is based on the practice environment and that the nurses are monitored for an extended period. The following is an evaluation plan aiming at assessing the potential outcomes of the proposed intervention.
Evaluation Plan
This evaluation plan is designed to assess the expected outcomes from the implementation of the program (Friis & Sellers, 2014). This plan will investigate the extent to which the hand washing intervention plan will help to reduce the rate of hospital-acquired in infections in the healthcare facilities in which the intervention will be implemented. The plan includes an evaluation of the short-term, medium-term, and long-term changes expected to occur after the implementation of the intervention.
Stakeholders Involved in the Intervention
For the expected outcome to be achieved, the following stakeholders will be required to participate in the intervention program. Evaluating the participation of the stakeholders is essential in determining their contribution to the outcome of the program (Centers for Disease Control, 2011). The program will require the participation of the Director of Nursing, who will be responsible for guiding the nurses included in the intervention to ensure that they participate in the program as required. The intervention will also require the participation of the Directors of the respective health care facilities where the intervention will be implemented to ensure that they provide the resources needed for the program to be implemented and approve the use of the hospital data to evaluate the outcomes of the program. The hospitals included will also need to employ super ...
18
Annotated Bibliography
3164 words
Rough Draft on Infection Control
by
Submitted to
Semester
Date
Contact
Address
Phone
Email
Infection Control
2
Introduction of the Paper
Background
According to various reports by the Centers for Disease Control and Prevention, a significant number of lives are lost each passing year due to the spread of infections in hospitals that could otherwise have been prevented. 3 Therefore, effort geared towards understanding infection control plays a significant role in reducing the otherwise unnecessary loss of lives. Infection control entails the power to directly prevent or determine the spread of infections with the aim of avoiding it. 4 Indeed, the pathological state resulting from the invasion of the body by pathogenic microorganisms has far-reaching consequences. While so much has been done to prevent its spread, there is still a lot more to be done. This research paper intends to focus on Healthcare-associated Infections and how it can be prevented if not eliminated altogether.
Statement of the Problem
Healthcare-Associated Infections are a common occurrence in the modern healthcare setting resulting in huge financial losses and loss of lives. According to the Office of Disease Prevention and Healthcare Promotion (ODPHP), these are infections that patients contract while receiving treatment in a medical facility. Percival, Suleman, Vuotto & Donelli, (2015) pointed out that its prevalence is as a result of the employment of invasive devices and procedures meant to treat patients and to help them recover. 6 While most of them are accidental in nature, they still remain to be seen as accidents that could have been prevented. The US government, through the establishment of Healthy People 2020 and the U.S. Department of Health and Human Services (HHS) have taken a lead role in spreading the news on infection control. To that effect, recent research reveals that there could be a 70% reduction in infections by implementing existing prevention practices. This translates to a financial benefit estimated to be $31.5 billion in medical cost savings (ODPHP, 2019). Understanding these prevention measures should, therefore, be a priority to all healthcare practitioners. That is why this research study intends to shade more light on nosocomial infections. These are infections that occur within 48 hours upon admission into a hospital. They can also occur in three days of discharge or 30 days of operation. They affect one in every 10 patients admitted in a hospital. 5, 7
The rationale for addressing the issue
Addressing this issue is important to the health sector from a political, social as well as environmental perspective. As a matter of fact, its impact will be on a short term, interim basis and long term basis. Politically, health has always been a major subject of concern as it is used by voters to determine how best an administration has taken care of their needs. Establishing an infection contro.
2
Annotated Bibliography
3164 words
Rough Draft on Infection Control
by
Submitted to
Semester
Date
Contact
Address
Phone
Email
Infection Control
1
Introduction of the Paper
Background
According to various reports by the Centers for Disease Control and Prevention, a significant number of lives are lost each passing year due to the spread of infections in hospitals that could otherwise have been prevented (Alp & Damani, 2015). Therefore, effort geared towards understanding infection control plays a significant role in reducing the otherwise unnecessary loss of lives. Infection control entails the power to directly prevent or determine the spread of infections with the aim of avoiding it (Berríos-Torres, et al., 2017). Indeed, the pathological state resulting from the invasion of the body by pathogenic microorganisms has far-reaching consequences. While so much has been done to prevent its spread, there is still a lot more to be done. This research paper intends to focus on Healthcare-associated Infections and how it can be prevented if not eliminated altogether.
Statement of the Problem
Healthcare-Associated Infections are a common occurrence in the modern healthcare setting resulting in huge financial losses and loss of lives. According to the Office of Disease Prevention and Healthcare Promotion (ODPHP), these are infections that patients contract while receiving treatment in a medical facility. Percival, Suleman, Vuotto & Donelli, (2015) pointed out that its prevalence is as a result of the employment of invasive devices and procedures meant to treat patients and to help them recover. While most of them are accidental in nature, they still remain to be seen as accidents that could have been prevented. The US government, through the establishment of Healthy People 2020 and the U.S. Department of Health and Human Services (HHS) have taken a lead role in spreading the news on infection control. To that effect, recent research reveals that there could be a 70% reduction in infections by implementing existing prevention practices. This translates to a financial benefit estimated to be $31.5 billion in medical cost savings (ODPHP, 2019). Understanding these prevention measures should, therefore, be a priority to all healthcare practitioners. That is why this research study intends to shade more light on nosocomial infections. These are infections that occur within 48 hours upon admission into a hospital. They can also occur in three days of discharge or 30 days of operation. They affect one in every 10 patients admitted in a hospital (Khan, Baig & Mehboob, 2017; Suleyman, & Alangaden, 2016).
Rationale for addressing the issue
Addressing this issue is important to the health sector from a political, social as well as environmental perspective. As a matter of fact, its impact will be on a short term, interim basis and long term basis. Politically, health has always been a major subject of concern as it is used by voters to determi.
Running head hand hygiene compliance1hand hygiene compliance8.docxwlynn1
Running head: hand hygiene compliance1
hand hygiene compliance8Hand Hygiene Education Implementation and Nurses Compliance in Reducing Nosocomial Infections
Grand Canyon University NRS-490
March 31, 2019
Background
Hygiene is a very crucial factor in prevention of infection in any health care facility. Also, compliance of handwashing ensures patients safety, aids in the treatment and recovery of hospitalized patients. Hand hygiene is important action performed by healthcare works to prevent transmission of healthcare associated infection (Smiddy, O’Connell & Creedon, 2015). Health care professionals such as doctors, nurses, physical therapist and laboratory technicians, take the responsibility of providing efficient, effective and quality care that will improve the health of their patients.
The purpose of this paper is to discuss the change proposal project components the author has been working on throughout the course. The goal of health care works rendering a quality, effective and efficient care to their patient in the health care setting will be difficult to achieve if the rate handwashing adherence is below expectation. Unclean healthcare environments harbor germs that can cause disease, thereby placing the patient at risk of developing infection instead of recovering from their present health condition. Healthcare providers inability to comply with hand hygiene is one the main reason patient develop hospital acquired infections (HAIs). Healthcare employees have the lives of patient in their hands therefore, hand hygiene should not by any means be neglected or dominated out in any healthcare facility.
Approximately 250 health care specialists in a Metro Detroit facility happened to be watched and assessed directly; prior to the start of the exercise, participants were selected based on their hand washing comprehension and compliance. Partakers expresses that they observed improvement on handwashing practices and that most nurses complied to hand washing guidelines evidenced by some significant reductions in the rate of transmission of HAIs within the healthcare facility. HAIs are the infections a patient acquire during the period of hospitalization. The result of the research showed a huge decrease in the spread of nosocomial infections due to progress of hand hygiene training and nurses’ compliance to handwashing protocols. These infections mostly manifest during or after 48 hours of admission or thirty days after discharge from the hospital or health-care facility. The author of this research study sees HAIs as a dangerous disease with many complications. Because inadequate handwashing practices by healthcare workers are the main cause of spread of hospital acquire infections, it is important to educate staff members on proper hand hygiene, implement plan to encourage hand hygiene compliance in the healthcare settings. Blood-stream, ulcers / surgical wounds, CAUTI and respiratory infections are the most common types of HA.
A Study to Assess the Knowledge and Practices of Hand Hygiene among Nursing S...ijtsrd
Topic A study to assess the Knowledge, And Practice of Hand Hygiene among Nursing Staff in different department of the Hospitals in Uttar Pradesh. Background of the study Health care associated infections persist as amajor problem in health care settings especially Intensive Care Units. Hand hygiene is the most simple and effective method for the prevention of these healthcare associated infections. So, assess the reported hand hygiene practices and observing is very much important to find out gaps, plan remedial measure to reduce HAIs. Hand hygiene practice is still burdened by inadequate compliance, whether in the professional sphere by health professionals or in the non professional sphere by lay population Aims of the study A. To assess the hand hygiene practices among nurses B. To assess the reason for non compliance. Material and method This study was conducted in different department of Fatima hospital. It was an observational, study50 different professional categories nurses were taken for observational study, 50 for assess the reported hand hygiene practices. Questionnaire and observation tool were used for data collection. Result The study revealed that there is a corelation between the knowledge and the practices of hand hygiene among the nurses. The overall observed compliance was 58 50 nurses included in observation study, 308 number of opportunities are given only 180opportunities of hand hygiene being performed . The BSc nurses shows higher compliance rate 93.4 . The GNM nurses show 64 and the ANM show low rate 60 . The reported hand hygiene compliance among Questionnaire given to50 Nurses they were may or may not be included in observation study . Conclusion There were two studies conducted by the investigator. The observational study and reported study. The observational study shows that the overall hand hygiene compliance was58 and the reported study give more than 93.4 of compliance among different categories of nurses. The investigator found that the overall observed hand hygiene compliance among nurses was 58.4 , from that BSC Nurses have performed better. They reported the reason for noncompliance was that they were too busy 64 . Sister Ancy Varghese | Dr. Priyanka Chaudhary | Mrs. Ramanpreet Kaur "A Study to Assess the Knowledge and Practices of Hand Hygiene among Nursing Staff in Different Department of the Hospitals in Uttar Pradesh" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-1 , December 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47804.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/47804/a-study-to-assess-the-knowledge-and-practices-of-hand-hygiene-among-nursing-staff-in-different-department-of-the-hospitals-in-uttar-pradesh/sister-ancy-varghese
ESSENTIALS OF EVIDENCE BASED PRACTICE Infection Control Octo.docxelbanglis
ESSENTIALS OF EVIDENCE BASED PRACTICE
Infection Control
October 29, 2019
EBP
Evidence-based practice is an important function in improvement of critical care in the nursing practice, and it also promotes the quality care of patients.
Implementing EBH into an organization’s culture enhances patient outcomes and provides healthcare satisfaction. EBP not only improves healthcare satisfaction but also helps an organization gain high reliability from its consumers.
EBP
Also, EBP reduces costs as well as the risk of harm, considering that EBP reduces unnecessary tests and even procedures.
Evidence-Based Practice can be described as a problem-solving approach that works towards delivering a healthcare culture that practices the best available clinician practice, evidence as well as patient’s preferences and values (Sehulster & Chinn, 2013).
Infection Control
Controlling infections is one of the major problems faced by public healthcare centers, and it has a major impact on mortality, morbidity as well as the quality of life.
Nurses play a vital role in preventing illnesses before they occur through adhering to EBP infection control practices.
Infection Control
Their roles include keeping the healthcare environment disco-terminated or rather clean, having protective clothing, practicing the right-hand washing procedures as well as using barrier precautions.
Infections within a hospital setting can be transmitted using various channels, including dirty hands and medical devices.
Infection Control
A healthcare facility should commit fully to staff education and analyze the methods of delivery.
Also, a hospital should make sure that all the healthcare workers, especially those that have direct contact with the patient, have continuous training about the importance of hand hygiene (Sehulster & Chinn, 2013).
Infection Control
The staff methods should also be educated on how hand hygiene should be done, the right techniques, for instance, using alcohol-based hand sanitizer.
Medical devices such as glucose monitors and thermometers and any other device that comes directly in contact with a patient should be disinfected before being used by another patient.
Infection Control
With the above prevention strategies, it is possible to control and prevent infection in a hospital.
Despite that, healthcare givers are always busy with the many responsibilities they have inline; time taken to control infection is worth all the efforts.
Hospital-acquired infection is the last thing a patient wants when reporting to a healthcare center for treatment (Ward, 2016).
Conclusion
Controlling and preventing i ...
Change Implementation Plan for Combating Hospital-Acqu.docxsleeperharwell
Change Implementation Plan for Combating Hospital-Acquired Infections
Hospital-acquired infections, (HAIs) or nosocomial infections or health-care associated infections, are those infections that are contracted because of toxins or infections that exist in hospitals. Since one in ten people who are admitted in hospitals will contract as HAI, it is imperative that these institutions put in place various strategies that ensure that the cases of such infections happening are reduced, especially in the face of potential growth in the numbers of patients with HAIs as medical care becomes more complex and antibiotic resistance increases (Monegro, & Regunath, 2017). Hospital organizations, then, need to apportion adequate resources even as they identify and secure buy in from various stakeholders so that they can implement changes necessary for there to be reduced cases of hospital-acquired infections.
One of the critical stakeholders in implementing the plan to reduce the risk of HAIs in the hospital is the hospital personnel. Physicians, surgeons, nurses, and technical and janitorial staff in hospitals would need to be engaged so that they were aware of the need to maintain both hand hygiene and environmental hygiene. By emphasizing the need for cleaning when going in to handle patients and cleaning when coming from this task, as well as wearing sterile garments whenever required, these hospital personnel can prevent the spread of infections in a large way. And since there are certain types of microbial bacteria that can survive on environmental surfaces for months at a time, it is quite imperative to have hospital personnel remain aware of the need to maintain environmental hygiene. In doing so, infections that may be transmitted by having patients or hospital personnel touch surfaces with their skin only for these surfaces to be touched by others can be controlled (Mehta et al., 2014).
Hospital trustees and administrative staff must also be interested in implementing the plan to reduce HAIs. With their buy in, these stakeholders can be effective in ensuring an organizational culture of cleanliness and hygiene is not only instituted but also allowed to thrive so that no department lags behind in the support of an infection prevention program. Senior staff in the hospital can play a critical role in coordinating care, especially since some of the measures taken in the prevention of HAIs extend well beyond hand and environmental hygiene. Patients with certain infections may be required to be quarantined or grouped together so that they do not infect others. But when there is a breakdown of communication, departments may end up assuming that certain infection prevention or surgical preparation activities have been executed by other departments. When such activities are not timed or accountability is not assigned to specific departments, it is the result of a failure in coordination of care and communication, which can often be attributed to.
SYSTEMS-LEVEL QUALITY IMPROVEMENTFrom Cues to Nudge A Kno.docxdeanmtaylor1545
SYSTEMS-LEVEL QUALITY IMPROVEMENT
From Cues to Nudge: A Knowledge-Based Framework
for Surveillance of Healthcare-Associated Infections
Arash Shaban-Nejad1,2 & Hiroshi Mamiya2 & Alexandre Riazanov3 & Alan J. Forster4 &
Christopher J. O. Baker2,5 & Robyn Tamblyn2 & David L. Buckeridge2
Received: 3 June 2015 /Accepted: 30 September 2015 /Published online: 4 November 2015
# Springer Science+Business Media New York 2015
Abstract We propose an integrated semantic web framework
consisting of formal ontologies, web services, a reasoner and a
rule engine that together recommend appropriate level of
patient-care based on the defined semantic rules and guide-
lines. The classification of healthcare-associated infections
within the HAIKU (Hospital Acquired Infections – Knowl-
edge in Use) framework enables hospitals to consistently fol-
low the standards along with their routine clinical practice and
diagnosis coding to improve quality of care and patient safety.
The HAI ontology (HAIO) groups over thousands of codes
into a consistent hierarchy of concepts, along with relation-
ships and axioms to capture knowledge on hospital-associated
infections and complications with focus on the big four types,
surgical site infections (SSIs), catheter-associated urinary tract
infection (CAUTI); hospital-acquired pneumonia, and blood
stream infection. By employing statistical inferencing in our
study we use a set of heuristics to define the rule axioms to
improve the SSI case detection. We also demonstrate how the
occurrence of an SSI is identified using semantic e-triggers.
The e-triggers will be used to improve our risk assessment of
post-operative surgical site infections (SSIs) for patients un-
dergoing certain type of surgeries (e.g., coronary artery bypass
graft surgery (CABG)).
Keywords Ontologies . Knowledge modeling .
Healthcare-associated infections . Surveillance . Semantic
framework . Surgical site infections
Introduction
Healthcare-associated Infections (HAIs) affect millions of
patients around the world, killing hundreds of thousands
and imposing, directly or indirectly, a significant socio-
economic burden on healthcare systems [1]. According
to the Centers for Disease Control (CDC) [2], hospital-
acquired infections in the U.S., where the point preva-
lence of HAIs among hospitalized patients is 4 %, result
in an estimated 1.7 million infections, which lead to as
many as 99,000 deaths and cost up to $45 billion annually
[3, 4]. Similar or higher rates of HAI occur in other coun-
tries as well with an estimated 10.5 % of patients in Ca-
nadian hospitals having an HAI [5]. Clinical assessment
and laboratory testing are generally used to detect and
confirm an infection, identify its origin, and determine
appropriate infection control methods to stop the infection
from spreading within a healthcare institution. Failure to
monitor, and detect HAI in timely manner can delay di-
agnosis, leading to complications (e.g., sepsis), and
allowing an epid.
SYSTEMS-LEVEL QUALITY IMPROVEMENTFrom Cues to Nudge A Knolisandrai1k
SYSTEMS-LEVEL QUALITY IMPROVEMENT
From Cues to Nudge: A Knowledge-Based Framework
for Surveillance of Healthcare-Associated Infections
Arash Shaban-Nejad1,2 & Hiroshi Mamiya2 & Alexandre Riazanov3 & Alan J. Forster4 &
Christopher J. O. Baker2,5 & Robyn Tamblyn2 & David L. Buckeridge2
Received: 3 June 2015 /Accepted: 30 September 2015 /Published online: 4 November 2015
# Springer Science+Business Media New York 2015
Abstract We propose an integrated semantic web framework
consisting of formal ontologies, web services, a reasoner and a
rule engine that together recommend appropriate level of
patient-care based on the defined semantic rules and guide-
lines. The classification of healthcare-associated infections
within the HAIKU (Hospital Acquired Infections – Knowl-
edge in Use) framework enables hospitals to consistently fol-
low the standards along with their routine clinical practice and
diagnosis coding to improve quality of care and patient safety.
The HAI ontology (HAIO) groups over thousands of codes
into a consistent hierarchy of concepts, along with relation-
ships and axioms to capture knowledge on hospital-associated
infections and complications with focus on the big four types,
surgical site infections (SSIs), catheter-associated urinary tract
infection (CAUTI); hospital-acquired pneumonia, and blood
stream infection. By employing statistical inferencing in our
study we use a set of heuristics to define the rule axioms to
improve the SSI case detection. We also demonstrate how the
occurrence of an SSI is identified using semantic e-triggers.
The e-triggers will be used to improve our risk assessment of
post-operative surgical site infections (SSIs) for patients un-
dergoing certain type of surgeries (e.g., coronary artery bypass
graft surgery (CABG)).
Keywords Ontologies . Knowledge modeling .
Healthcare-associated infections . Surveillance . Semantic
framework . Surgical site infections
Introduction
Healthcare-associated Infections (HAIs) affect millions of
patients around the world, killing hundreds of thousands
and imposing, directly or indirectly, a significant socio-
economic burden on healthcare systems [1]. According
to the Centers for Disease Control (CDC) [2], hospital-
acquired infections in the U.S., where the point preva-
lence of HAIs among hospitalized patients is 4 %, result
in an estimated 1.7 million infections, which lead to as
many as 99,000 deaths and cost up to $45 billion annually
[3, 4]. Similar or higher rates of HAI occur in other coun-
tries as well with an estimated 10.5 % of patients in Ca-
nadian hospitals having an HAI [5]. Clinical assessment
and laboratory testing are generally used to detect and
confirm an infection, identify its origin, and determine
appropriate infection control methods to stop the infection
from spreading within a healthcare institution. Failure to
monitor, and detect HAI in timely manner can delay di-
agnosis, leading to complications (e.g., sepsis), and
allowing an epid ...
Preventative Healthcare Associated Infections Through Hand Hygiene- Training ...Innovations2Solutions
Implementation of hand hygiene programs has traditionally been the responsibility of healthcare infection prevention staff and was focused on the clinical staff. The following discussion will describe
why comprehensive awareness and education training for infection prevention is necessary for Infection Prevention Managers, and how a multidisciplinary approach can achieve hand hygiene compliance and sustained reductions in HAIs. This type of approach involves including not just clinical staff, but also other healthcare staff members, patients and visitors, as key audiences for the hand hygiene program and campaign.
White Paper - Infection Preventionists: Healthcare’s Guardians at the Gate Ne...Q-Centrix
This white paper examines a key player at the front lines of hospitals’ never-ending battles against HAIs –Infection Preventionists (IPs). It briefly explains their varied roles, responsibilities and new challenges, the difficulty in recruiting these highly sought-after experts, and why and how hospitals should be doing more to help overworked and understaffed IPs be successful. Lastly, it covers new technologies and IP support services that can be integrated into hospitals’ infection control practices.
Running head SHORT TITLE OF PAPER (= 50 CHARACTERS)TitleAu.docxtodd521
Running head: SHORT TITLE OF PAPER (<= 50 CHARACTERS)
Title
Author
Author Affiliation
Title of Paper
Begin your paper with the introduction. The active voice, rather than passive voice, should be used in your writing.
This template is formatted according to APA Style guidelines, with one inch top, bottom, left, and right margins; Times New Roman font in 12 point; double-spaced; aligned flush left; and paragraphs indented 5-7 spaces. The page number appears one inch from the right edge on the first line of each page, excluding the Figures page.
In this introduction, you will describe the purpose of your paper (the first rubric element) – in other words, what your paper sets out to do. This video provides some guidance on how to structure an introductory paragraph. In this case, you are providing a microeconomic analysis of a particular company and you will analyze different microeconomic criteria related to your company and the market in which it operates. This analysis will then inform your recommendations for how the company can be successful in the future. Be sure to provide some specifics about what you will be analyzing so the reader knows what to expect – use the outline provided in the Final Project Document as your guide. Lastly, make sure that the company you choose is well suited for this kind of analysis. Please see the suggested list provided in your course for ideas and email your instructor your choice. Any company not on the list will need prior approval.History of the Company
Use headings and subheadings to organize the sections of your paper. The first heading level is formatted with initial caps and is centered on the page. Do not start a new page for each heading. This first heading aligns with the second rubric element which gives an overview of the company’s history. Be sure to personalize this heading to reflect your company. In this section, include you will summarize the history of the firm and also provide an overview of what the firm does and what goods/services it sells. Be sure to include sufficient detail here. Your company’s website is the best place to find this information. This section should be about one page long.
Supply and Demand Conditions
There are two rubric elements to be included in this section and combined they should be about 2 pages in length, perhaps longer if you present more than one graph/table. The first element asks you to evaluate the trends in demand over time and explain their impact on the industry and on the firm. To do this, you can consider market demand. Market demand is the demand by all the consumers of a given good or service. Find out who your customers are and provide detail on them. Use annual sales data to find out how much of the product is purchased. Here is a video explaining each of the following determinants of market demand that you could examine for your company’s market:
· Income
· Price of related goods
· Tastes
· Population and Demographics
· Expected F.
Running head SHORT TITLE OF PAPER (50 CHARACTERS OR LESS) .docxtodd521
Running head: SHORT TITLE OF PAPER (50 CHARACTERS OR LESS)
1
SHORT TITLE OF PAPER (50 CHARACTERS OR LESS)
2Title of PaperYour Name
Liberty UniversityTitle of Paper
Begin your paper here. Double space the entire document. Be sure to indent the first line of each paragraph between five and seven spaces by pressing the Tab key one time on the keyboard. Happy writing!
References
This is a hanging indent. To keep the hanging indent format, simply delete this line of text using the backspace key, and replace the information with your reference entry.
APA Workshop
LaRee Moody DHA, RN
Paper Setup
*
Paper Setup Margins:1.0” all aroundThe left margin must be flush left and the right margin must be “ragged”
*
Paper Setup No boldface
or underlining in text Use italics in text only for technical terms, statistics, certain headings, books, and other titles Do not double space between paragraphsSet spacing to zero
*
Paper Setup Font 12 pt Double-spaced Times New Roman Only one space after commas, colons, and semicolons Space twice after punctuation at the end of a sentence Pagination: top right, beginning with title page
*
Paper Preparation
*
Transformational Leadership
LaRee Moody
Liberty University
Running head: TRANSFORMATIONAL LEADERSHIP 1
*
Introduction
Repeat the title of the paper centered at the top of page 2 exactly as it appears on the title page
No “Introduction” heading; the first paragraph is assumed to be an introduction
*
Body
Delivers what is described in the introduction
Organize your ideas to flow in logical sequence
Organize major points using headings
State ideas clearly and concisely
*
Headings
Level 1: Centered, Boldface, Uppercase and Lowercase Heading
Level 2: Flush Left, Boldface, Uppercase and Lowercase Heading
Level 3: Indented, boldface, lowercase paragraph heading ending with a period (first letter of first word upper case).
Level 4: Indented, boldface, italicized, lowercase paragraph heading, ending with a period.
Level 5: Indented, italicized, lowercase paragraph heading ending with a period.
*
Writing
*
Examples of Non-academic Writing
Avoid bias in language
Be sensitive to labels-Gay men
Avoid stereotypes such as firemen, nurse, or man suggesting that all are the same. Use individual references.
Racial and ethnic identity-capitalize proper nouns (Black, Hispanic)
Avoid language that equates persons with their disabilities such as ‘neurotics’
Avoid slang/colloquial language
“Fills the gap”
“As a bonus”
“Bridging the gap”
“Corner the market”
*
WritingAvoid jargon-a technical vocabulary Avoid metaphors: e.g., “Keep the company on an even keel” Avoid redundancy-use no more words than necessary Avoid anthropomorphism-giving objects human qualities
*
Active vs. Passive WritingUse active rather than passive voice: Passive: The interview was conducted in a hospital setting.Active: The researcher conduc.
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ESSENTIALS OF EVIDENCE BASED PRACTICE Infection Control Octo.docxelbanglis
ESSENTIALS OF EVIDENCE BASED PRACTICE
Infection Control
October 29, 2019
EBP
Evidence-based practice is an important function in improvement of critical care in the nursing practice, and it also promotes the quality care of patients.
Implementing EBH into an organization’s culture enhances patient outcomes and provides healthcare satisfaction. EBP not only improves healthcare satisfaction but also helps an organization gain high reliability from its consumers.
EBP
Also, EBP reduces costs as well as the risk of harm, considering that EBP reduces unnecessary tests and even procedures.
Evidence-Based Practice can be described as a problem-solving approach that works towards delivering a healthcare culture that practices the best available clinician practice, evidence as well as patient’s preferences and values (Sehulster & Chinn, 2013).
Infection Control
Controlling infections is one of the major problems faced by public healthcare centers, and it has a major impact on mortality, morbidity as well as the quality of life.
Nurses play a vital role in preventing illnesses before they occur through adhering to EBP infection control practices.
Infection Control
Their roles include keeping the healthcare environment disco-terminated or rather clean, having protective clothing, practicing the right-hand washing procedures as well as using barrier precautions.
Infections within a hospital setting can be transmitted using various channels, including dirty hands and medical devices.
Infection Control
A healthcare facility should commit fully to staff education and analyze the methods of delivery.
Also, a hospital should make sure that all the healthcare workers, especially those that have direct contact with the patient, have continuous training about the importance of hand hygiene (Sehulster & Chinn, 2013).
Infection Control
The staff methods should also be educated on how hand hygiene should be done, the right techniques, for instance, using alcohol-based hand sanitizer.
Medical devices such as glucose monitors and thermometers and any other device that comes directly in contact with a patient should be disinfected before being used by another patient.
Infection Control
With the above prevention strategies, it is possible to control and prevent infection in a hospital.
Despite that, healthcare givers are always busy with the many responsibilities they have inline; time taken to control infection is worth all the efforts.
Hospital-acquired infection is the last thing a patient wants when reporting to a healthcare center for treatment (Ward, 2016).
Conclusion
Controlling and preventing i ...
Change Implementation Plan for Combating Hospital-Acqu.docxsleeperharwell
Change Implementation Plan for Combating Hospital-Acquired Infections
Hospital-acquired infections, (HAIs) or nosocomial infections or health-care associated infections, are those infections that are contracted because of toxins or infections that exist in hospitals. Since one in ten people who are admitted in hospitals will contract as HAI, it is imperative that these institutions put in place various strategies that ensure that the cases of such infections happening are reduced, especially in the face of potential growth in the numbers of patients with HAIs as medical care becomes more complex and antibiotic resistance increases (Monegro, & Regunath, 2017). Hospital organizations, then, need to apportion adequate resources even as they identify and secure buy in from various stakeholders so that they can implement changes necessary for there to be reduced cases of hospital-acquired infections.
One of the critical stakeholders in implementing the plan to reduce the risk of HAIs in the hospital is the hospital personnel. Physicians, surgeons, nurses, and technical and janitorial staff in hospitals would need to be engaged so that they were aware of the need to maintain both hand hygiene and environmental hygiene. By emphasizing the need for cleaning when going in to handle patients and cleaning when coming from this task, as well as wearing sterile garments whenever required, these hospital personnel can prevent the spread of infections in a large way. And since there are certain types of microbial bacteria that can survive on environmental surfaces for months at a time, it is quite imperative to have hospital personnel remain aware of the need to maintain environmental hygiene. In doing so, infections that may be transmitted by having patients or hospital personnel touch surfaces with their skin only for these surfaces to be touched by others can be controlled (Mehta et al., 2014).
Hospital trustees and administrative staff must also be interested in implementing the plan to reduce HAIs. With their buy in, these stakeholders can be effective in ensuring an organizational culture of cleanliness and hygiene is not only instituted but also allowed to thrive so that no department lags behind in the support of an infection prevention program. Senior staff in the hospital can play a critical role in coordinating care, especially since some of the measures taken in the prevention of HAIs extend well beyond hand and environmental hygiene. Patients with certain infections may be required to be quarantined or grouped together so that they do not infect others. But when there is a breakdown of communication, departments may end up assuming that certain infection prevention or surgical preparation activities have been executed by other departments. When such activities are not timed or accountability is not assigned to specific departments, it is the result of a failure in coordination of care and communication, which can often be attributed to.
SYSTEMS-LEVEL QUALITY IMPROVEMENTFrom Cues to Nudge A Kno.docxdeanmtaylor1545
SYSTEMS-LEVEL QUALITY IMPROVEMENT
From Cues to Nudge: A Knowledge-Based Framework
for Surveillance of Healthcare-Associated Infections
Arash Shaban-Nejad1,2 & Hiroshi Mamiya2 & Alexandre Riazanov3 & Alan J. Forster4 &
Christopher J. O. Baker2,5 & Robyn Tamblyn2 & David L. Buckeridge2
Received: 3 June 2015 /Accepted: 30 September 2015 /Published online: 4 November 2015
# Springer Science+Business Media New York 2015
Abstract We propose an integrated semantic web framework
consisting of formal ontologies, web services, a reasoner and a
rule engine that together recommend appropriate level of
patient-care based on the defined semantic rules and guide-
lines. The classification of healthcare-associated infections
within the HAIKU (Hospital Acquired Infections – Knowl-
edge in Use) framework enables hospitals to consistently fol-
low the standards along with their routine clinical practice and
diagnosis coding to improve quality of care and patient safety.
The HAI ontology (HAIO) groups over thousands of codes
into a consistent hierarchy of concepts, along with relation-
ships and axioms to capture knowledge on hospital-associated
infections and complications with focus on the big four types,
surgical site infections (SSIs), catheter-associated urinary tract
infection (CAUTI); hospital-acquired pneumonia, and blood
stream infection. By employing statistical inferencing in our
study we use a set of heuristics to define the rule axioms to
improve the SSI case detection. We also demonstrate how the
occurrence of an SSI is identified using semantic e-triggers.
The e-triggers will be used to improve our risk assessment of
post-operative surgical site infections (SSIs) for patients un-
dergoing certain type of surgeries (e.g., coronary artery bypass
graft surgery (CABG)).
Keywords Ontologies . Knowledge modeling .
Healthcare-associated infections . Surveillance . Semantic
framework . Surgical site infections
Introduction
Healthcare-associated Infections (HAIs) affect millions of
patients around the world, killing hundreds of thousands
and imposing, directly or indirectly, a significant socio-
economic burden on healthcare systems [1]. According
to the Centers for Disease Control (CDC) [2], hospital-
acquired infections in the U.S., where the point preva-
lence of HAIs among hospitalized patients is 4 %, result
in an estimated 1.7 million infections, which lead to as
many as 99,000 deaths and cost up to $45 billion annually
[3, 4]. Similar or higher rates of HAI occur in other coun-
tries as well with an estimated 10.5 % of patients in Ca-
nadian hospitals having an HAI [5]. Clinical assessment
and laboratory testing are generally used to detect and
confirm an infection, identify its origin, and determine
appropriate infection control methods to stop the infection
from spreading within a healthcare institution. Failure to
monitor, and detect HAI in timely manner can delay di-
agnosis, leading to complications (e.g., sepsis), and
allowing an epid.
SYSTEMS-LEVEL QUALITY IMPROVEMENTFrom Cues to Nudge A Knolisandrai1k
SYSTEMS-LEVEL QUALITY IMPROVEMENT
From Cues to Nudge: A Knowledge-Based Framework
for Surveillance of Healthcare-Associated Infections
Arash Shaban-Nejad1,2 & Hiroshi Mamiya2 & Alexandre Riazanov3 & Alan J. Forster4 &
Christopher J. O. Baker2,5 & Robyn Tamblyn2 & David L. Buckeridge2
Received: 3 June 2015 /Accepted: 30 September 2015 /Published online: 4 November 2015
# Springer Science+Business Media New York 2015
Abstract We propose an integrated semantic web framework
consisting of formal ontologies, web services, a reasoner and a
rule engine that together recommend appropriate level of
patient-care based on the defined semantic rules and guide-
lines. The classification of healthcare-associated infections
within the HAIKU (Hospital Acquired Infections – Knowl-
edge in Use) framework enables hospitals to consistently fol-
low the standards along with their routine clinical practice and
diagnosis coding to improve quality of care and patient safety.
The HAI ontology (HAIO) groups over thousands of codes
into a consistent hierarchy of concepts, along with relation-
ships and axioms to capture knowledge on hospital-associated
infections and complications with focus on the big four types,
surgical site infections (SSIs), catheter-associated urinary tract
infection (CAUTI); hospital-acquired pneumonia, and blood
stream infection. By employing statistical inferencing in our
study we use a set of heuristics to define the rule axioms to
improve the SSI case detection. We also demonstrate how the
occurrence of an SSI is identified using semantic e-triggers.
The e-triggers will be used to improve our risk assessment of
post-operative surgical site infections (SSIs) for patients un-
dergoing certain type of surgeries (e.g., coronary artery bypass
graft surgery (CABG)).
Keywords Ontologies . Knowledge modeling .
Healthcare-associated infections . Surveillance . Semantic
framework . Surgical site infections
Introduction
Healthcare-associated Infections (HAIs) affect millions of
patients around the world, killing hundreds of thousands
and imposing, directly or indirectly, a significant socio-
economic burden on healthcare systems [1]. According
to the Centers for Disease Control (CDC) [2], hospital-
acquired infections in the U.S., where the point preva-
lence of HAIs among hospitalized patients is 4 %, result
in an estimated 1.7 million infections, which lead to as
many as 99,000 deaths and cost up to $45 billion annually
[3, 4]. Similar or higher rates of HAI occur in other coun-
tries as well with an estimated 10.5 % of patients in Ca-
nadian hospitals having an HAI [5]. Clinical assessment
and laboratory testing are generally used to detect and
confirm an infection, identify its origin, and determine
appropriate infection control methods to stop the infection
from spreading within a healthcare institution. Failure to
monitor, and detect HAI in timely manner can delay di-
agnosis, leading to complications (e.g., sepsis), and
allowing an epid ...
Preventative Healthcare Associated Infections Through Hand Hygiene- Training ...Innovations2Solutions
Implementation of hand hygiene programs has traditionally been the responsibility of healthcare infection prevention staff and was focused on the clinical staff. The following discussion will describe
why comprehensive awareness and education training for infection prevention is necessary for Infection Prevention Managers, and how a multidisciplinary approach can achieve hand hygiene compliance and sustained reductions in HAIs. This type of approach involves including not just clinical staff, but also other healthcare staff members, patients and visitors, as key audiences for the hand hygiene program and campaign.
White Paper - Infection Preventionists: Healthcare’s Guardians at the Gate Ne...Q-Centrix
This white paper examines a key player at the front lines of hospitals’ never-ending battles against HAIs –Infection Preventionists (IPs). It briefly explains their varied roles, responsibilities and new challenges, the difficulty in recruiting these highly sought-after experts, and why and how hospitals should be doing more to help overworked and understaffed IPs be successful. Lastly, it covers new technologies and IP support services that can be integrated into hospitals’ infection control practices.
Running head SHORT TITLE OF PAPER (= 50 CHARACTERS)TitleAu.docxtodd521
Running head: SHORT TITLE OF PAPER (<= 50 CHARACTERS)
Title
Author
Author Affiliation
Title of Paper
Begin your paper with the introduction. The active voice, rather than passive voice, should be used in your writing.
This template is formatted according to APA Style guidelines, with one inch top, bottom, left, and right margins; Times New Roman font in 12 point; double-spaced; aligned flush left; and paragraphs indented 5-7 spaces. The page number appears one inch from the right edge on the first line of each page, excluding the Figures page.
In this introduction, you will describe the purpose of your paper (the first rubric element) – in other words, what your paper sets out to do. This video provides some guidance on how to structure an introductory paragraph. In this case, you are providing a microeconomic analysis of a particular company and you will analyze different microeconomic criteria related to your company and the market in which it operates. This analysis will then inform your recommendations for how the company can be successful in the future. Be sure to provide some specifics about what you will be analyzing so the reader knows what to expect – use the outline provided in the Final Project Document as your guide. Lastly, make sure that the company you choose is well suited for this kind of analysis. Please see the suggested list provided in your course for ideas and email your instructor your choice. Any company not on the list will need prior approval.History of the Company
Use headings and subheadings to organize the sections of your paper. The first heading level is formatted with initial caps and is centered on the page. Do not start a new page for each heading. This first heading aligns with the second rubric element which gives an overview of the company’s history. Be sure to personalize this heading to reflect your company. In this section, include you will summarize the history of the firm and also provide an overview of what the firm does and what goods/services it sells. Be sure to include sufficient detail here. Your company’s website is the best place to find this information. This section should be about one page long.
Supply and Demand Conditions
There are two rubric elements to be included in this section and combined they should be about 2 pages in length, perhaps longer if you present more than one graph/table. The first element asks you to evaluate the trends in demand over time and explain their impact on the industry and on the firm. To do this, you can consider market demand. Market demand is the demand by all the consumers of a given good or service. Find out who your customers are and provide detail on them. Use annual sales data to find out how much of the product is purchased. Here is a video explaining each of the following determinants of market demand that you could examine for your company’s market:
· Income
· Price of related goods
· Tastes
· Population and Demographics
· Expected F.
Running head SHORT TITLE OF PAPER (50 CHARACTERS OR LESS) .docxtodd521
Running head: SHORT TITLE OF PAPER (50 CHARACTERS OR LESS)
1
SHORT TITLE OF PAPER (50 CHARACTERS OR LESS)
2Title of PaperYour Name
Liberty UniversityTitle of Paper
Begin your paper here. Double space the entire document. Be sure to indent the first line of each paragraph between five and seven spaces by pressing the Tab key one time on the keyboard. Happy writing!
References
This is a hanging indent. To keep the hanging indent format, simply delete this line of text using the backspace key, and replace the information with your reference entry.
APA Workshop
LaRee Moody DHA, RN
Paper Setup
*
Paper Setup Margins:1.0” all aroundThe left margin must be flush left and the right margin must be “ragged”
*
Paper Setup No boldface
or underlining in text Use italics in text only for technical terms, statistics, certain headings, books, and other titles Do not double space between paragraphsSet spacing to zero
*
Paper Setup Font 12 pt Double-spaced Times New Roman Only one space after commas, colons, and semicolons Space twice after punctuation at the end of a sentence Pagination: top right, beginning with title page
*
Paper Preparation
*
Transformational Leadership
LaRee Moody
Liberty University
Running head: TRANSFORMATIONAL LEADERSHIP 1
*
Introduction
Repeat the title of the paper centered at the top of page 2 exactly as it appears on the title page
No “Introduction” heading; the first paragraph is assumed to be an introduction
*
Body
Delivers what is described in the introduction
Organize your ideas to flow in logical sequence
Organize major points using headings
State ideas clearly and concisely
*
Headings
Level 1: Centered, Boldface, Uppercase and Lowercase Heading
Level 2: Flush Left, Boldface, Uppercase and Lowercase Heading
Level 3: Indented, boldface, lowercase paragraph heading ending with a period (first letter of first word upper case).
Level 4: Indented, boldface, italicized, lowercase paragraph heading, ending with a period.
Level 5: Indented, italicized, lowercase paragraph heading ending with a period.
*
Writing
*
Examples of Non-academic Writing
Avoid bias in language
Be sensitive to labels-Gay men
Avoid stereotypes such as firemen, nurse, or man suggesting that all are the same. Use individual references.
Racial and ethnic identity-capitalize proper nouns (Black, Hispanic)
Avoid language that equates persons with their disabilities such as ‘neurotics’
Avoid slang/colloquial language
“Fills the gap”
“As a bonus”
“Bridging the gap”
“Corner the market”
*
WritingAvoid jargon-a technical vocabulary Avoid metaphors: e.g., “Keep the company on an even keel” Avoid redundancy-use no more words than necessary Avoid anthropomorphism-giving objects human qualities
*
Active vs. Passive WritingUse active rather than passive voice: Passive: The interview was conducted in a hospital setting.Active: The researcher conduc.
Running head SHORT TITLE OF PAPER (50 CHARACTERS OR LESS) .docxtodd521
Running head: SHORT TITLE OF PAPER (50 CHARACTERS OR LESS) 1
SHORT TITLE OF PAPER (50 CHARACTERS OR LESS) 6
Paper Title
Author
Institutional Affiliation
Abstract
The abstract (in block format) begins on the line following the Abstract heading. The abstract is a one-paragraph, self-contained summary of the most important elements of the paper. Nothing should appear in the abstract that is not included in the body of the paper. Word limits for abstracts are set by individual journals. Most journals have word limits for abstracts between 150 and 250 words. All numbers in the abstract (except those beginning a sentence) should be typed as digits rather than words. The abstract (in block format) begins on the line following the Abstract heading. This is an example. This is an example of what 150 words looks like. This is an example of what 150 words looks like. This is an example of what 150 words looks like. This is an example of what 150 words looks like. This is an example of what 150 words looks like.
Title of Paper
The introduction of the paper begins here. Double-space throughout the paper, including the title page, abstract, body of the document, and references. The body of the paper begins on a new page (page 3). Subsections of the body of the paper do not begin on a new page. The title of the paper (in uppercase and lowercase letters) is centered on the first line below the running head. The introduction (which is not labeled) begins on the line following the paper title. Headings are used to organize the document and reflect the relative importance of sections. For example, many empirical research articles utilize Methods, Results, Discussion, and References headings. In turn, the Method section often has subheadings of Participants, Apparatus, and Procedure. Main headings (when the paper has either one or two levels of headings) use centered, boldface, uppercase and lowercase letters (e.g., Method, Results). Subheadings (when the paper has two levels of headings) use flush left, boldface, uppercase and lowercase letters (e.g., Participants, Apparatus).
Text citations. Source material must be documented in the body of the paper by citing the author(s) and date(s) of the sources. This is to give proper credit to the ideas and words of others. The reader can obtain the full source citation from the list of references that follows the body of the paper. When the names of the authors of a source are part of the formal structure of the sentence, the year of the publication appears in parenthesis following the identification of the authors, e.g., Eby (2001). When the authors of a source are not part of the formal structure of the sentence, both the authors and years of publication appear in parentheses, separated by semicolons, e.g. (Eby and Mitchell, 2001; Passerallo, Pearson, & Brock, 2000). When a source that has three, four, .
Running head: SEMESTER PAPER 1
SEMESTER PAPER 4
Semester Paper
Crystal D. Campbell
Palm Beach Atlantic University
Semester Paper OUTLINE
The health of freedom in American society today
Freedom ( choice, lack of coercion, liberalism, democracy isn’t the only way to freedom but is an outward expression of freedom) in the relation to democracy, how to over throw tyranny and terror (sh)
Democracy is ruled by the majority, though this is in place in American society today it deffinelty paves the way for free thought and choice among individuals. More fair than one person’s rule, its an collective rule by the community.
Elections (frequent elections and the more opportunity to do so is an expression of freedom)
Voting is one of the pillars of democracy and a modern view of the “good life” (Lesson3)
Though there are minor restrictions there such as age and criminal history or mental health (Political equality= they should be no restriction on race or gender)
Different view points (political positions) there must be choice
And free market media ( Truth=informed choice) no political censorship
Sharansky= “A lack of moral clarity is also the tragedy that has befallen efforts to advance peace and security in the world. Promoting peace and security is fundamentally connected to promoting freedom and democracy” (p.xix)
2. ?
3. ?
Economic freedom
1. The free market
Three major threats to freedom
Moral relativism
Develops into Is totalitarianism = rejecting religious heritage and objective standards
No moral truths which is no intrinsic value of an individual
There is an absence of standards and the forces decides what is right
Thus freedom is not enjoyed
2. Soft Deposition
Handing over ones freedom for safety and security
The government has full control to make the people happy
3. The decline for Americans to utilize their freedom in America. If American rights are not exercised daily it will soon be taken away.
Solution
s to these threats
Obtaining civic values
Encouraging Americans to exercise their rights
3. Have a government that continues to be structured to be for the people and to protect the rights of citizens
References
Page 1Page 2Page 3Page 4Page 5Page 6Page 7
Page 1Page 2Page 3Page 4Page 5Page 6Page 7Page 8Page 9Page 10Page 11Page 12Page 13Page 14Page 15Page 16Page 17Page 18Page 19
6/24/19, 11)04 PM4.1 Reading | Constitution Article 1: PLS-3003-OL Freedom in American Society
Page 1 of 5https://pba.instructure.com/courses/10259/pages/4-dot-1-reading-%7C-constitution-article-1?module_item_id=231602
4.1 Reading | Constitution Article 1
To-Do Date: May 20 at 11:59pm
Read Article I of the Constitution of the United States.
Running Head Sherry’s Personal Leadership Plan1Sherry’s P.docxtodd521
Running Head: Sherry’s Personal Leadership Plan 1
Sherry’s Personal Leadership Plan 3
Sherry’s Personal Leadership Plan
Sherry Brown
Dr. Ben Bruce
April 17, 2020
Introduction: What is currently standing in my way of achieving these goals?I intend to do is a complete turnaround and modification of behavior and perspective in how to be better in leadership. One of the first crucial changes involves changing my habits and specifically ensuring that I am well informed on issues that affect the individuals under my leadership. This is in line with opening communication more and avoiding seclusion and being alone as it is the role of a leader to be always communicating or around his followers at most times. More crucial is to change how I conduct decision making and implement more logical and practical consideration to every situation as it is always good to find an advantage for everybody. To lead the mission to a fruitful conclusion, a leader must establish priorities and utilize the talents, creativity, resources and energy of his followers, generally imperfect individuals, and empower them to rise to and occasionally beyond their previously assumed potential. Great leaders establish a plan, a map to help them organize and ensure they have an appropriate and effective team in place, clearly communicate the plan to and lead their followers to the destination (Jackson, 2012)
Personal values: Needless to say, “all leaders, all human beings, have values. Values are beliefs that represent an individual’s ideas about what is right, good or desirable (Robbins, S. P. & Judge T. A., 2011, p. 144). My philosophy on leadership is founded on my collective life experiences, reflections, successes, and failures. I see a great correlation in terms of how leaders and followers come to meet and get a way forward. As such, I should express more respect for the leaders and followers that are able to listen and interact with me as it shows they support some of my opinions in terms of strength through relationships. I intend to essentially align and try to use my values as a guideline in everything I participate in and everything I say in my work, my relationships and in my family. Also, it is the nature of humans to make errors once in a while but not too often. As such, it is important to be more compassionate and understanding in order to provide an opportunity for them and me to learn from it as their failures are my failures. The manner in which contribution is usually provided is at times not appreciated and as a leader it is crucial to recognize efforts made in a team work setting.
What do I want to make out of my life? This requires a clear vision in order for it to be implemented. This means that I have to lay own my agenda and goals in order to be more accurate in achieving the overall development and growth. This should be in line with my work ethic and beliefs in order for it to be effective and more professional. This would provide me .
Running Head SHARING CLINICAL DATASHARING CLINICAL DATA.docxtodd521
Running Head: SHARING CLINICAL DATA
SHARING CLINICAL DATA7
SHARING CLINICAL DATA
STUDENT’S NAME:
LECTURER:
DATE:
Introduction
Electronic Health Record (EHR) is the computerized storage and sharing of patients’ health information to help in continuous monitoring of the patients’ health (Shickel B., 2017). This is a system developed to enable health clinics share information that can help in providing effective medication to the patients with different kinds of health needs. The data on patients is stored and accessed by the clinics during visits from the patient which will help in care management of the patients. An electronic health record system can be helpful as the information stored consist of medical history of a patient, laboratory tests, treatment plans, immunization dates and various allergies of the patients. This is helpful when the patient visits different clinic health providers where they will not need to explain the situations over and over again.
Electronic health record system automates information sharing and reduces the traditional paper work which was tiresome and had a great risk of losing information. With the HER, information on patients is kept in a secure system where only authorized persons can access it. Errors are minimized in provision of health care since the information kept can be more accurate and available at any given time.
Wasatch Family Clinic will greatly benefit from this strategy of recording, keeping and sharing of information on patients. The nurses can use the system to easily record the patients’ names, numbers and all other critical information required during scheduling for clinical attendance of any patient. Tracing of the information will be easier compared to using the traditional form of papers in storing information for a patient.
Need to share data
Information on health status of a patient has to be kept with care and only authorized persons can be able to access them. This helps in building ethical handling of patients’ information which creates their trust on the health care providers (Drazen J., 2015).
Wasatch Family Clinic needs to share their health data with the patients for them to understand their health issues. The clinic also needs to share data with other health facilities in order to increase the patient’s safety and a great care.
Duplicate registrations will be avoided by sharing data in the different departments of the health care center. A real-time link can be created for the patients from registration, through consultation, testing and final medication. This can save Wasatch family Clinic from traditional paper work which took most time when searching for medical records of a patient at every stage in the clinic. Time can also be saved when the information of the patient is a system shared by the departments of the clinic health center.
Wasatch Family Clinic will also benefit economically when the data is shared improving service time and hence reducing.
Running head SERIAL KILLER-JEFFREY DAHMER1SERIAL KILLER.docxtodd521
Running head: SERIAL KILLER-JEFFREY DAHMER
1
SERIAL KILLER-JEFFREY DAHMER
Serial Killer-Jeffrey Dahmer
Shanee’ Ellington
Liberty University
25 April 2019
Serial murderer – an introduction
The crime of manslaughter has been known for a long time, to be specifically the early 1600’s but the initial case of a serial murderer was in the year 1888, named, Jack the Ripper, who killed and mutilated five prostitutes in the East London. Field experts have stated that at any time, the United States has around 50 active serial murderers, owing to the fact that arroba the year multiple homicides have occurred. Now the question arises, who is a serial killer?
A person possessing a specific emotional drive to kill mercilessly is termed as a serial murderer. These murders, killings, manslaughters, or homicides are generally done in a different way that distinguishes one serial murderer from another. The killer often has a sign that they are distinguished with. Serial murderers are kept in the page as being mass- slayers. The only difference being that serial murderers do not naturally kill the way mass murderers/ slayers do, i.e. mass slayers don’t leave breaks in committing the merciless murders. On the other hand, serial murderers tend to have a distinct feature that reflects the fact that they are murderers with a psychotic overdrive (Ellens, 2011).
Jeffrey Dahmer
Nearly 25 years ago, one of America’s most infamous serial murderers, Jeffrey Dahmer, a paedophile, and a cannibal, was confronted, attacked and mercilessly slayed while cleaning the bathroom of a prison. His span of crime ranged from June 18, 1978 till July 19, 1991.
Jeffrey Dahmer, also known as Milwaukee Cannibal or the Milwaukee Monster, was an American serial murderer and a sex criminal who brutally raped and then killed 17 men and boys between the years 1978 to 1991. Several of those later homicides consisted of preservation of several body parts of the victims, necrophilia and cannibalism. Though he was initially diagnosed with several mental diseases like borderline personality disorder, a psychotic disorder, and schizotypal personality disorder, Dahmer was found to be legitimately stable at his probation.
He was sentenced for fifteen terms of life custody on February 15, 1992 for the fifteen of the sixteen homicides that he had committed in Wisconsin. Later, he was condemned to a sixteenth term of life custody for an additional slaughter in 1978 in Ohio. Dahmer was crushed to death by Christopher Scarver On November 28th, 1994 at the Columbia Correctional Institution (Martens, 2011).
Jeffery’s move into criminality- early years
It is reported by witnesses that as an infant, Dahmer was deprived of attention and love that a child expects from his parents. It is also reported that his mother was identified as a stressed, covetous, and argumentative lady who often quarrelled with her husband and their neighbours. As Dahmer entered the first grade, his mother .
Running Head Sexuality education in schoolsSexuality .docxtodd521
Running Head: Sexuality education in schools
Sexuality Education in Schools
Sexuality education in schools
1. Audience for webinar
The audience for the webinar is divided into three age groups. The school going students are the audience. First audience group is the middle child, the second audience group is early childhood and the third group is early adolescence forth is emerging adults. The webinar content will be highly useful because it will educate the audience about the sexuality. The sexual harassments, teenage pregnancy, and many more issues are associated with it, so there is the necessity for such type of education. The webinar content will be characterized specifically according to each age group. The middle childhood and early adolescence need some specific and limited awareness but the adolescence and emerging adults need the detailed awareness.
2. Intended Focus
The webinar focus is on that audience which doesn’t need the higher consideration of the webinar topic. There is a need to educate immature children, teenagers and adults about sexuality. It’s all about creating awareness. Today the world is modernized. The difference between male and female doesn’t matter. The co-education system created a lot of issues along its benefits. There is need to educate the students including girl and boys so they can avoid all bad activities which can lead them towards destruction. Sexuality is not all about the willingness of two people but it sometimes happened in terms of harassments.
The focus is based on the education of immature younger and teenager students who are living in the global world, studying in co-education. Parents are not advising them about the fact that they should avoid such type of relationships, predict the harassments and prevent themselves for being victimized. So, the major focus is to provide awareness to them so they can prevent all that approaches and secure themselves. The webinar focused the school educational system in which such type of awareness sessions are necessary. It has many benefits and our children can take decisions with complete consideration of good and bad.
3. Research Into Webinar Topic
The webinar topic is “Sexuality education in schools”. In recent past years, there are many issues which are get promoted without any awareness and education about sexuality. Entire families are facing a different kind of issues (Shirai, Tsujimura, Abdelhamed, & Horie, 2018). Some families children faced sexual harassments, some victimized by a rapist, some faced the teenage pregnancy, and many facing the diseases which are prevailing with sexual relationships. Sexuality education is necessary, it can eliminate the fantasy factor in which our teenager is living (Breuner, Mattson, & Health., 2016). Innocent adolescence is not aware that how much it could destroy them. How someone can make them victim without there any type of notice and awareness. In innocence and unawareness lot of children f.
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docxtodd521
Running Head: SEXUALLY TRANSMITTED DISEASES
SEXUALLY TRANSMITTED DISEASES
3
Sexually Transmitted Diseases
Summary of teaching plan
Title: Sexually Transmitted Diseases
Overview
Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013).
Objectives
1. To help the teenagers understand what STDs are as well as ways one can contract them
2. To teach the teenagers some of the preventive measures of contracting STDs.
3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs
4. To help the teenagers differentiate the myths from the facts regarding STDs
Materials
Video clips featuring adults and teenage experts, Graphic power point presentations
STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen
Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80
Directions
The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one.
The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers.
The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa.
Running head SETTING UP RESEARCH1 Chapter 6 Methods of Measu.docxtodd521
Running head: SETTING UP RESEARCH
1 Chapter 6 Methods of Measuring Behavior
WHAT YOU’LL LEARN ABOUT IN THIS CHAPTER:
· • The use of different methods of measuring behavior and collecting data
· • What a test is
· • How different types of tests are designed to assess different types of behavior
· • The use of achievement tests in the behavioral and social sciences
· • The design of multiple-choice items
· • How to do an item analysis
· • The application of attitude scales
· • The difference between Thurstone and Likert attitude scales
In Chapter 5, you got a healthy dose of the theoretical issues that provide the foundation for the science of measurement, why measurement is crucial to the research process, how reliability and validity are defined, and how each of these can be established.
In this chapter, you will begin learning about the application of some of these principles as you read about different methods that can be used to measure behavior, including the ubiquitous test, the questionnaire, the interview, and other techniques.
As you read this chapter, keep several things in mind. Your foremost concern in deciding what method you will use to measure the behavior of interest should be whether the tool you intend to use is a reliable and valid one. This is equally true for the best-designed test and for the most informal-appearing interview. If your test does not “work,” then virtually nothing else will.
Second, the way in which you ask your question will determine the way in which you go about measuring the variables that interest you. If you want to know about how people feel toward a particular issue, then you are talking about attitudinal scales. If you want to know how much information people have about a particular subject, then you are talking about an achievement test or some other measure of knowledge. The focus of a study (such as the effects of unemployment on self-esteem) might be the same, whether you measure attitude or achievement, but what you use to assess your outcome variable depends on the question you ask. You need to decide the intent of your research activity, which in turn reflects your original research question and hypothesis.
Third, really efficient researchers are fully onboard for using whatever method helps them answer the questions that are being asked. This might include a mixed-methods model where one aspect of a research program might include qualitative methods while another might include qualitative methods (see Chapter 10). As research questions and their associated hypotheses become more intricate and complex, the creative side of using a particular research method correctly becomes more important.
Finally, keep in mind that methods vary widely in the time it takes to learn how to use them, in the measurement process itself, and in what you can do with the information once you have collected it. For example, an interview might be appropriate to determine how teachers feel about chang.
Running head SEx as a protected class 1SEx as a protected clas.docxtodd521
Running head: SEx as a protected class 1
SEx as a protected class 2
NP1. University of Redlands
NP2. BUSB-300-SD12
NP3. Dr. Laura Rodriguez-O’Quinn
NP4. Sex as a Protected Class
NP5. March 22, 2020
NP6. Introduction
NP7. This paper will analyze the question, would removing the protected class designation on 'sex' make a more robust, more competitive workforce, by equalizing the playing the field for men and women. 8. Addressing the question will involve defining and applying moral imagination, moral courage, Dr. Laura's Three Prerequisites for Assigning Moral Credit of Culpability, Utilitarianism, Kantian Ethics, Intersecting Circle's Corporate Social Responsibility (CSR) Model, Strict Liability Theory, Kohlberg's Moral Development Model, Maslow's Hierarchy of Needs Model, and Equal Employment Opportunity Commission (EEOC).
NP9. EEOC Laws and Protected Classes
NP10. Protected classes are the groups protected from employment discrimination by law. 11. These groups include men and women based on sex; any group which shares a common race, religion, color, or national origin; people over 40; and people with physical or mental handicaps” 11a. (NARA, 2020, para 36). 12. The designation of a protected class requires employers to abide by the EEOC Laws. 13. The EEOC Laws are “five laws which prohibit discrimination based on race, color, religion, sex, national origin, physical handicap and mental handicap in any terms, conditions, or privileges of employment” 13a. (NARA, 2020, para 16). 14. The applicable laws were designed to “correct a history of unfavorable treatment of women and minority group members” 14a. (NARA, 2020, para 36). 15. Although men and women cannot be discriminated against based on sex, the protected class of sex was designed to prevent discrimination of women in the workplace. 16. The analysis throughout the paper will focus on this fact, and decide if removing sex as a protected class will make the workforce more competitive.
NP17. Moral Courage and Moral Imagination
NP18. Looking at removing a protected class will involve looking at the question from multiple perspectives, this requires moral imagination. 19. Biasucci, Hernandez, and Prentice, 19a. (2020, para 1) say, "Moral imagination, according to philosopher Mark Johnson, means envisioning the full range of possibilities in a particular situation in order to solve an ethical challenge." 20. One view is that the workforce is handing out jobs to women over men, for fear of discriminating accusations. 21. If sex is no longer a protected class, then companies would be able to select the qualified individual without fear of reprisal. 22. Another way of looking at the issue is from the actual definition of protected classes. 23. Sex is a protected class, meaning that both men and women are technically protected from discrimination. 24. From this viewpoint, companies could be accused by both men and women if they feel they employers actively discriminated against them. 25. .
Running head SETTING UP COMPANY 1SETTING UP .docxtodd521
Running head: SETTING UP COMPANY 1
SETTING UP A COMPANY 2
Setting Up a Company
Name:
Institution:
Date:
Name if the company: Instant Technologies
Vision
To provide the world with the best software and hardware items and within the set time frame after an order has been made.
Brand story
Instant technologies is an international company which is involved in provision of solutions to the modern hardware and software across different countries. Instant Technologies is involved in these practices in the endeavour of solving a problem of unnecessary delays in the delivery of essential products and solutions to items involved in production of commodities in various sectors. The main difference between Instant Technologies and other companies in the same field is that Instant Technologies is time sensitive and provides the required technological solutions in the shortest time possible.
Product planning
To be ready for the next step, the most important thing is to gain trust from my clients since without trust it can be hard to transact with them. Also, I will need a well-planned schedule of how to provide solutions to individuals in various parts of the world to avoid inconveniencing any person. The company is offering new services of delivering technological products to other countries. Initially, it dealt with provision of such solutions only within the country but it’s now expanding to other countries. The customers will be early adopters.
Communications
The three components which I will use in my integrated marketing include promotions, events and partnering with other organizations and especially the ones in other countries. Through events such as the tradeshows, the company’s brand name will be established and thus attracting more clients. Through promotions, potential clients will contact the company in anticipation of gaining the benefits of the promotion while through partnering, the company will be in a position of entering the markets in the foreign countries more easily.
The problem the company will encounter will involve packing items into the various means which will be used in transporting them to other countries in the endeavour of providing the best solutions.
Email: To: [email protected]
Subject: Packing services
Instant Technologies is in need of your services on a renewable contract deal of 9 months.
Marketing
Name of the company
Instant Tacnologes
The vision of the company
To provide the user with the best experience of modern hardware and software solutions.
Values
i. Collection of information applicable information from other relevant sources and
through assessment
ii. Consideration of the alternatives that will assist in the achievement of the objectives
of the company
iii. Picking the perfect choice after considering all other factors
The essential consideration in making decision
The most crucial thing, in this.
Running head SERVING LEARNING ORGANIZATION ROUGH DRAFT1SERVI.docxtodd521
Running head: SERVING LEARNING ORGANIZATION ROUGH DRAFT 1
SERVING LEARNING ORGANIZATION ROUGH DRAFT 2
Serving Learning Organization – Rough Draft
Ray Wilson
University
Combatting Senior Isolation with Volunteerism
Senior isolation is a social issue that many of our senior citizens face today. It is estimated that 40% of our senior population suffers from senior isolation. Senior isolation in the elderly has been linked to an increase in illnesses, mortality, depression, elder abuse and a higher incidence of the elderly needing long term care services. It is one of the largest risks to our aging senior’s health and well-being. Volunteer work can help combat senior isolation and have a positive impact on a senior’s health. Senior citizens make up 15.2 percent of the total population of the United States according to the 2016 census bureau and it is reported that by 2060 the number of senior citizens will double. Senior volunteer programs that promote involvement can assist in combating isolation and the negative health consequences while keeping our seniors healthy and active within their communities.
Senior Corps is an organization that currently engages roughly 220,000 older adults between the ages of 55 and above within America in service to their communities through its Foster Grandparent, Senior companion and RSVP programs according to Nationalservice.gov. Utilizing the strengths and assets of our seniors today not only keeps our seniors from isolation but also benefits the communities in which they live. The primary focus of Senior corps is to utilize the strengths, skills and attributes of seniors 55 and above to help tutor, mentor, care for and volunteer to meet the needs of others within their community while also having mutually positive benefits to the health and wellness of the aging senior population. Senior Corp programs not only improve the lives of those served but also the lives of the senior volunteers. Service learning opportunities within Senior Corps could produce beneficial outcomes for the American communities that Senior Corps volunteers, the partnering universities and the student service learners reside. The collegiate service learning students can play an instrumental role in increasing awareness with marketing strategies including recruitment events and informative meetings to promote participation, and enrollment into the programs. Creating and implementing marketing plans while utilizing their technology skills and social media platforms, collegiate service learners can assist Senior Corps in increasing the number of senior volunteers enrolled within each of the programs. Intergenerational learning can promote valuable relationships and partnerships that help bridge the generation gap. Service learners in intergeneration settings report “positive outcomes related to a better understanding of the older generation, enjoyment of interacting with the elders, appreciation of the life exp.
Running Head SETTING A BUDGET1SETTING A BUDGET 6.docxtodd521
Running Head: SETTING A BUDGET 1
SETTING A BUDGET 6
SETTING A BUDGET
Ashley Cook
HMSV8304
The American Red Cross is an organization with immeasurable commitment to provision of compassionate care to people who are in need in America. As such, this is their mission and their budget epitomizes this. The largest chunk of the income that is mainly received from grants from governments and organizations as well as donations from organizations is spent on humanitarian activities. For the year 2018, 91.85% of the $0.5 billion that was raised from the aforementioned sources was used in humanitarian activities. These included helping people who needed care in in disasters in the shortest notice, ensuring and maintaining community health especially by being in the frontline to deliver blood to patients who needed it in our health facilities. The organization recognizes the importance of mitigating disasters before they happen and therefore set aside $1,659,000 that was used to keep teams ready to stop a disaster before it happened or minimize injury or loss of life as much as possible. This is in line with the organizations principle of being proactive rather than react to disasters when they happen.
The American Red Cross has a total 12,534 permanent employees spread all over the nation to offer humanitarian help whenever and wherever it is needed (Hutchinson, 2018). These are selfless individuals who are always risking their lives to save others’. The organization therefore aims at giving the employees the best working conditions given the circumstances and making sure that they stay safe as much as possible while delivering help. As such, American Red Cross buys the best equipment and vehicles to help the employees as well as volunteers in humanitarian work to get to sites of disasters in the shortest time possible and safely. This is why the company has invested in top notch ambulances that have lifesaving equipment that may be used by the employees to save lives in an occurrence of a disaster.
As indicated above, funds that are used by the organization to finance its operations as well as management are received from state and federal government, and international organizations as grants or from the public as donations. Often times, the funders wish to know how the funds that they give out the cause of saving human lives through humanitarian assistance is used (Schnupp & Möller 2018). The organization therefore posts its official budget on its official website where it can be accessed by all people. In the last 5 years, the donations have been on the rise and this is a good indicator that the people who fund the organizations are happy about how the money they give to it is being used.
One of the key strengths in the company is the manner in which the employees relate with each other and the organization at large. The organization appreciates the selflessness of the people working there. As such, employee retreats are held.
Running Head SERVANT LEADERSHIP1SERVANT LEADERSHIP2.docxtodd521
Running Head: SERVANT LEADERSHIP 1
SERVANT LEADERSHIP 2
Servant Leadership
Annotated Bibliography
Eva, N., Robin, M., Sendjaya, S., van Dierendonck, D., & Liden, R. C. (2019). Servant leadership: A systematic review and call for future research. The Leadership Quarterly, 30(1), 111-132.
The paper developed through a systematic review of 285 articles on the topic of servant leadership aimed at comparing servant leadership with other approaches to leadership, the nature of servant leadership and the theoretical basis through which servant leadership developed. As a result, the paper provides a comprehensive overview of servant leadership, its advantages and challenges while also comparing servant leadership to other forms of leadership that individuals use. Subsequently, the paper provides important insights regarding servant leadership, its application compared to other forms of leadership as well as recommendations for future research. This information is crucial in the development of my research paper given that not only does the paper cover and provide important information regarding servant leadership but also because through the systematic review that was used to develop the paper, the authors were able to collect information from many sources increasing not only the validity but also the reliability of the information.
Williams, W. A., Brandon, R. S., Hayek, M., Haden, S. P., & Atinc, G. (2017). Servant leadership and followership creativity. Leadership & Organization Development Journal.
The paper examines how political skills and servant leadership interact to influence employee creativity and workplace culture. In developing the paper, the authors selected a sample of 280 participants comprising both undergraduate and graduate students for the study and collected data across three periods of time. Finding from the study indicate that servant leadership increases the creativity of employees by fostering a proper working environment Moreover, servant leadership according to the study is strengthened based on the political skills of those in leadership. The paper is useful in my research project in that it provides crucial information regarding servant leadership, its association with workplace politics and how leaders practising servant leadership can navigate such workplace challenges.
DeConinck, J., & DeConinck, M. B. (2017). The relationship between servant leadership perceived organizational support, performance, and turnover among business to business salespeople. Archives of Business Research, 5(10).
The paper, developed through responses from a sample of 383 salespersons who trade between businesses in the US explores the influence of servant leadership on the salespersons in terms of outcome performance, organizational support, turnover and turnover intentions. Findings from the study indicate that servant leadership directly influences performance but had an indirect relationship with turnover intentions as w.
Running Head Security Technologies IdentifiedProject .docxtodd521
Running Head: Security Technologies Identified
Project #3: Technology Evaluation
Benson S. John
Practical Applications in Cybersecurity Management & Policy
UMUC
14th April, 2019
Introduction
Bank
Solution
Inc has gained a tremendous advantage over the past couple of years and have extended its operations to 18 item processing facilities with two data centers. The data center is the greatest asset that holds thousands of customers personal and confidential financial information. Bank
.
Running head SELECTING RESEARCH DIRECTION AND QUESTIONS1SELE.docxtodd521
Running head: SELECTING RESEARCH DIRECTION AND QUESTIONS 1
SELECTING RESEARCH DIRECTION AND QUESTIONS 11
Selecting Research Direction and Questions
Name:
Instructor:
Institutional Affiliation:
Article I Journal Title: Achieving consumer trust on Twitter via CSR communication
The research seeks to establish means that can be used by companies to relay information on corporate social responsibility on social media platforms particularly twitter in an effective manner. It suggests that the involvement of the consumers and the consumer’s own processing mechanisms have a very vital role in so far as an evaluation of the trustworthiness of the companies is concerned.
The topic explored is very relevant since we have seen a continuous trend where various organizations are becoming more and more under pressure when it comes to communicating organizational policies and organizational positions as pertains to corporate social responsibility (CSR). Every market segment needs to be informed about the organization’s good intentions as well as actions so as to have an impression that the corporation is trustworthy. This implies that the market demand that their corporations engage them through dialogue. Notably, the existing academic literature does not have empirical research that seeks to examine impact of asymmetric versus symmetric communication strategies to the consumers.
Research Questions
i. Which strategies have corporations used in communication with their stakeholders about social corporate responsibility initiatives?
ii. Which of the two communication strategies, asymmetric communication and symmetric communication is more effective?
iii. What is the role of stakeholder’s personal information processing mechanisms when it comes to evaluation of trustworthiness of corporations?
Hypothesis
The first hypothesis (H1) states: Asymmetric vs. symmetric CSR communication strategies will have differing impacts on consumer trust in the organization. The second hypothesis (H2) states: Consumer trust is higher among the consumers with high involvement (those being a “green” consumer in symmetric communication.
Considering the hypotheses, it clearly emerges that they are closely linked to the study questions. The formulated questions point into integrated communication approach as used in organizations with particular attention being paid to the relevance of the communication approached to corporate social responsibility. They further go on to address and draw parallels between innovative approaches such as symmetric and asymmetric communication techniques and their impacts on the stakeholders. The above are further captured in the hypotheses especially when we look at the consumer concerns about an organization’s initiatives on social corporate responsibility. For instance, scepticism green consumers have on CSR been capture by H2. Generally, green consumers are very much conscious about the environmental impacts of their purchase as we.
Running head SELF-INJURIOUS BEHAVIOR 1SELF-INJURIOUS BEHAVIO.docxtodd521
Running head: SELF-INJURIOUS BEHAVIOR 1
SELF-INJURIOUS BEHAVIOR 5
Self-Injurious Behavior
Name
Capella University
Self-Injurious Behavior
For this final assignment a research of self-injurious behavior has been conducted. Self-injurious behavior, also known as SIB, is described an instance of behavior that results in physical injury to a person’s own body. SIB includes head banging, using objects to cut or puncture self, pinching self, consuming inedible substances, vomiting, pulling own hair, sucking, biting, scratching body parts and use of drugs, among others (Yang, 2003). SIB, is usually displayed by individuals with autism and intellectual disabilities. SIB can result in serious injuries and in severe cases even death. According to Yang (2003), the treatment of SIB has become one of the most serious issues for clinicians and other professionals due to the injury, risk, prevalence, and cost involved.
Article 1
Overview
The first article discussed is "Combination of extinction and protective measures in the treatment of severely self-injurious behavior" by Lizen Yang from Behavioral interventions journal. Yang explores and discusses the advantages of using extinction in conjunction with the non-intrusive protective measures to treat SIB. In the study, extinction in combination with non-intrusive protective measures was selected as the intervention strategy to reduce SIB.
Subjects and setting
The study was conducted on two adolescent females with profound mental retardation and physical disabilities at a state facility. Both subjects exhibited self-injurious behavior (SIB) and had been wearing restrains mechanisms for more than two years to prevent injuries. The treatment sessions were conducted in the morning for one of the subjects and in the afternoon for the other subject in a multipurpose 12’ x 13’room in their residential building. The room contained a table, a desk, and three chairs. Fingernail clippers, a pair of scissors, and a bottle of white petroleum jelly were used, since the target behavior for both subjects was scratching. There was a radio playing soft music at a moderate volume during sessions. There also were several audio and visual activity materials available and placed on the table within the participants’ reach at all times during treatment. During sessions, only the therapist and the participant were in the room.
Design and results
Event recording was used to collect data during each 30 minute treatment session. Two hand held counters were used to record the target behavior. In order to constantly analyze data, and monitor the behavior, as well as avoiding possible medical concerns, each treatment session was divided into three 10 minute intervals. Initially a within-subject reversal design was in which baseline (A) and treatment (B) were alternated in an ABAB sequence, but due to frequent and severe self-injuries and for safety reas.
Running Head SECURITY MODEL 1SECURITY MODEL 7.docxtodd521
Running Head: SECURITY MODEL 1
SECURITY MODEL 7
SECURITY MODEL
Institution Affiliation
Student Name
Date
Abstract
The concept of trusted computing has been in existence for a very long time. It has had an influence on security systems and solutions. In this paper, I will explain the history of TCB. Ways to implement trusted base computing. I will also explain some of the barriers and how to bypass them.
Introduction
The trusted computing base contains hardware, firmware and software that are essential in establishing as well as maintaining security. Moreover, it also includes an operating system with all specific system hardware, in-built security control, software and network hardware, (Ranganathan, 2017). When designing a trusted computing base provision such as access control, giving privileges, user authentication support, authorization of particular processes or systems, backing up information and protection against viruses and malware. It is the responsibility of a trusted computing base to maintain the integrity and confidentiality of information. It monitors the input and output operations.
History
In December 1985, the United States Department of Defense put out the trusted computing system evaluating criteria that well-defined TCB. TCB can be understood when it performs as a centralized, trusted entity, (Scott-Nash, et al., 2016). The structures that get the uppermost level security accredited and certification have a centralized system design. The TCSEC accepted the view of peer trusted nodes describing them as members of the NTCB which protects the network system including the firmware, software and hardware. This combination is responsible for enforcing a security policy.
How is the model implemented?
TCB contains four security mechanisms, including authentication and identification, auditing, labelling and security policy. In order to understand how TCB is implemented and work. Let’s take the example of a bank—one of the most trusted icons in society today. When we make deposits, the money is recorded and safeguarded. It will be available when we want it back. We hardly consider the security mechanism in the back since we trust the banking system. All the mechanisms of TCB are in place. Before withdrawing money from the account, one is required to identify and authenticate themselves to the teller with the account number and signature. There is also discretionary access control that is who is authorized to withdraw money from the account. There are very few clerical problems since all the transactions that take place are audited. In development, the environment has to enforce the security model. Other concepts that are used when developing TCB include memory protection and handle, (Noorman, et al., 2019). This falls under the NIST requirement for assurance. When implementing TCB, it is essential to ensure that the application meets the basic requirements of NIST.
Barriers
The first barr.
Running head SECURITY MECHANISM1SECURITY MECHANISM 2.docxtodd521
Running head: SECURITY MECHANISM 1
SECURITY MECHANISM 2
Security Mechanism
Student Name
Institution Affiliation
Abstract
Many organizations and enterprises have adopted the practice of storage of data in the cloud as it is fast, efficient and reliable. It has eliminated the challenge of loss of data and made it easier to retrieve data. Enterprises are therefore able to thrive in the current era where clients require their needs to be met quickly and in their desired timing. However it is faced with the challenge of security, many do not understand their responsibility of making sure that the data is secure. The storage of data in the clouds has decentralized the IT department because in most cases they are not in control of the data due to the ease of access to the various cloud service providers, different departments within an enterprise which have different service providers. The security mechanisms are not comprehensive to cater to all the service providers. Requiring one to use multiple security measures. Hence there exist several loopholes that can be exploited by criminals impairing the steady operations of the victims. Imposing security on the cloud requires that a mechanism is put in place to not only protect but also detect the threats. This will help in planning how to counter react to any possible threat. It does also ensure that there is a study of the trends of such crimes.
Chapter 13
Counterterrorism
The Options
Counterterrorism and the Use of Force
· Suppression Campaigns
· Military suppression campaigns.
· Case: Operation Enduring Freedom.
· Case: Operation Peace for Galilee.
· Paramilitary suppression campaigns.
· Case: Algeria.
· Case: Colombia.
· Punitive and preemptive strikes.
· Coercive Covert Operations
· “War in the shadows.”
· Case: The Achille Lauro operation.
· Case: Assassinations.
· Case: Israeli Approach
· Case: Armed Drone Aircraft
· Special Operations Forces
· Elite military and police units specializing in unconventional operations.
OOTW: Repressive Options
· Nonviolent Covert Operations
· Encompasses a number of options.
· Inherently secretive. Often creative.
· Examples:
· Infiltration.
· Disinformation.
· Cyberwar
· Intelligence
· SIGINT (Signal Intelligence)
· HUMINT (Human Intelligence)
· OSINT (Open Source Intelligence)
· IMINT (Imagery Intelligence)
· MASINT (Measures and Signatures Intelligence)
· GEOINT (Geospatial Intelligence)
· Enhanced Security
· Target hardening.
· Case: Morocco’s desert wall.
· Case: Israel’s walls on the border.
· Economic Sanctions
· Directed against governments.
· Conditions for success.
· Cooperation must remain firm.
· Trade leaks must be controlled.
· Sanctioned regime must be made to suffer.
· Problems.
· Sanctioned regimes rarely suffer—their people do.
· Coalitions do not always remain firm.
· Leaks are difficult to control.
· OOTW: Conciliatory Options
· Diplomatic Options
· Reasoned dialogue.
· Peace processes.
· Negotiations.
· Social Reform
· Respo.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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.
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
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
1. Running head: RESEARCH PAPER
1
RESEARCH PAPER 15
Assessment of the knowledge, practice, and the associated
factors of Healthcare Acquired Infection Prevention
Name
Institutional Affiliation
Date
Table of Contents
Table of Contents 2
Assessment of the knowledge, practice, and the associated
factors of Healthcare Acquired Infection Prevention in
Blessings Healthcare Facility 4
The Problem 5
Significance of the problem 6
Purpose of this study 7
Research Questions 8
Masters Essentials aligned with the topic 8
Design 10
Literature Review 10
Methodology and the design of the study 13
Sampling Methods 14
Necessary tools 14
Any logarithm or flow map developed 15
Healthcare Facility 15
2. Implementation 15
Stage 1: Assessment of the current practices (One Week) 16
Stage 2: Identification of the factors leading to high cases of
healthcare-acquired infection (5 days) 17
Stage 3: Pre-Training (Two Weeks) 17
Stage 4: Training (5 weeks) 17
Stage 5: an ongoing process of assessing the situation 18
Materials, activities and the cost 20
Results 21
Socio-demographics features of the research population 21
Knowledge concerning the infection prevention 23
Aspects related to the knowledge of the healthcare professionals
regarding the issue of preventing healthcare-acquired infections
27
Limitation of the study 28
References 30
Assessment of the knowledge, practice, and the associated
factors of Healthcare Acquired Infection Prevention
Healthcare acquired infection/nosocomial
infection/hospital acquired infections are becoming a major
international challenge in many healthcare facilities especially
in the low or middle income nations. It is anticipated that
around 10 percent of patients in the healthcare facilities from
developing nations are developing healthcare acquired
infections and this subsequently leads to negative impacts on
healthcare outcomes. It also leads to increase hospital stay,
economic burden, morbidity cases, and increase in the mortality
incidences. Some of the common healthcare acquired infections
include Hepatitis B and C virus, HIV infections, and even
Tuberculosis which are often transmitted by healthcare workers
who are not observing the practice related to the infection
prevention measures.
According to the United States Center for Disease
Control and Prevention, there are about 1.7 million patients who
have been hospitalized as a result of acquiring infection within
3. the facilities while undergoing treatment for other healthcare
concerns. Many studies reveal that simple infection control
procedures like cleaning of the hands using alcohol-based hand
rub is helping in the prevention of the spread of the disease.
The increase in the infection rate caused by the healthcare
acquired infection is due to the poor practices of infection
prevention and control, lack of knowledge or failure to
implement knowledge related to the process of preventing and
controlling nosocomial illnesses, and other associated factors
(Desta, Ayenew, Sitotaw, Tegegne, Dires, & Getie, 2018). The
Problem
The high burden of nosocomial infections is as a result of
the absent of the standardized infection control prevention
program in place. The main reason why there is absence of
standardized infection prevention procedures is as a result of
inadequate resources, improper sanitary situation and the poor
hygienic practices. Healthcare infections which were absence at
time when a patient is being admitted are acquired by patients
during the process of healthcare services within the hospital.
Healthcare providers are considered to be in the front line with
regard to the process of ensuring that there is self protection as
well as making sure that patients are free from infections
(Haque, Sartelli, McKimm, & Bakar, 2018).
The process of preventing infection prevention is
involving and it involves the placing of major barriers between
the vulnerable hosts and the pathogens as well as some of the
major components of the safe and improved quality of services
being delivered at the healthcare facility level. Therefore,
healthcare acquired infections related mortality and morbidity
can be prevented through having an effective prevention
program such as proper hand hygiene. The process of
implementing the standard precautions such as safety injections,
isolations precautions, bathing among patients, antibiotic use or
stewardship, vaccinations, environmental cleaning,
disinfections, and the sterilization process through successful
comprehensive departmental based safety program as well as
4. surveillance are important steps which can be relied on for the
purposes of control and prevention of the infections.
In resource constraint facilities, it is becoming hard to
control infections rates of clients who are acquiring healthcare
infections as well as the exposure of healthcare workers to such
infections. There are some of simple standard precaution
procedures as well as improved knowledge which have been
found to be important when it comes to the reduction of the
infections. Even though there is existence of such evidences in
relation to availability of the level of awareness and practices in
preventing infections and the associated aspects, there are
reduced cases of exploiting such knowledge, practices, and the
associated factors many healthcare facilities. Significance
of the problem
Low-cost intervention processes are available to help in
preventing or controlling the cases of nosocomial infections.
Majority of healthcare knowledge as well as adherence to the
infection prevention is still very minimal. This therefore
implies that improvement of knowledge as well as practice of
healthcare employees with regard to the prevention of infection
is important when it comes to the reduction of the burden
caused by the healthcare acquired infections. The outcomes of
this research work will be important as an contribution for the
policy makers, programmers, and healthcare employees towards
improvement of the clinical services and the means of achieving
sustainable development objectives.
Identification of this problem is also important when it
comes to the reduction of the mortality cases. The study of this
problem is helping in the generation of the meaningful data with
regard to the practices, knowledge, and other associated factors
of healthcare acquired infections. This is important in
processing the measuring the outcome of the patient safety
practices. Through monitoring the process and the outcome
measures as well as the evaluation of the existing relationship is
important in establishing the good process which results in good
health care outcomes.
5. Through identification of the problem related to the
knowledge, practices and the associated factors in healthcare
acquired infections, it is possible to have an effective process
measure which is giving a reflection of the common practices
which can be applied in healthcare setting. It enables the
facility to make a selection of the outcome measures related to
the occurrence, harshness, and the preventability of the outcome
proceedings. It is estimated that over 1.7 million patients are
suffering from the nosocomial infections in the United States.
The overall direct cost of infections to healthcare facility is
ranging between $ 28 billion to $ 45 billion.
Even though this range appears to be wider, healthcare
acquired infections seem to be expensive. Additionally, some of
these diseases are preventable; nevertheless, few healthcare
facilities are still faced with the problem of controlling the
issue. Therefore, identification of the gap with regard to the
control of healthcare acquired infections is important in
reducing its rate thus helping the nation and healthcare facilities
to reduce the expenditures on treatment of the patients with
nosocomial infections. The increased expenditure by the clients
or the government is also associated with longer stay in the
hospital due to the re-infection (Stone, 2017). Purpose of this
study
This study is therefore aimed at investigating the
knowledge as well as the routine practices aimed at preventing
of the hospital associated infection and its associated factors of
preventing infection amongst healthcare providers. The outcome
of this study is important towards development and
implementation of the policies to help in addressing the existing
gaps that is present in addressing issues of hospital associated
infections.Research Questions
This study will be guided by the following questions to help in
meeting the objectives or the purpose of the study. These
questions include:
· What are some of the prevention practices in place to help in
the control of healthcare acquired infections?
6. · What is the knowledge of the healthcare providers with regard
to the prevention and control of healthcare acquired infections?
· What are the associated factors with the knowledge of
healthcare providers regarding the infection prevention?
Masters Essentials aligned with the topic
One of the most important essential with regard to the
process of preventing nosocomial infections is the quality
improvement and safety. Improvement in the quality of
healthcare services as well as safety of the patients is an
ongoing process within every department of the hospitals. It is
important for the mastered prepared nurse to have the ability of
articulating the techniques, equipment, the performance of
measures, culture of the safety values, and the standards related
to quality, and should be prepared to use quality principles in
the organization. It also requires nurses to be an agent of
change. The issues of hospital associated infections are
becoming a major concern in many healthcare facilities. In
order to overcome the challenges faced in ensuring that there is
minimization of nosocomial infections, joint effort is required
from both healthcare providers particularly nurses who are
continuously interacting directly with the nurses to help in the
reduction of the issue. Joint forces are needed to have a change
in the practice as well as share the knowledge needed to help in
reducing healthcare acquired infections.
Another important essential is the health policy and
advocacy. There is a continuous change in the healthcare sector
and this is influenced by the technological, economic, political,
and the social-cultural aspects. Graduate master’s degree
nursing program is having a requisite knowledge as well as
skills needed towards promotion of health, helping in shaping
the healthcare delivery, and the advancement of the values such
as social justice through processing of policies processes and
advocacy. As advocates, it is the responsibility of healthcare
providers such as nurses to ensure that there is a change in the
way through which the issue nosocomial infections is dealt
with. Nurses and other healthcare providers need to look for
7. alternative approaches through advocating for the new policies
and incorporate them into healthcare system within the
organization. Nurses have to be responsible towards making an
improvement to the quality of healthcare delivery through
understanding the political determinants of the system as well
as using the knowledge learned in the class work to advocate for
the change in the healthcare provision policies related to the
prevention of hospital associated infections.
Collaboration towards making an improvement to the
patients and population healthcare outcomes is another
important essential. Healthcare providers must work together
towards ensuring that the implementation processes of the new
policies related to the prevention of infection is achieved.
Design Literature Review
Healthcare acquired infections constitute a major public
health issue and it is affecting millions of people on a yearly
basis. The approximation from the recent studies is showing
more than 5 percent of the hospitalized patients are exposed to
nosocomial infections. Many studies further shows that the
surgical site infections are the common infections associated
with nosocomial infections and it is contributing to about 30
percent of all healthcare acquired infections cases.
Study by Ayed et al (2015) shows that healthcare
providers are continuously exposed to pathogens which are
sometimes severe and lethal. Nurses specifically are more
exposed to different infections during the course of providing
healthcare services to the patients. This study indicates that it is
therefore crucial for nurses to possess sound knowledge as well
as strict adherence to the infection control practices. Updating
the acquaintance and the practices of nurses through
involvement in ongoing in-service educational programs and
putting more focus on the role of the current evidence-based
practices of infection prevention in the continuous training is
important. Provision of the training to the newly recruited
nurses regarding the infection control frequently as well as
replicating the study through observation checklist is necessary
8. in assessing the level of practice (Imad, Ayed, Faeda, & Lubna,
2015).
Study by Desta et al (2018) reveals that working
experience is a stronger predictor of the knowledge in relation
to the prevention of the infection. In this study, the goal was to
the relationship between the acquaintance, practice and
connected aspects of infection prevention among healthcare
employees. Education level is a key determinant to the level of
experience when it comes to the control or the prevention of
infections. According to this study, it is clear that healthcare
providers with advanced experience as well as advanced age are
significantly linked with the knowledge. This is basically based
on the fact that as healthcare providers are getting older, they
are more likely to have advance knowledge due to their
experiences as well as having worked with their seniors (Desta,
Ayenew, Sitotaw, Tegegne, Dires, & Getie, 2018).
Teshager et al (2015) also studies the knowledge,
practices, and the related aspects towards the reduction or
prevention of the surgical site infections among nurses who
were employed in Amhara Regional State Referral healthcare
facilities, in the Northwest Ethiopia. This study looked at some
of the factors linked with the knowledge of the nurses regarding
the prevention of the surgical site infections. Based on the
bivariate analysis of this study, the age, year of service, sex of
the participants, and training on the infection prevention
techniques were found to be the key factors associated with the
knowledge on the prevention of infections. On the other hand,
the year of service, sex, and the training on the infection
prevention were found to be greatly linked to the multivariate
assessment (Teshager, Engeda, & Worku, 2015).
Based on the outcome of the analysis, males nurses are
three time more likely to be knowledgeable on the prevention of
the surgical site infections as compared to the female
counterparts. Nurses who have served for more than five years
were twice more likely to be knowledgeable on the issue of
infection prevention as compared to the healthcare employees
9. who have worked for less than five years. Nurses who have been
involved in the training program related to the prevention of the
infection techniques were twice more likely to be
knowledgeable regarding the prevention of the surgical site
infections as compared to nurses who have never attended such
trainings.
Human are playing an important role in healthcare
acquired infections and therefore adequate nurse staffing is
important. Batran et al (2018) in their study on whether the
standard precautions for healthcare acquired infection among
nurses working in the public sector is satisfactory indicates that
compliance to the standard precautions by the healthcare
providers is related to their knowledge, the standards precaution
training, and the experiences they are having. Standards
precautions are used as guideline while offering healthcare
services to the patients in spite of the supposed infection status.
According to this study, the standard precautions are targeted at
reducing the transmission of the healthcare acquired infections
as well as protecting the nurses and other healthcare providers
from the sharp injuries (Batran, Ayed, Salameh, Ayoub, &
Fasfous, 2018).
Jahangir et al (2017) aimed at assessing the knowledge
and the practices of the nurses in relation to the spreading of the
healthcare acquired infections within the government healthcare
facilities in Lahore. Based on this study, it was evident that
nurses are having knowledge regarding the spread of
nosocomial infections. They are also well informed regarding
the safety precautions and the use of alcohol based formulation.
Nevertheless, their practices towards reduction of the spread of
the hospital associated infections are at unsatisfactory level.
This study also reveals that nurses are more exposed to
acquiring and transmitting hospital associated infections as they
provide nursing care to the patients. It is therefore
recommended that nurses must have adequate knowledge as well
as the practice towards controlling and preventing the spread of
nosocomial infections (Jahangir, Ali, & Riaz, 2017).
10. Using standardized precautions to help in the
prevention of patient from acquiring nosocomial infections is an
important part of the nursing care. Study by Moyo (2013),
reveals that many nurses are more concerned about their lives as
compared to the patients since they are handling different
patients from ward to ward. Alternatively, Ventilator patients
are more exposed to the healthcare acquired infections whereby
the contaminated equipment can be a source of those infections.
Nurses who are delivering healthcare services to these patients
are also at higher risk of acquiring illness from such equipment
(Moyo, 2013). Methodology and the design of the study
This study is an institutional based and it will therefore
be done from May 25, 2019 to June 25, 2019. Healthcare
providers having qualification of doctors, health officers,
nurses, midwives, x-ray technicians, pharmacists, and the
laboratory technicians will be selected for this study. Healthcare
providers who are ill plus those who are on leave were never
included in the study.
Self-assessed questionnaire will be utilized to help in
the collection of data through distribution at the healthcare
workers. The self-administered questionnaire was modified
CDC infection prevention and control assessment tool for the
acute care healthcare facilities. The questionnaire was
organized using English language and the pre-test was
performed in the study area on 5 percent of healthcare workers
and this was excluded from the actual study to help in
evaluation of the content as well as the approach of the
questionnaire and some necessary adjustment which were
necessary to be made.
The analysis of the data will be based on summary of
the proportions, frequencies, the average, the score on
knowledge is dichotomized as 1 for being knowledgeable and 2
for not being knowledgeable. The practice score is
dichotomized as 1 for good practice and 2 for poor practice.
Sampling Methods
A total of 250 participants will be selected as the
11. population participants. The participants are the healthcare
employees who are involved in the direct care of the patients for
a period of four weeks in every ward. The systematic random
sampling will be used to help in the identification of the study
participants through using the list of healthcare employees
posted in every ward in the facility as a sampling frame. The
first selection of the participant will be based on random
selection. The selection of the sample for the study is based on
using healthcare providers who are doctors, nurses, midwives,
laboratory technologists, pharmacists, and healthcare officers.
Necessary tools
One of the tools to be used in this study is the self-
administered questionnaire to help in the collection of the data.
This tool will be adapted from the modified Center for Disease
Control and Prevention and the control assessment tool used for
the acute care patients. Any logarithm or flow map developed
Healthcare Facility
Implementation
Task
Duration
Assessment of the current practices
1 week
Identification of the factors leading to high cases of healthcare-
acquired infection
5 weeks
Pre-Training
Two weeks
Training
5 weeks
Process of assessing the situation and communication with the
key stakeholders
Ongoing process
12. The implementation plan process of this research
project is aimed at addressing issues related to the knowledge,
practices, and other factors such as the socio-demographic
factors, and the healthcare facility factors which are considered
to be playing important roles towards the prevention of
healthcare-acquired infections. The implementation process for
the change implementation plan in reducing the healthcare-
acquired infections requires adequate resources which will be
necessary towards training the healthcare providers to have the
required knowledge needed to improve their skills in relation to
the prevention of the healthcare-acquired infections. Resources
will also be important in ensuring that the required tools or
equipment are purchased to help in ensuring that there effective
control or preventive measures in place.
Some of the important tools or equipment which will
be necessary to be purchased includes the gloves, hydrogen
peroxide, alcohol disinfectant, sterilizer machine, and the
alcohol hand disinfectant. Other resources or tools required
include pens and notebooks which will be important when
training the staffs on the safety measures in relation to the
process of preventing healthcare-acquired infections. The
implementation program towards the reduction of the
healthcare-acquired infection will be based on stages. Stage 1:
Assessment of the current practices (One Week)
The first stage will be involving the process of
assessing the current practices in place which are being used
towards a reduction of the infection rates. This stage will also
involve the assessment of the knowledge of the healthcare
providers especially nurses regarding the techniques and the
effective methods being used to help in the reduction of
infections in the facility. The assessment will also involve
looking at some of the steps which have been put in place to
help in combating the incidences of the prevention rates within
the facility. One week duration will be enough towards ensuring
that there is a complete assessment of the areas which requires
improvement.Stage 2: Identification of the factors leading to
13. high cases of healthcare-acquired infection (5 days)
The second stage will involve the identification of
some of the factors which are contributing to the spread of the
infection rate within the facility to help in the designing of the
effective training approaches which meets the gaps within the
facility in relation to the prevention of healthcare-acquired
infections. This stage will be taking around 5 days for
completion. Stage 3: Pre-Training (Two Weeks)
The third stage of the implementation process the pre-
training which will take about two weeks. This stage will
involve the assessment of the tools and then scheduled for the
training sessions (in-person training). Stage 4: Training (5
weeks)
The fourth stage will involve the training process
whereby there will be a performance of the in-person training
sessions towards quality healthcare improvement. Training
webinars will be checked in this stage. There will also be a
collection of the baseline information; making completion of
the implementation preparedness checklist. This stage will take
around five weeks.Stage 5: an ongoing process of assessing the
situation
The next stage will be a continuous bi-weekly
gathering to make a continuous assessment of the situation.
There will be an updating of the action plans as well as the
implementation of the checklist. The last stage will be involving
a contours process whereby activities such as continuous weekly
meeting will be important to help in determining the challenges
being faced as well as the areas which are successful. In this
stage, there will be the determination of the successful intervals
for the healthcare providers. Frequent collection and analysis of
the data regarding the practices towards preventing healthcare-
acquired infections will be analyzed.
There will be a review of relevant supplementary
learning network webinars. There will also be a pilot like
interventions through the selection of specific departments or
wards which are usually having a continuous flow of patients to
14. help in giving a clear picture regarding the effectiveness of the
program. There will be continuous training of the current and
new as well as the assessment of the healthcare providers with
regard to how they are being affected by socio-demographic
factors i.e. age, marital status, religion, ethnicity, level of
education, and the work experiences and health facility factors.
There will be assigned of the responsibilities to the
staffs to help in improving the implementation process aimed at
reducing healthcare-acquired infections. Each healthcare
provider will be assigned the responsibility with a focus on the
identification of the factors which might be further increasing
the rate of healthcare-acquired infections other than those which
have been identified to be the major contributors.
There will be continuous communication and giving
reports in relation to the prevention processes. The prevention
practices of healthcare-acquired infection are only developed
through having a continuous operational procedure which is
involving reporting the emerging issues and areas that requires
improvement; therefore, through the existence of continuous
communication process, it will be possible to deal with the issue
of healthcare-acquired infections as a team. Regular assessment
of the progress and creating a plan to keep the process of
implementation of the targeted practices to other departments
within the facility will be of great value.
Communication with the key stakeholders of the
healthcare facility is another important step and this has to be
an ongoing process. Stakeholders, in this case, are the
individuals who are directly involved or are affected by the
increasing incidences of the healthcare-acquired infections. The
stakeholders include patients, healthcare providers; groups
providing financial support to the hospital, and the hospital
management among others. There will be continuous
communication and consultation with the stakeholders to help in
rolling out the program as well as expanding the process of
building the sustainability of the program. Stakeholders will be
important in providing feedback regarding the program aimed at
15. addressing the existing gaps in addressing issues related to the
prevention of healthcare-acquired infections. The stakeholders
will be helping in identifying the areas which require some form
of refinement as well as giving suggestions on the new
approaches of initiatives which should be applied or adopted.
Continuous cooperation, as well as collaboration with
patients, will be important in ensuring that there is a success in
improving the process of addressing issues related to the
prevention of healthcare-acquired infection. Patients are the
highly exposed individuals to healthcare-acquired infection,
therefore, an effective process of educating them on how to
report and stick by the instruction of the healthcare providers
especially those who are placed on an isolated room will be
important in helping to reduce the exposure to healthcare-
acquired infections such as tuberculosis. With regard to working
together with the management of the healthcare facility, the
success of the program will be achieved through support from
the management. The top management is key stakeholders who
are the individuals who are giving go ahead with the process of
making an improvement to the issue of concern. Top
management will be providing the financial support needed to
purchase the materials required towards making the mission of
healthcare-acquired infection prevention activities possible. It
cannot be possible to make an improvement to the concerns
related to the infection if the management is not fully engaged
since the project is doom to fail due to a lack of full support.
Materials, activities and the cost
In order to meet the objective of full implementation of
the program, it is important to have the required resources in
place. These resources are the materials or the equipment which
are supposed to be purchased to help in ensuring that every
activity being undertaken such as the training of the staffs as
well as engaging the key stakeholders i.e. healthcare providers,
management, financial supporters, and the patients are
effectively involved in the process of implementation.
Therefore the materials and the activity of training and
16. communicating with the stakeholders are categorized below
based on the amount required to support each activity or
purchase of the materials needed.
Materials/ Activities
Costs
Gloves
$ 300
Manila paper for designing the waste segregation protocol
$ 15
More laboratory coats
$ 100
Hydrogen Peroxide
$ 500
Alcohol Disinfectant
$ 300
Sterilizer Machine
$ 800
Alcohol Hand Disinfectant
$ 100
Pens and Notebooks
$ 150
Construction of the isolation room
$ 5000
Training of healthcare providers
$ 3000
Communication with the stakeholders
$ 800
Miscellaneous
$ 2000
Total
$ 13,065
Results Socio-demographics features of the research population
Infection prevention is amongst the challenges
faced in many healthcare institutions in the entire world. This
study assessed the knowledge, practice, and associated factors
aimed at reducing or preventing healthcare-acquired infections
17. among healthcare workers. In this particular study, a total of
250 healthcare professionals were interviewed and yields a
response rate of 95 percent majorities. There were many
individuals i.e. 150 (60 percent) were in the age bracket of 26 to
3o years old. The majority of the respondents were from
Orthodox Christianity at 72 percent of the population. A higher
percentage of the individuals who participated in this study was
diploma holders at 40 percent (100 participants).
Overall, based on this particular study, it is clear that
the majority of healthcare providers were knowledgeable about
the prevention of healthcare-acquired infections. Many of these
healthcare providers were having sufficient knowledge required
to make a contribution towards helping in reducing healthcare-
acquired infections. This study, therefore, shows that the
outcomes are in line with many other research works which
have shown that healthcare providers are knowledgeable enough
to help in the prevention of infection; nevertheless, the issue of
controlling or preventing such infection is affected by the
attitudes or the socio-demographic factors or lack of adequate
resources to accomplish this mission.
.
Variable
Frequency
Percentage
Age
20 to 25
80
32%
26 to 30
150
60%
Over 31 years
20
19. 28 %
Diploma
100
40 %
Work Experience
Over five years
170
68%
5 to 10 years
70
28%
Over 10 years
10
4%
Profession
Physician
30
12%
Nurse
82
32.8%
Midwifery
60
24%
Health officials
18
7.2%
Laboratory Technician
40
20. 16%
Other healthcare providers
20
8%
Involved in the training
Yes
90
36%
No
160
64%
There is availability of IP guideline
Yes
100
40%
No
150
60%
Knowledge concerning the infection prevention
In this particular study, a total of 220 (88 percent)
and 210 (84 percent) believed that healthcare-acquired
infections are prevented using disinfection and antiseptic
respectively. A total of 190 respondents (76 percent) believed
that equipment requires the process of decontamination prior to
the sterilization procedure. More than half of the participants
(56 percent) are not well informed regarding the [preparation of
0.5 percent of chlorine solution.
Variables
The level of knowledge
Frequency
Disinfection is helpful in the prevention of the acquired
21. infections
Ye
220
88 %
No
30
12%
Antiseptic is helping in the prevention of healthcare-acquired
infection
Yes
210
84%
No
40
16%
The is sterilization of the equipment using chemical
Yes
100
40%
No
150
60 %
There is physical sterilization of equipment through the use of
heat and radiation occasionally
Yes
70
28 %
No
180
72%
All pathogens are destroyed through autoclaving
Yes
22. 170
68%
No
80
32%
There is a decontamination of equipment before the sterilization
process
Yes
190
76%
No
60
24%
Protective devices are important when it comes to the reduction
of the infections
Yes
185
74%
No
65
26%
Wearing of gloves is used as a replacement of hand washing
Yes
90
64%
No
160
36%
There is a preparation of o.5 percent chlorine solution
Yes
110
44%
23. No
140
56%
There is the use of PEP for HIV after being exposed to blood
Yes
230
92%
No
20
8%
The practice of healthcare providers in an effort to prevent
healthcare-acquired infections
In this particular study, the percentages of the
healthcare providers believed it was important to wash hand
before starting to provide healthcare and after completion of
healthcare provision were 140 (56 percent) and 200 (80 percent)
respectively. There was almost equal proportional with regard
to the number of respondents who said there is use of soap to
wash the hands before patient care i.e. 120 (48 percent) and the
individuals who believed that there was no washing of the hands
after provision of healthcare services i.e. 130 (52 percent) based
on the responses given by the study participants, majority of the
respondents believe that there is no use of any type of
protective equipment such as mask, gloves, and gowns among
others. Only 42 participants (16.8) believed that there is the use
of personal protective equipment.
The length of working experience is associated with
the knowledge score based on the outcome of this study.
According to the result of the study, healthcare providers who
have been in the medical field for not less than ten years are
more likely to be knowledgeable about the issues related to the
prevention programs. The increase in the knowledge in relation
to the number of experience is likely to be related to the
24. increase in the number of years of practice which increases
exposure to different healthcare settings. Such healthcare
providers are exposed repeatedly and are becoming more
experienced through interacting and taking part in working with
senior healthcare providers.
Variable
Response
Figures
Frequency
There is washing of the hands using soap before prior to the
start of healthcare
Yes
140
56%
No
110
44%
There is a habit of washing hand using soap after providing care
to the patient
Yes
200
80 %
No
50
20%
There is washing of the hands without soap prior to or after
patient care
Yes
120
48%
No
130
52 %
25. There is the use of all categories of personal protective
equipment
Ye
42
16.8
No
208
83.2
Aspects related to the knowledge of the healthcare professionals
regarding the issue of preventing healthcare-acquired infections
Some of the major factors which were associated with
the knowledge in relation to the healthcare-acquired prevention
included age, education attainment, the work experience of the
healthcare providers, sex of the respondents, profession, and
training received in relation to the techniques used in the
prevention of healthcare-acquired infections. Healthcare
providers who are over 31 years were three times more
knowledgeable as compared to individuals or healthcare
providers whose age bracket was 21 to 25 years. Male
healthcare employees were twice likely to be more
knowledgeable as compared to their female counterparts.
This study also reveals that the working experience
strongly influenced the practices towards prevention of
healthcare-acquired infections. Individuals with experience of
more than ten years of work within healthcare sector were four
times likely to possess the knowledge required to help in the
control or prevention of healthcare-acquired infections as
compared to individuals or healthcare provider who had work
experience of fewer than five years in the field of healthcare.
This study also indicates that the level of education
greatly impacted on the knowledge acquired to help in the
prevention of healthcare-acquired infections. In this case,
healthcare providers whose education level was in the Master
level or above Masters level were more knowledgeable as
compared to other levels of education i.e. Bachelors and
26. Diploma. Healthcare providers with a master level of education
were thrice more likely to be knowledgeable about the issues
related to healthcare-acquired infections. Healthcare workers
with Bachelor level of education were twice more likely to be
more knowledgeable as compared to the healthcare providers
who had a diploma level of education.
The infection training program is also playing an
important role in increasing the level of experience and
knowledge required to help in the reduction of healthcare-
acquired infections. Healthcare providers who have not yet
received training on the techniques required towards prevention
and control of healthcare-acquired infections are less
knowledgeable about the infection prevention as compared to
those who had undergone through the training program related
to the prevention of healthcare-acquired infection. The result
from this study indicating that healthcare providers with higher
education appear to be having more knowledge score as
compared to the low educational level is an indication that these
healthcare providers have acquired more educational
information related to the prevention of healthcare-acquired
infections. Limitation of the study
Healthcare-acquired infections are considered to be a
very broad topic, therefore, it has not been possible to cover all
aspects of the healthcare-acquired infections in this one
research paper. This, therefore, implies that I have been
selective in choosing the major factors in the present argument
with regard to the healthcare-acquired infections which is
causing major concern in the public healthcare sector. Another
limitation of this study is that it was restricted to a specific
healthcare facility.
This, therefore, implies that it does not reveal the real
situation in the entire world, however, it shows that the clear
picture of what is happening in a major healthcare facility in
relation to the lack of knowledge, poor practices, and other
factors such as socio-demographic aspects. These factors are
considered to be playing a major important role in with regard
27. to the issue of healthcare-acquired infections. Another
limitation in this study is that it was specifically restricted to
the healthcare providers as the key individuals who are playing
a role in the increase in the reduction or increase in the
healthcare-acquired infections. Even though patients are
contributing to the spread of healthcare-acquired infections this
study was mainly focused on the healthcare providers as the
major key players that can be targeted with policies aimed at
controlling healthcare-acquired infection in many healthcare
facilities.
References
Batran, A., Ayed, A., Salameh, B., Ayoub, M., & Fasfous, A.
(2018). Are standard precautions for hospital-acquired infection
among nurses in the public sector satisfactory? AMHS , 6 (2),
223-227.
Desta, M., Ayenew, T., Sitotaw, N., Tegegne, N., Dires, M., &
Getie, M. (2018). Knowledge, practice and associated factors of
infection prevention among healthcare workers in Debre Markos
referral hospital, Northwest Ethiopia. BMC Health Serv Res, 18,
465.
Haque, M., Sartelli, M., McKimm, J., & Bakar, A. M. (2018).
Healthcare-associated infections – an overview. Infection Drug
Resist, 11, 2321-2333.
Imad, F., Ayed, A., Faeda, E., & Lubna, H. (2015). Knowledge
and Practice of Nursing Staff towards Infection Control
Measures in the Palestinian Hospitals. ERIC, 6 (4), 79-90.
Jahangir, M., Ali, M., & Riaz, M. S. (2017). Knowledge and
Practices of Nurses Regarding Spread of Nosocomial Infection
In government Hospitals, Lahore. J Liaquat Uni Med Health Sci,
16 (3), 149-153.
Moyo, G. (2013). Factors influencing compliance with infection
prevention standard precautions among nurses working at
Mbagathi district hospital, Nairobi, Kenya. Doctoral
dissertation, University of Nairobi.
Stone, P. (2017). Economic burden of healthcare-associated
infections: an American perspective. Expert Rev Pharmacoecon
28. Outcomes Res, 9 (5), 417-422.
Teshager, A. F., Engeda, H. E., & Worku, W. Z. (2015).
Knowledge, Practice, and Associated Factors towards
Prevention of Surgical Site Infection among Nurses Working in
Amhara Regional State Referral Hospitals, Northwest Ethiopia.
Surgery Research and Practice.
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsNRS-434VNNRS-434VN-O505Developmental
Assessment and the School-Aged
Child100.0CriteriaPercentageUnsatisfactory (0.00%)Less than
Satisfactory (75.00%)Satisfactory (79.00%)Good
(89.00%)Excellent (100.00%)CommentsPoints
EarnedContent80.0%Comparison of Physical Assessment
Among School-Aged Children25.0%A comparison of physical
assessments among different school-aged children is omitted.An
incomplete comparison of physical assessments among different
school-aged children is summarized. How assessment
techniques would be modified depending on the age and
developmental stage of the child is omitted or contains
significant inaccuracies.A general comparison of physical
assessments among different school-aged children is
summarized. How assessment techniques would be modified
depending on the age and developmental stage of the child is
generally described. More information or support is needed for
clarity or accuracy.A comparison of physical assessments
among different school-aged children is presented. How
assessment techniques would be modified depending on the age
29. and developmental stage of the child is described. Some
information is needed for clarity.A detailed comparison of
physical assessments among different school-aged children is
presented. How assessment techniques would be modified
depending on the age and developmental stage of the child is
thoroughly described. Insight is demonstrated into the physical
assessment of school age children.Typical Assessment for a
Child of a Specific Age25.0%The typical developmental stage
of a child between the ages 5 and 12 is not described. The
typical developmental stage of a child between the ages 5 and
12 is summarized. The summary contains significant
inaccuracies for the age of the child. The typical developmental
stage of a child between the ages 5 and 12 is generally
described. The description contains some inaccuracies for the
age of the child.The typical developmental stage of a child
between the ages 5 and 12 is described. The overall description
is accurate. Some information is needed for clarity.The typical
developmental stage of a child between the ages 5 and 12 is
accurately and thoroughly described. Developmental
Assessment of a Child Using a Developmental Theory
(Erickson, Piaget, Kohlberg)30.0%A child assessment based on
a developmental theory is omitted.A child assessment based on
a developmental theory is partially summarized. Partial
strategies to gain cooperation and for how explanations would
be offered during the assessment are presented. The potential
findings expected from the assessment are omitted or are
incorrect. There are significant inaccuracies.A child assessment
based on a developmental theory is generally described. General
strategies to gain cooperation and for how explanations would
be offered during the assessment are presented. The potential
findings expected from the assessment are summarized. There
are minor inaccuracies.A child assessment based on a
developmental theory is described. Appropriate strategies to
gain cooperation and for how explanations would be offered
during the assessment are presented. The potential findings
expected from the assessment are described. Some information
30. is needed for clarity.A child assessment based on a
developmental theory is thoroughly described. Well-developed
strategies to gain cooperation and for how explanations would
be offered during the assessment are presented. The potential
findings expected from the assessment are all accurate and
described in detail.Organization and Effectiveness 15.0%Thesis
Development and Purpose5.0%Paper lacks any discernible
overall purpose or organizing claim.Thesis is insufficiently
developed or vague. Purpose is not clear.Thesis is apparent and
appropriate to purpose.Thesis is clear and forecasts the
development of the paper. Thesis is descriptive and reflective of
the arguments and appropriate to the purpose.Thesis is
comprehensive and contains the essence of the paper. Thesis
statement makes the purpose of the paper clear.Argument Logic
and Construction5.0%Statement of purpose is not justified by
the conclusion. The conclusion does not support the claim
made. Argument is incoherent and uses noncredible
sources.Sufficient justification of claims is lacking. Argument
lacks consistent unity. There are obvious flaws in the logic.
Some sources have questionable credibility.Argument is
orderly, but may have a few inconsistencies. The argument
presents minimal justification of claims. Argument logically,
but not thoroughly, supports the purpose. Sources used are
credible. Introduction and conclusion bracket the thesis.
Argument shows logical progressions. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are
authoritative.Clear and convincing argument that presents a
persuasive claim in a distinctive and compelling manner. All
sources are authoritative.Mechanics of Writing (includes
spelling, punctuation, grammar, language use)5.0%Surface
errors are pervasive enough that they impede communication of
meaning. Inappropriate word choice or sentence construction is
used.Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register), sentence
structure, or word choice are present.Some mechanical errors or
31. typos are present, but they are not overly distracting to the
reader. Correct sentence structure and audience-appropriate
language are used. Prose is largely free of mechanical errors,
although a few may be present. A variety of sentence structures
and effective figures of speech are used. Writer is clearly in
command of standard, written, academic English.Format
5.0%Paper Format (use of appropriate style for the major and
assignment)2.0%Template is not used appropriately or
documentation format is rarely followed correctly.Template is
used, but some elements are missing or mistaken; lack of
control with formatting is apparent.Template is used, and
formatting is correct, although some minor errors may be
present. Template is fully used; There are virtually no errors in
formatting style.All format elements are correct. Documentation
of Sources (citations, footnotes, references, bibliography, etc.,
as appropriate to assignment and style)3.0%Sources are not
documented.Documentation of sources is inconsistent or
incorrect, as appropriate to assignment and style, with numerous
formatting errors.Sources are documented, as appropriate to
assignment and style, although some formatting errors may be
present.Sources are documented, as appropriate to assignment
and style, and format is mostly correct. Sources are completely
and correctly documented, as appropriate to assignment and
style, and format is free of error.Total Weightage100%
1
The Essentials of Master’s Education in Nursing
March 21, 2011
TABLE OF CONTENTS
32. Introduction 3
Master’s Education in Nursing and Areas of Practice 5
Context for Nursing Practice 6
Master’s Nursing Education Curriculum 7
The Essentials of Master’s Education in Nursing
I. Background for Practice from Sciences and Humanities 9
II. Organizational and Systems Leadership 11
III. Quality Improvement and Safety 13
IV. Translating and Integrating Scholarship into Practice 15
V. Informatics and Healthcare Technologies 17
VI. Health Policy and Advocacy 20
VII. Interprofessional Collaboration for Improving Patient
and Population Health Outcomes 22
VIII. Clinical Prevention and Population Health for
Improving Health 24
IX. Master’s-Level Nursing Practice 26
Clinical/Practice Learning Expectations for Master’s Programs
33. 29
Summary 31
Glossary 31
2
References 40
Appendix A: Task Force on the Essentials of Master’s
Education in Nursing 49
Appendix B: Participants who attended Stakeholder Meetings 50
Appendix C: Schools of Nursing that Participated in the
Regional Meetings
or Provided Feedback 52
Appendix D: Professional Organizations that Participated in the
Regional
Meetings or Provided Feedback 63
Appendix E: Healthcare Systems that Participated in the
Regional Meetings 64
3
34. The Essentials of Master’s Education in Nursing
March 21, 2011
The Essentials of Master’s Education in Nursing reflect the
profession’s continuing call for
imagination, transformative thinking, and evolutionary change
in graduate education. The
extraordinary explosion of knowledge, expanding technologies,
increasing diversity, and global
health challenges produce a dynamic environment for nursing
and amplify nursing’s critical
contributions to health care. Master’s education prepares nurses
for flexible leadership and
critical action within complex, changing systems, including
health, educational, and
organizational systems. Master’s education equips nurses with
valuable knowledge and skills to
lead change, promote health, and elevate care in various roles
and settings. Synergy with these
Essentials, current and future healthcare reform legislation, and
the action-oriented
recommendations of the Initiative on the Future of Nursing
(IOM, 2010) highlights the value and
transforming potential of the nursing profession.
These Essentials are core for all master’s programs in nursing
and provide the necessary
curricular elements and framework, regardless of focus, major,
or intended practice setting. These
Essentials delineate the outcomes expected of all graduates of
master’s nursing programs. These
Essentials are not prescriptive directives on the design of
programs. Consistent with the
Baccalaureate and Doctorate of Nursing Practice Essentials, this
35. document does not address
preparation for specific roles, which may change and emerge
over time. These Essentials also
provide guidance for master’s programs during a time when
preparation for specialty advanced
nursing practice is transitioning to the doctoral level.
Master’s education remains a critical component of the nursing
education trajectory to prepare
nurses who can address the gaps resulting from growing
healthcare needs. Nurses who obtain the
competencies outlined in these Essentials have significant value
for current and emerging roles in
healthcare delivery and design through advanced nursing
knowledge and higher level leadership
skills for improving health outcomes. For some nurses, master’s
education equips them with a
fulfilling lifetime expression of their mastery area. For others,
this core is a graduate foundation
for doctoral education. Each preparation is valued.
Introduction
The dynamic nature of the healthcare delivery system
underscores the need for the
nursing profession to look to the future and anticipate the
healthcare needs for which
nurses must be prepared to address. The complexities of health
and nursing care today
make expanded nursing knowledge a necessity in contemporary
care settings. The
transformation of health care and nursing practice requires a
new conceptualization of
master’s education. Master’s education must prepare the
36. graduate to:
• Lead change to improve quality outcomes,
4
• Advance a culture of excellence through lifelong learning,
• Build and lead collaborative interprofessional care teams,
• Navigate and integrate care services across the healthcare
system,
• Design innovative nursing practices, and
• Translate evidence into practice.
Graduates of master’s degree programs in nursing are prepared
with broad knowledge
and practice expertise that builds and expands on baccalaureate
or entry-level nursing
practice. This preparation provides graduates with a fuller
understanding of the discipline
of nursing in order to engage in higher level practice and
leadership in a variety of
settings and commit to lifelong learning. For those nurses
seeking a terminal degree, the
highest level of preparation within the discipline, the new
conceptualization for master’s
education will allow for seamless movement into a research or
practice-focused doctoral
program (AACN, 2006, 2010).
37. The nine Essentials addressed in this document delineate the
knowledge and skills that all
nurses prepared in master’s nursing programs acquire. These
Essentials guide the
preparation of graduates for diverse areas of practice in any
healthcare setting.
• Essential I: Background for Practice from Sciences and
Humanities
o Recognizes that the master’s-prepared nurse integrates
scientific findings
from nursing, biopsychosocial fields, genetics, public health,
quality
improvement, and organizational sciences for the continual
improvement
of nursing care across diverse settings.
• Essential II: Organizational and Systems Leadership
o Recognizes that organizational and systems leadership are
critical to the
promotion of high quality and safe patient care. Leadership
skills are
needed that emphasize ethical and critical decision making,
effective
working relationships, and a systems-perspective.
• Essential III: Quality Improvement and Safety
o Recognizes that a master’s-prepared nurse must be articulate
in the
methods, tools, performance measures, and standards related to
quality, as
well as prepared to apply quality principles within an
organization.
38. • Essential IV: Translating and Integrating Scholarship into
Practice
o Recognizes that the master’s-prepared nurse applies research
outcomes
within the practice setting, resolves practice problems, works as
a change
agent, and disseminates results.
• Essential V: Informatics and Healthcare Technologies
5
o Recognizes that the master’s-prepared nurse uses patient-care
technologies
to deliver and enhance care and uses communication
technologies to
integrate and coordinate care.
• Essential VI: Health Policy and Advocacy
o Recognizes that the master’s-prepared nurse is able to
intervene at the
system level through the policy development process and to
employ
advocacy strategies to influence health and health care.
• Essential VII: Interprofessional Collaboration for Improving
Patient and
Population Health Outcomes
o Recognizes that the master’s-prepared nurse, as a member and
39. leader of
interprofessional teams, communicates, collaborates, and
consults with
other health professionals to manage and coordinate care.
• Essential VIII: Clinical Prevention and Population Health for
Improving
Health
o Recognizes that the master’s-prepared nurse applies and
integrates broad,
organizational, client-centered, and culturally appropriate
concepts in the
planning, delivery, management, and evaluation of evidence-
based clinical
prevention and population care and services to individuals,
families, and
aggregates/identified populations.
• Essential IX: Master’s-Level Nursing Practice
o Recognizes that nursing practice, at the master’s level, is
broadly defined
as any form of nursing intervention that influences healthcare
outcomes
for individuals, populations, or systems. Master’s-level nursing
graduates
must have an advanced level of understanding of nursing and
relevant
sciences as well as the ability to integrate this knowledge into
practice. .
Nursing practice interventions include both direct and indirect
care
components.
40. Master’s Education in Nursing and Areas of Practice
Graduates with a master’s degree in nursing are prepared for a
variety of roles and areas
of practice. Graduates may pursue new and innovative roles that
result from health
reform and changes in an evolving and global healthcare
system. Some graduates will
pursue direct care practice roles in a variety of settings (e.g.,
the Clinical Nurse Leader,
nurse educator). Others may choose indirect care roles or areas
of practice that focus on
aggregate, systems, or have an organizational focus, (e.g.
nursing or health program
management, informatics, public health, or clinical research
coordinator). In addition to
developing competence in the nine Essential core areas
delineated in this document, each
graduate will have additional coursework in an area of practice
or functional role. This
coursework may include more in-depth preparation and
competence in one or two of the
Essentials or in an additional/ supplementary area of practice.
For example, more concentrated coursework or further
development of the knowledge
and skills embedded in Essential IV (Translational Scholarship
for Evidence-Based
Practice) will prepare the nurse to manage research projects for
nurse scientists and other
6
healthcare researchers working in multi-professional research
41. teams. More in-depth
preparation in Essential II (Organizational and System
Leadership) will provide
knowledge useful for nursing management roles.
In some instances, graduates of master’s in nursing programs
will seek to fill roles as
educators. As outlined in Essential IX, all master’s-prepared
nurses will develop
competence in applying teaching/learning principles in work
with patients and/or students
across the continuum of care in a variety of settings. However,
as recommended in the
Carnegie Foundation report (2009), Educating Nurses: A Call
for Radical
Transformation, those individuals, as do all master’s graduates,
who choose a nurse
educator role require preparation across all nine Essential areas,
including graduate-level
clinical practice content and experiences. In addition, a program
preparing individuals for
a nurse educator role should include preparation in curriculum
design and development,
teaching methodologies, educational needs assessment, and
learner-centered theories and
methods. Master’s prepared nurses may teach patients and their
families and/or student
nurses, staff nurses, and variety of direct-care providers. The
master’s prepared nurse
educator differs from the BSN nurse in depth of his/her
understanding of the nursing
discipline, nursing practice, and the added pedagogical skills.
To teach students, patients,
and caregivers regarding health promotion, disease prevention,
or disease management,
the master’s-prepared nurse educator builds on baccalaureate
42. knowledge with graduate-
level content in the areas of health assessment,
physiology/pathophysiology, and
pharmacology to strengthen his/her scientific background and
facilitate his/her
understanding of nursing and health-related information. Those
master’s students who
aspire to faculty roles in baccalaureate and higher degree
programs will be advised that
additional education at the doctoral level is needed (AACN,
2008).
Context for Nursing Practice
Health care in the United States and globally is changing
dramatically. Interest in
evolving health care has prompted greater focus on health
promotion and illness
prevention, along with cost-effective approaches to high acuity,
chronic disease
management, care coordination, and long-term care. Public
concerns about cost of health
care, fiscal sustainability, healthcare quality, and development
of sustainable solutions to
healthcare problems are driving reform efforts. Attention to
affordability and accessibility
of health care, maintaining healthy environments, and
promoting personal and
community responsibility for health is growing among the
public and policy makers.
In addition to broad public mandates for a reformed and
responsive healthcare system, a
number of groups are calling for changes in the ways all health
professionals are educated
43. to meet current and projected needs for contemporary care
delivery. The Institute of
7
Medicine (IOM), an interprofessional healthcare panel,
described a set of core
competencies that all health professionals regardless of
discipline will demonstrate: 1) the
provision of patient-centered care, 2) working in
interprofessional teams, 3) employing
evidence-based practice, 4) applying quality improvement
approaches, and 5) utilizing
informatics (IOM, 2003).
Given the ongoing public trust in nursing (Gallup, 2010), and
the desire for fundamental
reorganization of relationships among individuals, the public,
healthcare organizations
and healthcare professionals, graduate education for nurses is
needed that is wide in
scope and breadth, emphasizes all systems-level care and
includes mastery of practice
knowledge and skills. Such preparation reflects mastery of
higher level thinking and
conceptualization skills than at the baccalaureate level, as well
as an understanding of the
interrelationships among practice, ethical, and legal issues;
financial concerns and
comparative effectiveness; and interprofessional teamwork.
Master’s Nursing Education Curriculum
44. The master’s nursing curriculum is conceptualized in Figure 1
and includes three
components:
1. Graduate Nursing Core: foundational curriculum content
deemed essential
for all students who pursue a master’s degree in nursing
regardless of the
functional focus.
2. Direct Care Core: essential content to provide direct patient
services at an
advanced level.
3. Functional Area Content: those clinical and didactic learning
experiences
identified and defined by the professional nursing organizations
and
certification bodies for specific nursing roles or functions.
This document delineates the graduate nursing core
competencies for all master’s
graduates. These core outcomes reflect the many changes in the
healthcare system
occurring over the past decade. In addition, these expected
outcomes for all master’s
degree graduates reflect the increasing responsibility of nursing
in addressing many of the
gaps in health care as well as growing patient and population
needs.
Master’s nursing education, as is all nursing education, is
evolving to meet these needs
and to prepare nurses to assume increasing accountabilities,
responsibilities, and
45. leadership positions. As master’s nursing education is re-
envisioned and preparation of
individuals for advanced specialty nursing practice transitions
to the practice doctorate
these Essentials delineate the foundational, core expectations
for these master’s program
graduates until the transition is completed.
8
Figure 1: Model of Master’s Nursing Curriculum
* All master’s degree programs that prepare graduates for roles
that have a component of
direct care practice are required to have graduate level
content/coursework in the
following three areas: physiology/pathophysiology, health
assessment, and
pharmacology. However, graduates being prepared for any one
of the four APRN roles
46. (CRNA, CNM, CNS, or CNP), must complete three separate
comprehensive, graduate
level courses that meet the criteria delineated in the 2008
Consensus Model for APRN
Licensure, Accreditation, Certification and Education.
(http://www.aacn.nche.edu/education/pdf/APRNReport.pdf). In
addition, the expected
outcomes for each of these three APRN core courses are
delineated in The Essentials of
Doctoral Education for Advanced Nursing Practice (pg. 23-24)
(http://www.aacn.nche.edu/DNP/pdf/Essentials.pdf).
+ The nursing educator is a direct care role and therefore
requires graduate-level content
in the three Direct Care Core courses. All graduates of a
master’s nursing program must
have supervised practice experiences that are sufficient to
demonstrate mastery of the
Essentials. The term “supervised” is used broadly and can
include precepted experiences
with faculty site visits. These learning experiences may be
accomplished through diverse
teaching methods, including face-to-face or simulated methods.
In addition, development of clinical proficiency is facilitated
through the use of focused
and sustained clinical experiences designed to strengthen
patient care delivery skills, as
9
well as system assessment and intervention skills, which will
lead to an enhanced
understanding of organizational dynamics. These immersion
47. experiences afford the
student an opportunity to focus on a population of interest or
may focus on a specific
role. Most often, the immersion experience occurs toward the
end of the program as a
culminating synthesis experience.
The Essentials of Master’s Education in Nursing
Essential I: Background for Practice from Sciences and
Humanities
Rationale
Master’s-prepared nurses build on the competencies gained in a
baccalaureate nursing
program by developing a deeper understanding of nursing and
the related sciences needed
to fully analyze, design, implement, and evaluate nursing care.
These nurses are well
prepared to provide care to diverse populations and cohorts of
patients in clinical and
community-based systems. The master’s-prepared nurse
integrates findings from the
sciences and the humanities, biopsychosocial fields, genetics,
public health, quality
improvement, health economics, translational science, and
organizational sciences for the
continual improvement of nursing care at the unit, clinic, home,
or program level.
Master’s-prepared nursing care reflects a more sophisticated
understanding of
assessment, problem identification, design of interventions, and
evaluation of aggregate
outcomes than baccalaureate-prepared nursing care.
48. Students being prepared for direct care roles will have graduate-
level content that builds
upon an undergraduate foundation in health assessment,
pharmacology, and
pathophysiology. Having master’s-prepared graduates with a
strong background in these
three areas is seen as imperative from the practice perspective.
It is recommended that the
master’s curriculum preparing individuals for direct care roles
include three separate
graduate-level courses in these three content areas. In addition,
the inclusion of these
three separate courses facilitates the transition of these master’s
program graduates into
the DNP advanced-practice registered-nurse programs.
Master’s-prepared nurses understand the intersection between
systems science and
organizational science in order to serve as integrators within
and across systems of care.
Care coordination is based on systems science (Nelson et al.,
2008). Care management
incorporates an understanding of the clinical and community
context, and the research
relevant to the needs of the population. Nurses at this level use
advanced clinical
reasoning for ambiguous and uncertain clinical presentations,
and incorporate concerns of
family, significant others, and communities into the design and
delivery of care.
Master’s-prepared nurses use a variety of theories and
frameworks, including nursing and
ethical theories in the analysis of clinical problems, illness
prevention, and health
promotion strategies. Knowledge from information sciences,
49. health communication, and
health literacy are used to provide care to multiple populations.
These nurses are able to
10
address complex cultural issues and design care that responds to
the needs of multiple
populations, who may have potentially conflicting cultural
needs and preferences. As
healthcare technology becomes more sophisticated and its use
more widespread,
master’s-prepared nurse are able to evaluate when its use is
appropriate for diagnostic,
educational, and therapeutic interventions. Master’s-prepared
nurses use improvement
science and quality processes to evaluate outcomes of the
aggregate of patients,
community members, or communities under their care, monitor
trends in clinical data,
and understand the implications of trends for changing nursing
care.
The master’s-degree program prepares the graduate to:
1. Integrate nursing and related sciences into the delivery of
advanced nursing care to
diverse populations.
2. Incorporate current and emerging genetic/genomic evidence
in providing advanced
nursing care to individuals, families, and communities while
accounting for patient
values and clinical judgment.
50. 3. Design nursing care for a clinical or community-focused
population based on
biopsychosocial, public health, nursing, and organizational
sciences.
4. Apply ethical analysis and clinical reasoning to assess,
intervene, and evaluate
advanced nursing care delivery.
5. Synthesize evidence for practice to determine appropriate
application of interventions
across diverse populations.
6. Use quality processes and improvement science to evaluate
care and ensure patient
safety for individuals and communities.
7. Integrate organizational science and informatics to make
changes in the care
environment to improve health outcomes.
8. Analyze nursing history to expand thinking and provide a
sense of professional
heritage and identity.
Sample Content
• Healthcare economics and finance models
• Advanced nursing science, including the major streams of
nursing scientific
development
• Scientific bases of illness prevention, health promotion, and
wellness
51. • Genetics, genomics, and pharmacogenomics
• Public health science, such as basic epidemiology,
surveillance, environmental
science, and population health analysis and program planning
• Organizational sciences
11
• Systems science and integration, including microsystems,
mesosystems, and macro-
level systems
• Chaos theory and complexity science
• Leadership science
• Theories of bioethics
• Information science
• Quality processes and improvement science
• Technology assessment
• Nursing Theories
Essential II: Organizational and Systems Leadership
Rationale
Organizational and systems leadership are critical to the
promotion of high quality and
safe patient care. Leadership skills are needed that emphasize
ethical and critical decision
making. The master’s-prepared nurse’s knowledge and skills in
these areas are consistent
with nursing and healthcare goals to eliminate health disparities
and to promote
52. excellence in practice. Master’s-level practice includes not only
direct care but also a
focus on the systems that provide care and serve the needs of a
panel of patients, a
defined population, or community.
To be effective, graduates must be able to demonstrate
leadership by initiating and
maintaining effective working relationships using mutually
respectful communication
and collaboration within interprofessional teams, demonstrating
skills in care
coordination, delegation, and initiating conflict resolution
strategies. The master’s-
prepared nurse provides and coordinates comprehensive care for
patients–individuals,
families, groups, and communities–in multiple and varied
settings. Using information
from numerous sources, these nurses navigate the patient
through the healthcare system
and assume accountability for quality outcomes. Skills essential
to leadership include
communication, collaboration, negotiation, delegation, and
coordination.
Master’s-prepared nurses are members and leaders of healthcare
teams that deliver a
variety of services. These graduates bring a unique blend of
knowledge, judgment, skills,
and caring to the team. As a leader and partner with other health
professionals, these
nurses seek collaboration and consultation with other providers
as necessary in the
design, coordination, and evaluation of patient care outcomes.
In an environment with ongoing changes in the organization and
53. financing of health care,
it is imperative that all master’s-prepared nurses have a keen
understanding of healthcare
policy, organization, and financing. The purpose of this content
is to prepare a graduate
to provide quality cost-effective care; to participate in the
implementation of care; and to
12
assume a leadership role in the management of human, fiscal,
and physical healthcare
resources. Program graduates understand the economies of care,
business principles, and
how to work within and affect change in systems.
The master’s-prepared nurse must be able to analyze the impact
of systems on patient
outcomes, including analyzing error rates. These nurses will be
prepared with knowledge
and expertise in assessing organizations, identifying systems’
issues, and facilitating
organization-wide changes in practice delivery. Master’s-
prepared nurses must be able to
use effective interdisciplinary communication skills to work
across departments
identifying opportunities and designing and testing systems and
programs to improve
care. In addition, nurse practice at this level requires an
understanding of complexity
theory and systems thinking, as well as the business and
financial acumen needed for the
analysis of practice quality and costs.
54. The master’s-degree program prepares the graduate to:
1. Apply leadership skills and decision making in the provision
of culturally responsive,
high-quality nursing care, healthcare team coordination, and the
oversight and
accountability for care delivery and outcomes.
2. Assume a leadership role in effectively implementing patient
safety and quality
improvement initiatives within the context of the
interprofessional team using effective
communication (scholarly writing, speaking, and group
interaction) skills.
3. Develop an understanding of how healthcare delivery systems
are organized and
financed (and how this affects patient care) and identify the
economic, legal, and political
factors that influence health care.
4. Demonstrate the ability to use complexity science and
systems theory in the design,
delivery, and evaluation of health care.
5. Apply business and economic principles and practices,
including budgeting,
cost/benefit analysis, and marketing, to develop a business plan.
6. Design and implement systems change strategies that improve
the care environment.
7. Participate in the design and implementation of new models
of care delivery and
coordination.
55. 13
Sample Content
• Leadership, including theory, leadership styles, contemporary
approaches, and
strategies (organizing, managing, delegating, supervising,
collaborating, coordinating)
• Data-driven decision-making based on an ethical framework to
promote culturally
responsive, quality patient care in a variety of settings,
including creative and imaginative
strategies in problem solving
• Communication–both interpersonal and organizational–
including elements and
channels, models, and barriers
• Conflict, including conflict resolution, mediation, negotiation,
and managing conflict
• Change theory and social change theories
• Systems theory and complexity science
• Healthcare systems and organizational relationships (e.g.,
finance, organizational
structure, and delivery of care, including
mission/vision/philosophy and values)
• Healthcare finance, including budgeting, cost/benefit analysis,
variance analysis, and
marketing
• Operations research (e.g., queuing theory, supply chain
management, and systems
designs in health care)
56. • Teams and teamwork, including team leadership, building
effective teams, and
nurturing teams
Essential III: Quality Improvement and Safety
Rationale
Continuous quality improvement involves every level of the
healthcare organization. A
master’s-prepared nurse must be articulate in the methods,
tools, performance measures,
culture of safety principles, and standards related to quality, as
well as prepared to apply
quality principles within an organization to be an effective
leader and change agent.
The Institute of Medicine report (1998) To Err is Human
defined patient safety as
“freedom from accidental injury” and stated that patients should
not be at greater risk for
accidental injury in a hospital or healthcare setting than they are
in their own home.
Improvement in patient safety along with reducing and
ultimately eliminating harm to
patients is fundamental to quality care. Skills are needed that
assist in identifying actual
or potential failures in processes and systems that lead to
breakdowns and errors and then
redesigning processes to make patients safe.
Knowledge and skills in human factors and basic safety design
principles that affect
unsafe practices are essential. Graduates of master’s-level
programs must be able to
57. analyze systems and work to create a just culture of safety in
which personnel feel
comfortable disclosing errors—including their own—while
maintaining professional
14
accountability. Learning how to evaluate, calculate, and
improve the overall reliability of
processes are core skills needed by master’s-prepared nurses.
Knowledge of both the potential and the actual impact of
national patient safety
resources, initiatives, and regulations and the use of national
benchmarks are required.
Changes in healthcare reimbursement with the introduction of
Medicare’s list of “never
events” and the regulatory push for more transparency on
quality outcomes require
graduates to be able to determine if the outcomes of standards
of practice, performance,
and competence have been met and maintained.
The master’s-prepared nurse provides leadership across the care
continuum in diverse
settings using knowledge regarding high reliability
organizations. These organizations
achieve consistently safe and effective performance records
despite unpredictable
operating environments or intrinsically hazardous endeavors
(Weick, 2001). The
master’s-prepared nurse will be able to monitor, analyze, and
prioritize outcomes that
need to be improved. Using quality improvement and high
58. reliability organizational
principles, these nurses will be able to quantify the impact of
plans of action.
The master’s-degree program prepares the graduate to:
1. Analyze information about quality initiatives recognizing the
contributions of
individuals and inter-professional healthcare teams to improve
health outcomes across the
continuum of care.
2. Implement evidence-based plans based on trend analysis and
quantify the impact on
quality and safety.
3. Analyze information and design systems to sustain
improvements and promote
transparency using high reliability and just culture principles.
4. Compare and contrast several appropriate quality
improvement models.
5. Promote a professional environment that includes
accountability and high-level
communication skills when involved in peer review, advocacy
for patients and families,
reporting of errors, and professional writing.
6. Contribute to the integration of healthcare services within
systems to affect safety and
quality of care to improve patient outcomes and reduce
fragmentation of care.
7. Direct quality improvement methods to promote culturally
responsive, safe, timely,
59. effective, efficient, equitable, and patient-centered care.
8. Lead quality improvement initiatives that integrate socio-
cultural factors affecting the
delivery of nursing and healthcare services.
15
Sample Content
• Quality improvement models differentiating structure, process,
and outcome indicators
• Principles of a just culture and relationship to analyzing errors
• Quality improvement methods and tools: Brainstorming,
Fishbone cause and effect
diagram, flow chart, Plan, Do Study, Act (PDSA), Plan, Do,
Check, Act (PDCA),Find,
Organize, Clarify, Understand, Select-Plan, Do, Check, Act
(FOCUS-PDCA), Six Sigma,
Lean
• High-Reliability Organizations (HROs) / High-reliability
techniques
• National patient safety goals and other relevant regulatory
standards (e.g., CMS core
measures, pay for performance indicators, and never events)
• Nurse-sensitive indicators
• Data management (e.g., collection tools, display techniques,
data analysis, trend
analysis, control charts)
•Analysis of errors (e.g., Root Cause Analysis [RCA], Failure
Mode Effects Analysis
[FMEA], serious safety events)
• Communication (e.g., hands-off communication, chain-of-
60. command, error disclosure)
• Participate in executive patient safety rounds
• Simulation training in a variety of settings (e.g., disasters,
codes, and other high-risk
clinical areas)
• RN fit for duty/impact of fatigue and distractions in care
environment on patient safety
Essential IV: Translating and Integrating Scholarship into
Practice
Rationale
Professional nursing practice at all levels is grounded in the
ethical translation of current
evidence into practice. Fundamentally, nurses need a
questioning/inquiring attitude
toward their practice and the care environment.
The master’s-prepared nurse examines policies and seeks
evidence for every aspect of
practice, thereby translating current evidence and identifying
gaps where evidence is
lacking. These nurses apply research outcomes within the
practice setting, resolve
practice problems (individually or as a member of the
healthcare team), and disseminate
results both within the setting and in wider venues in order to
advance clinical practice.
Changing practice locally, as well as more broadly, demands
that the master’s-prepared
nurse is skilled at challenging current practices, procedures, and
policies. The emerging
sciences referred to as implementation or improvement sciences
are providing evidence
61. about the processes that are effective when making needed
changes where the change
processes and context are themselves evidence based
(Damschroder et al., 2009; Sobo,
Bowman, & Gifford, 2008; van Achterberg, Schoonhoven, &
Grol, 2008). Master’s-
16
prepared nurses, therefore, must be able to implement change
deemed appropriate given
context and outcome analysis, and to assist others in efforts to
improve outcomes.
Master’s-prepared nurses lead continuous improvement
processes based on translational
research skills. The cyclical processes in which these nurses are
engaged includes
identifying questions needing answers, searching or creating the
evidence for potential
solutions/innovations, evaluating the outcomes, and identifying
additional questions.
Master’s-prepared nurses, when appropriate, lead the healthcare
team in the
implementation of evidence-based practice. These nurses
support staff in lifelong
learning to improve care decisions, serving as a role model and
mentor for evidence-
based decision making. Program graduates must possess the
skills necessary to bring
evidence-based practice to both individual patients for whom
they directly care and to
those patients for whom they are indirectly responsible. Those
62. skills include knowledge
acquisition and dissemination, working in groups, and change
management.
The master’s-degree program prepares the graduate to:
1. Integrate theory, evidence, clinical judgment, research, and
interprofessional
perspectives using translational processes to improve practice
and associated health
outcomes for patient aggregates.
2. Advocate for the ethical conduct of research and translational
scholarship (with
particular attention to the protection of the patient as a research
participant).
3. Articulate to a variety of audiences the evidence base for
practice decisions, including
the credibility of sources of information and the relevance to
the practice problem
confronted.
4. Participate, leading when appropriate, in collaborative teams
to improve care
outcomes and support policy changes through knowledge
generation, knowledge
dissemination, and planning and evaluating knowledge
implementation.
5. Apply practice guidelines to improve practice and the care
environment.
6. Perform rigorous critique of evidence derived from databases
to generate meaningful
evidence for nursing practice.
63. Sample Content:
• Research process
• Implementation/Improvement science
• Evidence-based practice:
17
� Clinical decision making
� Critical thinking
� Problem identification
� Outcome measurement
• Translational science:
� Data collection in nursing practice
� Design of databases that generate meaningful evidence for
nursing practice
� Data analysis in practice
� Evidence-based interventions
� Prediction and analysis of outcomes
� Patterns of behavior and outcomes
� Gaps in evidence for practice
� Importance of cultural relevance
• Scholarship:
� Application of research to the clinical setting
� Resolution of clinical problems
� Appreciative inquiry
� Dissemination of results
• Advocacy in research
• Research ethics
64. • Knowledge acquisition
• Group process
• Management of change
• Evidence-based policy development in practice
• Quality improvement models/methodologies
• Safety issues in practice
• Innovation processes
Essential V: Informatics and Healthcare Technologies
Rationale
Informatics and healthcare technologies encompass five broad
areas:
• Use of patient care and other technologies to deliver and
enhance care;
• Communication technologies to integrate and coordinate care;
• Data management to analyze and improve outcomes of care;
• Health information management for evidence-based care and
health education;
and
18
• Facilitation and use of electronic health records to improve
patient care.
Knowledge and skills in each of these four broad areas is
essential for all master’s-
65. prepared nurses. The extent and focus of each will vary
depending upon the nurse’s role,
setting, and practice focus.
Knowledge and skills in information and healthcare technology
are critical to the delivery
of quality patient care in a variety of settings (IOM, 2003a).
The use of technologies to
deliver, enhance, and document care is changing rapidly. In
addition, information
technology systems, including decision-support systems, are
essential to gathering
evidence to impact practice. Improvement in cost effectiveness
and safety depend on
evidence-based practice, outcomes research, interprofessional
care coordination, and
electronic health records, all of which involve information
management and technology
(McNeil et al., 2006). As nursing and healthcare practices
evolve to better meet patient
needs, the application of these technologies will change as well.
As the use of technology expands, the master’s-prepared nurse
must have the knowledge
and skills to use current technologies to deliver and coordinate
care across multiple
settings, analyze point of care outcomes, and communicate with
individuals and groups,
including the media, policymakers, other healthcare
professionals, and the public.
Integral to these skills is an attitude of openness to innovation
and continual learning, as
information systems and care technologies are constantly
changing, including their use at
the point of care.
66. Graduates of master’s-level nursing programs will have
competence to determine the
appropriate use of technologies and integrate current and
emerging technologies into
one’s practice and the practice of others to enhance care
outcomes. In addition, the
master’s-prepared nurse will be able to educate other health
professionals, staff, patients,
and caregivers using current technologies and about the
principles related to the safe and
effective use of care and information technologies.
Graduates ethically manage data, information, knowledge, and
technology to
communicate effectively with healthcare team, patients, and
caregivers to integrate safe
and effective care within and across settings. Master’s-prepared
nurses use research and
clinical evidence to inform practice decisions.
Master’s-degree graduates are prepared to gather, document,
and analyze outcome data
that serve as a foundation for decision making and the
implementation of interventions or
strategies to improve care outcomes. The master’s-prepared
nurse uses statistical and
epidemiological principles to synthesize these data,
information, and knowledge to
evaluate and achieve optimal health outcomes.
The usefulness of electronic health records and other health
information management
systems to evaluate care outcomes is improved by standardized
terminologies. Integration
67. 19
of standardized terminologies in information systems supports
day-to-day nursing
practice and also the capacity to enhance interprofessional
communication and generate
standardized data to continuously evaluate and improve practice
(American Nurses
Association, 2008). Master’s-prepared nurses use information
and communication
technologies to provide guidance and oversight for the
development and implementation
of health education programs, evidence-based policies, and
point-of-care practices by
members of the interdisciplinary care team.
Health information is growing exponentially. Health literacy is
a powerful tool in health
promotion, disease prevention, management of chronic
illnesses, and quality of life–all of
which are hallmarks of excellence in nursing practice. Master’s-
prepared nurses serve as
information managers, patient advocates, and educators by
assisting others(including
patients, students, caregivers and healthcare professionals) in
accessing, understanding,
evaluating, and applying health-related information. The
master’s-prepared nurse designs
and implements education programs for cohorts of patients or
other healthcare providers
using information and communication technologies.
The master’s-degree program prepares the graduate to:
1. Analyze current and emerging technologies to support safe
68. practice environments,
and to optimize patient safety, cost-effectiveness, and health
outcomes.
2. Evaluate outcome data using current communication
technologies, information
systems, and statistical principles to develop strategies to
reduce risks and improve
health outcomes.
3. Promote policies that incorporate ethical principles and
standards for the use of health
and information technologies.
4. Provide oversight and guidance in the integration of
technologies to document patient
care and improve patient outcomes.
5. Use information and communication technologies, resources,
and principles of
learning to teach patients and others.
6. Use current and emerging technologies in the care
environment to support lifelong
learning for self and others.
Sample Content
• Use of technology, information management systems, and
standardized
terminology
20
69. • Use of standardized terminologies to document and analyze
nursing care
outcomes
• Bio-health informatics
• Regulatory requirements for electronic data monitoring
systems
• Ethical and legal issues related to the use of information
technology, including
copyright, privacy, and confidentiality issues
• Retrieval information systems, including access, evaluation of
data, and
application of relevant data to patient care
• Statistical principles and analyses of outcome data
• Online review and resources for evidence-based practice
• Use and implementation of technology for virtual care
delivery and monitoring
• Electronic health record, including policies related to the
implementation of and
use to impact care outcomes
• Complementary roles of the master’s-prepared nursing and
information
technology professionals, including nurse informaticist and
quality officer
• Use of technology to analyze data sets and their use to
evaluate patient care
outcomes
• Effective use of educational/instructional technology
• Point-of-care information systems and decision support
systems
70. Essential VI: Health Policy and Advocacy
Rationale
The healthcare environment is ever-evolving and influenced by
technological, economic,
political, and sociocultural factors locally and globally.
Graduates of master’s degree
nursing programs have requisite knowledge and skills to
promote health, help shape the
health delivery system, and advance values like social justice
through policy processes
and advocacy. Nursing’s call to political activism and policy
advocacy emerges from
many different viewpoints. As more evidence links the broad
psychosocial, economic,
and cultural factors to health status, nurses are compelled to
incorporate these factors into
their approach to care. Most often, policy processes and system-
level strategies yield the
strongest influence on these broad determinants of health. Being
accountable for
improving the quality of healthcare delivery, nurses must
understand the legal and
political determinants of the system and have the requisite skills
to partner for an
improved system. Nurses’ involvement in policy debates brings
our professional values
to bear on the process (Warner, 2003). Master’s-prepared nurses
will use their political
efficacy and competence to improve the health outcomes of
populations and improve the
quality of the healthcare delivery system.
71. 21
Policy shapes healthcare systems, influences social
determinants of health, and therefore
determines accessibility, accountability, and affordability of
health care. Health policy
creates conditions that promote or impede equity in access to
care and health outcomes.
Implementing strategies that address health disparities serves as
a prelude to influencing
policy formation. In order to influence policy, the master’s-
prepared nurse needs to work
within and affect change in systems. To effectively collaborate
with stakeholders, the
master’s-prepared nurse must understand the fiscal context in
which they are practicing
and make the linkages among policy, financing, and access to
quality health care. The
graduate must understand the principles of healthcare
economics, finance, payment
methods, and the relationships between policy and health
economics.
Advocacy for patients, the profession, and health-promoting
policies is operationalized in
divergent ways. Attributes of advocacy include safeguarding
autonomy, promoting social
justice, using ethical principles, and empowering self and others
(Grace, 2001; Hanks,
2007; Xiaoyan & Jezewski, 2006). Giving voice and persuasion
to needs and preferred
direction at the individual, institution, state, or federal policy
level is integral for the
72. master’s-prepared nurse.
The master’s-degree program prepares the graduate to:
1. Analyze how policies influence the structure and financing of
health care,
practice, and health outcomes.
2. Participate in the development and implementation of
institutional, local, and state
and federal policy.
3. Examine the effect of legal and regulatory processes on
nursing practice,
healthcare delivery, and outcomes.
4. Interpret research, bringing the nursing perspective, for
policy makers and
stakeholders.
5. Advocate for policies that improve the health of the public
and the profession of
nursing.
Sample Content
• Policy process: development, implementation, and evaluation
• Structure of healthcare delivery systems
• Theories and models of policy making
• Policy making environments: values, economies, politics,
73. social
• Policy-making process at various levels of government
• Ethical and value-based frameworks guiding policy making
22
• General principles of microeconomics and macroeconomics,
accounting, and
marketing strategies.
• Globalization and global health
• Interaction between regulatory processes and quality control
• Health disparities
• Social justice
• Political activism
• Economics of health care
Essential VII: Interprofessional Collaboration for Improving
Patient and
Population Health Outcomes
Rationale
In a redesigned health system a greater emphasis will be placed
on cooperation,
communication, and collaboration among all health
professionals in order to integrate
care in teams and ensure that care is continuous and reliable.
Therefore, an expert panel
at the Institute of Medicine (IOM) identified working in
interdisciplinary teams as one of
the five core competencies for all health professionals (IOM,
74. 2003).
Interprofessional collaboration is critical for achieving clinical
prevention and health
promotion goals in order to improve patient and population
health outcomes (APTR,
2008; 2009). Interprofessional practice is critical for improving
patient care outcomes
and, therefore, a key component of health professional
education and lifelong learning
(American Association of Colleges of Nursing & the
Association of American Medical
Colleges, 2010).
The IOM also recognized the need for care providers to
demonstrate a greater awareness
to “patient values, preferences, and cultural values,” consistent
with the Healthy People
2010 goal of achieving health equity through interprofessional
approaches (USHHS,
2000). In this context, knowledge of broad determinants of
health will enable the
master’s graduate to succeed as a patient advocate, cultural and
systems broker, and to
lead and coordinate interprofessional teams across care
environments in order to reduce
barriers, facilitate access to care, and improve health outcomes.
Successfully leading
these teams is achieved through skill development and
demonstrating effective
communication, planning, and implementation of care directly
with other healthcare
professionals (AACN, 2007).
Improving patient and population health outcomes is contingent
on both horizontal and
75. vertical health delivery systems that integrate research and
clinical expertise to provide
patient-centered care. Inherently the systems must include
patients’ expressed values,
needs, and preferences for shared decision making and
management of their care. As
23
members and leaders of interprofessional teams, the master’s-
prepared nurse will actively
communicate, collaborate, and consult with other health
professionals to manage and
coordinate care across systems.
The master’s-degree program prepares the graduate to:
1. Advocate for the value and role of the professional nurse as
member and leader of
interprofessional healthcare teams.
2. Understand other health professions’ scopes of practice to
maximize contributions
within the healthcare team.
3. Employ collaborative strategies in the design, coordination,
and evaluation of
patient-centered care.
4. Use effective communication strategies to develop,
76. participate, and lead
interprofessional teams and partnerships.
5. Mentor and coach new and experienced nurses and other
members of the
healthcare team.
6. Functions as an effective group leader or member based on an
in-depth
understanding of team dynamics and group processes.
Sample Content
• Scopes of practice for nursing and other professions
• Differing world views among healthcare team members
• Concepts of communication, collaboration, and coordination
• Conflict management strategies and principles of negotiation
• Organizational processes to enhance communication
• Types of teams and team roles
• Stages of team development
• Diversity of teams
• Cultural diversity
• Patient-centered care
• Change theories
• Multiple-intelligence theory
• Group dynamics
• Power structures
• Health-work environments
