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Improvement Plan Toolkit Sample PaperIntroductionThe adoption of value-based car ...

Improvement Plan Toolkit Sample Paper

Introduction

The adoption of value-based care calls for continuous quality improvement. An improvement plan toolkit aims to eliminate inefficient or ineffective systems in health care with the view of patient outcomes, health experiences and the quality of care. Some of the unique qualities of an improvement plan include; guarantee of quality, improving patient outcomes, and improving safety by eliminating errors, injuries, and harm to patients. Below are the sources used to explain the concept of improvement plan toolkit.

Annotated Bibliography

In this article, authors Mojtaba Vaismoradi, Susanna Tella, Patricia A. Logan, Jayden Khakurel, and Flores Vizcaya-Moreno assert that prevention of practice-errors and the improvement of patient safety depend on nurses’ ability to adhere to patient safety principles. The authors point out that patient harm is one of the leading concerns for the healthcare sector because it is ranked among the top ten leading causes of disability and death to patients (Vaismoradi et al., 2020). Besides, the authors continue to assert that losses associated with practice errors amount to several trillion dollars every year-something adversely affects the provision of quality care to patients.

Snezana Kusljic and Angela Wu in this article look at the importance of reducing medication errors by using different interventions such to curb prescription, dispensing, and administration medication errors. The authors assert that a combination of effective intervention methods such as prescriber education, computerized medication, patient education, using trained medication experts, and using automated drug distributors are some of the most effective methods to control medication errors.

In this article, Albert Wu and Isolde Busch assert that the lack of patient safety in many healthcare facilities is caused by lack the right training and attitude on patient safety for healthcare professionals. The authors assert that bulk of the practice-errors committed by nurses and other caregivers can be traced to the lack of schools in the health profession to offer any or adequate training on patient safety. Wu and Busch maintain that training on patient safety must be introduced early at the college/university level for nurses and the training must continue beyond postgraduate level.

Carayon, Wooldridge, Hose, Salwei, & Benneyan assert that human factors and system engineering-HF/SE are some of the emerging solutions to understanding and improving safer care for patients. According to the authors, HF/SE can help healthcare facilities to curb most of the safety issues leading to improved patient safety. The authors assert that HS/SE contains numerous principles, methods, and approaches that improve and optimize patient safety. They give the example of effective systems as a contributor to patient safety.

In this article, the authors assert that nurses with training on patient safety early in their education approach the issue with the seriousness it deserves and avoid making mistakes/errors leading to patient safety. Slawomirski, Auraaen, and Klazinga refer to a study by the World Health Organization-WHO that cites preventable harm as the world’s twentieth-most cause of morbidity and mortality (Slawomirski, 2017). To prevent the increasing cases of preventable harm, the authors assert that there is evidence that education and training through safety curricula helps to improve the quality of care while boosting patient safety.

Amr Hossein Khoshakhlagh, Elham Khatooni, Isa Akbarzadeh, Saeid Yazdanirad and Ali Sheidaei conducted a cross-sectional study to analyze the impact of patient safety culture as one of the critical components to achieving quality health and patient safety. The objective of this study was to analyze the factors that affect patient safety in private and public healthcare facilities. A sample of 1203 caregivers in three private and three public facilities participated in the study using a stratified random sampling.

In this article, Sloane, Smith, McHugh, & Aiken assert that the behaviour of healthcare workers is directed by a positive patient safety culture. The authors assert that shared cultural perceptions, teamwork, continuous training and learning, communication, problem-solving skills, and personal responsibility are some of the factors that contribute to a positive culture in healthcare sector. The authors assert that a positive patient safety culture is the first step to eliminating errors, reducing patient harm, and improving patient outcomes (Sloane et al., 2018). To this end, the authors assert that before implementing structural interventions, it is critical for healthcare facilities to first instill a patient-safety culture.

In this article, the singles out burnout as one of the leading causes of patient harm leading to compromised patient safety. The authors base their argument on Roteinstein’s study that found out that up to 80% of nurses in America suffer from burnout (Garcia et al., 2019). The authors assert that at least one-in- three nurses have either professional achievement, depersonalization, or emotional exhaustion at any given time. The authors show that there is a link between nurse burnout and patient safety.

In this article, Satorre examines the prevalence of medical errors as one of the leading causes of patient harm. He asserts that medication errors is one of the factors that contribute to high level of patient comorbidity and mortality. Satorre discusses some of the effective ways of managing medication errors. To curb medication errors, Satorre asserts that only qualified personnel must be used in dispensing medication to avoid errors.

Jamileh Farokhzadian, Nahid Dehghan Nayeri and Fariba Borhani provide that safety culture is a recent discovery that has the potential to contain patient harm while improving patient safety and outcomes. The authors assert that the experiences, skills, and knowledge of nurses can facilitate the creation of better strategies to improve patient safety. They assert that healthcare facilities can avert preventable harm by “designing and planning safety processes and techniques” (Farokhzadian et al., 2018). The authors conclude that preventing harm in healthcare facilities require the implementation of safety improvement programs that lead to improved patient safety.

Levine, Carmody, and Silk (2020) argue that the culture of remaining silent when medical errors occur is a huge contributor to lack of patient safety. The authors assert that it is critical for nurses and other healthcare workers to report incidences of errors so that appropriate action can be taken. Besides, the authors assert that reporting medical errors help healthcare facilities to avoid similar errors in future by putting in place measures to prevent them. In their conclusion, the authors assert that organizations with a culture of reporting events and incidences record fewer errors if any.

In this article, the authors assert that there as link between the physical and mental health, self-reported errors, and work environment with patient safety. Regarding physical and mental health, the authors assert that nurses in poor physical and mental health committed more medical errors. Melnyk, et al. (2021) assert that nurses with better mental and physical health committed little or no errors. To improve patient safety in hospitals, the authors assert that it is critical for such facilities to ensure a conducive work place devoid of too much stress and pressure. This will ensure that employees are of good mental and physical health.

References

Carayon, P., Wooldridge, A., Hose, B. Z., Salwei, M., & Benneyan, J. (2018). Challenges and opportunities for improving patient safety through human factors and systems engineering. Health Affairs, 37(11), 1862-1869. https://doi.org/10.1377/hlthaff.2018.0723
Farokhzadian, J., Nayeri, N. D., & Borhani, F. (2018). The long way ahead to achieve an effective patient safety culture: challenges perceived by nurses. BMC health services research, 18(1), 1-13. https://doi.org/10.1186/s12913-018-3467-1
Garcia, C. D. L., Abreu, L. C. D., Ramos, J. L. S., Castro, C. F. D. D., Smiderle, F. R. N., Santos, J. A. D., & Bezerra, I. M. P. (2019). Influence of burnout on patient safety: systematic review and meta-analysis. Medicina, 55(9), 553. https://doi.org/10.3390/medicina55090553
Khoshakhlagh, A. H., Khatooni, E., Akbarzadeh, I., Yazdanirad, S., & Sheidaei, A. (2019). Analysis of affecting factors on patient safety culture in public and private hospitals in Iran. BMC health services research, 19(1), 1-14. https://doi.org/10.1787/5a9858cd-en
Manias, E., Kusljic, S., & Wu, A. (2020). Interventions to reduce medication errors in adult medical and surgical settings: A systematic review. Therapeutic advances in drug safety, 11, 2042098620968309. https://doi.org/10.1177%2F2042098620968309
Melnyk, B. M., Tan, A., Hsieh, A. P., Gawlik, K., Arslanian-Engoren, C., Braun, L. T., & Wilbur, J. (2021). Critical care nurses’ physical and mental health, worksite wellness support, and medical errors. American Journal of Critical Care, 30(3), 176-184. https://doi.org/10.4037/ajcc2021301

Improving Quality of Care and Patient Safety Improvement Plan Tool KitThis impro ...

Improving Quality of Care and Patient Safety Improvement Plan Tool Kit

This improvement plan tool kit aims to enable nurses to implement and sustain safety improvement measures in health care settings in a geropsychiatric unit. The tool kit has been organized into four categories with three annotated sources each. The categories are as follows: general organizational safety and quality best practices, environmental safety and quality risks, staff-led preventive strategies, and best practices for reporting and improving environmental safety issues.

Annotated Bibliography

General Organizational Safety and Quality Best Practices

Sherwood, G., & Horton-Deutsch, S. (2015). Reflective organizations: On the front lines of QSEN and reflective practice implementation. Retrieved from https://ebookcentral- proquest-com.library.capella.edu/lib/capella/detail.action?docID=3440207#

This e-book presents the paradigm shift required for organizations to provide QSEN (quality and safety education to nurses). It provides readers with the innovative pedagogical approaches required to change traditional content-based health care education methods to interactive methods that engage learners.

These approaches include facilitative teaching, visual thinking strategies, creating a presence that is authentic, and meaningful learning through debriefing. Concrete examples in the resource demonstrate the application of reflective learning. Additionally, the reflective questions in the resource guide readers to evaluate their own practice, either independently or in groups, to implement formal education programs with a focus on self-improvement. The resource prepares nursing students for advanced competency, which will help them adopt reflective thinking, develop a safety culture, and therefore qualitatively improve practices in critical health units such as geropsychiatry units.

Fleiszer, A. R., Semenic, S. E., Ritchie, J. A., Richer, M.-C., & Denis, J.-L. (2016). A unit-level perspective on the long-term sustainability of a nursing best practice guidelines program: An embedded multiple case study. International Journal of Nursing Studies, 53, 204–218. https://doi.org/10.1016/j.ijnurstu.2015.09.004

This article helps analyze the sustainability of a best practice guidelines program implemented in acute health care settings. The sustainability of the program was characterized by the following: benefits for patients as the rate of incidence of falls reduced; routinization of best practices as the team’s adherence to guidelines improved; and, in the long term, the development of the team’s adaptability to changes in circumstances that threatened the program.

Seven key factors that accounted for the sustainability of the program were also identified. The source explains how relationships between the characteristics of sustainability (benefits, routinization, and development) and the seven key factors contributed toward the sustainability of the improvement program. This source is valuable for nursing students as it helps them understand how safety programs can be sustained to ensure the long-term reduction of the incidence of sentinel events in geropsychiatric units.

Kossaify, A., Hleihel, W., & Lahoud, J.-C. (2017). Team-based efforts to improve quality of care, the fundamental role of ethics, and the responsibility of health managers: Monitoring and management strategies to enhance teamwork. Public Health, 153, 91–98. https://doi.org/10.1016/j.puhe.2017.08.007

IMPROVEMENT PLAN TOOL KIT 4

This paper discusses the benefits of teamwork in improving the quality of health care. It presents a review of 33 papers identified after performing a search on PubMed. The paper discusses the important ingredients of efficient teamwork such as self-awareness and the individual behavior of team members, the ethical climate within the team, the work environment and institutional infrastructure, positive moderation from leadership, and communication and coordination among team members.

Effective teamwork can help reduce the incidence of sentinel events that result from preventable medical errors, which are often caused by dysfunctional communication among team members. Teamwork is more reliable and efficient than individual work in high-risk environments such as a geropsychiatry unit. Although the specific contexts of readers’ practices may be different, this resource is valuable for nursing administrators and professionals as it discusses the implementation of values needed for positive teamwork as well as the monitoring and management of teamwork.

Environmental Safety and Quality Risks

Powell-Cope, G., Quigley, P., Besterman-Dahan, K., Smith, M., Stewart, J., Melillo, C., Friedman, Y. (2014). A qualitative understanding of patient falls in inpatient mental health units. Journal of the American Psychiatric Nurses Association, 20(5), 328–339. https://doi.org/10.1177/1078390314553269

This source mentions a study conducted to analyze falls in geropsychiatric patients. The study also focused on selling falls prevention in psychiatric units. The risk factors that lead to the falls were identified by a focus group. The focus group formulated an improvement plan to reduce the number of falls, and it was found that implementing infrastructural changes such as the use of geriatric-friendly sanitary ware such as raised toilet seats helped reduce the rate of incidence of falls. Although all the changes may not be feasible in a given setup, many of the strategies mentioned in this study could serve as a starting point for the prevention of falls. The article helps nursing students understand the challenges that occur in an adult mental health unit and the quality improvement measures taken to resolve these challenges.

Wong Shee, A., Phillips, B., Hill, K., & Dodd, K. (2014). Feasibility, acceptability, and effectiveness of an electronic sensor bed/chair alarm in reducing falls in patients with cognitive impairment in a subacute ward. Journal of Nursing Care Quality, 29(3), 253– 262. https://doi.org/10.1097/NCQ.0000000000000054

This source is a preliminary study conducted to determine the effectiveness of electronic sensor bed/chair alarms to reduce the occurrence of falls in patients with cognitive impairment. These alarms can be attached to the patient’s body or to the bed/chair the patient uses to alert the nursing staff every time the patients move or leave their seat. Nurses were educated about the alarms and asked to document their observations and provide feedback.

Although effective at preventing falls in patients with cognitive impairment, the electronic sensors needed improvements such as the elimination of cords that may be hazardous to patients and the additional provision of alerting nurses through pagers. This source helps nursing students understand both the effectiveness and the limitations of electronic sensor alarms in reducing the occurrence of falls.

Chari, S. R., Smith, S., Mudge, A., Black, A. A., Figueiro, M., Ahmed, M., . . . Haines, T. P. (2016). Feasibility of a stepped wedge cluster RCT and concurrent observational sub-study to evaluate the effects of modified ward night lighting on inpatient fall rates and sleep quality: A protocol for a pilot trial. Pilot and Feasibility Studies, 2(1). https://doi.org/10.1186/s40814-015-0043-x

Inadequate lighting at night in geropsychiatric wards is one of the important causes of falls in geropsychiatric units. Psychotropic medications can cause cognitive impairments and blurring of vision, which can be aggravated by dim lighting in the units. The article presents a trial pilot study conducted to evaluate the effects of the use of modified night lighting in inpatient wards to prevent falls. LED lights were installed in the vicinity of the beds and the toilets, where falls were likely to occur.

The study provides valuable insights that could inform design and refurbishment efforts at geropsychiatric units. An important limitation of the study is that a stepped wedge, cluster randomized controlled trial has not yet been applied to test environmental modifications in any setting. However, the modifications discussed could still be implemented as an important intervention strategy for preventing falls in older adults with cognitive impairment.

Staff-Led Preventive Strategies

Morgan, L., Flynn, L., Robertson, E., New, S., Forde?Johnston, C., & McCulloch, P. (2016). Intentional rounding: A staff?led quality improvement intervention in the prevention of patient falls. Journal of Clinical Nursing, 26(1–2), 115–124. https://doi.org/10.1111/jocn.13401

This article highlights an intervention strategy called intentional rounding to reduce the occurrence of inpatient falls. Intentional rounding is a specific strategy in which nurses conduct a routine check on patients at certain time intervals based on the needs of the patient. The rounding was implemented through effective communication and teamwork among the nursing staff and iterations of plan-do-check-act measures. This proactive staff-led strategy helped reduce the rate of falls by 50%.

This study achieved success through the combined efforts of the research team that conducted the analysis of the system to design the rounding format and the frontline nursing staff who conducted the intentional rounds. Although its sample size was small and not entirely representative, the study does establish intentional rounding as an effective falls-prevention strategy, which when implemented with adequate staff engagement and support from leadership definitively reduces the occurrence of falls.

Moncada, L. V. V., & Mire, G. L. (2017). Preventing falls in older persons. Am Fam Physician, 96(4), 240–247. Retrieved from https://www.aafp.org/afp/2017/0815/p240.pdf

The article posits that a history of falls in older persons is associated with an increased risk of a future fall. The American Geriatrics Society recommends that older adults aged 65 and above should undergo annual screening for balance impairment and a history of falls as a preliminary intervention for the prevention of falls. The article also highlights an algorithm developed by the Centers for Disease Control and Prevention.

The algorithm suggests assessment and multifactorial interventions to prevent falls in patients who have had more than two falls and more than one fall-related injury. The multifactorial interventions include exercise routines that include balance and gait training, the use of vitamin D supplements with or without calcium based on the community in which the patients dwell, and the management of psychotropic medication.

These interventions have been known to cause a significant decrease in the rate of falls and can be implemented across all geropsychiatric wards to prevent sentinel events. The source is authentic and hence can be referred to by nursing students to understand multifactorial interventions in the prevention of falls.

Isaac, L. M., Buggy, E., Sharma, A., Karberis, A., Maddock, K. M., & Weston, K. M. (2018). Enhancing hospital care of patients with cognitive impairment. International Journal of Health Care Quality Assurance, 31(2), 173–186. https://doi.org/10.1108/IJHCQA-11- 2016-0173

This paper evaluates the TOP5 intervention strategy of improving patient care. The strategy involves engaging with carers of geriatric patients (individuals who are family members or friends of the patients) to collect characteristic non-clinical information about patients to personalize care and reduce falls. The carers of patients narrated to the nursing staff five important and distinct characteristic details such as the patients’ needs and past emotional experiences. The nursing staff then prepared a customized plan of care for each patient based on this information. This study reported a significant reduction in falls and qualitatively improved care. The study enables nursing students to meaningfully involve the carers of cognitively impaired patients and reduce the incidence of falls.

Best Practices for Reporting and Improving Environmental Safety Issues

Tan, A. K. (2015). Emphasizing caring components in nurse-patient-nurse bedside reporting. International Journal of Caring Sciences, 8(1), 188–193. Retrieved from https://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F1648623547%3Faccountid=27965

This source provides a review of strategies that improve bedside reporting and transfer of duties after a change of shift among nursing staff. The source also emphasizes team engagement that can help reduce the incidence of sentinel events, especially in health care units such as geropsychiatry units. Bedside reporting is a vital concern in geropsychiatric units as patients are prone to behavioral changes and unpredictable behavior may affect other patients in the unit. During a shift change, the nursing staff can alert the incoming staff about the condition of such patients to proactively prepare the staff to address any forthcoming issue.

Barriers to bedside reporting were also analyzed, and barriers perceived by patients and those perceived by nurses were identified. These barriers can be eliminated through open communication and by educating the nursing staff. The article provides a valuable discussion of factors that influence bedside reporting such as patient-centered care philosophy, guidelines of the Joint Commission Institute, demand for patient participation in making health care decisions, and the shortcomings of traditional handover practices.

Stergiopoulos, S., Brown, C. A., Felix, T., Grampp, G., & Getz, K. A. (2016). A survey of adverse event reporting practices among US healthcare professionals. Drug Safety, 39(11), 1117–1127. https://doi.org/10.1007/s40264-016-0455-4

This article highlights the severity of underreporting of adverse drug events. An adverse drug event is defined by the World Health Organization as “a response to a medicine which is noxious and unintended, and which occurs at doses normally used in man.” Adverse drug events are estimated to cause 7,000 deaths across health care settings in the United States each year. It is also said that half of these adverse drug events result from preventable medication errors. The article also identifies factors that lead to the underreporting of the adverse drug events such as lack of training among health care professionals and standardized reporting processes.

Underreporting of adverse drug events can be a critical problem, especially in health care units such as geropsychiatry units. Individual patients may react differently to psychotropic drugs; reactions may include overdoses or allergic reactions. These reactions need to be monitored closely and reported efficiently to avoid complications including falls. Nursing students can understand the importance of reporting adverse drug events through this source.

Lozito, M., Whiteman, K., Swanson-Biearman, B., Barkhymer, M., & Stephens, K. (2018). Good catch campaign: Improving the perioperative culture of safety. AORN Journal, 107(6), 705–714. https://doi.org/10.1002/aorn.12148

This article provides evidence-based results to show that the culture of safety in a perioperative unit was improved after implementing the good catch campaign. Good catch is the ability of nursing staff to point out mistakes and report them to avoid sentinel events. The campaign described in the article involves implementing a standardized electronic reporting system and debriefing process.

The nursing staff discusses the plan of care for each patient at the end of the day during debriefing. This helps the nursing staff note characteristic risks involved with each patient and provide better care. Training nursing staff to implement the good catch campaign in health care units such as geropsychiatry units should enable the effective reporting of factors that could cause falls with a view to avoid them. This source enables nursing students to implement electronic reporting systems to report good catches and thereby reduce falls.

Improving Quality of Care and Patient Safety Improvement Plan Tool Kit References

Chari, S. R., Smith, S., Mudge, A., Black, A. A., Figueiro, M., Ahmed, M., . . . Haines, T. P. (2016). Feasibility of a stepped wedge cluster RCT and concurrent observational sub- study to evaluate the effects of modified ward night lighting on inpatient fall rates and sleep quality: A protocol for a pilot trial. Pilot and Feasibility Studies, 2(1). https://doi.org/10.1186/s40814-015-0043-x

Fleiszer, A. R., Semenic, S. E., Ritchie, J. A., Richer, M.-C., & Denis, J.-L. (2016). A unit-level perspective on the long-term sustainability of a nursing best practice guidelines program: An embedded multiple case study. International Journal of Nursing Studies, 53, 204– 218. https://doi.org/10.1016/j.ijnurstu.2015.09.004

Moncada, L. V. V., & Mire, G. L. (2017). Preventing falls in older persons. Am Fam Physician, 96(4), 240–247. Retrieved from https://www.aafp.org/afp/2017/0815/p240.pdf

Sherwood, G., & Horton-Deutsch, S. (2015). Reflective organizations: On the front lines of QSEN and reflective practice implementation. Retrieved from https://ebookcentral- proquest-com.library.capella.edu/lib/capella/detail.action?docID=3440207#

be sure that your plan addresses the following ...

be sure that your plan addresses the following

Improving Quality of Care and Patient Safety NURS-FPX4020Root-Cause Analysis and ...

Improving Quality of Care and Patient Safety NURS-FPX4020

Root-Cause Analysis and Safety Improvement Plan

Medication administration errors (MEAs) are among the leading causes of disabilities, mortalities, lengthy hospitalization, and increased costs of compensating care services. According to Tsegaye et al. (2020), the World Health Organization (WHO) estimates the annual global cost associated with medication errors to be approximately $42 billion, accounting for about 0.7% of healthcare expenditures. Despite such ramifications, health organizations face challenges in eliminating medication mistakes because they can occur at any stage of the medication management process.

Healthcare professionals, especially nurses, must adhere to safety guidelines by observing various “rights,” including the right patient, doses, time, routes, and documentation during medication administration practices. Medical administrators must incorporate evidence-based practice and best strategies to safeguard patient safety and avert errors. Therefore, this paper describes a scenario of medication administration mistakes while elaborating root causes, evidence-based strategies, and organizational resources for preventing MEAs.

Analysis of the Root Cause

Medication administration errors are preventable acts that result in improper medication use in the treatment process, leading to multiple safety concerns such as adverse reactions, disability, and death (Tsegaye et al., 2020). In this sense, healthcare professionals responsible for administering regimens to patients fail to uphold the “medication rights” such as correct dosage, administration routes, documentation, and frequency due to the prevailing organizational, human, and technical factors. As a registered nurse operating in a skilled nursing facility (SNFs) in the cardiovascular care department, I have witnessed numerous scenarios where caregivers commit near misses or actual errors that lead to adverse medical outcomes.

In one instance, a registered nurse (RNs) tasked to administer digoxin doses to a 50-year-old male patient with arrhythmia episodes decided to delegate medication administration practices to unlicensed assistant personnel (UAP). Often, our organization allows registered nurses to delegate responsibilities to UAPs after conducting competency assessments and knowledge enhancement programs such as training and educational interventions. Although the nurse had fulfilled such guidelines, the delegate committed an error by administering incorrect dosage at the right time.

After observing the patient’s reactions, the nurse assistant detected the mistake that suggested potential digoxin toxicity, including nausea, vomiting, and irregular heart rhythms. After identifying the error, the nurse assistant did not communicate early or alert the delegator about the incident. Fortunately, one on-floor nurse saved the patient from the impending safety threats by administering an antidote. From such a scenario, l learned about the root causes of medication administration errors and possible ways to prevent mistakes.

Many scholarly studies provide evidence about the root causes of medication administration errors consistent with the case study. For instance, Vaismoradi et al. (2020) contend that various institutional factors facilitate medication mistakes. These factors include organizational patient-safety culture and environment, nurses’ workloads, the effectiveness of interprofessional collaboration and communication, the presence of education and training programs for nurses, and the availability of institutional guidelines for medication administration.

In this sense, health organizations should provide opportunities that enable healthcare professionals to adhere to and comply with patient-safety principles. In our case study, timely incident reporting and effective communication between the nurse assistant and the delegator nurse would have prevented an error that almost claimed the patient’s life.

Other primary causes of medication administration mistakes are technical and human factors. In organizations where clinicians use computerized physician order entries (CPOEs) and automated medication administration technologies, incidences of technical glitches may compromise medication administration practices leading to errors of commission and omission. Although technical factors are often accidental and unanticipated, human factors are significant causes of medication errors.

Tsegaye et al. (2020) argue that medication administration mistakes occur due to various human-related issues, including the level of knowledge and training on medication administration practices, work experience, familiarity with organizational guidelines, ability to communicate and report near misses or actual sentinel events, and competencies to adhere to safety guidelines. Since a human is to error, it is essential for healthcare organizations to invest massively in implementing evidence-based and best practices for enhancing employee competencies and knowledge of safe practices for medication administration.

Application of Evidence-Based Strategies

Health organizations must incorporate the best evidence and implement proven interventions for preventing medication administration errors. In our case study, communication breakdown and human factors facilitated an administrative error that adversely affected the patient. Manias et al. (2020) support the possibility of preventing causal factors for medication errors by implementing scientifically proven interventions, including interprofessional collaboration, prescriber education, technological advancements to incorporate computerized physician order entry (CPOE), and pharmacist-led medication reconciliation.

On the other hand, Reeves et al. (2017) suggest effective communication and reporting systems as ideal approaches for reducing medication mistakes. Implementing these recommendations requires institutions to embrace contingency plans and consolidate resources for enacting quality improvement initiatives.

Improvement Plan with Evidence-Based and Best-Practice Strategies

Undoubtedly, health organizations must implement quality improvement initiatives and evidence-based strategies to prevent medication administration errors. In this sense, these steps include educating and training prescribers about safe medication administration practices, enhancing reporting and communication systems, installing advanced technologies to replace the traditional documentation steps, and encouraging interprofessional collaboration by transforming workplace cultures.

According to Yousef & Yousef (2017), an ideal plan for preventing medication errors must contain educational workshops for physicians, process automation and technological advancement, setting standardized general guidelines, creating suitable workplace environments to eliminate blame, and punishment for error perpetrators, and empowerment programs. Institutions should consistently implement these recommendations because eliminating medication errors requires continuous quality improvement initiatives.

Existing Organizational Resources

Health organizations and quality improvement implementation teams should leverage the existing institutional resources to guarantee plan sustainability and realize strategic goals. In this sense, it is possible to utilize employees’ competencies, experience, and skills when implementing training and educational programs for newly registered nurses and prescribers. Reputable physicians, IT experts, and informaticists can input these initiatives by sharing information, educating novice nurses about safety guidelines, and ensuring smooth operations of technological infrastructures.

Also, organizations should utilize the existing health record systems and information frameworks to promote interprofessional collaboration and effective communication. In this sense, the presence of electronic health records (EHRs), automated alert systems, and other technologies provide ideal opportunities for healthcare organizations to prevent medication errors. When leveraging the existing organizational resources, it is essential to conduct need assessments to identify resource strengths, opportunities, weaknesses, and threats.

Conclusion

Medication administration errors (MAEs) are among sentinel events that result in multiple patient safety concerns, including adverse reactions to medications, disabilities, mortalities, lengthy hospitalization, and increased economic burden of compensating care. From the case study, it is valid to contend that human, technical, and organizational factors combine to determine the likelihood of error occurrence.

In this sense, issues like ineffective communication and timely reporting systems, time pressure, prescriber experience, familiarity with guidelines, and technological advances significantly determine organizational susceptibility to medication administration errors. While many scholarly studies propose training and educational programs for prescribers, among other strategies, it is essential to embrace the evidence-based practice and implement the best interventions that are consistent with the need to prevent medication errors. Also, it is vital to align and leverage the existing resources when implementing these prevention approaches.

Improving Quality of Care and Patient Safety NURS-FPX4020 References

Manias, E., Kusljic, S., & Wu, A. (2020). Interventions to reduce medication errors in adult medical and surgical settings: A systematic review. Therapeutic Advances in Drug Safety, 11, 204209862096830. https://doi.org/10.1177/2042098620968309

Reeves, S., Clark, E., Lawton, S., Ream, M., & Ross, F. (2017). Examining the nature of interprofessional interventions designed to promote patient safety: A narrative review. International Journal for Quality in Health Care, 29(2), 144–150. https://doi.org/10.1093/intqhc/mzx008

Tsegaye, D., Alem, G., Tessema, Z., & Alebachew, W. (2020). Medication administration errors and associated factors among nurses. International Journal of General Medicine, Volume 13, 1621–1632. https://doi.org/10.2147/ijgm.s289452

Vaismoradi, M., Tella, S., A. Logan, P., Khakurel, J., & Vizcaya-Moreno, F. (2020). Nurses’ adherence to patient safety principles: A systematic review. International Journal of Environmental Research and Public Health, 17(6), 2028. https://doi.org/10.3390/ijerph17062028

Yousef, N., & Yousef, F. (2017). Using a total quality management approach to improve patient safety by preventing medication error incidences. BMC Health Services Research, 17(1), 1-16. https://doi.org/10.1186/s12913-017-2531-6

NURS-FPX4020 Assessment 1 Instructions: Enhancing Quality and Safety

For this assessment, you will develop a 3-5 page paper that examines a safety quality issue pertaining to medication administration in a health care setting. You will analyze the issue and examine potential evidence-based and best-practice solutions from the literature as well as the role of nurses and other stakeholders in addressing the issue.

Health care organizations and professionals strive to create safe environments for patients; however, due to the complexity of the health care system, maintaining safety can be a challenge. Since nurses comprise the largest group of health care professionals, a great deal of responsibility falls in the hands of practicing nurses.

Quality improvement (QI) measures and safety improvement plans are effective interventions to reduce medical errors and sentinel events such as medication errors, falls, infections, and deaths. A 2000 Institute of Medicine (IOM) report indicated that almost one million people are harmed annually in the United States, (Kohn et al., 2000) and 210,000–440,000 die as a result of medical errors (Allen, 2013).

The role of the baccalaureate nurse includes identifying and explaining specific patient risk factors, incorporating evidence-based solutions to improving patient safety and coordinating care. A solid foundation of knowledge and understanding of safety organizations such as Quality and Safety Education for Nurses (QSEN), the Institute of Medicine (IOM), and The Joint Commission and its National Patient Safety Goals (NPSGs) program is vital to practicing nurses with regard to providing and promoting safe and effective patient care.

You are encouraged to complete the Identifying Safety Risks and Solutions activity. This activity offers an opportunity to review a case study and practice identifying safety risks and possible solutions. We have found that learners who complete course activities and review resources are more successful with first submissions. Completing course activities is also a way to demonstrate course engagement.

Demonstration of Proficiency for Improving Quality of Care and Patient Safety NURS-FPX4020

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

- Competency 1: Analyze the elements of a successful quality improvement initiative.

- - Explain evidence-based and best-practice solutions to improve patient safety focusing on medication administration and reducing costs.

- Competency 2: Analyze factors that lead to patient safety risks.

- - Explain factors leading to a specific patient-safety risk focusing on medication administration.

- Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.

- - Explain how nurses can help coordinate care to increase patient safety with medication administration and reduce costs.

- - Identify stakeholders with whom nurses would need to coordinate to drive quality and safety enhancements with medication administration.

- Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.

- - Organize content so ideas flow logically with smooth transitions; contains few errors in grammar or punctuation, word choice, and spelling.

- - Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

References

Allen, M. (2013). How many die from medical mistakes in U.S. hospitals? Retrieved from https://www.npr.org/sections/health-shots/2013/09/20/224507654/how-many-die-from-medical-mistakes-in-u-s-hospitals.

Kohn, L. T., Corrigan, J., & Donaldson, M. S. (Eds.). (2000). To err is human: Building a safer health system. Washington, DC: National Academy Press.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for implementing quality improvement (QI) and patient safety measures in health care settings. Effective quality improvement measures result in systemic and organizational changes, ultimately leading to the development of a patient safety culture.

Scenario

Consider a previous experience or hypothetical situation pertaining to medication errors, and consider how the error could have been prevented or alleviated with the use of evidence-based guidelines.

Choose a specific condition of interest surrounding a medication administration safety risk and incorporate evidence-based strategies to support communication and ensure safe and effective care.

For this assessment:

- Analyze a current issue or experience in clinical practice surrounding a medication administration safety risk and identify a quality improvement (QI) initiative in the health care setting.

Improving Quality of Care and Patient Safety NURS-FPX4020 Instructions

The purpose of this assessment is to better understand the role of the baccalaureate-prepared nurse in enhancing quality improvement (QI) measures that address a medication administration safety risk. This will be within the specific context of patient safety risks at a health care setting of your choice. You will do this by exploring the professional guidelines and best practices for improving and maintaining patient safety in health care settings from organizations such as QSEN and the IOM.

Looking through the lens of these professional best practices to examine the current policies and procedures currently in place at your chosen organization and the impact on safety measures for patients surrounding medication administration, you will consider the role of the nurse in driving quality and safety improvements. You will identify stakeholders in QI improvement and safety measures as well as consider evidence-based strategies to enhance quality of care and promote medication administration safety in the context of your chosen health care setting.

Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you know what is needed for a distinguished score.

- Explain factors leading to a specific patient-safety risk focusing on medication administration.
- Explain evidence-based and best-practice solutions to improve patient safety focusing on medication administration and reducing costs.
- Explain how nurses can help coordinate care to increase patient safety with medication administration and reduce costs.
- Identify stakeholders with whom nurses would coordinate to drive safety enhancements with medication administration.
- Communicate using writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Additional Requirements

- Length of submission: 3–5 pages, plus title and reference pages.
- Number of references: Cite a minimum of 4 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
- APA formatting: References and citations are formatted according to current APA style.

Collaboration and Leadership

Cho, S. M., & Choi, J. (2018). Patient safety culture associated with patient safety competencies among registered nurses. Journal of Nursing Scholarship, 50(5), 549–557. https://doi-org.library.capella.edu/10.1111/jnu.12413

- This article discusses the importance of creating a unit-specific patient safety culture that is tailored to the competencies of the unit’s RNs in patient safety practice.

SonÄŸur, C., Özer, O., Gün, C., & Top, M. (2018). Patient safety culture, evidence-based practice and performance in nursing. Systemic Practice and Action Research, 31(4), 359–374.

- Evidence-based practice is a problem-solving approach in which the best available and useful evidence is used by integrating research evidence, clinical expertise, and patient values and preferences to improve health outcomes, service quality, patient safety and clinical effectiveness, and employee performance.

Stalter, A. M., & Mota, A. (2017). Recommendations for promoting quality and safety in health care systems. The Journal of Continuing Education in Nursing, 48(7), 295–297.

- This article provides recommendation to promote quality and safety education with a focus on systems thinking awareness among direct care nurses. A key point is error prevention, which requires a shared effort among all nurses.

Manno, M. S. (2016). The role transition characteristics of new registered nurses: A study of work environment influences and individual traits. (Publication No. 10037467) [Doctoral dissertation, Capella University].

- This research study may be helpful in identifying traits and qualities of new registered nurses that are helpful in coordinating and leading quality and safety measures related to this assessment.

Boomah, S. A. (2018). Emergence of informal clinical leadership as a catalyst for improving patient care quality and job satisfaction. Journal of Advanced Nursing. 75(5), 1000–1009.

- This research analyzes attributes and best practices of leadership and nursing staff that help aid in patient care quality and job satisfaction.

Greenstein, T. (2020). Leading innovation is completely different from leading change. WWD.com.

- This article examines competencies that may help nurses collaborate more effectively to improve patient outcomes.

Poder, T. G., & Mattais, S. (2018). Systemic analysis of medication administration omission errors in a tertiary-care hospital in Quebec. Health Information Management Journal, 49(2-3), 99–107.

- This examination of underlying systemic causes of medication errors may be useful as you consider QI vest practices and ways to coordinate care to increase safety and quality.

Antevy, P. (2017). How care collaboration is improving patient outcomes. EMS World, 46(4), 26–33.

- This article examines competencies that may help health care professionals collaborate more effectively to improve patient outcomes.

Keers, R. N., Plácido, M., Bennet, K., Clayton, K., Brown, P., & Ashcroft, D. M. (2018, October 26). What causes medication administration errors in a mental health hospital? A qualitative study with nursing staff. PLOS One. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0206233

- This examination of underlying systemic causes of medication errors may be useful as you consider QI best practices and ways to coordinate care to increase safety and quality.

Quality and Safety Education

Lyle-Edrosolo, G., & Waxman, K. (2016). Aligning healthcare safety and quality competencies: Quality and safety education for nurses (QSEN), the Joint Commission, and American Nurses Credentialing Center (ANCC) Magnet® standards crosswalk. Nurse Leader, 14(1), 70–75.

- This article attempts to align the language used in three quality and safety standards and reduce confusion for health care professionals.

Altmiller, G., & Hopkins-Pepe, L. (2019). Why quality and safety education for nurses (QSEN) matters in practice. The Journal of Continuing Education in Nursing, 50(5), 199–200.

- This article discusses the needs for quality and safety education in nursing and how the Journal of Continuing Education in Nursing supports QSEN competency implementation in practice.

Johnson, L., McNally, S., Meller, N., & Dempsey, J. (2019). The experience of undergraduate nursing students in patient safety education: A qualitative study. Australian Nursing and Midwifery Journal, 26(8), 55.

- This article discusses educating nursing students about patient safety early within their learning journey and how it has shown to have a compelling positive impact on each individual’s knowledge, skills, and behavior growth surrounding the concept of patient safety.

Wieke Noviyanti, L., Handiyani, H., & Gayatri, D. (2018). Improving the implementation of patient safety by nursing students using nursing instructors trained in the use of quality circles. BMC Nursing, 17(2).

- Abstract: It is recognized worldwide that the skills of nursing students concerning patient safety is still not optimal. The role of clinical instructors is to instill in students the importance of patient safety. Therefore, it is important to have competent clinical instructors. Their experience can be enhanced through the application of quality circles.
- This study identifies the effect of quality circles on improving the safety of patients of nursing students. Patient safety is inseparable from the quality of nursing education. Existing research shows that patient safety should be emphasized at all levels of the healthcare education system.
- In hospitals, the ratio between nursing students and clinical instructors is disproportionately low. In Indonesia, incident data relating to patient safety involving students is not well documented, and the incidents often occur in the absence of a clinical instructor (Wieke Noviyanti, Handiyani, & Gayatri, 2018).

Havaei, F., MacPhee, M., & Dahinten, V. S. (2019). The effect of nursing care delivery models on quality and safety outcomes of care: A cross?sectional survey study of medical?surgical nurses. Journal of Advanced Nursing, 75(10), 2144–2155.

- This study examines components of nursing care delivery and the mode of nursing care delivery. This may be helpful in seeing safety and quality education and best practices.

Health and medicine – quality of care; new findings from Karolinska Institute in the area of quality of care reported (shared responsibility: school nurses’ experience of collaborating in school-based interprofessional teams). (2017, July 21). Health and Medicine Week.

- This wire feed examines evidence-based and best-practice strategies for improving the care offered by school nurses, may help you identify useful strategies for your assessment.

Quality and Safety Case Studies

Consider reviewing the following case studies as you complete your assessment:

Institute for Healthcare Improvement. (n.d.). One dose, fifty pills (AHRQ). http://www.ihi.org/education/IHIOpenSchool/resources/Pages/Activities/AHRQCaseStudyOneDoseFiftyPills.aspx
Institute for Healthcare Improvement. (n.d.). Josie King – What happened to Josie? [Video]. http://www.ihi.org/education/IHIOpenSchool/resources/Pages/Activities/WhatHappenedtoJosieKing.aspx

NURS-FPX4020 Assessment 2: Root-Cause Analysis and Safety Improvement Plan

For this assessment, you can use a supplied template to conduct a root-cause analysis. The completed assessment will be a scholarly paper focusing on a quality or safety issue pertaining to medication administration in a health care setting of your choice as well as a safety improvement plan.

As patient safety concerns continue to be addressed in the health care settings, nurses can play an active role in implementing safety improvement measures and plans. Often root-cause analyses are conducted and safety improvement plans are created to address sentinel or adverse events such as medication errors, patient falls, wrong-site surgery events, and hospital-acquired infections.

Performing a root-cause analysis offers a systematic approach for identifying causes of problems, including process and system-check failures. Once the causes of failures have been determined, a safety improvement plan can be developed to prevent recurrences. The baccalaureate nurse’s role as a leader is to create safety improvement plans as well as disseminate vital information to staff nurses and other health care professionals to protect patients and improve outcomes.

As you prepare for this assessment, it would be an excellent choice to complete the Quality and Safety Improvement Plan Knowledge Base activity and to review the various assessment resources, all of which will help you build your knowledge of key concepts and terms related to quality and safety improvement. The terms and concepts will be helpful as you prepare your Root-Cause Analysis and Safety Improvement Plan. Activities are not graded and demonstrate course engagement.

Demonstration of Proficiency

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

Competency 1: Analyze the elements of a successful quality improvement initiative.

- Apply evidence-based and best-practice strategies to address a safety issue or sentinel event pertaining to medication administration. ;

- Create a viable, evidence-based safety improvement plan for safe medication administration.

Competency 2: Analyze factors that lead to patient safety risks.

- Analyze the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization.

Competency 3: Identify organizational interventions to promote patient safety.

- Identify existing organizational resources that could be leveraged to improve a safety improvement plan for safe medication administration.

Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.

- Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Professional Context

Nursing practice is governed by health care policies and procedures as well as state and national regulations developed to prevent problems. It is critical for nurses to participate in gathering and analyzing data to determine causes of patient safety issues, in solving problems, and in implementing

Individual Development Plan Outline SampleMentee’s Name: Matthew KrausMentor V ...

Individual Development Plan Outline Sample

Mentee’s Name:

Matthew Kraus

Mentor Value Proposition:

Mentee needs to improve on time management. He also has the challenge of balancing work and personal life. I expect that by the end of this mentoring program, Mr. Kraus will be a better time manager. He will also be able to balance between work and personal life.

Mentee’s Vision:

My mentee does not want to experience work-related stress as it affects his personal life. He also wants to have a work/life balance that will enable him to have adequate time with his family. Additionally, my mentee wants to manage his time properly by breaking habits that hinder him from achieving his goals.

Needs Assessment Results:

My mentee does not meet deadlines for most of the tasks he is allocated. He also arrives at work late most of the time. He is prone to giving excuses whenever he arrives late at work. Sometimes my mentee leaves the office late due to a backlog of tasks he accumulates during the week. He also has quarreled with his wife over arriving home late and not taking part in family meetings as he used to do before. My mentee is sometimes absentminded while attending corporate meetings. He also likes gambling making him spend much time and money at the casino.

Short-Term Goals (0-6 months):

In the next 6 months, my mentee should be able to manage time properly. He should also be in a position to complete most of the allocated duties and responsibilities within the set time frame. Additionally, Kraus should reduce the number of hours he spends at the casino within three months so that he can have more time with his family. I also project that my mentee will able to participate fully in all corporate functions after six months. He should also be among the top-performing employees in the organization.

Long-Term Goals (6 months-2 years):

In a period of one and a half years, my mentee should be holding a supervisory position in his department. Kraus should also be among the highly skilled workers in the organization, making him a dependable employee. Moreover, he should have stopped gambling within a year as it eats into his time and contributes to his work stress. Kraus should also be among the highest-paid employees due to performance and commitment to the organizational goals. Additionally, my mentee should be capable of participating in most of the family events to enhance his bond with his kin, thereby relieving him from family-related stressors that affect his performance at work.

Activities to Meet Short-Term Goals:

My mentee should get used to waking up early during working days to ensure he gets to work on time. He should also create a schedule/dairy that guides him on activities he will be undertaking during the day. He must also set his deadlines and try to beat them. Through constant practices of these activities, Kraus will be able to manage time. To reduce his visits to the casino, my mentee should only visit the casino during weekends. He should spend Sundays with his family to avoid family-induced stress. My mentee should prepare in advance for corporate meetings to eliminate boredom and absentmindedness during such functions.

Activities to Meet Long-Term Goals:

My mentee should undergo management training to make him suitable for the position of supervisor. He should also beat targets and complete as any complex tasks as possible to prepare him for this position. To stop gambling, Kraus must reduce the number of visits to the casino to ensure that he completely loses interest in the game by the end of the year. He must also reduce his budgetary allocation to gambling in a gradual manner to ensure that his financial plan excludes gaming by the end of the year. My mentee should set a compulsory Sunday trip for his family to ensure that he spends this day with them.

Mentoring Techniques (to support predetermined activities):

I will use the technique of active listening to create an atmosphere of mutual trust with my mentee to encourage him to share his challenges with me so that I can begin mentoring him. Through such trust, my mentee can also share his personal experiences that affect his performance at work. I will use the technique of building my mentee’s confidence to enable him to feel capable of undertaking challenging tasks at his workplace. This self-confidence formation will enable my mentee to pursue professional growth goals, enabling him to become a leader in the organization.

Coaching Techniques (to support the predetermined activities):

I will use the technique of planning to teach my mentee how to create a diary so that he can use it to manage time. I will also follow up to find out where the progress and reinforce the need to make good use of time. I will use this diary to find out what time he arrives at work, how many assignments he completed in time, how much time he spent at the casino, and the amount of time he spent with the family. This diary will enable me to gauge my mentee’s progress towards achieving the goals of this program.

I will also set goals that foster productivity and ask for feedback to confirm that he is working towards those goals.

Obstacles or Concerns:

The main obstacle to achieving our goal is gaming as the activity is highly addictive, making it hard for my mentee to quit as soon as expected. This possibility of delayed quitting of gambling may hinder the achievement of most of our goals. Additionally, some families are generally dissatisfied with the roles that their kin play and, as such, may not stop stressing their breadwinners despite their commitment towards them. These continued family stressors may also hinder my mentee from fully benefiting from this program.

References

Dolot, A. (2017). Coaching Process And its Influence on Employees’ Competencies in the Hospitality Sector–Case Study. International Journal of Contemporary Management, 16(2), 75-98.
McCarthy, G., & Milner, J. (2020). Ability, motivation and opportunity: managerial coaching in practice. Asia Pacific Journal of Human Resources, 58(1), 149-170.
Taylor, E. Z., & Curtis, M. B. (2018). Mentoring: A path to prosocial behavior. Journal of Business Ethics, 152(4), 1133-1148.

Indifferent Leadership Sample PaperLeadership and management date back to the an ...

Indifferent Leadership Sample Paper

Leadership and management date back to the ancient days. Leaders are virtually important in all institutions. Managers require not only to be directive and authoritative but also flexible and considerate. They ought to be sensitive because reluctance in accepting change derails all institutions’ activities despite how willing or hardworking their workers are. Leadership is very important in determining the failure or success of an organization.

Leadership involves planning and executing roles, policies, deciding and settling disputes, staffing, directing and budgeting, among many other roles. As such, leaders must be actively involved in an activity for it to succeed (Tanniru, Khuntia, & Weiner, 2018). When working as a critical care nurse in the National Head and Spinal Injury Hospital, we realized that the number of patients suffering from chronic bed sores were rising.

Spinal and head injury patients experience challenges in cognition and body movement (Patek & Stewart, 2020). It is therefore imperative to turn the patients every two hours to avoid bedsores. This can be a hard task considering that the hospital is a busy environment receiving referrals from all over the country, and the numbers were rising each day. The number of nurses was also inadequate to manage the tasks adequately. Some of the patients are also too heavy, and the nurses complained of backaches and burnouts due to work overload.

My colleagues and I wrote a proposal to the hospital management requesting the purchase of patient repositioning systems since the few systems present were not enough. The repositioning systems are designed to turn patients automatically every two hours. These systems are particularly very important and more effective because they are more accurate in terms of time and minimizing injury to the patient during turning (Knibbe et al., 2018). They are very expensive but are worth it. The nurse manager was particularly reluctant to approve our proposal.

She was pessimistic, complaining that the nurses were beginning to be lazy and that we should be hardworking. To her, buying the systems was an unnecessary affair and a waste of resources because she had worked in that hospital for fifteen years, with the manual turning being the order of the day. The nursing manager did not approve the proposal.

The number of patients suffering from bedsores rose exponentially. This was until the hospital CEO, and other managers got concerned. At this time, our proposal gained familiarity and was considered by the hospital’s top management. Automatic patient repositioning systems were bought, and the number of patients suffering from bedsores decreased significantly. My colleagues and I were motivated by this move by the hospital management.

We felt like part of the organization, and we were motivated to work. Diversity in leadership is often valued as important for achieving excellence (Herrin et al., 2018). A study by Garton (2017) further postulates that a leader who listens to workers and considers their ideas act as a source of inspiration and unlocks intrinsic motivation in their workers.

Being open and willing to listen to your workers is more likely to influence workers to share true feelings about any challenges, ideas of change, and motivators. It also creates a sense of belonging in the institution. Leaders must always be ready to adapt to change; a phenomenon often called leading from the front. As seen above, good leadership should involve listening and involving not only the people in decision making positions, but also the workers who handle the daily operations. These acts boost productivity and success in an institution or organization at any level as it makes it easier to design effective problem interventions.

References

Garton, E. (2017). How to be an inspiring leader. Retrieved from Harvard Business Review: https://hbr. org/2017/04/how-to-be-an-inspiring-leader.
https://www.proveritas.com.au/downloads/How-To-Be-An-Inspiring-Leader.PDF
Herrin, J., Harris, K. G., Spatz, E., Cobbs-Lomax, D., Allen, S., & León, T. (2018). Hospital leadership diversity and strategies to advance health equity. The Joint Commission Journal on Quality and Patient Safety, 44(9), 545-551.
https://www.sciencedirect.com/science/article/pii/S1553725017304543
Knibbe, N. E., Zwaenepoel, E., Knibbe, H. J., & Beeckman, D. (2018). An automatic repositioning system to prevent pressure ulcers: a case series. British Journal of Nursing, 27(6), S16-S22. https://www.magonlinelibrary.com/doi/abs/10.12968/bjon.2018.27.6.S16
Patek, M., & Stewart, M. (2020). Spinal cord injury. Anaesthesia & Intensive Care Medicine. https://www.sciencedirect.com/science/article/pii/S1472029920300989
Tanniru, M., Khuntia, J., & Weiner, J. (2018). Hospital leadership in support of digital transformation. Pacific Asia Journal of the Association for Information Systems, 10(3), 1. https://aisel.aisnet.org/pajais/vol10/iss3/1/

Infographic on the topic of Advanced Practice NursingInfographic on the topic of ...

Infographic on the topic of Advanced Practice Nursing

Assignment Prompt

Infographics are visual representations of information. They can include numbers, text, images, or any combination of the three. Just as in traditional writing assignments, infographics can take on any of the various rhetorical modes — informative, instructive, descriptive, persuasive, etc.

Infographics provide a quick way to convey a lot of information. For example, this infographic from the American Association of Nurse Practitioners conveys data related to NPs much more concisely than another paragraph inserted here could have (https://www.aanp.org/all-about-nps/what-is-an-np-2):

Students will create an Infographic on the topic of Advanced Practice Nursing. You will create an infographic that is easily understood by the lay public or general population. The infographic should provide information useful to communicating the “What, Why, When and How” of APN.

Student will select a platform (tool) for building their infographics. There are plenty of great infographic platforms out there. Most are free, but may require that you do set up an account. Check out Infogr.am, Easelly, Piktochart, and Visme.
Create the Infographic using one of the above platforms.
Post completed infographic in PDF format

Expectations

Due: Monday, 11:59 pm PT
Format: PDF of visual

ORDER NOW FOR ORIGINAL, ORDER THROUGH BOUTESSAY

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Informatics And Nursing Sensitive Quality Indicators NURS-FXP 4040Nursing Inform ...

Informatics And Nursing Sensitive Quality Indicators NURS-FXP 4040

Nursing Informatics and the Nurse Informaticists Example

Nursing informatics is a specialty that integrates nursing and analytical and information sciences to communicate and manage data in nursing practice. It involves the application of information technology in nursing education, research, and nursing services (McGonigle & Mastrian, 2021). Therefore, nurse informaticists are nurse practitioners who incorporate information technology in nursing services to improve the quality of healthcare services.

The institutions need to use nursing informaticists to benefit from their knowledge and expertise. Furthermore, employing nursing informaticists can improve staff morale and patient outcome. Additionally, nursing informatics promotes collaboration across disciplines and professions. Besides, informatics will ensure a proper data storage system and easy follow-up of the patients.

Informatics And Nursing Sensitive Quality Indicators NURS-FXP4040

Role of Nurse Informaticists

With the advancing technology in the world, there is a need for healthcare providers who are experts in information technology, such as nurse informaticists. According to American Informatics Association, the roles of nurse informaticists include creating protocols for data retrieval and data presentation to promote patient-centered care.

Secondly, nurse informaticists should do further studies on informatics to add new information and knowledge. Lastly, informaticists should actively promote health facility infrastructure by developing standards for communication and even advocating for evidence-based practice in the service provision (Wu et al., 2019).

Additionally, nurse informaticists should also be responsible for data validation using variety, volume, and velocity to promote a data-dependent decision-making process in the nursing practice (Garcia, 2021). The informaticists should also be in charge of implementing the new technologies in the health facility by motivating and inspiring other healthcare providers to adopt the use of technology in clinical practice.

From the above-described roles, it is apparent that the healthcare industry should promote nursing informatics expertise. This can be done by encouraging nurses to advance their studies in nursing informatics.

Nurse Informaticists and Other Health Organizations

There are several health organizations and institutions with nurse informaticists. Nurse informatics specialists can identify measures promoting transformation since they can identify existing gaps in healthcare. An example of a healthcare organization with nurse informaticists is the John Peter Smith Hospital, located in Texas.

The facility assists in recognizing red flags for domestic violence and human trafficking by applying Mobile Health and Electronic Medical records to monitor patients’ progress (Azoui et al., 2021). This method has greatly improved the nurses’ workflow and has also provided nurse practitioners with guidelines and measures for problem-solving.

Another organization of note is the Texas Hospital. The hospital has nurse informaticists who leverage technology to validate and evaluate the clinicians’ work through Electronic Medical Records. For this reason, the hospital has experienced a reduced workload from handwritten documentation to electronic health records.

The nurses in the hospital have also positively influenced the predictive model through the integration of technology and analytical strategies in clinical practice. This technique has significantly improved identifying patients who require palliation and those at high risk of mortality, hence reducing mortality rates.

Interaction Between Nurse Informaticists and other Professional Team Members

The nurse informaticists interact with the other nursing staff and the interdisciplinary team in several ways. For example, the nurse informaticists in Texas Hospital and John Peter Smith Hospital interact with staff from different disciplines by planning joint meeting sessions to equip them with technology concepts to improve healthcare outcomes.

The interdisciplinary team was enlightened on the use and advantages of adopting Electronic Medical records and Mobile Health (mHealth) (Azoui et al., 2021). Furthermore, the patients were also trained on using the tools to ease sharing and storage of data.

Impact of Nurse Engagement in Health Care Technology

The engagement of nurses in the implementation of technology tools such as the electronic medical record and mobile health has contributed a lot to improving healthcare service provision and patient outcomes. According to (Azoui et al., 2021), using mHealth has assisted in patient motivation, engagement, and behavior change. For example, healthcare workers use mHealth to monitor patient health progress through Electronic Medical Records.

In addition, the tools also enable the healthcare workers to be among themselves and with the patients. Throughout their practice, the nurse informaticists must ensure that the patients’ data recorded is per HIPAA privacy policies because the mHealth and Electronic Medical Record store confidential information about the patients. Engagement of nurses in healthcare technology has also decreased the costs of workflow.

Challenges and Opportunities

The roles of the nurse informaticists and their interaction with the interdisciplinary team have both opportunities and challenges. With nurse informaticists, health information has been easily accessible because the nurses participate in promoting healthcare technology adoption (Garcia, 2021)). For this reason, the workflow will be enhanced, making it easy to minimize errors while dealing with complex duties.

With information technology, nurses and other medical practitioners can carry out services such as drug prescription, the booking of patients, and patient monitoring by using the mHealth and Electronic Medical Record tools.

On the other hand, the challenges facing nursing informatics include difficulty in adopting technology changes but the older nurses. The older nurses during their training were not exposed to technology, and they, therefore, do not know the importance of using technology in health service provision (Luo, 2019).

The other challenge is the violation of the HIPAA privacy policies by the interdisciplinary team during the early phase of technology adoption. Additionally, the multidisciplinary team can also be influenced when an external party leaks information due to illegitimate applications.

Recommendations

This proposal has highlighted the importance of having nurse informaticists, especially for the organization that plans to adopt the healthcare technology tool to provide healthcare service. Both Texas and John Peter Smith Hospital have adopted two technology tools, the mHealth and Electronic Medical Records. Embracing technology in healthcare will enable smooth interaction between healthcare providers and patients by virtually linking up the facility services.

Based on this proposal, the following are the recommendations I would propose: First, I would advise the nurse managers and leaders to encourage the adoption and implementation of new technologies. Secondly, I would propose that the nurse administrators organize regular conferences and training to educate and train the nurses on the implementation of the latest technologies and their advantages.

I would advise the new nurses to be introduced to user-friendly technology tools to support their morale in technology adoption Informatics And Nursing Sensitive Quality Indicators NURS-FXP 4040. Lastly, I would recommend that the nurse leader organize mentorship programs to help change the nurses’ perception of the new technologies.

Informatics And Nursing Sensitive Quality Indicators NURS-FXP 4040 References

Azoui, A., Abdelouhab, K. A., & Idoughi, D. (2021, November). Design and Implementation of Cloud-Based M-Health Application for an Electronic Medical Record System. In International Conference on Artificial Intelligence in Renewable Energetic Systems (pp. 458-467). Springer, Cham. https://doi.org/10.1007/978-3-030-92038-8_46

Garcia-Dia, M. J. (2021). Nursing informatics: An evolving specialty. Nursing Management, 52(5), 56. https://doi.org/10.1097/01.NUMA.0000743444.08164.b4

Luo, S. (2019). Special focus issue on nursing informatics: Challenges of utilizing electronic health records. International Journal Of Nursing Sciences, 6(1), 125. https://dx.doi.org/10.1016%2Fj.ijnss.2018.11.001

McGonigle, D., & Mastrian, K. (2021). Nursing informatics and the foundation of knowledge. Jones & Bartlett Publishers. 128422046X, 9781284220469

Wu, D. T., Chen, A. T., Manning, J. D., Levy-Fix, G., Backonja, U., Borland, D., Caban, J. J., Dowding, D. W., Hochheiser, H., Kagan, V., Kandaswamy, S., Kumar, M., Nunez, A., Pan, E. & Gotz, D. (2019). Evaluating visual analytics for health informatics applications: a systematic review from the American Medical Informatics Association Visual Analytics Working Group Task Force on Evaluation. Journal of the American Medical Informatics Association, 26(4), 314–323. https://doi.org/10.1093/jamia/ocy190

Informatics And Nursing Sensitive Quality Indicators NURS-FXP 4040 Instructions

Prepare an 4-5 page paper on the importance of nursing-sensitive quality indicators.

As you begin to prepare this assessment you are encouraged to complete the Conabedian Quality Assessment Framework activity. Quality healthcare delivery requires systematic action. Completion of this will help you succeed with the assessment as you consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes.

The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI®) in 1998 to track and report on quality indicators heavily influenced by nursing action.

NDNQI® was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels.

Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.

The quality indicators the NDNQI® monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove, Gray, Jay, Jay, & Burns, 2015).

Nurses must be knowledgeable about the indicators their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis Informatics And Nursing Sensitive Quality Indicators NURS-FXP 4040. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes.

The focus of Assessment 4 is on how informatics support monitoring of nursing-sensitive quality indicator data. You will develop an 8–10 minute audio (or video) training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization. Your recording will address how data are collected and disseminated across the organization along with the nurses’ role in supporting accurate reporting and high quality results.

Reference

Grove, S. K., Gray, J. R., Jay, G.W., Jay, H. M., & Burns, N. (2015). Understanding nursing research: Building an evidence-based practice (6th ed.). St. Louis, MO: Elsevier.

Demonstration of Proficiency

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

Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
- Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports.
Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
- Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.
Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.
- Justify how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.
Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
- Deliver a professional and effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
- Follow APA style and formatting guidelines for citations and references.

Preparation

This assessment requires you to prepare a 4-5 page paper on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:

Select a single nursing-sensitive quality indicator that you see as important to a selected type of health care system.
Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.
Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:
- What is your experience with collecting data and entering it into a database?
- What challenges have you experienced?
- How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?
- What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process

Informatics And Nursing Sensitive Quality Indicators NURS-FXP 4040 Instructions

For this Informatics And Nursing Sensitive Quality Indicators NURS-FXP4040 assessment, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators.

The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

The Council indicates a recording is preferable to a written fact sheet due to the popularity of audio blogs. In this way, new hires can listen to the tutorial on their own time using their phone or other device.

As a result of this need, you offer to create an audio tutorial orienting new hires to these topics. You know that you will need a script to guide your audio recording. You also plan to incorporate into your script the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data.

You determine that you will cover the following topics in your audio tutorial script:

Introduction: Nursing-Sensitive Quality Indicator

Informatics And Nursing Sensitive Quality Indicators NURS-FXP4040

What is the NDNQI®?
What are nursing-sensitive quality indicators?
Which particular quality indicator did you select to address in your tutorial?
Why is this quality indicator important to monitor?
- Be sure to address the impact of this indicator on quality of care and patient safety.
Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

Collection and Distribution of Quality Indicator Data

According to your interview and other resources, how does your organization collect data on this quality indicator?
How does the organization disseminate aggregate data?
What role do nurses play in supporting accurate reporting and high-quality results?
- As an example, consider the importance of accurately entering data regarding nursing interventions.

Additional Requirements

References: Cite a minimum of three scholarly and/or authoritative sources.
APA: Submit along with the recording a separate Reference page that follows APA style and formatting guidelines. For an APA refresher, consult the APA Style and Format page on Campus.

Informatics and Nursing-Sensitive Quality Indicators Audio Script Example

Hello. I welcome you to my audio presentation on nursing and quality. My name is and I am a nurse at . In this audio presentation, I will describe nursing-sensitive quality indicators and the National Database of Nursing-Sensitive Quality Indicators. I will also describe the process of collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports in our healthcare organization. You will get to understand your role in the process and why an interdisciplinary team’s input is also vital to the success of this process. Lastly, you will understand how our healthcare organization uses nursing-sensitive quality indicators.

Introduction to National Database of Nursing-Sensitive Quality Indicators

Before I describe the National Database of Nursing-Sensitive Quality Indicators, I will introduce you to what Nursing-Sensitive Quality Indicators are. A recent journal article by Afaneh et al. in 2021 defined nursing-sensitive quality indicators and reviewed recent literature on the concept of NSQIs and their implications in current practice.

Nursing-Sensitive Quality Indicators, also known as NSQIs, are a set of performance measures and outcomes that are directly or indirectly affected by nursing and thus reflect the impact of nursing care on the patients’ health. It is possible to use these indicators to establish a common ground for benchmarking and to provide evidence of the cost-effectiveness of nursing care in order to establish a benchmarking plan.

In 1988, the American Nurses Association set up a database that collected, analyzed and reported specific indicators. This database was called The National Database of Nursing Quality Indicators TM (NDNQI®). This database is headquartered at the University of Kansas Medical Center (KUMC) School of Nursing. The purpose of this database was to improve patient safety and care quality through scientific and evidence-based decision-making. Since then, there has been an increase in the use of NSQIs in healthcare as a means of measuring the impact of nursing care on patient outcomes.

In addition, it helps to identify best practices across different healthcare facilities by allowing for comparison of nursing care. Nursing leadership can also use NSQIs as a tool for allocating resources, making decisions and making decisions that improve the quality of care based on this information. These indicators include various staff measures and quality measures. NSQIs are used to evaluate the quality of nursing care and to identify areas for improvement. For this audio presentation, I selected pressure ulcer incidence rates as the NSQI.

Pressure ulcers are localized areas of damage to the skin caused by unrelieved pressure on an area of the body. Pressure ulcer incidence rates represent the latest number of cases of patients with pressure ulcers, also known as bedsores, in some care settings. Knowing the new number of cases of bedsores is crucial because it reflects the quality of nursing care that patients receive in our healthcare organization. According to the Agency for Health Care Research and Quality website, the United States has more than 2.5 million pressure ulcers each year. These skin lesions cause pain, infection, and increased healthcare use.

Therefore, this indicator is vital in improving the quality and safety of the nursing care that patients receive in the hospital. New nurses need to be familiar with this particular quality indicator when providing patient care. This is important because every admitted patient is at risk of developing pressure sores and ulcers when under your care, and it is your ethical and professional responsibility to protect your patients from preventable harm.

Collection and Distribution of Quality Indicator Data

Data on NSQIs is collected using a variety of methods, such as electronic medical records, patient surveys, and direct observation of the patient. This data is analyzed, and the results are used to identify improvements to be made, as well as to track the progress of the patient over time. I had an interview with the nurse informaticist, who is our institution’s NDNQI site coordinator. The site coordinator periodically consolidates and reports the NSQI data to the NDNQI databases and disseminates this feedback to the hospital and various institutions.

Therefore, nurse leaders and hospital administrators can use this data to make administrative decisions and policies, while direct clinical care providers can improve their care standards using these reports. Data on the incidence rates of pressure ulcers are collected through our electronic health record system, which detects entry of pressure ulcers from nurses, doctors, and other healthcare providers in the hospital, such as physician assistants. Therefore, it is important to enter accurate data when building health histories for patients.

Nurses play an important role in documenting patient data while collecting and reporting quality health indicators. Your participation in quality improvement begins with documentation of the new cases of pressure ulcers in the patient’s electronic medical record. To improve patient safety and quality regarding this particular indicator, it would be helpful to have accurate reporting to implement evidence-based quality improvement initiatives.

This also calls for interdisciplinary team input because the prevention of pressure sores requires multidisciplinary approaches. Nurses will need to collaborate with doctors and other healthcare providers to implement and evaluate various strategies based on the latest evidence to improve patients’ health. According to Sullivan et al. (2023), a number of nursing specialties and general nursing practices are represented by established NSIs.

Overall, the pressure ulcer incidence rate is just one of the many indicators that nurses need to participate in reporting and evaluating to provide safe care. As your patient’s advocate, it is your ethical call to ensure they get safe care. Therefore, a good nurse will participate in assessing, evaluating, and applying nursing-sensitive quality indicators. Thank you for listening. Until next time, Goodbye!

Informatics And Nursing Sensitive Quality Indicators NURS-FXP 4040 References

Afaneh, T., Abu-Moghli, F., & Ahmad, M. (2021). Nursing-sensitive indicators: a concept analysis. Nursing Management (Harrow, London, England: 1994), 28(3), 28–33. https://doi.org/10.7748/nm.2021.e1982

Agency for Health Care Research and Quality. (n.d.). Preventing Pressure Ulcers in Hospitals. Ahrq.gov. Retrieved January 29, 2023, from https://www.ahrq.gov/patient-safety/settings/hospital/resource/pressureulcer/tool/index.html

Sullivan, C. E., Day, S. W., Ivankova, N., Markaki, A., Patrician, P. A., & Landier, W. (2023). Establishing nursing-sensitive quality indicators for pediatric oncology: An international mixed methods Delphi study. Journal of Nursing Scholarship, 55(1), 388–400. https://doi.org/10.1111/jnu.12798

Informative Speech Teen Pregnancies Sample PaperPregnancy in women and girls age ...

Informative Speech Teen Pregnancies Sample Paper

Pregnancy in women and girls aged 13-19 years is considered teenage pregnancy. Impacts of teenage pregnancy include increased suicidal ideas and depression of affected women. Teenage mothers also undergo stress due to difficulties in meeting doctors, completion of education, sleepless nights, and childcare. I will explain postpartum depression, depression, and baby blues as teenage births and pregnancy risk factors. I was prompted to research the topic when my sister experienced psychological health conditions due to teenage pregnancy. I will discuss how teenage pregnancies cause psychological health challenges to such women and how society can help.

Teenage mothers undergo baby blues including sleeplessness, anxiety, sadness, mood swings, and eating challenges on giving birth. Eating problems and sleeplessness cause low breast milk production hence causing underfeeding of infants. Anxiety, mood swings, and sadness cause child abuse and negligence. According to Saha (2020), complications that can arise during pregnancy include low birth weight, newborn complications, and premature delivery.

Depression is a risk factor for teenage pregnancies especially if they have complications. According to Xavier, Benoit & Brown (2018), a history of inadequate or partial social networks and child abuse are likely to bring depression to teen mothers. Teenage mums who neglect and abuse children recycle the same habits due to low self-esteem causing them to have difficulties forming relationships with other people. Insufficient social networks make it difficult for teen mothers to socialize with friends and peers freely and stipulating their challenges as new mums. The end result is depression.

According to Hymans & Girard (2019), postpartum depression, which includes severe and significant panic attacks, feeling worthless, baby bonding challenges, overwhelming fatigue, is common among teen mums. Baby bonding challenges arise when the teen mum dislikes the infant for some choices made along the way or other reasons. Overwhelming fatigue is caused by challenges in eating and sleeping. The results are negligence of the baby through minimal diaper changes, baths, and underfeeding. Such teenage mothers should be helped by society to restore self-confidence to love the baby. Postnatal and prenatal nursing of teenage pregnancies, provision of essential education, and support have a positive influence on the health of the child.

As I conclude, teenage pregnancy is a common public health concern for mother and child and includes the health, emotional, and social wellbeing of the child and mother. Society, especially health experts, should be vibrant in alleviating suffering among teen mums and their children. Due to increased psychological health problems from teen mothers, the issue is a significant health problem in various countries, especially in underdeveloped and developing countries. Teen mums have a high tendency of experiencing postpartum depression, depression, and baby blues.

Self-Critique

My process of preparing the speech included substantial research on the topic, followed by preparation of the speech outline, and preparation of the final draft, and finally video recording. I experienced challenges in research and quality video recording but overcame them by proper research from reliable sources and the use of appropriate equipment respectively. During recording, my challenges included having quality sound and proper delivery of the speech. I overcame the challenges by reviewing various verbal and non-verbal communication cues.

During the speech, I could concisely recognize the introduction and the thesis statement, three body paragraphs each explaining a particular aspect, and the conclusion as well as verbal citations. After critically reviewing the speech, I feel it requires no changes. I reviewed the communication skills and the speech delivery has good eye contact, audible and clear vocal tone and variation, presence of vocalized pauses, and absence of stumbles.

References

Govender, D. (2019). Teenage pregnancy and mental health. Mental Health Matters, 6(4),28-30. https://hdl.han
Hymas, R. & Girard, L-C. (2019). Predicting postpartum depression among adolescent mothers: A systematic review of risk. Journal of Affective Disorders, 246(), 873–885. doi:10.1016/j.jad.2018.12.041 dle.net/10520/EJC-18ef6deea4
Saha, T. (2020). Teenage pregnancy—how much the women are aware of it?. European Journal of Molecular & Clinical Medicine, 7(11), 4851-4859. https://ejmcm.com/issue_70_132_Volume+7%2C+Issue+11%2C+Autumn+2020.html
Xavier, C., Benoit, A., & Brown, H. K. (2018). Teenage pregnancy and mental health beyond the postpartum period: a systematic review. Journal of Epidemiology & Community Health, 72(6), 451-457. http://dx.doi.org/10.1136/jech-2017-209923

Information Security in a World of Technology CIS 450Information Security in a W ...

Information Security in a World of Technology CIS 450

Information Security in a World of Technology

Write an essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. There should be three sections, one for each item number below, as well as the introduction (heading is the title of the essay) and conclusion paragraphs. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least three (3) scholarly citations using APA citations in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.

The textbook discusses several education methods. Discuss each method with an example of how the method could be used in the organization. Then discuss how you will evaluate the method and learning.
Healthcare continues to be a lucrative target for hackers with weaponized ransomware, misconfigured cloud storage buckets, and phishing emails. Discuss how an organization can protect patients’ information through:
- Security mechanisms
- Administrative and Personnel Issues
- Level of access
- Handling and Disposal of Confidential Information
You are providing education to staff on phishing and spam emails. Using the different educational methods discussed in Chapter 12:
- Provide examples of how each method can be used
- How will the method and learning be evaluated?

M5 Assignment UMBO – 5

M5 Assignment PLG – 3

M5 Assignment CLO – 2

Assignment Dropbox

Also read: CIS 450 Module 6 Data-Based Changes Assignment

Instructions & SpecificationsSubmissionsRubric

Start by reading and following these instructions:

Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
Consider the discussion and the any insights you gained from it.
Review the assignment rubric and the specifications below to ensure that your response aligns with all assignment expectations.
Create your assignment submission and be sure to cite your sources, use APA style as required, and check your spelling.

The following specifications are required for this assignment:

Length: 1500 words total for this assignment.

Structure: Include a title page and reference page in APA style. These do not count towards the minimum word amount for this assignment. All APA papers should include an introduction and conclusion.

References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims.

Rubric: This assignment uses a rubric for scoring. Please review it as part of your assignment preparation and again prior to submission to ensure you have addressed its criteria at the highest level.

Format: Save your assignment as a Microsoft Word document (.doc or .docx) or a PDF document (.pdf)

Filename: Name your saved file according to your first initial, last name, and the module number (for example, “RHall Module1.docx”)

Module 5 Assignment Undergrad Simple Essay Rubric v1

Criteria
Does Not Meet 0%
Approaches 60%
Meets 70%
Exceeds 100%
Criterion Score
Content Weight: 30%
0 points
Topic is inappropriate to assignment, inaccurate understanding of concepts, unclear and difficult to understand; does not address many assignment requirements. Information has weak or no connection to the assignment topic.

18 points
Topic is mostly covered and appropriate to assignment, but does not adequately demonstrate accurate understanding of concepts; mostly clear and understandable; lacks some of the requirements of the assignment description and/or provides little detail; Information relates to the main topic, but few details and/or examples are given.

21 points
Topic is covered completely and appropriate to assignment; overview of key concept dimensions is evident; clear and understandable; addresses all of the requirements of the assignment description, with adequate attention to detail.

30 points
In-depth coverage of topic; outstanding clarity and explanation of concepts demonstrated in information presented; approaches assignment with depth and breadth, without redundancy, using clear and focused details.

Score of Content Weight: 30%,/ 30
Organization Weight: 25%
0 points
Organization is confusing and interferes with reader’s ability to follow ideas. Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant.

15 points
Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information.

17.5 points
Structures ideas in a coherent, organized order that has good flow and an obvious framework. Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information.

25 points
Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms. Excellent concluding summary with succinct and precise ideas that impact reader.

Score of Organization Weight: 25%,/ 25
Logic/Argument Weight: 15%
0 points
Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical.

9 points
Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak.

10.5 points
Uses solid logical reasoning for the claims and thoughts within the assignment.

15 points
Provides exemplary logical reasoning for the claims and thoughts within the assignment.

Score of Logic/Argument Weight: 15%,/ 15
Support Weight: 20%
0 points
Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description. APA format and style are not evident.

12 points
Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced.

14 points
Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style.

20 points
Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description. Accurate citations and references are presented. No APA errors are evident.

Score of Support Weight: 20%,/ 20
Quality of Written Communication Weight: 10%
0 points
Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning.

6 points
Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd. Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present.

7 points
Style and voice are appropriate to the given audience and purpose. Word choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

10 points
Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.

Score of Quality of Written Communication Weight: 10%,/ 10
Total
Score of Undergrad Simple Essay Rubric v1,/ 100
Overall Score
Level 1
0 points minimum
Level 2
60 points minimum
Level 3
70 points minimum
Level 4
100 points minimum

Module 5 Discussion

Discuss what training programs are needed for the technology required for your final presentation topic. Consider what training to provide to new employees and what on-going training may be necessary.

Your initial posting should be at least 400 words in length and utilize at least one scholarly source other than the textbook. Please reply to at least two classmates. Replies to classmates should be at least 200 words in length.

DQ1 UMBO – 5
DQ1 PLG – 3
DQ1 CLO –2

Discussion Forum

PostingReplyingRubric

Review the rubric in the tab below. Also take a look at the Getting Started Guide to find due dates and other discussion post requirements.
Select the Discussion Forum button above.
Complete this discussion post by selecting the “Start a New Thread” button, entering a subject title, and then answering the question above.
To properly post your answer, please select the “Post” button.
After posting your contribution, you must read what others have posted, reply to at least two of those posts, and respond (when appropriate) to those you have responded to you.

**Note: Directions on submitting your posts will also be listed within the discussion question forum.

Module 5 Discussion Example

Telehealth is a rapidly expanding healthcare delivery modality with increasing utility in the healthcare community. Telehealth education must be provided during the training of health care providers to ensure the proper usage and application of this health care delivery system. Much of the training that occurs regarding telehealth is vendor-driven. Training that is typically offered focuses on technical aspects of using telehealth equipment, legal issues, and reimbursement. Rarely does industry training involve soft skills or “screen side etiquette” unique to telehealth encounters. All of these aspects have to be considered when training healthcare staff to participate in a comprehensive telehealth program.

The implementation team should include providers, electronic health record (EHR) and information technology (IT) professionals, process improvement and ambulatory leadership, communications experts, and patient experience advocates. Training recommendations include: understanding evolving federal, state, and institutional guidelines, seeking additional necessary environment training and experiential learning on various modalities and platforms, creating an ideal virtual office space and testing the technology in advance, communicating with patients about the changes while also planning to accommodate their language, disability, technical, and literacy needs. Training should also include bringing a thoughtful webside manner to the visits and suggestions for obtaining additional assistance related to technology, specialty care, personal emotional health, or complex patient needs (Olayiwola et al., 2020).

The foundations of a successful telehealth program would be a course implemented to provide clinicians, healthcare teams, technologists, administrators, and superusers with a wide summary of telehealth. It would be crucial to implement a broad-based perspective of the system, telehealth terminology, technology, and security requirements, etiquette when using telehealth, awareness of public policies, identification and location of established resources in the field, and strategic and financial considerations for telehealth. Training should also include the technical, professional, regulatory, and financial considerations affecting the delivery of services. Employees also need to be educated on reimbursement restrictions and legislation affecting the use of telehealth. Healthcare members would need to be aware of policies, standards, and guidelines specific to telehealth administration.

Superusers should also be developed to assist with ongoing training needs and to train new staff. Superusers should also develop ongoing annual training for all system users. IT professionals should also be available to assist patients with access and use issues. The smartphone has made home access to telehealth services readily available. Most programs that are utilized by healthcare providers today have an available app for the end user at home. Some issues that could affect the home user are the lack of available internet or Wi-Fi connections and the lack of available smartphones, computers, or tablets.

References

Olayiwola, J., Magana, C., Harmon, A., Nair, S., Esposito, E., Harsh, C., & Wexler, R. (2020). Telehealth as a bright spot of the COVID-19 pandemic: recommendations from the virtual frontlines. JMIR Public Health and Surveillance,, 6(2), e19405. https://preprints.jmir.org/preprint/19045?__hstc=102212634.89a7d8c3a4379494404639d433ffa8a8.1699772011258.1699772011258.1699772011258.1&__hssc=102212634.1.1699772011258&__hsfp=434109923