Assignment Prompt

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Points: 60 | Due Date: Week 7, Day 7 | CLO: 6 | Grade Category: Assignments

Assignment Prompt

The purpose of Reflection-in-Action is to reflect upon what one has learned or how one has performed as compared with one’s expectations or goals. This assignment will provide an opportunity for students to share their experiences, thoughts, feelings and learning moments from this course.

Self understanding through reflection on life experiences, feelings, etc., is a core concept in Dr. Jean Watson’s Theory of Human Caring.

The Reflection for this course must address at least three (3) of the following topics:

  • Learning moments or activities from this course
  • Thoughts on evidence-based practice
  • Evidence supporting Jean Watson’s Theory of Human Caring
  • Ethics in research
  • Protecting human subjects in quality improvement or evidence-based practice projects
  • Understanding or comfort level with statistics in nursing research and other research reports
  • Perception of MSN graduates’ role in nursing research
  • Creating and sustaining an Evidence-Based nursing environment
  • Asking compelling, clinical questions
  • Lessons learned while conducting evidence-based literature review

Expectations

  • Due: Monday, 11:59 pm PT
  • Length: A minimum of two and maximum of four pages (excluding the title and reference pages).  Submissions not meeting the minimum and maximum page requirements will receive a grade of zero.
  • Format: Formal paper, APA 7th ed format for body of paper and all citations.

Application of a Shared Theory or Model to Primary Care Advanced Practice Nursing.

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Application of a Shared Theory or Model to Primary Care Advanced Practice Nursing.

Choose ONE of the four shared theories or models:

1. Knowles Theory of Adult Learning.

2. Prochaska and DiClemente’s Transtheoretical Model of Behavior Change.

3. Bandura’s Social Learning Theory.

4. Maslow’s Human Motivation and Hierarchy of Basic Human Needs.

Please respond to the following prompt:

Applying your selected model to your primary care specialty (MY PRIMARY CARE SPECIALTY IS: PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER, PMHNP), describe how you would use the model in intervening with a patient-care problem focusing on assessment, counseling, and teaching (for example: PEDIATRIC NURSE PRACTITIONER: Adolescents with Type One diabetes; WOMEN’S HEALTH: Mothers with postpartum depression; ADULT GERIATRIC NURSE PRACTITIONER: Older widower coping with their spouse’s death).

IT should contain two to three (2–3) paragraphs with three to four 4–5 sentences per paragraph. The post should integrate a minimum of three readings and/or other evidence-based research articles no more than three years old and use APA formatting for citations and references.

THIS IS A TURNITIN ASSIGNMENT.  FREE OF PLAGIARISM.

Community General Hospital Case Study

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Community General Hospital Case Study

Creating a Quality and Safety Dashboard

It’s your first week on the job—your dream job, actually. You are thrilled to be working as the Assistant Director of Clinical Quality Improvement at Community General Hospital (CGH). For your first project, Dr. Schenk, your boss and mentor, asks you to create a quality and safety dashboard for her monthly report to the Board. You are eager to show off the skills you’ve gained from your master’s program. If this goes well, you might be the one presenting to the Board in a few months.

Dr. Schenk gives you tips on where to start. She shows you some previous dashboards and says that they were not particularly helpful to the Board members, who really want information that allows comparisons to other hospitals.

You wonder aloud whether there are national standards that would be useful, because you have read in the literature that active hospital board reviews of quality and safety using dashboards are associated with better performance (Denham, 2006; Kroch et al., 2006; Jha & Epstein, 2010).

Dr. Schenk agrees, “Yes, you should search the relevant sites for current information. Look at the Joint Commission, CMS Hospital Compare, and the Institute for Healthcare Improvement.” She continues, “Of course, we should have measures that are relevant to our quality and safety issues here at CGH. We need to highlight our current QI projects to show that we are making improvements, but we also want to identify some of the gaps where we could do better. Right now, we are working on reducing surgical site infections, reducing readmissions, and reducing wait times in the Emergency Department.”

Dr. Schenk outlines a few additional instructions:

· Try to kill two birds with one stone—start with measures that the hospital is required to report.

· Present clear metrics that reflect the current status of the hospital.

· Don’t get too bogged down in detail because it will only overwhelm the Board.

Dr. Schenk then leaves you to your research. You look at the websites she has recommended for current reporting requirements and measures.

Centers for Medicare and Medicaid Services. (n.d.). Hospital Compare. Retrieved December 5, 2019, from https://www.medicare.gov/hospitalcompare/search.html

Joint Commission. (2019). Performance measurement. Retrieved from https://www.jointcommission.org/performance_measurement.aspx

Institute for Healthcare Improvement. (n.d.). Measures. Retrieved from http://www.ihi.org/resources/Pages/Measures/default.aspx

The websites include so many measures, too many for one dashboard. Clearly you will need to focus the CGH Quality and Safety Dashboard on a subset or aggregation of the many possible measures that you could include.

Next, you remember Dr. Schenk’s advice to keep it relevant. You think about what you know about the hospital. Not everything that you found in your research would be relevant. On the other hand, you didn’t find measures for some things that are relevant for CGH. This hospital is such a vital part of the community. How do you capture that on a dashboard? People love working here. The turnover rate for nurses is low. Physicians move here to practice medicine because this is such a great hospital, in a family-oriented community. And the best part, in your opinion, is that physicians and staff are truly engaged in making things better—probably because everyone from the cleaning staff to the CEO are required to take the CGH Performance Improvement course. It’s hard to put numbers on those indicators.

Some other facts are easier to put numbers on. CGH is a nonprofit, 200-bed, non-teaching hospital. In 2019, CGH recorded the following data:

Number of admissions: 11,986

Number of patients over the age of 65: 2,637

Percent of patients over the age of 65: 22%

Percent of patients who identify as a race other than White: 38%

Percent of patients who are female: 59%

Mean length of stay for all patients (days): 3

Percent of patients readmitted within 30 days: 1.4

After completing your research, you now have enough details to select measures and draft the CGH Quality and Safety Dashboard.

References

Denham, C. R. (2006). Leaders need dashboards, dashboards need leaders. Journal of Patient Safety, 2(1), 45–53.

Jha, A., & Epstein, A. (2010). Hospital governance and the quality of care. Health Affairs, 29(1), 182–187. doi:10.1377/hlthaff.2009.0297

Kroch, E., Vaughn, T., Koepke, M., Roman, S., Foster, D., Sinha, S., & Levey, S. (2006). Hospital boards and quality dashboards. Journal of Patient Safety, 2(1), 10–19.

© 2020 Walden University

Trace the history of cannabis use in medicine for the treatment and management of illness via nursing scholarly journal articles. Examine your sources for the following information below and describe the following:

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Trace the history of cannabis use in medicine for the treatment and management of illness via nursing scholarly journal articles. Examine your sources for the following information below and describe the following:

1. Who are the stakeholders both in support of and in opposition to medicinal cannabis use?

2. What does current medical/nursing research say regarding the increasing use of medicinal cannabis?

3. What are the policy, legal and future practice implications based on the current prescribed rate of cannabis?

must be minimum 250 words, references must be cited in APA format, and must include minimum of 2 scholarly resources published within the past 5-7 years. 

The Conceptual Framework Pillars of University College of Nursing Writing Assignment.

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The Conceptual Framework Pillars of University College of Nursing Writing Assignment. Review South University’s 5 Conceptual Pillars and choose ONE ( Caring) to identify and discuss theoretical basis for the conceptual requirements component that you have chosen to aesthetically interpret. 1)Communication 2)Caring 3) Critical Thinking 4)Holism 5) Professionalism. · Pillar chosen : Caring · Please follow instructional rubric for accuracy (See attached files) 5 Pages, including reference page. MUST BE PLAGIARISM FREE! ORIGINAL!! ON TIME! APA FORMAT PLEASE!· Document resources using correct APA format (7th Edition). Using peer reviewed resources ONLY.

Describe the risks inherent with online websites and/or social media. Identify opportunities for effective use of online health information websites and/or social media.

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Goal:

Describe the risks inherent with online websites and/or social media. Identify opportunities for effective use of online health information websites and/or social media.

Your presentation should include the following:

1. One social media in health care or public online health information site.
2. An overview of the use.
3. Their benefits and risks of use.
4. Your recommendations for nursing regarding appropriate use.

Submission Instructions:

  • Presentation is original work and logically organized in current APA style including citation of references.
  • Incorporate a minimum of 3 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
  • PowerPoint presentation with 7-8 slides, excluding the tile slide and the reference slide.

Summary: A theory can be used to guide practice.  This assignment is an exercise in supporting a clinical practice with theory and evidence.

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Summary: A theory can be used to guide practice.  This assignment is an exercise in supporting a clinical practice with theory and evidence.

Directions: Identify an outcome of nursing practice in your area of practice that can be improved.  For example, if you work in home health, you may identify that throw rug use by fall risk patients is too prevalent.  You may be able to use the problem that inspired the theory concepts that you developed in week two.

Briefly support why it is a problem with evidence from the literature. This is not the major focus of the assignment so do not elaborate.

Create a clinical nursing (not medical) theory in the form Concept A | Proposition | Concept B. Think of the structure like two nouns and a verb. While the term proposition is much more complex in the dictionary, in our use it is the connecting term between the two concepts. Examples include Concept A improves Concept B, Concept A is related to Concept B, when Concept A increases then Concept B also increases, etc. When you get to research, you will explore this further as you develop independent and dependent variables. How to use these statistically will come in research and statistics courses.

This clinical theory is identified as an empirical theory when you get to the C-T-E model later in this course. It is empirical in that they can be measured.

Identify and define your concepts. Identify how they could be measured in a research study. Be careful that you do not use compound concepts. If you find the words “and” or “or” in your theory, you are probably too complex.

If you research your question and seek funding, you will need a theoretical model to guide the research. In our assignment, we are using Watson. You will identify the concepts in Watson’s theories that are represented by the concepts you are using in your clinical theory. Match the proposition in her theory with your proposition. To help, the 10 Caritas Processes are Concept A. Choose the one that matches your concept. To clarify, let’s look at Caritas 1 Embrace and use it in middle-range theory. Sustaining humanistic-altruistic values by the practice of loving-kindness, compassion, and equanimity with self/others (Concept A – Very complex and abstract) improves (Proposition) subjective inner healing (Concept B).

Remember that the paper is not about the problem. It is about constructing a clinical theory and matching it to a middle-range theory and conceptual model your clinical theory represents.

Conclude the paper with your discoveries made in your readings and the impact on the nursing profession of your discoveries. Explore, briefly, discovered questions that require further research. Summarize the paper in the conclusion.

Present your outcome in an APA formatted paper that meets the University’s standards for a written assignment.

  • Length: 7 pages including title and reference pages
  • References: 3 to 10.  There should be enough to support the links between the concepts of the problem and the concepts of Watson’s Theory of Caring.

Download and review the Community General Hospital Case Study.

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To complete this Assessment:

  • Download and review the Community General Hospital Case Study.
  • Research quality and safety measures using the links provided in the Case Study document and in the Learning Activities.
  • Consider the priority areas for measurement for Community General Hospital. Based on the case study, select 6–8 measures for inclusion in a dashboard for the Community General Hospital Board.
  • Determine how you will display the measures in your dashboard.

Click each of the items below for more information on this Assessment.

Part 1: Dashboard

Using Excel or PowerPoint, create a quality dashboard based on the Community General Hospital Case Study. Your dashboard must include 6–8 measures. Use mock data to represent the measures you have chosen.

Part 2: Written Summary

To accompany your dashboard, write a 2- to 3-page paper in which you do the following:

  • Identify the 6–8 quality measures you have chosen for your dashboard. Explain why these measures are important to the organization.
  • Analyze how the Triple Aim/Quadruple Aim is represented in your chosen measures.
  • Explain how you displayed the measures. Justify your choice of display.
  • Provide a strategy for communicating the dashboard throughout the organization.
  • Explain how the dashboard could be used as a leadership tool to improve patient outcomes.

Creating a Quality and Safety Dashboard

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Community General Hospital Case Study

Creating a Quality and Safety Dashboard

It’s your first week on the job—your dream job, actually. You are thrilled to be working as the Assistant Director of Clinical Quality Improvement at Community General Hospital (CGH). For your first project, Dr. Schenk, your boss and mentor, asks you to create a quality and safety dashboard for her monthly report to the Board. You are eager to show off the skills you’ve gained from your master’s program. If this goes well, you might be the one presenting to the Board in a few months.

Dr. Schenk gives you tips on where to start. She shows you some previous dashboards and says that they were not particularly helpful to the Board members, who really want information that allows comparisons to other hospitals.

You wonder aloud whether there are national standards that would be useful, because you have read in the literature that active hospital board reviews of quality and safety using dashboards are associated with better performance (Denham, 2006; Kroch et al., 2006; Jha & Epstein, 2010).

Dr. Schenk agrees, “Yes, you should search the relevant sites for current information. Look at the Joint Commission, CMS Hospital Compare, and the Institute for Healthcare Improvement.” She continues, “Of course, we should have measures that are relevant to our quality and safety issues here at CGH. We need to highlight our current QI projects to show that we are making improvements, but we also want to identify some of the gaps where we could do better. Right now, we are working on reducing surgical site infections, reducing readmissions, and reducing wait times in the Emergency Department.”

Dr. Schenk outlines a few additional instructions:

· Try to kill two birds with one stone—start with measures that the hospital is required to report.

· Present clear metrics that reflect the current status of the hospital.

· Don’t get too bogged down in detail because it will only overwhelm the Board.

Dr. Schenk then leaves you to your research. You look at the websites she has recommended for current reporting requirements and measures.

Centers for Medicare and Medicaid Services. (n.d.). Hospital Compare. Retrieved December 5, 2019, from https://www.medicare.gov/hospitalcompare/search.html

Joint Commission. (2019). Performance measurement. Retrieved from https://www.jointcommission.org/performance_measurement.aspx

Institute for Healthcare Improvement. (n.d.). Measures. Retrieved from http://www.ihi.org/resources/Pages/Measures/default.aspx

The websites include so many measures, too many for one dashboard. Clearly you will need to focus the CGH Quality and Safety Dashboard on a subset or aggregation of the many possible measures that you could include.

Next, you remember Dr. Schenk’s advice to keep it relevant. You think about what you know about the hospital. Not everything that you found in your research would be relevant. On the other hand, you didn’t find measures for some things that are relevant for CGH. This hospital is such a vital part of the community. How do you capture that on a dashboard? People love working here. The turnover rate for nurses is low. Physicians move here to practice medicine because this is such a great hospital, in a family-oriented community. And the best part, in your opinion, is that physicians and staff are truly engaged in making things better—probably because everyone from the cleaning staff to the CEO are required to take the CGH Performance Improvement course. It’s hard to put numbers on those indicators.

Some other facts are easier to put numbers on. CGH is a nonprofit, 200-bed, non-teaching hospital. In 2019, CGH recorded the following data:

Number of admissions: 11,986

Number of patients over the age of 65: 2,637

Percent of patients over the age of 65: 22%

Percent of patients who identify as a race other than White: 38%

Percent of patients who are female: 59%

Mean length of stay for all patients (days): 3

Percent of patients readmitted within 30 days: 1.4

After completing your research, you now have enough details to select measures and draft the CGH Quality and Safety Dashboard.

References

Denham, C. R. (2006). Leaders need dashboards, dashboards need leaders. Journal of Patient Safety, 2(1), 45–53.

Jha, A., & Epstein, A. (2010). Hospital governance and the quality of care. Health Affairs, 29(1), 182–187. doi:10.1377/hlthaff.2009.0297

Kroch, E., Vaughn, T., Koepke, M., Roman, S., Foster, D., Sinha, S., & Levey, S. (2006). Hospital boards and quality dashboards. Journal of Patient Safety, 2(1), 10–19.

© 2020 Walden University

Rubic_Print_Format

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Rubic_Print_Format

Course CodeClass CodeAssignment TitleTotal Points
NRS-429VNNRS-429VN-O503VARK Analysis Paper100.0
CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints Earned
Content80.0%
Personal Learning Styles According to VARK Questionnaire20.0%Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.Personal learning style according to the VARK questionnaire is identified, but summary is incomplete.Personal learning style according to the VARK questionnaire is identified and basic summary is provided.Personal learning style according to the VARK questionnaire is identified and described.Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection.
Preferred Learning Strategies20.0%Personal learning strategy content is missing.Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete.Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described.Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.
Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)20.0%Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is established. Some rationale or evidence is needed for support.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is thoroughly discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is clearly established. Strong rationale and evidence support discussion.
Learning Styles and Health Promotion (learning styles and importance to achieving desired outcome for learners, learning styles and effect on behavioral change, accommodation of different learning styles in health promotion)20.0%Understanding the learning styles of individuals participating in health promotion, the correlation to behavioral change and achieving desired outcomes, and the accommodation of different learning styles is not discussed.Understanding the learning styles of individuals participating in health promotion and the correlation to behavioral change and achieving desired outcomes is partially presented; a correlation has not been established. Accommodation of different learning styles is incomplete. There are inaccuracies.Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is generally presented; a general correlation has been established. More rationale or evidence is needed to fully establish correlation. Accommodation of different learning styles is summarized.Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed; a correlation has been established. Accommodation of different learning styles is discussed. Some detail or minor support is needed.Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed in detail. A strong correlation has been established. Accommodation of different learning styles is discussed. The narrative demonstrates insight into the importance of learning styles to health promotion and behavioral outcomes.
Organization and Effectiveness15.0%
Thesis Development and Purpose5.0%Paper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction5.0%Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0%Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.Writer is clearly in command of standard, written, academic English.
Format5.0%
Paper Format (use of appropriate style for the major and assignment)2.0%Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present.Template is fully used; There are virtually no errors in formatting style.All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)3.0%Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage100%