Category: Nursing

  • [Solved] Evidence-Based Practice II

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Dissemination of Project Presentation – 2 years ago **files (1)** – ## respondDisseminationofProjectPresentation.odt **## respondDisseminationofProjectPresentation.odt** Dissemination of Project Presentation **Read** your colleagues’ presentations. **Respond** to **at least two** of your colleagues …

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    Assignment Prompt & Instructions

    Dissemination of Project Presentation

    – 2 years ago

    **files (1)**

    – ## respondDisseminationofProjectPresentation.odt

    **## respondDisseminationofProjectPresentation.odt**

    Dissemination of Project Presentation

    **Read** your colleagues’ presentations.
    **Respond** to
    **at least two** of your colleagues by expanding on their presentations or sharing additional or alternative perspectives.

    PEER #1

    Precious Abidoye

    **Nurse-Led Telehealth Program Implementation: From Planning to Results: A Practice Change Implementation Project**

    **Project Overview**

    Engagement and delivery of this proposed nurse-led telehealth program offered prime solutions to the fundamental health access challenges within the urban primary clinic milieu. The intervention sought to achieve its goal by enhancing virtual care delivery to increase the availability of health care while achieving quality health care standards. Implementation was carried out according to a well-defined calendar of activities involving nursing staff, the IT department, and secretarial staff. The main goals and aims included providing safe virtual consultation services, adhering to HIPAA requirements, and providing the best quality patient care services (White et al., 2021). Each stakeholder group needed to be engaged continuously and systematically to implement the interventions effectively. This project was a longitudinal one involving several months at each phase of planning and preparation, staff training and orientation, pilot testing, and staff feedback, followed by full implementation and the assessment of its quality and any necessary modifications.

    **Implementation Process & Data Collection**

    Data collection method incorporated into program evaluation with pre-planned purpose, means, and strategies provided for comprehensive coverage. Electronic clinical documentation through health records, measuring patient satisfaction with standardized questionnaires, and systematized documentation of clinical results were used in the implementation. Dang et al. (2021) supported this view by noting that any framework that seeks to collect the correct data must offer a mix of the quantitative and the qualitative. The measurement strategy used pre- and post-intervention data collection tools: patient activity ratios and the most meticulous cost-benefit analysis. Therefore, data analysis tools were paired with t-tests to compare clinical outcomes and trend analyses of participation rates. This broad approach to gathering and reviewing data offered empirical data on the efficacy of the programs and relative changes that needed to be made or adjusted.

    **Legal and Ethical Considerations**

    The implementation needed an understanding of legal issues, regulatory requirements, and ethical factors. Some HIPAA compliance features implemented include HIPAA-certified video conferencing, secure data transfer, and a protected health information database storage. The state licensing procedures called for an extra examination of cross-state practice protocols and documentation standards (U.S. Department of Health and Human Services, 2022). Ethical considerations were centered on dealing with the issues of inequity in access to health facilities and lack of adequate access and control of patients’ information. Much emphasis was placed on the sensitive groups of patients, such as geriatric patients and patients who do not have sufficient access to electronics. In some cases, the measures offered were technical assistance, educational materials, and substitutive caregiving. This way, the government measures adopted to address the execution of healthcare standards complied with the laid down regulations and maintained ethical practices in delivering healthcare services.

    **Challenges and Solutions**

    Some technical infrastructure problems entailed compatibility of the systems used in the institution and connectivity and compatibility of the devices used. Staff-related issues include change management, specifically resistance to change, training requirements, and training for managing workloads (Haleem et al., 2021). Solutions comprised signing long-term corporate IT support partnerships, setting up a technical support hotline, and providing intensive staff education programs. Backup systems supported by the company minimized service outages while multiple factor identification and encryption improved information security. Measures implemented in staff development included conducting training sessions periodically, a system of feedback, and unit-based telehealth advocates (Wu et al., 2024). These solutions also helped overcome the initial implementation challenges of telehealth and make such services more dependable.

    **Results and Outcomes**

    The benefits achieved reflected efficiency gains in system effectiveness and overall staff performance in implementation outcomes. Automated and integrated technical solutions helped to decrease system unavailability to 25% and consistently maintain the HIPAA standards at their high level due to security improvements. Course and comprehensive training programs further improved staff competency by providing telehealth services by 40%. The results presented various enhancements regarding patient care, accessibility, and additional satisfaction from the service users, which were reported—clinical processes aligned with traditional face-to-face care delivery, offering proven, cost-effective service delivery operationally. According to the detailed numerical analysis, patient interaction rates increased, and the time patients waited to see a practitioner decreased (Sipes, 2024). These findings confirmed the sustainability and feasibility of the implementing strategy and supported utilizing the nurse-led telehealth services.

    **Sustainability and Future Directions**

    The sustainability aspect involves the need to ensure that future system dependability is evident, that staff development needs to be pursued further, and that new trends in health care are considered. Future developments include integrating new technologies, providing services for different sectors, and connecting better to existing systems. Similar implementation strategies are wise to note that there is an imperative need for a good planning framework, engaging stakeholders, and strong support mechanisms. Some potential future actions are also identified, such as increasing the scope of services, creating additional focused care initiatives, and making sustainability and excellence enhancements. This sustained telehealth model is an ideal reference point for subsequent innovative healthcare solutions, all to provide efficient and accessible medical care for patients under the able leadership of nurses (White et al., 2021).

    References

    – Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines (4th ed.). Sigma Theta Tau International.

    – Haleem, A., Javaid, M., Singh, R. P., & Suman, R. (2021). Telemedicine for healthcare: Capabilities, features, barriers, and Applications. Sensors International, 2(2), 100–117. https://doi.org/10.1016/j.sintl.2021.100117

    – HHS. (2022, October 19). Summary of the HIPAA privacy rule. HHS.gov; U.S. Department of Health and Human Services. https://www.hhs.gov/hipaa/for-professionals/privacy/laws-regulations/index.html

    – Sipes, C. (2024). Project management for the advanced practice nurse (3rd ed.). Springer Publishing.

    – Wu, L., Wen, Y., & Yi, J. (2024). A Higher Performance Data Backup Scheme Based on Multi-Factor Authentication. Entropy, 26(8), 667–667. https://doi.org/10.3390/e26080667

    – White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2021). Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing.

    PEER #2

    Iretioluwa Adeniran-Adetoye

    Project to reduce medication errors

    This change project is associated with the issue of medication errors at RWJB behavioural health unit. The in-patient unit has the capacity of 98 beds. The critical objective of the behavioural health unit such as RWJB is to reduce medication errors and enhance patient safety and quality care.

    For statistical data analysis, t-test would be used. A t test is a statistical test that is used to compare the means of two groups (Yu et al., 2022). It is often used in hypothesis testing to determine whether a process or treatment actually has an effect on the population of interest (Yu et al., 2022). The baseline data would be data in the current state without the intervention of Bar Code Management System. The comparison data would be collected after the intervention is implemented.

    The collected data is stored in a Microsoft Excel file that is used for dashboard management. The excel file will eventually contains the medication errors data at the baseline state and after the intervention. For example, the dashboard contains the weekly medication errors rate during the implementation window. The baseline data at the start of the project is 4.2%.

    The training program will involve the session for the nursing staff and the responsible party will be the training team.

    A communication plan is created to communicate the program to all the stakeholders regarding the upcoming changes. The responsible party to communicate is the communication specialist (El Khouly, 2022).

    It was a great experience to be part of this project With my experience and learning, I can say that people are the most valuable resource within a project team. The trust among the team members can really make or break the project. The way team resources are used depend on the overall goals and objectives of the team. The bandwidth of the key people should be ascertained to achieve the desired goals on time. The changes in the availability of resources can affect team dynamics as the efficiency of the team can get compromised. The leadership skills are the most important skills for project management and planning. It is not uncommon to get the conflicting views for any team decision. In case of any conflicting views, it is important to understand the reason for disagreement. The team should be moved from storming phase to norming stage with collaboration. The inputs should be collected from various stakeholders about the change. The project manager should also focus on two way communication and active listening to ensure that the inputs of team members are collected. It is also important to have a common vision in mind. The team can move forward towards the defined vision only when there is a defined vision. The project manager would also have the responsibilities to avoid the interpersonal conflict.

    References

    Alatawi, M., Aljuhani, E., Alsufiany, F., Aleid, K., Rawah, R., Aljanabi, S., & Banakhar, M. (2020). Barriers of implementing evidence-based practice in nursing profession: A literature review.
    _American Journal of Nursing Science_,
    _9_(1), 35-42.

    El Khouly, R. (2022). Risk Assessment, Bioethics, and Project Management in Pharmacy.

    Victor, S., & Farooq, A. (2021). Dashboard visualisation for healthcare performance management: Balanced scorecard method.
    _Asia Pacific Journal of Health Management, 16_(2). https://doi.org/10.24083/apjhm.v16i2.625

    Yu, Z., Guindani, M., Grieco, S. F., Chen, L., Holmes, T. C., & Xu, X. (2022). Beyond t test and ANOVA: applications of mixed-effects models for more rigorous statistical analysis in neuroscience research.
    _Neuron_,
    _110_(1), 21-35.

    **## respondDisseminationofProjectPresentation.odt**

    Dissemination of Project Presentation

    **Read** your colleagues’ presentations.
    **Respond** to
    **at least two** of your colleagues by expanding on their presentations or sharing additional or alternative perspectives.

    PEER #1

    Precious Abidoye

    **Nurse-Led Telehealth Program Implementation: From Planning to Results: A Practice Change Implementation Project**

    **Project Overview**

    Engagement and delivery of this proposed nurse-led telehealth program offered prime solutions to the fundamental health access challenges within the urban primary clinic milieu. The intervention sought to achieve its goal by enhancing virtual care delivery to increase the availability of health care while achieving quality health care standards. Implementation was carried out according to a well-defined calendar of activities involving nursing staff, the IT department, and secretarial staff. The main goals and aims included providing safe virtual consultation services, adhering to HIPAA requirements, and providing the best quality patient care services (White et al., 2021). Each stakeholder group needed to be engaged continuously and systematically to implement the interventions effectively. This project was a longitudinal one involving several months at each phase of planning and preparation, staff training and orientation, pilot testing, and staff feedback, followed by full implementation and the assessment of its quality and any necessary modifications.

    **Implementation Process & Data Collection**

    Data collection method incorporated into program evaluation with pre-planned purpose, means, and strategies provided for comprehensive coverage. Electronic clinical documentation through health records, measuring patient satisfaction with standardized questionnaires, and systematized documentation of clinical results were used in the implementation. Dang et al. (2021) supported this view by noting that any framework that seeks to collect the correct data must offer a mix of the quantitative and the qualitative. The measurement strategy used pre- and post-intervention data collection tools: patient activity ratios and the most meticulous cost-benefit analysis. Therefore, data analysis tools were paired with t-tests to compare clinical outcomes and trend analyses of participation rates. This broad approach to gathering and reviewing data offered empirical data on the efficacy of the programs and relative changes that needed to be made or adjusted.

    **Legal and Ethical Considerations**

    The implementation needed an understanding of legal issues, regulatory requirements, and ethical factors. Some HIPAA compliance features implemented include HIPAA-certified video conferencing, secure data transfer, and a protected health information database storage. The state licensing procedures called for an extra examination of cross-state practice protocols and documentation standards (U.S. Department of Health and Human Services, 2022). Ethical considerations were centered on dealing with the issues of inequity in access to health facilities and lack of adequate access and control of patients’ information. Much emphasis was placed on the sensitive groups of patients, such as geriatric patients and patients who do not have sufficient access to electronics. In some cases, the measures offered were technical assistance, educational materials, and substitutive caregiving. This way, the government measures adopted to address the execution of healthcare standards complied with the laid down regulations and maintained ethical practices in delivering healthcare services.

    **Challenges and Solutions**

    Some technical infrastructure problems entailed compatibility of the systems used in the institution and connectivity and compatibility of the devices used. Staff-related issues include change management, specifically resistance to change, training requirements, and training for managing workloads (Haleem et al., 2021). Solutions comprised signing long-term corporate IT support partnerships, setting up a technical support hotline, and providing intensive staff education programs. Backup systems supported by the company minimized service outages while multiple factor identification and encryption improved information security. Measures implemented in staff development included conducting training sessions periodically, a system of feedback, and unit-based telehealth advocates (Wu et al., 2024). These solutions also helped overcome the initial implementation challenges of telehealth and make such services more dependable.

    **Results and Outcomes**

    The benefits achieved reflected efficiency gains in system effectiveness and overall staff performance in implementation outcomes. Automated and integrated technical solutions helped to decrease system unavailability to 25% and consistently maintain the HIPAA standards at their high level due to security improvements. Course and comprehensive training programs further improved staff competency by providing telehealth services by 40%. The results presented various enhancements regarding patient care, accessibility, and additional satisfaction from the service users, which were reported—clinical processes aligned with traditional face-to-face care delivery, offering proven, cost-effective service delivery operationally. According to the detailed numerical analysis, patient interaction rates increased, and the time patients waited to see a practitioner decreased (Sipes, 2024). These findings confirmed the sustainability and feasibility of the implementing strategy and supported utilizing the nurse-led telehealth services.

    **Sustainability and Future Directions**

    The sustainability aspect involves the need to ensure that future system dependability is evident, that staff development needs to be pursued further, and that new trends in health care are considered. Future developments include integrating new technologies, providing services for different sectors, and connecting better to existing systems. Similar implementation strategies are wise to note that there is an imperative need for a good planning framework, engaging stakeholders, and strong support mechanisms. Some potential future actions are also identified, such as increasing the scope of services, creating additional focused care initiatives, and making sustainability and excellence enhancements. This sustained telehealth model is an ideal reference point for subsequent innovative healthcare solutions, all to provide efficient and accessible medical care for patients under the able leadership of nurses (White et al., 2021).

    References

    – Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines (4th ed.). Sigma Theta Tau International.

    – Haleem, A., Javaid, M., Singh, R. P., & Suman, R. (2021). Telemedicine for healthcare: Capabilities, features, barriers, and Applications. Sensors International, 2(2), 100–117. https://doi.org/10.1016/j.sintl.2021.100117

    – HHS. (2022, October 19). Summary of the HIPAA privacy rule. HHS.gov; U.S. Department of Health and Human Services. https://www.hhs.gov/hipaa/for-professionals/privacy/laws-regulations/index.html

    – Sipes, C. (2024). Project management for the advanced practice nurse (3rd ed.). Springer Publishing.

    – Wu, L., Wen, Y., & Yi, J. (2024). A Higher Performance Data Backup Scheme Based on Multi-Factor Authentication. Entropy, 26(8), 667–667. https://doi.org/10.3390/e26080667

    – White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2021). Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing.

    PEER #2

    Iretioluwa Adeniran-Adetoye

    Project to reduce medication errors

    This change project is associated with the issue of medication errors at RWJB behavioural health unit. The in-patient unit has the capacity of 98 beds. The critical objective of the behavioural health unit such as RWJB is to reduce medication errors and enhance patient safety and quality care.

    For statistical data analysis, t-test would be used. A t test is a statistical test that is used to compare the means of two groups (Yu et al., 2022). It is often used in hypothesis testing to determine whether a process or treatment actually has an effect on the population of interest (Yu et al., 2022). The baseline data would be data in the current state without the intervention of Bar Code Management System. The comparison data would be collected after the intervention is implemented.

    The collected data is stored in a Microsoft Excel file that is used for dashboard management. The excel file will eventually contains the medication errors data at the baseline state and after the intervention. For example, the dashboard contains the weekly medication errors rate during the implementation window. The baseline data at the start of the project is 4.2%.

    The training program will involve the session for the nursing staff and the responsible party will be the training team.

    A communication plan is created to communicate the program to all the stakeholders regarding the upcoming changes. The responsible party to communicate is the communication specialist (El Khouly, 2022).

    It was a great experience to be part of this project With my experience and learning, I can say that people are the most valuable resource within a project team. The trust among the team members can really make or break the project. The way team resources are used depend on the overall goals and objectives of the team. The bandwidth of the key people should be ascertained to achieve the desired goals on time. The changes in the availability of resources can affect team dynamics as the efficiency of the team can get compromised. The leadership skills are the most important skills for project management and planning. It is not uncommon to get the conflicting views for any team decision. In case of any conflicting views, it is important to understand the reason for disagreement. The team should be moved from storming phase to norming stage with collaboration. The inputs should be collected from various stakeholders about the change. The project manager should also focus on two way communication and active listening to ensure that the inputs of team members are collected. It is also important to have a common vision in mind. The team can move forward towards the defined vision only when there is a defined vision. The project manager would also have the responsibilities to avoid the interpersonal conflict.

    References

    Alatawi, M., Aljuhani, E., Alsufiany, F., Aleid, K., Rawah, R., Aljanabi, S., & Banakhar, M. (2020). Barriers of implementing evidence-based practice in nursing profession: A literature review.
    _American Journal of Nursing Science_,
    _9_(1), 35-42.

    El Khouly, R. (2022). Risk Assessment, Bioethics, and Project Management in Pharmacy.

    Victor, S., & Farooq, A. (2021). Dashboard visualisation for healthcare performance management: Balanced scorecard method.
    _Asia Pacific Journal of Health Management, 16_(2). https://doi.org/10.24083/apjhm.v16i2.625

    Yu, Z., Guindani, M., Grieco, S. F., Chen, L., Holmes, T. C., & Xu, X. (2022). Beyond t test and ANOVA: applications of mixed-effects models for more rigorous statistical analysis in neuroscience research.
    _Neuron_,
    _110_(1), 21-35.

  • [Solved] Evidence-Based Practice II

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Journal Entry 3 – 2 years ago **files (4)** – ## JournalEntry1.docx – ## JournalEntry2.docx – DNPPracticumActivitiesGuidelines2024.docx – 3.EvidenceBasedPracticeII.odt **## JournalEntry1.docx** 1 **Journal Entry** Student’s Name Institution Course number and name Assignment due date Journal Entry Th…

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    Assignment Prompt & Instructions

    Journal Entry 3

    – 2 years ago

    **files (4)**

    – ## JournalEntry1.docx

    – ## JournalEntry2.docx

    – DNPPracticumActivitiesGuidelines2024.docx
    – 3.EvidenceBasedPracticeII.odt

    **## JournalEntry1.docx**

    1

    **Journal Entry**

    Student’s Name

    Institution

    Course number and name

    Assignment due date

    Journal Entry

    Throughout the program, I have focused on identifying and addressing several critical practice gaps in my organization, particularly those related to inconsistent physical monitoring, lack of standardization, inadequate documentation, and minimal interdisciplinary collaboration. These gaps have significant implications for patient safety, care quality, treatment continuity, and innovation in patient care. Reflecting on my professional experience, the competencies and concepts learned in the program, and the relevant literature has provided a comprehensive framework for addressing the identified practice gaps in my organization. By implementing standardized protocols, improving documentation practices, and enhancing interdisciplinary collaboration, we can improve patient safety, care quality, and innovation in patient care.

    **Reflecting on Professional Experience**

    My professional experience has highlighted the importance of consistent physical monitoring in ensuring patient safety and care quality. Inconsistent monitoring often leads to variability in patient care, increasing the risk of adverse events. For example, during my time in nursing staff development, I observed that variability in monitoring practices often resulted in delayed detection of patient deterioration, compromising patient outcomes. This experience underscored the need for standardized protocols and regular training to ensure consistency in monitoring practices.

    **Connecting Competencies and Concepts**

    The program's emphasis on evidence-based practice and transformational leadership has been instrumental in addressing these practice gaps. For instance, the task on leadership and management taught me the value of transformational leadership in inspiring and engaging staff to adopt best practices. Implementing standardized protocols and providing regular training requires a leadership approach that motivates and empowers staff to change their practices. Additionally, the concept of interdisciplinary collaboration, emphasized in the coursework, has reinforced the need for involving various healthcare professionals in patient care to share insights and expertise, thereby improving care quality and fostering innovation.

    1.
    **Addressing Inconsistent Physical Monitoring**

    To address the inconsistency in physical monitoring, I have proposed developing and disseminating standardized monitoring protocols. These protocols will be based on best practices and evidence from the literature, ensuring that all staff follow the same procedures. Regular training sessions will be conducted to familiarize staff with these protocols and emphasize the importance of consistent monitoring. This approach is supported by studies that show standardized protocols and training improve monitoring practices and patient outcomes (Smith & Jones, 2022).

    2.
    **Standardizing Procedures and Protocols**

    The lack of standardization in procedures and protocols often leads to discrepancies in care quality. To tackle this, I have advocated for the establishment of standardized care protocols that align with current best practices. Implementing these protocols involves regular audits and feedback sessions to ensure compliance and address any barriers staff might face. Research indicates that standardization of care processes reduces variability and improves patient outcomes (Doe & Lee, 2021).

    3.
    **Improving Documentation Practices**

    Inadequate documentation is a significant barrier to effective treatment planning and continuity of care. My strategy to address this involves implementing electronic health records (EHRs) with standardized templates that ensure comprehensive and accurate documentation. Training staff on the importance of detailed documentation and how to use the EHR system effectively is crucial. The literature supports that the use of EHRs and standardized documentation templates enhances the completeness and accuracy of patient records (Brown & Green, 2020).

    4.
    **Enhancing Interdisciplinary Collaboration**

    Minimal interdisciplinary collaboration restricts the sharing of valuable insights and expertise. To enhance collaboration, I have proposed regular interdisciplinary team meetings where healthcare professionals from different specialties can discuss patient cases and share their perspectives. This approach is aligned with the concept of team-based care, which has been shown to improve patient outcomes and foster innovation in treatment approaches (Johnson et al., 2019).

    References

    Brown, A., & Green, B. (2020). Enhancing Documentation Practices with Electronic Health Records.
    _Journal of Health Informatics_, 15(2), 123-135.

    Doe, J., & Lee, M. (2021). The Impact of Standardized Care Protocols on Patient Outcomes.
    _Nursing Management_, 24(3), 45-52. https

    Johnson, P., Smith, R., & Kim, S. (2019). Team-Based Care: Improving Patient Outcomes through Interdisciplinary Collaboration.
    _Healthcare Management Review_, 34(1), 67-78.

    Smith, L., & Jones, D. (2022). The Role of Standardized Monitoring Protocols in Enhancing Patient Safety.
    _Journal of Nursing Care Quality_, 37(4), 291-298.

    **## JournalEntry2.docx**

    6

    **Journal Entry 2**

    Student’s Name

    Institution

    Course number and name

    Assignment due date

    Journal Entry 2

    **Integrating Professional Experience with Practice**

    The DNP staff education project has offered a strong foundation on which to apply prior professional nursing practice with advanced-level competencies acquired during the DNP program. A Psychiatric Mental Health Nurse Practitioner (PMHNP), I managE complex medication regimens, address patient safety concerns, and implement evidence-based care protocols. These basic skills were useful in defining the practice gap for the project—lack of sufficient staff knowledge on how to interpret blood drug levels, recognize contraindications, and evaluate effectiveness of treatment. This issue significantly impacts patient safety and aligns with Domain 1: Knowledge for Nursing Practice, which is a part of the AACN Essentials, by focusing on translating the best evidence into practice for the enhancement of patient care (American Association of Colleges of Nursing, 2021).

    The project involved conducting a needs assessment through staff feedback and reviewing medication error reports. My professional background allowed me to empathize with staff struggles while objectively analyzing gaps in knowledge. This reflective process affirmed my commitment to advancing nursing practice and ensuring that clinical decisions are rooted in sound evidence and a clear understanding of pharmacology.

    **Applying Competencies to Address the Practice Gap**

    This project aligns with Domain 5: Quality and Safety, which aims at reducing harm through system efficiency (American Association of Colleges of Nursing, 2021). Consistent with best practice, I developed the educational intervention in a way that would effectively target knowledge gaps that were revealed during the needs assessment stage. Informatics, communication, and principles of adult learning informed the design of clear, engaging, and effective instructional materials. The use of pre- and post-assessment tools made it possible to assess staff levels of knowledge before and after the intervention. Leadership competencies from Domain 9: Professionalism were also integral to the project. I had to create an environment that encouraged staff to engage in the educational sessions and contribute their opinions. This allowed open communication, ensuring the program was focused on addressing staff needs and issues faced at the workplace.

    **Developing and Implementing Evidence-Based Solutions**

    The development and implementation phases involved applying skills from Domain 8: Informatics and Healthcare Technologies to develop appropriate materials, including graphics and case studies for easier comprehension (American Association of Colleges of Nursing, 2021). For instance, I developed virtual learning modules that enabled the staff to adopt a self-directed learning approach. These modules highlighted practical scenarios, including a case of a patient on lithium, to stress the essence of maintaining therapeutic drug levels and recognizing early signs of toxicity. The evaluation process highlighted the significance of reporting and presenting results. When I compared the results of the assessments before the training and after the training, I was able to show an increase in the knowledge of staff. These findings were then disseminated to organizational stakeholders as evidence of the effectiveness of the program in reducing medication errors and enhancing patient outcomes.

    **Promoting Diversity, Equity, and Inclusion**

    The project also emphasized inclusivity. Being aware of the variability in staff educational experiences, I adjusted materials to different levels of knowledge about pharmacology. This effort helped in making the training useful for all participants regardless of their experience level (Charania & Patel, 2022). Further, I ensured that I incorporated culturally appropriate communication patterns that enhanced appreciation of different learning preferences to ensure that all team members felt valued and included. Regarding health equity, the project has a positive effect on vulnerable patient groups by the accuracy of medication administration.

    **Reflections on Leadership and Collaboration**

    Leadership was a cornerstone of this project, particularly as it relates to Domain 10: Personal, Professional, and Leadership Development (American Association of Colleges of Nursing, 2021). With the help of organizational leaders, pharmacists, and nurse leaders, I was able to promote the program and obtain the necessary resources. This cooperation also provided an opportunity to receive feedback which proved crucial in refining the educational materials. Mentoring less experienced staff during the program exemplified the spirit of shared growth. I was able to promote professional learning by demonstrating desirable learning behaviors and promoting engagement. These experiences highlighted the need to develop resilience and continuous learning within nursing teams to improve the ability of handling emerging clinical problems.

    **Challenges and Solutions**

    There were some challenges that were encountered during the course of the project. Lack of sufficient time to participate was a major challenge for most staff. Initial resistance by some staff members was also an impediment. In response, I worked with organizational leaders to ensure that the sessions were set during less busy periods and used virtual learning to allow for flexibility. Further, as implied by Cheraghi et al. (2023), demonstration of the program’s effectiveness in addressing participants’ needs effectively eliminated resistance and ensured that participants embraced the program.

    In addition to the project’s direct benefits, it has the potential for further development and use in other contexts. The effectiveness of this educational intervention evidences the possibility of delivering structured and evidence-based educational programs in a variety of contexts to enhance staff competencies and safety of patients. Furthermore, medication safety is in line with national quality goals, therefore, the model is scalable for other organizations seeking to improve nursing practices.

    **Time log**

    | | |
    | — | — |
    | Activity Description | Duration |
    | Conducted a needs assessment to identify knowledge gaps related to medication safety. Reviewed incident reports and staff surveys. | 2 weeks |
    | Developed pre-education assessment questionnaire aligned with project objectives. Tailored questions to core topics like blood drug levels, contraindications, and treatment efficacy. | 3 weeks |
    | Designed educational materials, including slides and virtual learning modules. Incorporated evidence-based guidelines and case studies. | 3 weeks |
    | Delivered education sessions. Engaged participants in discussions about medication safety principles. | 5 weeks |
    | Monitored participant engagement and administered post-education assessments. Reviewed results to evaluate knowledge gains. | 3 weeks |
    | Conducted follow-up focus group to gather qualitative feedback from staff on the educational program's impact. | 2 weeks |
    | Analyzed pre- and post-assessment results. Prepared a summary report for stakeholders to present findings and recommendations. | 2 weeks |

    References

    American Association of Colleges of Nursing. (2021).
    _The essentials: Core competencies for professional nursing education_.

    Charania, N. A. M. A., & Patel, R. (2022). Diversity, equity, and inclusion in nursing education: strategies and processes to support inclusive teaching.
    _Journal of Professional Nursing_,
    _42_, 67-72.

    Cheraghi, R., Ebrahimi, H., Kheibar, N., & Sahebihagh, M. H. (2023). Reasons for resistance to change in nursing: an integrative review.
    _BMC nursing_,
    _22_(1), 310.

    **DNPPracticumActivitiesGuidelines2024.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnppracticumactivitiesguidelines2024-docx-10184243)

    **3.EvidenceBasedPracticeII.odt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-evidencebasedpracticeii-odt)

    **3.EvidenceBasedPracticeII.odt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-evidencebasedpracticeii-odt)

    **## JournalEntry1.docx**

    1

    **Journal Entry**

    Student’s Name

    Institution

    Course number and name

    Assignment due date

    Journal Entry

    Throughout the program, I have focused on identifying and addressing several critical practice gaps in my organization, particularly those related to inconsistent physical monitoring, lack of standardization, inadequate documentation, and minimal interdisciplinary collaboration. These gaps have significant implications for patient safety, care quality, treatment continuity, and innovation in patient care. Reflecting on my professional experience, the competencies and concepts learned in the program, and the relevant literature has provided a comprehensive framework for addressing the identified practice gaps in my organization. By implementing standardized protocols, improving documentation practices, and enhancing interdisciplinary collaboration, we can improve patient safety, care quality, and innovation in patient care.

    **Reflecting on Professional Experience**

    My professional experience has highlighted the importance of consistent physical monitoring in ensuring patient safety and care quality. Inconsistent monitoring often leads to variability in patient care, increasing the risk of adverse events. For example, during my time in nursing staff development, I observed that variability in monitoring practices often resulted in delayed detection of patient deterioration, compromising patient outcomes. This experience underscored the need for standardized protocols and regular training to ensure consistency in monitoring practices.

    **Connecting Competencies and Concepts**

    The program's emphasis on evidence-based practice and transformational leadership has been instrumental in addressing these practice gaps. For instance, the task on leadership and management taught me the value of transformational leadership in inspiring and engaging staff to adopt best practices. Implementing standardized protocols and providing regular training requires a leadership approach that motivates and empowers staff to change their practices. Additionally, the concept of interdisciplinary collaboration, emphasized in the coursework, has reinforced the need for involving various healthcare professionals in patient care to share insights and expertise, thereby improving care quality and fostering innovation.

    1.
    **Addressing Inconsistent Physical Monitoring**

    To address the inconsistency in physical monitoring, I have proposed developing and disseminating standardized monitoring protocols. These protocols will be based on best practices and evidence from the literature, ensuring that all staff follow the same procedures. Regular training sessions will be conducted to familiarize staff with these protocols and emphasize the importance of consistent monitoring. This approach is supported by studies that show standardized protocols and training improve monitoring practices and patient outcomes (Smith & Jones, 2022).

    2.
    **Standardizing Procedures and Protocols**

    The lack of standardization in procedures and protocols often leads to discrepancies in care quality. To tackle this, I have advocated for the establishment of standardized care protocols that align with current best practices. Implementing these protocols involves regular audits and feedback sessions to ensure compliance and address any barriers staff might face. Research indicates that standardization of care processes reduces variability and improves patient outcomes (Doe & Lee, 2021).

    3.
    **Improving Documentation Practices**

    Inadequate documentation is a significant barrier to effective treatment planning and continuity of care. My strategy to address this involves implementing electronic health records (EHRs) with standardized templates that ensure comprehensive and accurate documentation. Training staff on the importance of detailed documentation and how to use the EHR system effectively is crucial. The literature supports that the use of EHRs and standardized documentation templates enhances the completeness and accuracy of patient records (Brown & Green, 2020).

    4.
    **Enhancing Interdisciplinary Collaboration**

    Minimal interdisciplinary collaboration restricts the sharing of valuable insights and expertise. To enhance collaboration, I have proposed regular interdisciplinary team meetings where healthcare professionals from different specialties can discuss patient cases and share their perspectives. This approach is aligned with the concept of team-based care, which has been shown to improve patient outcomes and foster innovation in treatment approaches (Johnson et al., 2019).

    References

    Brown, A., & Green, B. (2020). Enhancing Documentation Practices with Electronic Health Records.
    _Journal of Health Informatics_, 15(2), 123-135.

    Doe, J., & Lee, M. (2021). The Impact of Standardized Care Protocols on Patient Outcomes.
    _Nursing Management_, 24(3), 45-52. https

    Johnson, P., Smith, R., & Kim, S. (2019). Team-Based Care: Improving Patient Outcomes through Interdisciplinary Collaboration.
    _Healthcare Management Review_, 34(1), 67-78.

    Smith, L., & Jones, D. (2022). The Role of Standardized Monitoring Protocols in Enhancing Patient Safety.
    _Journal of Nursing Care Quality_, 37(4), 291-298.

    **## JournalEntry2.docx**

    6

    **Journal Entry 2**

    Student’s Name

    Institution

    Course number and name

    Assignment due date

    Journal Entry 2

    **Integrating Professional Experience with Practice**

    The DNP staff education project has offered a strong foundation on which to apply prior professional nursing practice with advanced-level competencies acquired during the DNP program. A Psychiatric Mental Health Nurse Practitioner (PMHNP), I managE complex medication regimens, address patient safety concerns, and implement evidence-based care protocols. These basic skills were useful in defining the practice gap for the project—lack of sufficient staff knowledge on how to interpret blood drug levels, recognize contraindications, and evaluate effectiveness of treatment. This issue significantly impacts patient safety and aligns with Domain 1: Knowledge for Nursing Practice, which is a part of the AACN Essentials, by focusing on translating the best evidence into practice for the enhancement of patient care (American Association of Colleges of Nursing, 2021).

    The project involved conducting a needs assessment through staff feedback and reviewing medication error reports. My professional background allowed me to empathize with staff struggles while objectively analyzing gaps in knowledge. This reflective process affirmed my commitment to advancing nursing practice and ensuring that clinical decisions are rooted in sound evidence and a clear understanding of pharmacology.

    **Applying Competencies to Address the Practice Gap**

    This project aligns with Domain 5: Quality and Safety, which aims at reducing harm through system efficiency (American Association of Colleges of Nursing, 2021). Consistent with best practice, I developed the educational intervention in a way that would effectively target knowledge gaps that were revealed during the needs assessment stage. Informatics, communication, and principles of adult learning informed the design of clear, engaging, and effective instructional materials. The use of pre- and post-assessment tools made it possible to assess staff levels of knowledge before and after the intervention. Leadership competencies from Domain 9: Professionalism were also integral to the project. I had to create an environment that encouraged staff to engage in the educational sessions and contribute their opinions. This allowed open communication, ensuring the program was focused on addressing staff needs and issues faced at the workplace.

    **Developing and Implementing Evidence-Based Solutions**

    The development and implementation phases involved applying skills from Domain 8: Informatics and Healthcare Technologies to develop appropriate materials, including graphics and case studies for easier comprehension (American Association of Colleges of Nursing, 2021). For instance, I developed virtual learning modules that enabled the staff to adopt a self-directed learning approach. These modules highlighted practical scenarios, including a case of a patient on lithium, to stress the essence of maintaining therapeutic drug levels and recognizing early signs of toxicity. The evaluation process highlighted the significance of reporting and presenting results. When I compared the results of the assessments before the training and after the training, I was able to show an increase in the knowledge of staff. These findings were then disseminated to organizational stakeholders as evidence of the effectiveness of the program in reducing medication errors and enhancing patient outcomes.

    **Promoting Diversity, Equity, and Inclusion**

    The project also emphasized inclusivity. Being aware of the variability in staff educational experiences, I adjusted materials to different levels of knowledge about pharmacology. This effort helped in making the training useful for all participants regardless of their experience level (Charania & Patel, 2022). Further, I ensured that I incorporated culturally appropriate communication patterns that enhanced appreciation of different learning preferences to ensure that all team members felt valued and included. Regarding health equity, the project has a positive effect on vulnerable patient groups by the accuracy of medication administration.

    **Reflections on Leadership and Collaboration**

    Leadership was a cornerstone of this project, particularly as it relates to Domain 10: Personal, Professional, and Leadership Development (American Association of Colleges of Nursing, 2021). With the help of organizational leaders, pharmacists, and nurse leaders, I was able to promote the program and obtain the necessary resources. This cooperation also provided an opportunity to receive feedback which proved crucial in refining the educational materials. Mentoring less experienced staff during the program exemplified the spirit of shared growth. I was able to promote professional learning by demonstrating desirable learning behaviors and promoting engagement. These experiences highlighted the need to develop resilience and continuous learning within nursing teams to improve the ability of handling emerging clinical problems.

    **Challenges and Solutions**

    There were some challenges that were encountered during the course of the project. Lack of sufficient time to participate was a major challenge for most staff. Initial resistance by some staff members was also an impediment. In response, I worked with organizational leaders to ensure that the sessions were set during less busy periods and used virtual learning to allow for flexibility. Further, as implied by Cheraghi et al. (2023), demonstration of the program’s effectiveness in addressing participants’ needs effectively eliminated resistance and ensured that participants embraced the program.

    In addition to the project’s direct benefits, it has the potential for further development and use in other contexts. The effectiveness of this educational intervention evidences the possibility of delivering structured and evidence-based educational programs in a variety of contexts to enhance staff competencies and safety of patients. Furthermore, medication safety is in line with national quality goals, therefore, the model is scalable for other organizations seeking to improve nursing practices.

    **Time log**

    | | |
    | — | — |
    | Activity Description | Duration |
    | Conducted a needs assessment to identify knowledge gaps related to medication safety. Reviewed incident reports and staff surveys. | 2 weeks |
    | Developed pre-education assessment questionnaire aligned with project objectives. Tailored questions to core topics like blood drug levels, contraindications, and treatment efficacy. | 3 weeks |
    | Designed educational materials, including slides and virtual learning modules. Incorporated evidence-based guidelines and case studies. | 3 weeks |
    | Delivered education sessions. Engaged participants in discussions about medication safety principles. | 5 weeks |
    | Monitored participant engagement and administered post-education assessments. Reviewed results to evaluate knowledge gains. | 3 weeks |
    | Conducted follow-up focus group to gather qualitative feedback from staff on the educational program's impact. | 2 weeks |
    | Analyzed pre- and post-assessment results. Prepared a summary report for stakeholders to present findings and recommendations. | 2 weeks |

    References

    American Association of Colleges of Nursing. (2021).
    _The essentials: Core competencies for professional nursing education_.

    Charania, N. A. M. A., & Patel, R. (2022). Diversity, equity, and inclusion in nursing education: strategies and processes to support inclusive teaching.
    _Journal of Professional Nursing_,
    _42_, 67-72.

    Cheraghi, R., Ebrahimi, H., Kheibar, N., & Sahebihagh, M. H. (2023). Reasons for resistance to change in nursing: an integrative review.
    _BMC nursing_,
    _22_(1), 310.

    **DNPPracticumActivitiesGuidelines2024.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnppracticumactivitiesguidelines2024-docx-10184243)

    **3.EvidenceBasedPracticeII.odt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-evidencebasedpracticeii-odt)

    **## JournalEntry1.docx**

    1

    **Journal Entry**

    Student’s Name

    Institution

    Course number and name

    Assignment due date

    Journal Entry

    Throughout the program, I have focused on identifying and addressing several critical practice gaps in my organization, particularly those related to inconsistent physical monitoring, lack of standardization, inadequate documentation, and minimal interdisciplinary collaboration. These gaps have significant implications for patient safety, care quality, treatment continuity, and innovation in patient care. Reflecting on my professional experience, the competencies and concepts learned in the program, and the relevant literature has provided a comprehensive framework for addressing the identified practice gaps in my organization. By implementing standardized protocols, improving documentation practices, and enhancing interdisciplinary collaboration, we can improve patient safety, care quality, and innovation in patient care.

    **Reflecting on Professional Experience**

    My professional experience has highlighted the importance of consistent physical monitoring in ensuring patient safety and care quality. Inconsistent monitoring often leads to variability in patient care, increasing the risk of adverse events. For example, during my time in nursing staff development, I observed that variability in monitoring practices often resulted in delayed detection of patient deterioration, compromising patient outcomes. This experience underscored the need for standardized protocols and regular training to ensure consistency in monitoring practices.

    **Connecting Competencies and Concepts**

    The program's emphasis on evidence-based practice and transformational leadership has been instrumental in addressing these practice gaps. For instance, the task on leadership and management taught me the value of transformational leadership in inspiring and engaging staff to adopt best practices. Implementing standardized protocols and providing regular training requires a leadership approach that motivates and empowers staff to change their practices. Additionally, the concept of interdisciplinary collaboration, emphasized in the coursework, has reinforced the need for involving various healthcare professionals in patient care to share insights and expertise, thereby improving care quality and fostering innovation.

    1.
    **Addressing Inconsistent Physical Monitoring**

    To address the inconsistency in physical monitoring, I have proposed developing and disseminating standardized monitoring protocols. These protocols will be based on best practices and evidence from the literature, ensuring that all staff follow the same procedures. Regular training sessions will be conducted to familiarize staff with these protocols and emphasize the importance of consistent monitoring. This approach is supported by studies that show standardized protocols and training improve monitoring practices and patient outcomes (Smith & Jones, 2022).

    2.
    **Standardizing Procedures and Protocols**

    The lack of standardization in procedures and protocols often leads to discrepancies in care quality. To tackle this, I have advocated for the establishment of standardized care protocols that align with current best practices. Implementing these protocols involves regular audits and feedback sessions to ensure compliance and address any barriers staff might face. Research indicates that standardization of care processes reduces variability and improves patient outcomes (Doe & Lee, 2021).

    3.
    **Improving Documentation Practices**

    Inadequate documentation is a significant barrier to effective treatment planning and continuity of care. My strategy to address this involves implementing electronic health records (EHRs) with standardized templates that ensure comprehensive and accurate documentation. Training staff on the importance of detailed documentation and how to use the EHR system effectively is crucial. The literature supports that the use of EHRs and standardized documentation templates enhances the completeness and accuracy of patient records (Brown & Green, 2020).

    4.
    **Enhancing Interdisciplinary Collaboration**

    Minimal interdisciplinary collaboration restricts the sharing of valuable insights and expertise. To enhance collaboration, I have proposed regular interdisciplinary team meetings where healthcare professionals from different specialties can discuss patient cases and share their perspectives. This approach is aligned with the concept of team-based care, which has been shown to improve patient outcomes and foster innovation in treatment approaches (Johnson et al., 2019).

    References

    Brown, A., & Green, B. (2020). Enhancing Documentation Practices with Electronic Health Records.
    _Journal of Health Informatics_, 15(2), 123-135.

    Doe, J., & Lee, M. (2021). The Impact of Standardized Care Protocols on Patient Outcomes.
    _Nursing Management_, 24(3), 45-52. https

    Johnson, P., Smith, R., & Kim, S. (2019). Team-Based Care: Improving Patient Outcomes through Interdisciplinary Collaboration.
    _Healthcare Management Review_, 34(1), 67-78.

    Smith, L., & Jones, D. (2022). The Role of Standardized Monitoring Protocols in Enhancing Patient Safety.
    _Journal of Nursing Care Quality_, 37(4), 291-298.

    **## JournalEntry2.docx**

    6

    **Journal Entry 2**

    Student’s Name

    Institution

    Course number and name

    Assignment due date

    Journal Entry 2

    **Integrating Professional Experience with Practice**

    The DNP staff education project has offered a strong foundation on which to apply prior professional nursing practice with advanced-level competencies acquired during the DNP program. A Psychiatric Mental Health Nurse Practitioner (PMHNP), I managE complex medication regimens, address patient safety concerns, and implement evidence-based care protocols. These basic skills were useful in defining the practice gap for the project—lack of sufficient staff knowledge on how to interpret blood drug levels, recognize contraindications, and evaluate effectiveness of treatment. This issue significantly impacts patient safety and aligns with Domain 1: Knowledge for Nursing Practice, which is a part of the AACN Essentials, by focusing on translating the best evidence into practice for the enhancement of patient care (American Association of Colleges of Nursing, 2021).

    The project involved conducting a needs assessment through staff feedback and reviewing medication error reports. My professional background allowed me to empathize with staff struggles while objectively analyzing gaps in knowledge. This reflective process affirmed my commitment to advancing nursing practice and ensuring that clinical decisions are rooted in sound evidence and a clear understanding of pharmacology.

    **Applying Competencies to Address the Practice Gap**

    This project aligns with Domain 5: Quality and Safety, which aims at reducing harm through system efficiency (American Association of Colleges of Nursing, 2021). Consistent with best practice, I developed the educational intervention in a way that would effectively target knowledge gaps that were revealed during the needs assessment stage. Informatics, communication, and principles of adult learning informed the design of clear, engaging, and effective instructional materials. The use of pre- and post-assessment tools made it possible to assess staff levels of knowledge before and after the intervention. Leadership competencies from Domain 9: Professionalism were also integral to the project. I had to create an environment that encouraged staff to engage in the educational sessions and contribute their opinions. This allowed open communication, ensuring the program was focused on addressing staff needs and issues faced at the workplace.

    **Developing and Implementing Evidence-Based Solutions**

    The development and implementation phases involved applying skills from Domain 8: Informatics and Healthcare Technologies to develop appropriate materials, including graphics and case studies for easier comprehension (American Association of Colleges of Nursing, 2021). For instance, I developed virtual learning modules that enabled the staff to adopt a self-directed learning approach. These modules highlighted practical scenarios, including a case of a patient on lithium, to stress the essence of maintaining therapeutic drug levels and recognizing early signs of toxicity. The evaluation process highlighted the significance of reporting and presenting results. When I compared the results of the assessments before the training and after the training, I was able to show an increase in the knowledge of staff. These findings were then disseminated to organizational stakeholders as evidence of the effectiveness of the program in reducing medication errors and enhancing patient outcomes.

    **Promoting Diversity, Equity, and Inclusion**

    The project also emphasized inclusivity. Being aware of the variability in staff educational experiences, I adjusted materials to different levels of knowledge about pharmacology. This effort helped in making the training useful for all participants regardless of their experience level (Charania & Patel, 2022). Further, I ensured that I incorporated culturally appropriate communication patterns that enhanced appreciation of different learning preferences to ensure that all team members felt valued and included. Regarding health equity, the project has a positive effect on vulnerable patient groups by the accuracy of medication administration.

    **Reflections on Leadership and Collaboration**

    Leadership was a cornerstone of this project, particularly as it relates to Domain 10: Personal, Professional, and Leadership Development (American Association of Colleges of Nursing, 2021). With the help of organizational leaders, pharmacists, and nurse leaders, I was able to promote the program and obtain the necessary resources. This cooperation also provided an opportunity to receive feedback which proved crucial in refining the educational materials. Mentoring less experienced staff during the program exemplified the spirit of shared growth. I was able to promote professional learning by demonstrating desirable learning behaviors and promoting engagement. These experiences highlighted the need to develop resilience and continuous learning within nursing teams to improve the ability of handling emerging clinical problems.

    **Challenges and Solutions**

    There were some challenges that were encountered during the course of the project. Lack of sufficient time to participate was a major challenge for most staff. Initial resistance by some staff members was also an impediment. In response, I worked with organizational leaders to ensure that the sessions were set during less busy periods and used virtual learning to allow for flexibility. Further, as implied by Cheraghi et al. (2023), demonstration of the program’s effectiveness in addressing participants’ needs effectively eliminated resistance and ensured that participants embraced the program.

    In addition to the project’s direct benefits, it has the potential for further development and use in other contexts. The effectiveness of this educational intervention evidences the possibility of delivering structured and evidence-based educational programs in a variety of contexts to enhance staff competencies and safety of patients. Furthermore, medication safety is in line with national quality goals, therefore, the model is scalable for other organizations seeking to improve nursing practices.

    **Time log**

    | | |
    | — | — |
    | Activity Description | Duration |
    | Conducted a needs assessment to identify knowledge gaps related to medication safety. Reviewed incident reports and staff surveys. | 2 weeks |
    | Developed pre-education assessment questionnaire aligned with project objectives. Tailored questions to core topics like blood drug levels, contraindications, and treatment efficacy. | 3 weeks |
    | Designed educational materials, including slides and virtual learning modules. Incorporated evidence-based guidelines and case studies. | 3 weeks |
    | Delivered education sessions. Engaged participants in discussions about medication safety principles. | 5 weeks |
    | Monitored participant engagement and administered post-education assessments. Reviewed results to evaluate knowledge gains. | 3 weeks |
    | Conducted follow-up focus group to gather qualitative feedback from staff on the educational program's impact. | 2 weeks |
    | Analyzed pre- and post-assessment results. Prepared a summary report for stakeholders to present findings and recommendations. | 2 weeks |

    References

    American Association of Colleges of Nursing. (2021).
    _The essentials: Core competencies for professional nursing education_.

    Charania, N. A. M. A., & Patel, R. (2022). Diversity, equity, and inclusion in nursing education: strategies and processes to support inclusive teaching.
    _Journal of Professional Nursing_,
    _42_, 67-72.

    Cheraghi, R., Ebrahimi, H., Kheibar, N., & Sahebihagh, M. H. (2023). Reasons for resistance to change in nursing: an integrative review.
    _BMC nursing_,
    _22_(1), 310.

    **DNPPracticumActivitiesGuidelines2024.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnppracticumactivitiesguidelines2024-docx-10184243)

    **3.EvidenceBasedPracticeII.odt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-evidencebasedpracticeii-odt)

  • [Solved] ivf & NFP

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    After studying the course materials located on [Module 4: Lecture Materials & Resources](https://stu.instructure.com/courses/44227/pages/module-4-lecture-materials-and-resources) page, answer the following: 1. Description and bioethical analysis of: – Pre-implantation Genetic Diagnosis PGD – Surroga…

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    Assignment Prompt & Instructions

    After studying the course materials located on [Module 4: Lecture Materials & Resources](https://stu.instructure.com/courses/44227/pages/module-4-lecture-materials-and-resources) page, answer the following:

    1. Description and bioethical analysis of:
    – Pre-implantation Genetic Diagnosis PGD
    – Surrogate motherhood
    – “Snowflake babies”
    – Artificial insemination
    2. What is Natural Family Planning (NFP)?
    3. Describe the 3 Primary ovulation symptoms.
    4. Describe the 7 Secondary ovulation symptoms.
    5. Describe various protocols and methods available today.
    6. Describe some ways in which NFP is healthier than contraception.
    7. Bioethical evaluation of NFP as a means and as an end.
    8. Read and summarize ERD paragraphs #: 38, 39, 42, 43, 44, 52.

    – The paper is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.
    – If references are used, please cite properly according to the current APA style. Refer to your syllabus for further detail or contact your instructor.

    – 2 years ago

  • [Solved] IVF & NFP

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    After studying the course materials located on [Module 4: Lecture Materials & Resources](https://stu.instructure.com/courses/44227/pages/module-4-lecture-materials-and-resources) page, answer the following: 1. Description and bioethical analysis of: – Pre-implantation Genetic Diagnosis PGD – Surroga…

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    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    After studying the course materials located on [Module 4: Lecture Materials & Resources](https://stu.instructure.com/courses/44227/pages/module-4-lecture-materials-and-resources) page, answer the following:

    1. Description and bioethical analysis of:
    – Pre-implantation Genetic Diagnosis PGD
    – Surrogate motherhood
    – “Snowflake babies”
    – Artificial insemination
    2. What is Natural Family Planning (NFP)?
    3. Describe the 3 Primary ovulation symptoms.
    4. Describe the 7 Secondary ovulation symptoms.
    5. Describe various protocols and methods available today.
    6. Describe some ways in which NFP is healthier than contraception.
    7. Bioethical evaluation of NFP as a means and as an end.
    8. Read and summarize ERD paragraphs #: 38, 39, 42, 43, 44, 52.

    – The paper is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.
    – If references are used, please cite properly according to the current APA style. Refer to your syllabus for further detail or contact your instructor.

    – 2 years ago

  • [Solved] Journal entry

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attached document – 2 years ago **files (2)** – ## JournalEntry.docx – compilationpopfocuscomps2013.pdf **## JournalEntry.docx** **Journal Entry** Critical reflection on your growth and development during your practicum experience in a clinical setting helps you identify opportunities for improv…

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    Assignment Prompt & Instructions

    See attached document

    – 2 years ago

    **files (2)**

    – ## JournalEntry.docx

    – compilationpopfocuscomps2013.pdf

    **## JournalEntry.docx**

    **Journal Entry**

    Critical reflection on your growth and development during your practicum experience in a clinical setting helps you identify opportunities for improvement in your clinical skills, while also recognizing your strengths and successes.

    Use this Journal to reflect on your clinical strengths and opportunities for improvement, the progress you made, and what insights you will carry forward into your next practicum.

    To Prepare

    · Refer to the “Population-Focused Nurse Practitioner Competencies” found in the Week 1 Learning Resources and consider the quality measures or indicators advanced nursing practice nurses must possess in your specialty of interest.

    · Refer to your “Clinical Skills Self-Assessment Form” you submitted in Week 1 and consider your strengths and opportunities for improvement.

    · Refer to your Patient Log in Meditrek and consider the patient activities you have experienced in your practicum experience and reflect on your observations and experiences.

    **In 450–500 words, address the following:**

    **Learning From Experiences**

    · Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.

    · Reflect on the three most challenging patients you encountered during the practicum experience. What was most challenging about each?

    · What did you learn from this experience?

    · What resources were available?

    · What evidence-based practice did you use for the patients?

    · What would you do differently?

    · How are you managing patient flow and volume?

    **Communicating and Feedback**

    · Reflect on how you might improve your skills and knowledge and how to communicate those efforts to your Preceptor.

    · Answer the questions: How am I doing? What is missing?

    · Reflect on the formal and informal feedback you received from your Preceptor.

    **compilationpopfocuscomps2013.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/compilationpopfocuscomps2013-pdf-10183467)

    **compilationpopfocuscomps2013.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/compilationpopfocuscomps2013-pdf-10183467)

    **## JournalEntry.docx**

    **Journal Entry**

    Critical reflection on your growth and development during your practicum experience in a clinical setting helps you identify opportunities for improvement in your clinical skills, while also recognizing your strengths and successes.

    Use this Journal to reflect on your clinical strengths and opportunities for improvement, the progress you made, and what insights you will carry forward into your next practicum.

    To Prepare

    · Refer to the “Population-Focused Nurse Practitioner Competencies” found in the Week 1 Learning Resources and consider the quality measures or indicators advanced nursing practice nurses must possess in your specialty of interest.

    · Refer to your “Clinical Skills Self-Assessment Form” you submitted in Week 1 and consider your strengths and opportunities for improvement.

    · Refer to your Patient Log in Meditrek and consider the patient activities you have experienced in your practicum experience and reflect on your observations and experiences.

    **In 450–500 words, address the following:**

    **Learning From Experiences**

    · Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.

    · Reflect on the three most challenging patients you encountered during the practicum experience. What was most challenging about each?

    · What did you learn from this experience?

    · What resources were available?

    · What evidence-based practice did you use for the patients?

    · What would you do differently?

    · How are you managing patient flow and volume?

    **Communicating and Feedback**

    · Reflect on how you might improve your skills and knowledge and how to communicate those efforts to your Preceptor.

    · Answer the questions: How am I doing? What is missing?

    · Reflect on the formal and informal feedback you received from your Preceptor.

    **compilationpopfocuscomps2013.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/compilationpopfocuscomps2013-pdf-10183467)

    **## JournalEntry.docx**

    **Journal Entry**

    Critical reflection on your growth and development during your practicum experience in a clinical setting helps you identify opportunities for improvement in your clinical skills, while also recognizing your strengths and successes.

    Use this Journal to reflect on your clinical strengths and opportunities for improvement, the progress you made, and what insights you will carry forward into your next practicum.

    To Prepare

    · Refer to the “Population-Focused Nurse Practitioner Competencies” found in the Week 1 Learning Resources and consider the quality measures or indicators advanced nursing practice nurses must possess in your specialty of interest.

    · Refer to your “Clinical Skills Self-Assessment Form” you submitted in Week 1 and consider your strengths and opportunities for improvement.

    · Refer to your Patient Log in Meditrek and consider the patient activities you have experienced in your practicum experience and reflect on your observations and experiences.

    **In 450–500 words, address the following:**

    **Learning From Experiences**

    · Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.

    · Reflect on the three most challenging patients you encountered during the practicum experience. What was most challenging about each?

    · What did you learn from this experience?

    · What resources were available?

    · What evidence-based practice did you use for the patients?

    · What would you do differently?

    · How are you managing patient flow and volume?

    **Communicating and Feedback**

    · Reflect on how you might improve your skills and knowledge and how to communicate those efforts to your Preceptor.

    · Answer the questions: How am I doing? What is missing?

    · Reflect on the formal and informal feedback you received from your Preceptor.

    **compilationpopfocuscomps2013.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/compilationpopfocuscomps2013-pdf-10183467)

  • [Solved] Approaches to Disease Management: Dermatologic Disorder

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **After studying** [**Module 4: Lecture Materials & Resources**](https://stu.instructure.com/courses/44401/pages/module-4-lecture-materials-and-resources "Module 4: Lecture Materials & Resources") **, discuss a dermatologic disorder and its treatment modalities.** Disease: Impetigo **Submission Inst…

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    $6.99

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    Assignment Prompt & Instructions

    **After studying** [**Module 4: Lecture Materials & Resources**](https://stu.instructure.com/courses/44401/pages/module-4-lecture-materials-and-resources "Module 4: Lecture Materials & Resources") **, discuss a dermatologic disorder and its treatment modalities.**

    Disease: Impetigo

    **Submission Instructions:**

    – **Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.**

    – 2 years ago

  • [Solved] ap7m4D

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Agenda settings

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    what healthcare issues was addressed by the agenda of the last two US presidencies? – 2 years ago

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    what healthcare issues was addressed by the agenda of the last two US presidencies?

    – 2 years ago

  • [Solved] 4k assess 5

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    – 2 years ago **files (1)** – ## Assessment5instruction.docx **## Assessment5instruction.docx** **Assessment 5** **Analyzing a Current Healthcare Problem or Issue** Write a 4–6 page analysis of your previously selected current problem or issue in healthcare, including a proposed solution and possibl…

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    – 2 years ago

    **files (1)**

    – ## Assessment5instruction.docx

    **## Assessment5instruction.docx**

    **Assessment 5**

    **Analyzing a Current Healthcare Problem or Issue**

    Write a 4–6 page analysis of your previously selected current problem or issue in healthcare, including a proposed solution and possible ethical implications.

    Expand All

    **Introduction**

    In your healthcare career, you will be confronted with many problems that demand a solution. By using research skills, you can learn what others are doing and saying about similar problems. Then, you can analyze the problem and the people and systems it affects. You can also examine potential solutions and their ramifications. This assessment allows you to practice this approach with the real-world problem you've selected.

    **Prepare**

    For this assessment, you will analyze the same current healthcare problem or issue topic area you selected for Assessments 2 and 3. To explore the chosen topic, use the first four topics of the
    [Socratic Problem-Solving Approach](https://lat.strategiced.com/redirect?linkid=2643) for critical thinking.

    1. Start by defining the healthcare problem or issue based on the selected healthcare topic.

    2. Provide details about the problems or issues that are part of the chosen topic, and identify causes for the problems or issues.

    3. Identify at least three scholarly or academic peer-reviewed journal articles about the topic you are discussing by using articles you found for Assessment 2 or by searching the Capella library using the
    [BSN Program Library Research Guide](https://capellauniversity.libguides.com/BSN).

    **Write Your Paper**

    1. Use scholarly information to explain a healthcare problem or issue related to your selected topic.

    · Cite credible, relevant sources to validate and reinforce the information used to explain the healthcare topic.

    2. Analyze the problem or issue.

    · Describe the setting or context for the problem or issue.

    · Describe the reasons that make the problem or issue important to you.

    · Identify groups of people affected by the problem or issue.

    3. Compare and contrast potential solutions for the problem or issue.

    · Describe potential solutions.

    · Compare and contrast your opinion with other opinions you find in sources from the Capella library.

    · Provide the pros and cons for one of the solutions you are proposing.

    4. Explain how the ethical principles (beneficence, nonmaleficence, autonomy, and justice) apply if your potential solution were implemented.

    · Describe what would be necessary to implement the proposed solution.

    · Explain what ethical principles need to be considered (beneficence, nonmaleficence, autonomy, and justice) and how they apply if your potential solution were implemented. How would bias need to be considered?

    · Provide examples from the literature to support the points you are making.

    5. Explain how the solution you present will benefit or help to improve your selected topic as it relates to at least one of the Four Spheres of Care:

    5. Wellness, Disease Prevention.

    5. Chronic Disease Management.

    5. Regenerative/Restorative Care.

    5. Hospice and Palliative Care.

    Organize your paper using the following structure and headings:

    · Title page. (A separate page.)

    · Introduction. (A one-paragraph statement about the purpose of the paper.)

    · Identify the elements of the problem, issue, or question.

    · Analyze, define, and frame the problem, issue, or question.

    · Consider solutions, responses, or answers.

    · Choose a solution, response, or answer.

    · Implementation of the potential solution.

    · Conclusion. (One paragraph.)

    **Academic Requirements**

    Your paper should meet the following requirements:

    ·
    **Length:** Include at least 3–5 typed, double-spaced pages, in addition to the title page and reference page.

    ·
    **Font and font size:** Use Times New Roman, 12 point.

    ·
    **Writing:** Produce text with minimal grammar, usage, spelling, and mechanical errors.

    ·
    **Sources:** Integrate into text appropriate use of scholarly sources, evidence, and citation style.

    ·
    **References:** Use at least three scholarly or academic peer-reviewed journal articles and three in-text citations within the paper. Visit
    [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) if needed. Use scholarly or academic peer-reviewed journal articles published during the past 3–5 years that relate to your topic. Visit
    [BSN Program Library Research Guide](https://capellauniversity.libguides.com/BSN) for help with research.

    **Example assessment:** You may use the
    [Assessment 5 Example [PDF]](https://courseroom.capella.edu/courses/38636/files/6794010/download) to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

    **Competencies Measured**

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

    · Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of healthcare.

    · Use scholarly information to explain a healthcare problem or issue.

    · Competency 2: Apply scholarly information through critical thinking to solve problems in the field of healthcare.

    · Analyze a healthcare problem or issue.

    · Compare and contrast potential solutions for a problem or issue.

    · Explain how a presented solution will benefit or help to improve a selected healthcare topic or issue as it relates to at least one of the Four Spheres of Care.

    · Competency 3: Apply ethical principles and academic standards to the study of healthcare.

    · Explain the ethical principles (beneficence, nonmaleficence, autonomy, and justice) that need to be considered if a potential solution were implemented.

    · Competency 5: Write for a specific audience, in an appropriate tone and style, in accordance with Capella writing standards.

    · Produce text with minimal grammatical, usage, spelling, and mechanical errors.

    · Integrate into text appropriate use of scholarly sources, evidence, and citation style.

    **## Assessment5instruction.docx**

    **Assessment 5**

    **Analyzing a Current Healthcare Problem or Issue**

    Write a 4–6 page analysis of your previously selected current problem or issue in healthcare, including a proposed solution and possible ethical implications.

    Expand All

    **Introduction**

    In your healthcare career, you will be confronted with many problems that demand a solution. By using research skills, you can learn what others are doing and saying about similar problems. Then, you can analyze the problem and the people and systems it affects. You can also examine potential solutions and their ramifications. This assessment allows you to practice this approach with the real-world problem you've selected.

    **Prepare**

    For this assessment, you will analyze the same current healthcare problem or issue topic area you selected for Assessments 2 and 3. To explore the chosen topic, use the first four topics of the
    [Socratic Problem-Solving Approach](https://lat.strategiced.com/redirect?linkid=2643) for critical thinking.

    1. Start by defining the healthcare problem or issue based on the selected healthcare topic.

    2. Provide details about the problems or issues that are part of the chosen topic, and identify causes for the problems or issues.

    3. Identify at least three scholarly or academic peer-reviewed journal articles about the topic you are discussing by using articles you found for Assessment 2 or by searching the Capella library using the
    [BSN Program Library Research Guide](https://capellauniversity.libguides.com/BSN).

    **Write Your Paper**

    1. Use scholarly information to explain a healthcare problem or issue related to your selected topic.

    · Cite credible, relevant sources to validate and reinforce the information used to explain the healthcare topic.

    2. Analyze the problem or issue.

    · Describe the setting or context for the problem or issue.

    · Describe the reasons that make the problem or issue important to you.

    · Identify groups of people affected by the problem or issue.

    3. Compare and contrast potential solutions for the problem or issue.

    · Describe potential solutions.

    · Compare and contrast your opinion with other opinions you find in sources from the Capella library.

    · Provide the pros and cons for one of the solutions you are proposing.

    4. Explain how the ethical principles (beneficence, nonmaleficence, autonomy, and justice) apply if your potential solution were implemented.

    · Describe what would be necessary to implement the proposed solution.

    · Explain what ethical principles need to be considered (beneficence, nonmaleficence, autonomy, and justice) and how they apply if your potential solution were implemented. How would bias need to be considered?

    · Provide examples from the literature to support the points you are making.

    5. Explain how the solution you present will benefit or help to improve your selected topic as it relates to at least one of the Four Spheres of Care:

    5. Wellness, Disease Prevention.

    5. Chronic Disease Management.

    5. Regenerative/Restorative Care.

    5. Hospice and Palliative Care.

    Organize your paper using the following structure and headings:

    · Title page. (A separate page.)

    · Introduction. (A one-paragraph statement about the purpose of the paper.)

    · Identify the elements of the problem, issue, or question.

    · Analyze, define, and frame the problem, issue, or question.

    · Consider solutions, responses, or answers.

    · Choose a solution, response, or answer.

    · Implementation of the potential solution.

    · Conclusion. (One paragraph.)

    **Academic Requirements**

    Your paper should meet the following requirements:

    ·
    **Length:** Include at least 3–5 typed, double-spaced pages, in addition to the title page and reference page.

    ·
    **Font and font size:** Use Times New Roman, 12 point.

    ·
    **Writing:** Produce text with minimal grammar, usage, spelling, and mechanical errors.

    ·
    **Sources:** Integrate into text appropriate use of scholarly sources, evidence, and citation style.

    ·
    **References:** Use at least three scholarly or academic peer-reviewed journal articles and three in-text citations within the paper. Visit
    [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) if needed. Use scholarly or academic peer-reviewed journal articles published during the past 3–5 years that relate to your topic. Visit
    [BSN Program Library Research Guide](https://capellauniversity.libguides.com/BSN) for help with research.

    **Example assessment:** You may use the
    [Assessment 5 Example [PDF]](https://courseroom.capella.edu/courses/38636/files/6794010/download) to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

    **Competencies Measured**

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

    · Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of healthcare.

    · Use scholarly information to explain a healthcare problem or issue.

    · Competency 2: Apply scholarly information through critical thinking to solve problems in the field of healthcare.

    · Analyze a healthcare problem or issue.

    · Compare and contrast potential solutions for a problem or issue.

    · Explain how a presented solution will benefit or help to improve a selected healthcare topic or issue as it relates to at least one of the Four Spheres of Care.

    · Competency 3: Apply ethical principles and academic standards to the study of healthcare.

    · Explain the ethical principles (beneficence, nonmaleficence, autonomy, and justice) that need to be considered if a potential solution were implemented.

    · Competency 5: Write for a specific audience, in an appropriate tone and style, in accordance with Capella writing standards.

    · Produce text with minimal grammatical, usage, spelling, and mechanical errors.

    · Integrate into text appropriate use of scholarly sources, evidence, and citation style.

  • [Solved] Nursing Clinical Assignment: Quality Improvement Project Part 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – To assess a clinical issue that is the focus of your Quality Improvement Project. – Create a description of the clinical issue to be addressed in the project. **Content Requirements:** 1. Identify the clinical issue that will be the focus of your Quality Improvement project. 2. Provide rationale f…

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    Assignment Prompt & Instructions

    – To assess a clinical issue that is the focus of your Quality Improvement Project.
    – Create a description of the clinical issue to be addressed in the project.

    **Content Requirements:**

    1. Identify the clinical issue that will be the focus of your Quality Improvement project.
    2. Provide rationale for the need to change the status quo.
    3. Identify best practices from the literature related to the issues.

    **Submission Instructions:**

    – The paper is to be clear and concise, and students will lose points for improper grammar, punctuation and misspelling.
    – The paper is to be 2 – 3 pages in length, excluding the title, abstract and references page.
    – Incorporate a minimum of 3 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
    – Journal articles and books should be referenced according to current APA style (the library has a copy of the APA Manual).
    – Your paper should be formatted per current APA and references should be current

    – 2 years ago