Tag: Clinical-Nursing

Discuss current research that links patient safety outcomes to ADN and BSN nurses. Based on some real-life experiences, do you agree or disagree with this research?

NEEDS AS A LEAST  OF TWO  REFERENCES

Discuss current research that links patient safety outcomes to ADN and BSN nurses. Based on some real-life experiences, do you agree or disagree with this research?

A study done in 2011 by Aiken and colleagues revealed that increasing the number of the registered nurses in hospitals is not only the solution to reducing patients’ mortality rate, but rather increasing number of nurses who have a higher educational, and a positive work environment, positively decrease the mortality rate in the hospitals (Cherry & Jacob, 2017). It interesting to know that every 10% increase in number of BSN nurses, decreases the mortality rate to 4% (Cherry & Jacob, 2017) even though 4% seems small, but it is still a great impact to life-saving effort.

There is no doubt that knowledge is the key, just like we all are getting our bachelors in nursing, there is a huge difference in the knowledge acquired. I personally have grown in confidence and knowledge through the course of this study and I am excited to be a better nurse clinically and in the community.

Recently, hospital position openings are BSN preferred, based on the reports like that of Institute of Medicine which support that nurses who are BSN possess the skills and knowledge needed to produce a better or positive patient outcome (Sherman, 2012). Last year, I attended a job-fair organized my Methodist hospital, and it was an instant offer for the positions available, everyone was qualified except me because I didn’t have a BSN, so that was my instant driving force to enroll in BSN program.

Based on my experience, I have worked with nurses who have years of work experiences without BSN and Nurses who have BSN but no experience. I personally think that having years’ experience is a big plus in terms of practical nursing. For example, an LPNs/LVNs took me on floor orientation in Nursing home after I was hired, even though she is an LVN, there are things she taught me that I didn’t know as an RN, obviously because she has years of experience, but not a higher education. I strongly believe also that having a higher education in nursing, prepares nurses to assume leadership roles, and exposes nurses to skills and knowledge needed to deliver a high-quality nursing care.

I agree with the aspect of BSN being prepared to assume leadership roles, but I do not believe that ADN nurses contribute to higher mortality role, because all nurses are exposed to the same clinical training in the hospitals. I believe that having a positive work environment, increasing the number of nurses, and a better communication with other health care teams improve a better patient outcome.

If I am in a hiring position, I would refer to hire a registered nurse with ADN who have years of experience over a BSN nurse who has no experience based on the type of position available, leadership positions would go for BSN, while floor position goes to ADN with a higher years of work experience.

References

Cherry, B. & Jacob. S. (2017) Contemporary nursing, issues, trends, & management. St. Louis: Elsevier. Six editions. Retrieved from https://pageburstls.elsevier.com/#/books/978-0-323-101097/cfi/6/8!/4/2/14/4@0:10

Sherman. R (2012) An 80% BSN Prepared Nursing Workforce by 2020? Emerging RN Leader. Retrieved on September 18th. From http://www.emergingrnleader.com/80bsnworkforce2020/

In collaboration with your approved course mentor, you will identify   a specific evidence-based practice proposal topic for the capstone   project. Consider the clinical environment in which you are currently   working or have recently worked. The capstone project topic can be a   clinical practice problem, an organizational issue, a quality   improvement suggestion, a leadership initiative, or an educational   need appropriate to your area of interest as well as your practice   immersion (practicum) setting. Examples of the integration of   community health, leadership, and an EBP can be found on the   “Educational and Community-Based Programs” page of the 
Healthy     People 2020
 website.

Write a 500-750 word description of your proposed capstone project   topic. Make sure to include the following:

The problem, issue, suggestion, initiative, or educational     need that will be the focus of the project

The setting or     context in which the problem, issue, suggestion, initiative, or     educational need can be observed.

A description providing a     high level of detail regarding the problem, issue, suggestion,     initiative, or educational need.

Impact of the problem,     issue, suggestion, initiative, or educational need on the work     environment, the quality of care provided by staff, and patient   outcomes.

Significance of the problem, issue, suggestion,     initiative, or educational need and its implications to   nursing.

A proposed solution to the identified project   topic

You are required to retrieve and assess a minimum of 8 peer-reviewed   articles. Plan your time accordingly to complete this assignment.

Prepare this assignment according to the guidelines found in the APA   Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to Turnitin.

What is the main issue for your organization in addressing a solution   to evidence-based nursing practice? Discuss what might be the first   step in addressing and resolving this issue.

One solution would be to stop hiring anybody just to have a warm body available. Maybe advertise job openings in different places, attend career fairs, or visit and recruit from nursing schools. Also, offer better pay rates, benefits, and/or bonuses.

During your practicum, determine what clinical problem or issue the   organization is facing. Discuss two implications for nursing.

The biggest problem or issue is staffing. The turn-over rate is incredibly high and there is never enough staff to provide satisfactory patient care.

Design Thinking Script (This Script will be the beginning of my capstone project)

Reflect
 on the content covered throughout the entire course.

Utilizing what you learned about design thinking this week, 
create
 a script that can be used to create a voice-over presentation or video in Week Six.

Review
 the Capstone rubric and Capstone: It’s Not Scary slide presentation. Your script should include:

During this course, I came across x.

I see opportunity for improvement at my organization in      x.

I might want to focus my capstone on these one to three      areas.

How will this relate to the end user? Consider      consumer-centrism.

Click 
the Assignment Files tab to submit your assignment.

Materials

· Capstone Rubric ATTACHED

· Capstone: It’s Not Scary ATTACHED

THEN

Design Thinking” from the Harvard Business Review (HBR) Explainer

Watch
 the video “Design Thinking” from the HBR Explainer series

( Video Link: https://hbr.org/video/4443548301001/the-explainer-design-thinking )

Post 
a response to the following question on separate sheet of paper

How will you use      design thinking to begin to brainstorm about your capstone?

You can add at the end of paper I will cut and paste on separate sheet

Part Two Due Oct 2nd

Design Presentation (MY Capstone project 

Create
 a 5- to 6-slide voice-over presentation or video using your script from Week Five.

Incorporate feedback from      faculty and any additional new learnings from the course.

Presentation should be 3 to 4      minutes with a clear and professional voice-over presentation of      information.

Cite
 at least 5 peer-reviewed, scholarly, or similar references.

Format
 your citations according to APA guidelines.

Subjects covered throughout this class

system thinking
 
locally and on a national level, 
 
the three C’s (Creativity, chaos and complexity), feedback loops, leverage points, different types of traps and opportunities such as Trap of escalation, tragedy of the commons, success to the successful, Drift to low Performance ,and 
 
he trap of Shifting the Burden to the Intervenor among others Flow, Fulfillment, Creativity, and Respect, Gemba wal
k

HIT Projects and Decision Makers

A nurse leader sought to implement greater security in the children’s wing of the hospital by installing a new alarm and monitoring system. Due to budget constraints, the CNO rejected the proposal, stating that current security methods were sufficient. Shortly after this failed proposal, an individual did in fact breach the children’s wing security and abducted a young child. Thankfully, the child was found and returned to her parents; and the CNO quickly found the money to install the new security system.

Not all HIT projects have such high-profile stakes. The main takeaway from this example is the importance of getting key stakeholders and decision makers on board when planning a new HIT project.

To prepare:

Bring      to mind a HIT project implemented in your organization. Which leaders      identified the project? Which stakeholders and decision makers helped      moved the project forward?

Consider      methods that were used to garner the support of stakeholders and decision      makers to move the project forward.

By tomorrow Wednesday 09/20/17, write a minimum of 550 words essay in APA format with a minimum of 3 references from the list in the instructions area. Include the level one headings as numbered below:

post
 a cohesive response that addresses the following:

1) Describe an example of a HIT project implemented at your organization and analyze how that project was identified and moved forward. (HIT stands for Health Information Technology, pick one that was implemented in the hospital. One project that comes to my mind is when my hospital upgraded their EHR system from MEDITECH to EPIC system).

2) Evaluate the impact of key decision makers on moving the HIT project forward.

Required Readings

Course Text: Ball, M. J., Douglas, J. V., Hinton Walker, P., DuLong, D., Gugerty, B., Hannah, K. J., . . . Troseth, M. R. (Eds.) (2011). 
Nursing informatics: Where technology and caring meet
 (4th ed.). London, England: Springer-Verlag.

Chapter      17, “Disruptive Innovation: Point of Care”

This chapter uses real-world integration examples to illustrate the visions and challenges that characterize Smart Point of Care systems.

Course Text: American Nurses Association. (2008). 
Nursing informatics: Scope and standards of practice.
 Silver Spring, MD: Author.

“Standards      of Nursing Informatics Practice” (pp. 67-79)

This excerpt presents the specific measurement criteria found within each nursing informatics standard.

Madsen, M. (2010). Knowledge and information modeling. 
Studies in Health Technology and Informatics, 151
, 84-103.

Within this article, the overall design models of information systems are linked to the metastructures, data, information, knowledge, and wisdom.

Peleg, M. (2011). The role of modeling in clinical information system development life cycle. Methods of Information in Medicine, 50(1), 7-10.

The author of this article discusses the role of conceptual modeling in health information technology systems and how it has been an effective component of system development.

Philip, A., Afolabi, B., Adeniran, O., Oluwatolani, O., & Ishaya, G. (2010). Towards an efficient information systems development process and management: A review of challenges and proposed strategies. 
Journal of Software Engineering and Applications, 3
(10), 983-989.

This article examines the phases and methodologies found within the Systems Development Life Cycle (SDLC), and proposes a framework for establishing the crucial roles that participants must play during the SDLC.

Szydlowski, S., & Smith, C. (2009). Perspectives from nurse leaders and chief information officers on health information technology implementation. 
Hospital Topics, 87
(1), 3-9.

Qualitative research is used in this article to examine the trends, goals, outcomes, barriers, and mistakes that hospital leaders may experience when implementing health information technology systems.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). 
Transforming nursing and healthcare through technology: Systems analysis.
 Baltimore, MD: Author.

Note: 
The approximate length of this media piece is 11 minutes.

The presenters in this week’s media presentation outline the stages involved when implementing a new technology system.

Optional Resources

Burgess, L., & Sargent, J. (2007). Enhancing user acceptance of mandated mobile health information systems: The ePOC (
electronic
 Point-Of-Care Project) experience. 
Studies in Health Technology and Informatics, 129
(Pt 2), 1088-1092.

Write a 750-1,000 word review of a website about ADD or ADHD. You will write this review for the general public, so you might target a particular publication, such as a student or local newspaper or one of the national magazines. This will help you anticipate what your readers already know, what they value, and what criteria they accept as a basis of evaluation. Complete the following:

1. Develop a set of criteria that the general public would see as acceptable for a website about diseases and disorders (like ADHD).

2. Describe the website you have chosen, and then explain how it does (or does not) perform the criteria you established above.

3. Use at least two scholarly sources outside of class texts to augment your understanding and perspective on these facts and elements. Use the GCU library for sources. Include this research in the paper in an appropriate scholarly manner.

Capstone Synthesis Practicum Assignment

Discussion: Practicum Project Methodology and Evaluation

Consider the following scenario:

With a clear conception of her Practicum Project goal and objectives, Sandra was optimistic that she was on the right track. Then she started to consider the methodology for her project and realized how much she still needed to figure out. She began to think about the theories and concepts she had examined in her program of study and how they might inform her methodology. The biggest challenge, she discovered, was in mapping the strategies that would help her achieve each objective. How would she decide what would be most effective? What barriers were likely to arise? She also realized that she needed to think about evaluation early in order to establish appropriate criteria and make sure she could assess the evidence related to the process, impact, and outcomes of her project. She wondered how she might use formative evaluation to develop and improve the project, as well as how she could use summative evaluation following the implementation of the project to determine if it had been successful.

Consider the models, theories, and concepts you have examined in your program of study as they relate to your project. Which of these can be applied to the development of methodology to help you achieve the project objectives? Which ones can be used to help you establish criteria and methods of evaluation for your project?

In this Discussion, you examine and propose the methodology for your Practicum Project, as well as evaluation methods. The insights you gain through this Discussion should be integrated into your Practicum Project Plan, which is due in Week 5.

To prepare:

Reflect on the Practicum Project goal and objectives you developed in Week 3.

Refer to the Practicum Project Plan (PPP) Overview document as needed for information related to the assignment.

Consider the models, theories, and concepts you have examined in your program of study as they relate to your project. How can this information be applied to the development of the methodology and evaluation for your project?

Review the information on methodology in the Learning Resources, and conduct additional research to facilitate your analysis for your project. Evaluate the who, what, how, where, and when associated with each objective: Who will make what change, by how much, where, and by when? Consider the methods you could use to meet each objective. Devise your methodology in as much detail as possible to identify how you could meet each objective. For example, identify which professional organizations or regulatory bodies you would consult (by viewing their websites or contacting them directly) to gather evidence.

Review the information on formative and summative evaluation in this week’s Learning Resources, and conduct additional research to facilitate your analysis for your project. How could you evaluate achievement of your Practicum Project objectives using formative and/or summative evaluation? Begin to develop an evaluation plan for your Practicum Project.

Post a brief summary of your Practicum Project focus, including the goal and objectives of your Practicum Project (to serve as a reminder for your colleagues). Explain your selected methodology, and justify your selection. Include a detailed explanation of how you could meet each objective using this methodology. Also explain your evaluation plan, noting at which points during your Practicum Project formative and/or summative evaluation will occur.

Respond to at least two of your colleagues Capstone Synthesis Practicum Assignment on two different days, using one or more of the following approaches:

Comment on your colleague’s methodology, offering suggestions for improvement as appropriate.

Suggest an alternative evaluation method for your colleague’s project.

Required Readings

Reminder: Review resources from previous courses as necessary.

Black, P. (2010). Formative assessment. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 359–364). St. Louis, MO: Elsevier.

Note: Retrieved from the Walden Library databases.

 

This article outlines the history of formative assessment and its application and use as an evaluation tool.

Duers, L. E., & Brown, N. (2009). An exploration of student nurses’ experiences of formative assessment. Nurse Education Today, 29(6), 654–659.

Note: Retrieved from the Walden Library databases.

 

This article compares formative and summative assessment and presents examples of the application of formative assessment in nursing education.

Gantt, L. T. (2013). The effect of preparation on anxiety and performance in summative simulations. Clinical Simulation in Nursing, 9(1), e25–e33.

 

This article provides an example of how formative and summative evaluation is used in a nursing simulation lab. The article discusses strategies for improving nurses’ performance on summative evaluations and explores the use of formative evaluation as a strategy for improving performance on summative evaluations.

Pellegrino, J. W. (2010). Technology and formative assessment. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 42–47). St. Louis, MO: Elsevier

 

The author discusses the importance of formative assessment and examines how technology can be used to support the assessment process.

Master of Science in Nursing

 

NURS 6600:
Capstone Synthesis Practicum

Nursing Informatics and Leadership & Management

 

Practicum Professional Experience Plan

 

Course Description

Students in this course apply the MSN curriculum experience by translating knowledge into practice through participation in professional activities and the development of a culminating project. Students apply theory, principles, and concepts related to their area of specialization in order to enhance nursing practice and promote positive social change.
Note:
This course requires a minimum of 144 practicum hours
.*

*Note: Students enrolled in the Nursing Informatics specialization will have already completed 72 hours of a practicum experience in NURS 6431. This course provides an additional 144 practicum hours.

 

 

Complete each section below.

 

Section 1: Quarter/Term/Year and Contact Information

 

Quarter/Term/Year:

 

StudentContact Information

 

 

PreceptorContact Information

 

 

 

 

Section 2: Practicum Professional Development Objectives

Refer to the instructions in Week 1 to create practicum professional development objectives that meet the requirements for this course

Objective 1:
Improve time management skills in a leadership role while managing work life balance.

Objective 2:
Gain confidence and experience in my role performance in a supportive environment with preceptor, and other experienced health care professionals in leadership roles in a variety of settings.

Objective 3
:Utilize effective relaxation and stress reduction techniques to allow me to complete my task that will ultimately lead to my beginning a new career as advanced beginning professional.

 

 

Section 3: Projected Timeline/Schedule

 

Estimate how many hours you expect to work on your practicum each week. Per the practicum guidelines, you
may
use half your hours for professional development and up to half for your Practicum Project (i.e., 72 hours to accomplish your practicum professional development objectives and 72 hours to complete your Practicum Project objectives, which you will establish later in this course).

 

This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now.

 

I intend to complete the 144 practicum hours according to the following timeline/schedule:

 

Number of Hours Projected for Week

Number of Weekly Hours for Professional Development

Number of Weekly Hours for Practicum Project

Week 1

15

8

7

Week 2

15

8

7

Week 3

15

8

7

Week 4

14

6

8

Week 5

12

4

8

Week 6

14

8

6

Week 7

14

8

6

Week 8

11

6

5

Week 9

12

6

6

Week 10

12

6

6

Week 11

10

4

6

Total Hours
(must meet the following requirements)

144 Hours

72

72

 

 

 

 

 

 

Section 4 – Signatures

 

Practicum Faculty Signature (electronic)**:                                                    Date:

 

** Faculty signature signifies approval of Practicum Professional Experience Plan (PPEP)

 

Submit your Practicum Professional Experience Plan
on or before Day 7
of
Week 1
for Faculty review and approval.

 

Once approved, you will receive a copy of the PPEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form.