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Tag: Nursing

  • [Solved] EBP, Quadruple Aim

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  • [Solved] SMART Goals Evaluation

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    please read all attachments attached is the actual smart goals powerpoint where assignment is to be based on – ## SmartGoalspresentation.pptx – Screenshot2025-06-23at16.56.08.png – Screenshot2025-06-23at16.57.05.png – Screenshot2025-06-23at16.57.14.png **## SmartGoalspresentation.pptx** Smart Goals …

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    please read all attachments
    attached is the actual smart goals powerpoint where assignment is to be based on

    – ## SmartGoalspresentation.pptx

    – Screenshot2025-06-23at16.56.08.png
    – Screenshot2025-06-23at16.57.05.png
    – Screenshot2025-06-23at16.57.14.png

    **## SmartGoalspresentation.pptx**

    Smart Goals

    Jachai Littlejohn

    St. Thomas University

    NUR-650CL-AP2

    Dr. Amira El Kholy

    May 25, 2025

    Introduction

    Psychiatric evaluations are essential for accurate mental health care(Stein et al., 2022).

    SMART goals help set clear, achievable objectives for clinical growth.

    My goals include, improving confidence in conducting psychiatric evaluations.

    Perfecting therapeutic communication skills.

    Ask appropriate questions during patient interviews.

    Enhancing documentation and treatment planning skills.

    Increasing efficiency in patient case presentations.

    Psychiatric evaluations are essential in mental health care for accurately assessing patients’ conditions and planning effective treatments (Stein et al., 2022). Developing confidence and skill in conducting these evaluations is critical for clinical success. To ensure meaningful progress during my clinical rotation, I have set five professional goals using the SMART framework. SMART goals are Specific, Measurable, Attainable, Realistic, and Timely, which helps create clear, actionable objectives. These goals focus on improving my confidence in psychiatric evaluations, therapeutic communication, questioning techniques, documentation, and case presentations. By following SMART criteria, I can track my development and make adjustments as needed. This presentation will describe each goal, demonstrating how they meet SMART standards to enhance my clinical competence in psychiatric nursing.

    2

    Goal 1

    Goal: Improve confidence in conducting psychiatric evaluations

    Specific: Practice assessments during rotations under supervision and feedback.

    Measurable: Weekly self-rating scale from 1 to 5 on confidence.

    Confidence logs reviewed with preceptor during weekly evaluation meetings.

    My first goal is to improve my confidence in conducting initial psychiatric evaluations independently. This goal is specific because it focuses solely on gaining confidence in performing these assessments, which are foundational to patient care in psychiatry. It is measurable by using a weekly self-rating scale from 1 to 5 where I evaluate my confidence level after each evaluation. I will also seek feedback from my preceptor to objectively measure my progress. Tracking these ratings weekly allows me to identify improvements or areas needing more attention. This goal addresses my need to become more comfortable and competent in psychiatric assessments, which is essential for my clinical development and future professional role.

    3

    Goal 1 Cont…

    Attainable: Confidence will build with repetition, guidance, and constructive feedback.

    Realistic: Fits within expected student responsibilities during clinical rotation.

    Timely: Goal will be achieved by the end of the clinical term.

    Regarding attainability, this goal is realistic because with repeated practice, observation, and guidance from experienced clinicians, gaining confidence is entirely possible. The clinical environment offers many opportunities to conduct evaluations, and I plan to actively participate in these. It is also realistic because building confidence is a natural part of learning new clinical skills within the scope of my current training level. The timeline I set is to achieve marked improvement by the end of the clinical term, which gives me adequate time for practice and reflection. This goal aligns well with my overall clinical objectives and is both challenging and attainable.

    4

    Goal 2

    Goal: Improve active listening and empathetic patient communication techniques.

    Specific: Practice empathy, reflection, and validation in every patient interaction.

    Measurable: Receive weekly evaluations from preceptor on communication effectiveness.

    The second goal focuses on perfecting my therapeutic communication skills, which are essential for establishing rapport and effectively interacting with psychiatric patients. According to Hartley et al. (2021), therapeutic communication is foundational to building trust and promoting positive patient outcomes in mental health settings. The rest should remain the same. Specifically, I want to enhance active listening, empathy, and the use of verbal and nonverbal communication techniques. This goal is measurable through weekly evaluations by my preceptor, peer feedback, and my own reflective journaling about patient encounters. Keeping a communication journal will help me document progress and identify areas where I need improvement. Strengthening these skills will allow me to engage patients more meaningfully and facilitate better therapeutic relationships, which are key to effective mental health care.

    5

    Goal 2 Cont…

    Attainable: Frequent patient interactions provide opportunities to practice and improve.

    Realistic: Skill development aligns with clinical learning objectives and expectations.

    Timely: Target consistent improvement within 6-week clinical placement timeline.

    This goal is attainable because I will have daily opportunities to practice communication during patient interviews and group discussions. Role-playing and feedback sessions will further reinforce these skills. It is realistic as developing therapeutic communication is a key competency expected of nursing students and can be improved progressively through practice. I aim to show consistent improvement by the end of my six-week clinical placement, giving me time to integrate feedback and reflect on my experiences. Enhancing communication skills not only benefits patient care but also contributes significantly to my professional growth as a competent and compassionate clinician.

    6

    Goal 3

    Goal: Improve ability to ask relevant, open-ended diagnostic questions.

    Specific: Use appropriate psychiatric terminology in clinical interview sessions.

    Measurable: Preceptor feedback on the appropriateness and depth of questions.

    Peer review sessions provide structured opportunities for evaluation and practice.

    My third goal is to improve my ability to ask appropriate and clinically relevant questions during patient interviews. Being specific, this means focusing on formulating open-ended, diagnostic, and exploratory questions that help elicit detailed patient information. The goal is measurable because I will track preceptor feedback on the quality of my questions during case presentations and clinical sessions. Peer review sessions will also provide opportunities for constructive evaluation. Asking the right questions is critical for accurate diagnosis and treatment planning, so improving in this area will directly enhance my clinical competence and confidence.

    7

    Goal 3 Cont…

    Attainable: Use of scripts and practice interviews supports gradual improvement.

    Realistic: Matches current knowledge base and supervised learning environment.

    Timely: Reach consistent questioning skills by clinical week six.

    This goal is attainable because I will use scripts and structured interview guides during my learning process and receive supervision to refine my questioning technique. It is realistic because I already have foundational knowledge of psychiatric conditions, and this goal builds on my existing skills. According to Zhang et al. (2022), clinical exposure allows ample practice opportunities, and supervisors will provide guidance as needed. The timeline for this goal is to reach consistent proficiency by week six of my clinical rotation, which allows for focused effort early in the term. By mastering appropriate questioning, I will contribute to better patient assessments and improved clinical outcomes.

    8

    Goal 4

    Goal: Improve clarity, accuracy, and completeness in clinical documentation.

    Specific: Document at least three notes per week under supervision.

    Measurable: Review progress using structured documentation checklists.

    Peer or preceptor audits provide feedback for continuous improvement.

    The fourth goal aims to perfect my clinical documentation and treatment planning skills. Accurate and thorough documentation is essential for continuity of care, legal compliance, and effective communication among healthcare providers (Demsash et al., 2023). This goal is specific as it targets improving clarity and completeness in patient notes and treatment plans. It is measurable by completing at least three documented notes weekly, which will be reviewed by my preceptor using structured checklists. Peer audits may also offer feedback. This practice will help me develop habits for high-quality documentation that meets clinical standards and supports patient safety.

    9

    Goal 4 Cont…

    Attainable: EMR templates and examples will help guide accurate entries.

    Realistic: Falls within current student documentation responsibilities.

    Timely: Aim for independence in documentation by clinical week three.

    This goal is attainable because electronic medical record (EMR) templates and clinical mentorship will guide me in proper documentation methods. It is realistic since clinical students are expected to develop and refine documentation skills progressively during rotations. The timeline for achieving independence and proficiency in documentation is by week three, allowing time for practice and feedback. Improving this skill will enhance my ability to contribute meaningfully to patient care teams and prepare me for future professional responsibilities. Good documentation also strengthens accountability and helps ensure quality treatment delivery.

    10

    Goal 5

    Goal: Improve structure and delivery of patient case presentations.

    Specific: Use SBAR format for all verbal patient presentations.

    Measurable: Weekly evaluation on clarity and time-efficiency by preceptor.

    Track number of presentations completed and scored each week.

    My fifth goal is to increase efficiency in delivering patient case presentations. This goal is specific as it targets structuring presentations clearly and concisely using formats like SBAR (Situation, Background, Assessment, Recommendation). It is measurable through weekly supervisor feedback on clarity, thoroughness, and time management during presentations. Tracking the number of presentations and scores will help quantify my progress. According to Sheehan et al. (2021), efficient case presentations are vital for effective communication within multidisciplinary teams, enabling timely decision-making and improving patient outcomes. Mastering this skill is important for professional readiness and leadership.

    11

    Goal 5 Cont…

    Attainable: Preceptor guidance and repetition will build presentation confidence.

    Realistic: Matches expectations for psychiatric student clinician performance.

    Timely: Reach proficiency in case presentation by final week of rotation.

    This goal is attainable because preceptor guidance and repeated practice will help me build confidence and refine my presentation skills. It is realistic since it aligns with the expectations for student clinicians and is part of clinical training. The timeline is to achieve proficiency by the final week of the clinical rotation, with ongoing improvements each week. Improving case presentation efficiency will enhance my ability to communicate critical information clearly and foster collaborative care, both essential for successful clinical practice and future career growth.

    12

    References

    Demsash, A. W., Kassie, S. Y., Dubale, A. T., Chereka, A. A., Ngusie, H. S., Hunde, M. K., Emanu, M. D., Shibabaw, A. A., & Walle, A. D. (2023). Health professionals’ routine practice documentation and its associated factors in a resource-limited setting: a cross-sectional study. BMJ Health & Care Informatics, 30(1), 1–7. https://doi.org/10.1136/bmjhci-2022-100699

    Hartley, S., Raphael, J., Lovell, K., & Berry, K. (2021). Effective nurse-patient relationships in mental health care: A systematic review of interventions to improve the therapeutic alliance. International Journal of Nursing Studies, 102(1), 1–9. https://doi.org/10.1016/j.ijnurstu.2019.103490

    Sheehan, J., laver, k, Bhopti, A., Rahja, M., Usherwood, T., Clemson, L., & Lannin, N. (2021). Methods and effectiveness of communication between hospital allied health and primary care practitioners: A systematic narrative review. Journal of Multidisciplinary Healthcare, 14(14), 493–511. https://doi.org/10.2147/JMDH.S295549

    Stein, D. J., Shoptaw, S. J., Vigo, D. V., Lund, C., Cuijpers, P., Bantjes, J., Sartorius, N., & Maj, M. (2022). Psychiatric Diagnosis and Treatment in the 21st century: Paradigm Shifts versus Incremental Integration. World Psychiatry, 21(3), 393–414. https://doi.org/10.1002/wps.20998

    Zhang, J., Shields, L., Ma, B., Yin, Y., Wang, J., Zhang, R., & Hui, X. (2022). The clinical learning environment, supervision and future intention to work as a nurse in nursing students: a cross-sectional and descriptive study. BMC Medical Education, 22(1), 1–9. https://doi.org/10.1186/s12909-022-03609-y

    ## image5.png

    ## image6.png

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    ## image8.png

    ## image3.png

    ## image4.png

    **Screenshot2025-06-23at16.56.08.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-06-23at16-56-08-png)

    **Screenshot2025-06-23at16.57.05.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-06-23at16-57-05-png)

    **Screenshot2025-06-23at16.57.14.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-06-23at16-57-14-png)

    **Screenshot2025-06-23at16.57.14.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-06-23at16-57-14-png)

    **## SmartGoalspresentation.pptx**

    Smart Goals

    Jachai Littlejohn

    St. Thomas University

    NUR-650CL-AP2

    Dr. Amira El Kholy

    May 25, 2025

    Introduction

    Psychiatric evaluations are essential for accurate mental health care(Stein et al., 2022).

    SMART goals help set clear, achievable objectives for clinical growth.

    My goals include, improving confidence in conducting psychiatric evaluations.

    Perfecting therapeutic communication skills.

    Ask appropriate questions during patient interviews.

    Enhancing documentation and treatment planning skills.

    Increasing efficiency in patient case presentations.

    Psychiatric evaluations are essential in mental health care for accurately assessing patients’ conditions and planning effective treatments (Stein et al., 2022). Developing confidence and skill in conducting these evaluations is critical for clinical success. To ensure meaningful progress during my clinical rotation, I have set five professional goals using the SMART framework. SMART goals are Specific, Measurable, Attainable, Realistic, and Timely, which helps create clear, actionable objectives. These goals focus on improving my confidence in psychiatric evaluations, therapeutic communication, questioning techniques, documentation, and case presentations. By following SMART criteria, I can track my development and make adjustments as needed. This presentation will describe each goal, demonstrating how they meet SMART standards to enhance my clinical competence in psychiatric nursing.

    2

    Goal 1

    Goal: Improve confidence in conducting psychiatric evaluations

    Specific: Practice assessments during rotations under supervision and feedback.

    Measurable: Weekly self-rating scale from 1 to 5 on confidence.

    Confidence logs reviewed with preceptor during weekly evaluation meetings.

    My first goal is to improve my confidence in conducting initial psychiatric evaluations independently. This goal is specific because it focuses solely on gaining confidence in performing these assessments, which are foundational to patient care in psychiatry. It is measurable by using a weekly self-rating scale from 1 to 5 where I evaluate my confidence level after each evaluation. I will also seek feedback from my preceptor to objectively measure my progress. Tracking these ratings weekly allows me to identify improvements or areas needing more attention. This goal addresses my need to become more comfortable and competent in psychiatric assessments, which is essential for my clinical development and future professional role.

    3

    Goal 1 Cont…

    Attainable: Confidence will build with repetition, guidance, and constructive feedback.

    Realistic: Fits within expected student responsibilities during clinical rotation.

    Timely: Goal will be achieved by the end of the clinical term.

    Regarding attainability, this goal is realistic because with repeated practice, observation, and guidance from experienced clinicians, gaining confidence is entirely possible. The clinical environment offers many opportunities to conduct evaluations, and I plan to actively participate in these. It is also realistic because building confidence is a natural part of learning new clinical skills within the scope of my current training level. The timeline I set is to achieve marked improvement by the end of the clinical term, which gives me adequate time for practice and reflection. This goal aligns well with my overall clinical objectives and is both challenging and attainable.

    4

    Goal 2

    Goal: Improve active listening and empathetic patient communication techniques.

    Specific: Practice empathy, reflection, and validation in every patient interaction.

    Measurable: Receive weekly evaluations from preceptor on communication effectiveness.

    The second goal focuses on perfecting my therapeutic communication skills, which are essential for establishing rapport and effectively interacting with psychiatric patients. According to Hartley et al. (2021), therapeutic communication is foundational to building trust and promoting positive patient outcomes in mental health settings. The rest should remain the same. Specifically, I want to enhance active listening, empathy, and the use of verbal and nonverbal communication techniques. This goal is measurable through weekly evaluations by my preceptor, peer feedback, and my own reflective journaling about patient encounters. Keeping a communication journal will help me document progress and identify areas where I need improvement. Strengthening these skills will allow me to engage patients more meaningfully and facilitate better therapeutic relationships, which are key to effective mental health care.

    5

    Goal 2 Cont…

    Attainable: Frequent patient interactions provide opportunities to practice and improve.

    Realistic: Skill development aligns with clinical learning objectives and expectations.

    Timely: Target consistent improvement within 6-week clinical placement timeline.

    This goal is attainable because I will have daily opportunities to practice communication during patient interviews and group discussions. Role-playing and feedback sessions will further reinforce these skills. It is realistic as developing therapeutic communication is a key competency expected of nursing students and can be improved progressively through practice. I aim to show consistent improvement by the end of my six-week clinical placement, giving me time to integrate feedback and reflect on my experiences. Enhancing communication skills not only benefits patient care but also contributes significantly to my professional growth as a competent and compassionate clinician.

    6

    Goal 3

    Goal: Improve ability to ask relevant, open-ended diagnostic questions.

    Specific: Use appropriate psychiatric terminology in clinical interview sessions.

    Measurable: Preceptor feedback on the appropriateness and depth of questions.

    Peer review sessions provide structured opportunities for evaluation and practice.

    My third goal is to improve my ability to ask appropriate and clinically relevant questions during patient interviews. Being specific, this means focusing on formulating open-ended, diagnostic, and exploratory questions that help elicit detailed patient information. The goal is measurable because I will track preceptor feedback on the quality of my questions during case presentations and clinical sessions. Peer review sessions will also provide opportunities for constructive evaluation. Asking the right questions is critical for accurate diagnosis and treatment planning, so improving in this area will directly enhance my clinical competence and confidence.

    7

    Goal 3 Cont…

    Attainable: Use of scripts and practice interviews supports gradual improvement.

    Realistic: Matches current knowledge base and supervised learning environment.

    Timely: Reach consistent questioning skills by clinical week six.

    This goal is attainable because I will use scripts and structured interview guides during my learning process and receive supervision to refine my questioning technique. It is realistic because I already have foundational knowledge of psychiatric conditions, and this goal builds on my existing skills. According to Zhang et al. (2022), clinical exposure allows ample practice opportunities, and supervisors will provide guidance as needed. The timeline for this goal is to reach consistent proficiency by week six of my clinical rotation, which allows for focused effort early in the term. By mastering appropriate questioning, I will contribute to better patient assessments and improved clinical outcomes.

    8

    Goal 4

    Goal: Improve clarity, accuracy, and completeness in clinical documentation.

    Specific: Document at least three notes per week under supervision.

    Measurable: Review progress using structured documentation checklists.

    Peer or preceptor audits provide feedback for continuous improvement.

    The fourth goal aims to perfect my clinical documentation and treatment planning skills. Accurate and thorough documentation is essential for continuity of care, legal compliance, and effective communication among healthcare providers (Demsash et al., 2023). This goal is specific as it targets improving clarity and completeness in patient notes and treatment plans. It is measurable by completing at least three documented notes weekly, which will be reviewed by my preceptor using structured checklists. Peer audits may also offer feedback. This practice will help me develop habits for high-quality documentation that meets clinical standards and supports patient safety.

    9

    Goal 4 Cont…

    Attainable: EMR templates and examples will help guide accurate entries.

    Realistic: Falls within current student documentation responsibilities.

    Timely: Aim for independence in documentation by clinical week three.

    This goal is attainable because electronic medical record (EMR) templates and clinical mentorship will guide me in proper documentation methods. It is realistic since clinical students are expected to develop and refine documentation skills progressively during rotations. The timeline for achieving independence and proficiency in documentation is by week three, allowing time for practice and feedback. Improving this skill will enhance my ability to contribute meaningfully to patient care teams and prepare me for future professional responsibilities. Good documentation also strengthens accountability and helps ensure quality treatment delivery.

    10

    Goal 5

    Goal: Improve structure and delivery of patient case presentations.

    Specific: Use SBAR format for all verbal patient presentations.

    Measurable: Weekly evaluation on clarity and time-efficiency by preceptor.

    Track number of presentations completed and scored each week.

    My fifth goal is to increase efficiency in delivering patient case presentations. This goal is specific as it targets structuring presentations clearly and concisely using formats like SBAR (Situation, Background, Assessment, Recommendation). It is measurable through weekly supervisor feedback on clarity, thoroughness, and time management during presentations. Tracking the number of presentations and scores will help quantify my progress. According to Sheehan et al. (2021), efficient case presentations are vital for effective communication within multidisciplinary teams, enabling timely decision-making and improving patient outcomes. Mastering this skill is important for professional readiness and leadership.

    11

    Goal 5 Cont…

    Attainable: Preceptor guidance and repetition will build presentation confidence.

    Realistic: Matches expectations for psychiatric student clinician performance.

    Timely: Reach proficiency in case presentation by final week of rotation.

    This goal is attainable because preceptor guidance and repeated practice will help me build confidence and refine my presentation skills. It is realistic since it aligns with the expectations for student clinicians and is part of clinical training. The timeline is to achieve proficiency by the final week of the clinical rotation, with ongoing improvements each week. Improving case presentation efficiency will enhance my ability to communicate critical information clearly and foster collaborative care, both essential for successful clinical practice and future career growth.

    12

    References

    Demsash, A. W., Kassie, S. Y., Dubale, A. T., Chereka, A. A., Ngusie, H. S., Hunde, M. K., Emanu, M. D., Shibabaw, A. A., & Walle, A. D. (2023). Health professionals’ routine practice documentation and its associated factors in a resource-limited setting: a cross-sectional study. BMJ Health & Care Informatics, 30(1), 1–7. https://doi.org/10.1136/bmjhci-2022-100699

    Hartley, S., Raphael, J., Lovell, K., & Berry, K. (2021). Effective nurse-patient relationships in mental health care: A systematic review of interventions to improve the therapeutic alliance. International Journal of Nursing Studies, 102(1), 1–9. https://doi.org/10.1016/j.ijnurstu.2019.103490

    Sheehan, J., laver, k, Bhopti, A., Rahja, M., Usherwood, T., Clemson, L., & Lannin, N. (2021). Methods and effectiveness of communication between hospital allied health and primary care practitioners: A systematic narrative review. Journal of Multidisciplinary Healthcare, 14(14), 493–511. https://doi.org/10.2147/JMDH.S295549

    Stein, D. J., Shoptaw, S. J., Vigo, D. V., Lund, C., Cuijpers, P., Bantjes, J., Sartorius, N., & Maj, M. (2022). Psychiatric Diagnosis and Treatment in the 21st century: Paradigm Shifts versus Incremental Integration. World Psychiatry, 21(3), 393–414. https://doi.org/10.1002/wps.20998

    Zhang, J., Shields, L., Ma, B., Yin, Y., Wang, J., Zhang, R., & Hui, X. (2022). The clinical learning environment, supervision and future intention to work as a nurse in nursing students: a cross-sectional and descriptive study. BMC Medical Education, 22(1), 1–9. https://doi.org/10.1186/s12909-022-03609-y

    ## image5.png

    ## image6.png

    ## image7.png

    ## image8.png

    ## image3.png

    ## image4.png

    **Screenshot2025-06-23at16.56.08.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-06-23at16-56-08-png)

    **Screenshot2025-06-23at16.57.05.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-06-23at16-57-05-png)

    **Screenshot2025-06-23at16.57.14.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-06-23at16-57-14-png)

    **## SmartGoalspresentation.pptx**

    Smart Goals

    Jachai Littlejohn

    St. Thomas University

    NUR-650CL-AP2

    Dr. Amira El Kholy

    May 25, 2025

    Introduction

    Psychiatric evaluations are essential for accurate mental health care(Stein et al., 2022).

    SMART goals help set clear, achievable objectives for clinical growth.

    My goals include, improving confidence in conducting psychiatric evaluations.

    Perfecting therapeutic communication skills.

    Ask appropriate questions during patient interviews.

    Enhancing documentation and treatment planning skills.

    Increasing efficiency in patient case presentations.

    Psychiatric evaluations are essential in mental health care for accurately assessing patients’ conditions and planning effective treatments (Stein et al., 2022). Developing confidence and skill in conducting these evaluations is critical for clinical success. To ensure meaningful progress during my clinical rotation, I have set five professional goals using the SMART framework. SMART goals are Specific, Measurable, Attainable, Realistic, and Timely, which helps create clear, actionable objectives. These goals focus on improving my confidence in psychiatric evaluations, therapeutic communication, questioning techniques, documentation, and case presentations. By following SMART criteria, I can track my development and make adjustments as needed. This presentation will describe each goal, demonstrating how they meet SMART standards to enhance my clinical competence in psychiatric nursing.

    2

    Goal 1

    Goal: Improve confidence in conducting psychiatric evaluations

    Specific: Practice assessments during rotations under supervision and feedback.

    Measurable: Weekly self-rating scale from 1 to 5 on confidence.

    Confidence logs reviewed with preceptor during weekly evaluation meetings.

    My first goal is to improve my confidence in conducting initial psychiatric evaluations independently. This goal is specific because it focuses solely on gaining confidence in performing these assessments, which are foundational to patient care in psychiatry. It is measurable by using a weekly self-rating scale from 1 to 5 where I evaluate my confidence level after each evaluation. I will also seek feedback from my preceptor to objectively measure my progress. Tracking these ratings weekly allows me to identify improvements or areas needing more attention. This goal addresses my need to become more comfortable and competent in psychiatric assessments, which is essential for my clinical development and future professional role.

    3

    Goal 1 Cont…

    Attainable: Confidence will build with repetition, guidance, and constructive feedback.

    Realistic: Fits within expected student responsibilities during clinical rotation.

    Timely: Goal will be achieved by the end of the clinical term.

    Regarding attainability, this goal is realistic because with repeated practice, observation, and guidance from experienced clinicians, gaining confidence is entirely possible. The clinical environment offers many opportunities to conduct evaluations, and I plan to actively participate in these. It is also realistic because building confidence is a natural part of learning new clinical skills within the scope of my current training level. The timeline I set is to achieve marked improvement by the end of the clinical term, which gives me adequate time for practice and reflection. This goal aligns well with my overall clinical objectives and is both challenging and attainable.

    4

    Goal 2

    Goal: Improve active listening and empathetic patient communication techniques.

    Specific: Practice empathy, reflection, and validation in every patient interaction.

    Measurable: Receive weekly evaluations from preceptor on communication effectiveness.

    The second goal focuses on perfecting my therapeutic communication skills, which are essential for establishing rapport and effectively interacting with psychiatric patients. According to Hartley et al. (2021), therapeutic communication is foundational to building trust and promoting positive patient outcomes in mental health settings. The rest should remain the same. Specifically, I want to enhance active listening, empathy, and the use of verbal and nonverbal communication techniques. This goal is measurable through weekly evaluations by my preceptor, peer feedback, and my own reflective journaling about patient encounters. Keeping a communication journal will help me document progress and identify areas where I need improvement. Strengthening these skills will allow me to engage patients more meaningfully and facilitate better therapeutic relationships, which are key to effective mental health care.

    5

    Goal 2 Cont…

    Attainable: Frequent patient interactions provide opportunities to practice and improve.

    Realistic: Skill development aligns with clinical learning objectives and expectations.

    Timely: Target consistent improvement within 6-week clinical placement timeline.

    This goal is attainable because I will have daily opportunities to practice communication during patient interviews and group discussions. Role-playing and feedback sessions will further reinforce these skills. It is realistic as developing therapeutic communication is a key competency expected of nursing students and can be improved progressively through practice. I aim to show consistent improvement by the end of my six-week clinical placement, giving me time to integrate feedback and reflect on my experiences. Enhancing communication skills not only benefits patient care but also contributes significantly to my professional growth as a competent and compassionate clinician.

    6

    Goal 3

    Goal: Improve ability to ask relevant, open-ended diagnostic questions.

    Specific: Use appropriate psychiatric terminology in clinical interview sessions.

    Measurable: Preceptor feedback on the appropriateness and depth of questions.

    Peer review sessions provide structured opportunities for evaluation and practice.

    My third goal is to improve my ability to ask appropriate and clinically relevant questions during patient interviews. Being specific, this means focusing on formulating open-ended, diagnostic, and exploratory questions that help elicit detailed patient information. The goal is measurable because I will track preceptor feedback on the quality of my questions during case presentations and clinical sessions. Peer review sessions will also provide opportunities for constructive evaluation. Asking the right questions is critical for accurate diagnosis and treatment planning, so improving in this area will directly enhance my clinical competence and confidence.

    7

    Goal 3 Cont…

    Attainable: Use of scripts and practice interviews supports gradual improvement.

    Realistic: Matches current knowledge base and supervised learning environment.

    Timely: Reach consistent questioning skills by clinical week six.

    This goal is attainable because I will use scripts and structured interview guides during my learning process and receive supervision to refine my questioning technique. It is realistic because I already have foundational knowledge of psychiatric conditions, and this goal builds on my existing skills. According to Zhang et al. (2022), clinical exposure allows ample practice opportunities, and supervisors will provide guidance as needed. The timeline for this goal is to reach consistent proficiency by week six of my clinical rotation, which allows for focused effort early in the term. By mastering appropriate questioning, I will contribute to better patient assessments and improved clinical outcomes.

    8

    Goal 4

    Goal: Improve clarity, accuracy, and completeness in clinical documentation.

    Specific: Document at least three notes per week under supervision.

    Measurable: Review progress using structured documentation checklists.

    Peer or preceptor audits provide feedback for continuous improvement.

    The fourth goal aims to perfect my clinical documentation and treatment planning skills. Accurate and thorough documentation is essential for continuity of care, legal compliance, and effective communication among healthcare providers (Demsash et al., 2023). This goal is specific as it targets improving clarity and completeness in patient notes and treatment plans. It is measurable by completing at least three documented notes weekly, which will be reviewed by my preceptor using structured checklists. Peer audits may also offer feedback. This practice will help me develop habits for high-quality documentation that meets clinical standards and supports patient safety.

    9

    Goal 4 Cont…

    Attainable: EMR templates and examples will help guide accurate entries.

    Realistic: Falls within current student documentation responsibilities.

    Timely: Aim for independence in documentation by clinical week three.

    This goal is attainable because electronic medical record (EMR) templates and clinical mentorship will guide me in proper documentation methods. It is realistic since clinical students are expected to develop and refine documentation skills progressively during rotations. The timeline for achieving independence and proficiency in documentation is by week three, allowing time for practice and feedback. Improving this skill will enhance my ability to contribute meaningfully to patient care teams and prepare me for future professional responsibilities. Good documentation also strengthens accountability and helps ensure quality treatment delivery.

    10

    Goal 5

    Goal: Improve structure and delivery of patient case presentations.

    Specific: Use SBAR format for all verbal patient presentations.

    Measurable: Weekly evaluation on clarity and time-efficiency by preceptor.

    Track number of presentations completed and scored each week.

    My fifth goal is to increase efficiency in delivering patient case presentations. This goal is specific as it targets structuring presentations clearly and concisely using formats like SBAR (Situation, Background, Assessment, Recommendation). It is measurable through weekly supervisor feedback on clarity, thoroughness, and time management during presentations. Tracking the number of presentations and scores will help quantify my progress. According to Sheehan et al. (2021), efficient case presentations are vital for effective communication within multidisciplinary teams, enabling timely decision-making and improving patient outcomes. Mastering this skill is important for professional readiness and leadership.

    11

    Goal 5 Cont…

    Attainable: Preceptor guidance and repetition will build presentation confidence.

    Realistic: Matches expectations for psychiatric student clinician performance.

    Timely: Reach proficiency in case presentation by final week of rotation.

    This goal is attainable because preceptor guidance and repeated practice will help me build confidence and refine my presentation skills. It is realistic since it aligns with the expectations for student clinicians and is part of clinical training. The timeline is to achieve proficiency by the final week of the clinical rotation, with ongoing improvements each week. Improving case presentation efficiency will enhance my ability to communicate critical information clearly and foster collaborative care, both essential for successful clinical practice and future career growth.

    12

    References

    Demsash, A. W., Kassie, S. Y., Dubale, A. T., Chereka, A. A., Ngusie, H. S., Hunde, M. K., Emanu, M. D., Shibabaw, A. A., & Walle, A. D. (2023). Health professionals’ routine practice documentation and its associated factors in a resource-limited setting: a cross-sectional study. BMJ Health & Care Informatics, 30(1), 1–7. https://doi.org/10.1136/bmjhci-2022-100699

    Hartley, S., Raphael, J., Lovell, K., & Berry, K. (2021). Effective nurse-patient relationships in mental health care: A systematic review of interventions to improve the therapeutic alliance. International Journal of Nursing Studies, 102(1), 1–9. https://doi.org/10.1016/j.ijnurstu.2019.103490

    Sheehan, J., laver, k, Bhopti, A., Rahja, M., Usherwood, T., Clemson, L., & Lannin, N. (2021). Methods and effectiveness of communication between hospital allied health and primary care practitioners: A systematic narrative review. Journal of Multidisciplinary Healthcare, 14(14), 493–511. https://doi.org/10.2147/JMDH.S295549

    Stein, D. J., Shoptaw, S. J., Vigo, D. V., Lund, C., Cuijpers, P., Bantjes, J., Sartorius, N., & Maj, M. (2022). Psychiatric Diagnosis and Treatment in the 21st century: Paradigm Shifts versus Incremental Integration. World Psychiatry, 21(3), 393–414. https://doi.org/10.1002/wps.20998

    Zhang, J., Shields, L., Ma, B., Yin, Y., Wang, J., Zhang, R., & Hui, X. (2022). The clinical learning environment, supervision and future intention to work as a nurse in nursing students: a cross-sectional and descriptive study. BMC Medical Education, 22(1), 1–9. https://doi.org/10.1186/s12909-022-03609-y

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  • [Solved] comprehensive initial psychiatric evaluation

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    please see all attachments as this assignment will be for an initial psych evaluation and should be on a patient with multiple medical conditions and the prescribed medication should not be a med patient is already taking. \ Screenshot2025-06-23at16.54.48.png](https://www.sweetstudy.com/files/scree…

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    please see all attachments as this assignment will be for an initial psych evaluation and should be on a patient with multiple medical conditions and the prescribed medication should not be a med patient is already taking.
    \
    Screenshot2025-06-23at16.54.48.png](https://www.sweetstudy.com/files/screenshot2025-06-23at16-54-48-png "Screenshot2025-06-23at16.54.48.png")
    \
    Screenshot2025-06-23at17.03.54.png](https://www.sweetstudy.com/files/screenshot2025-06-23at17-03-54-png "Screenshot2025-06-23at17.03.54.png")
    \
    CPETEMPLATE.docx](https://www.sweetstudy.com/files/cpetemplate-docx-10331333 "CPETEMPLATE.docx")
    \
    CPERUBRIC.docx](https://www.sweetstudy.com/files/cperubric-docx-10331335 "CPERUBRIC.docx")

  • [Solved] comprehensive psychiatric evaluation

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    please see all attachments as this assignment will be for an initial psych evaluation and should be on a patient with multiple medical conditions and the prescribed medication should not be a med patient is already taking. \ Screenshot2025-06-23at16.54.48.png](https://www.sweetstudy.com/files/scree…

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    please see all attachments as this assignment will be for an initial psych evaluation and should be on a patient with multiple medical conditions and the prescribed medication should not be a med patient is already taking.
    \
    Screenshot2025-06-23at16.54.48.png](https://www.sweetstudy.com/files/screenshot2025-06-23at16-54-48-png-10331337 "Screenshot2025-06-23at16.54.48.png")
    \
    Screenshot2025-06-23at17.03.54.png](https://www.sweetstudy.com/files/screenshot2025-06-23at17-03-54-png-10331339 "Screenshot2025-06-23at17.03.54.png")
    \
    CPERUBRIC.docx](https://www.sweetstudy.com/files/cperubric-docx-10331341 "CPERUBRIC.docx")
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    CPETEMPLATE.docx](https://www.sweetstudy.com/files/cpetemplate-docx-10331343 "CPETEMPLATE.docx")

  • [Solved] unit 7 discussion

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    see attached – ## unit7discussion.docx **## unit7discussion.docx** **Topic:** Panic Disorder Case scenario: Debbie is a 28-year-old woman who presents to an outpatient psychiatry clinic with a 1-month history of panic attacks. She has a past history of major depressive disorder (MDD) and is taking a…

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    see attached

    – ## unit7discussion.docx

    **## unit7discussion.docx**

    **Topic:** Panic Disorder

    Case scenario:

    Debbie is a 28-year-old woman who presents to an outpatient psychiatry clinic with a 1-month history of panic attacks. She has a past history of major depressive disorder (MDD) and is taking a low-dose serotonin norepinephrine reuptake inhibitor (SNRI). During the panic attacks, she experiences severe anxiety with the following symptoms: lightheadedness, accelerated heart rate, chest pain, shortness of breath, and nausea. The symptoms last between 2 and 20 minutes. She cannot identify any triggers for the panic attacks.

    · What history is essential to obtain from Debbie when you suspect a panic attack?

    · What questions will you ask to exclude other possible diagnoses in a client with panic attack?

    · What is the possible differential diagnosis?

    · What are the classical signs and symptoms of panic attack?

    · How will you differentiate panic attacks from specific phobia?

    · What laboratory tests would you recommend for Debbie?

    · As a PMHNP, what are your treatment recommendations for Debbie? What is the prognosis for panic disorder?

    **## unit7discussion.docx**

    **Topic:** Panic Disorder

    Case scenario:

    Debbie is a 28-year-old woman who presents to an outpatient psychiatry clinic with a 1-month history of panic attacks. She has a past history of major depressive disorder (MDD) and is taking a low-dose serotonin norepinephrine reuptake inhibitor (SNRI). During the panic attacks, she experiences severe anxiety with the following symptoms: lightheadedness, accelerated heart rate, chest pain, shortness of breath, and nausea. The symptoms last between 2 and 20 minutes. She cannot identify any triggers for the panic attacks.

    · What history is essential to obtain from Debbie when you suspect a panic attack?

    · What questions will you ask to exclude other possible diagnoses in a client with panic attack?

    · What is the possible differential diagnosis?

    · What are the classical signs and symptoms of panic attack?

    · How will you differentiate panic attacks from specific phobia?

    · What laboratory tests would you recommend for Debbie?

    · As a PMHNP, what are your treatment recommendations for Debbie? What is the prognosis for panic disorder?

  • [Solved] week 6 question

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  • [Solved] reply to a peer DB

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  • [Solved] FNP CL D6

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  • [Solved] nursing informatics assessment 4

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    – ## NURSINGINFORMATICSASSESSMENT4..docx **## NURSINGINFORMATICSASSESSMENT4..docx** Prepare an 8–10 minute audio training tutorial (video is optional) for new nurses on the importance of nursing-sensitive quality indicators. The focus of Assessment 4 is on how informatics support monitoring of nursi…

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    Assignment Prompt & Instructions

    – ## NURSINGINFORMATICSASSESSMENT4..docx

    **## NURSINGINFORMATICSASSESSMENT4..docx**

    Prepare an 8–10 minute audio training tutorial (video is optional) for new nurses on the importance of nursing-sensitive quality indicators.

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

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

    NDNQI® was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.

    The quality indicators the NDNQI® monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove et al., 2018).

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

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

    This assessment requires you to prepare an 8–10 minute narrated tutorial (with optional video) for new nurses on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:

    · Review the nursing-sensitive quality indicators presented in the
    [**Assessment 04 -: Informatics and Nursing Sensitive Quality Indicators [PDF]**](https://courseroom.capella.edu/courses/39770/files/7614986?wrap=1) [Download Assessment 04 -: Informatics and Nursing Sensitive Quality Indicators [PDF]](https://courseroom.capella.edu/courses/39770/files/7614986/download?download_frd=1) resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.

    · Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.

    · Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:

    · What is your experience with collecting data and entering it into a database?

    · What challenges have you experienced?

    · How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?

    · What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?

    **Recording Your Presentation**

    To prepare to record your presentation, complete the following:

    · Set up and test your microphone or headset and webcam using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.

    · Practice using the equipment to ensure the audio and video quality is sufficient.

    · Review
    [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) for Kaltura to record your presentation.

    · View
    [Creating a Presentation: A Guide to Writing and Speaking](https://media.capella.edu/coursemedia/nurs-fpx4050element17324/wrapper.asp). This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.

    · Practice presenting using PowerPoint, Keynote, Slides, Canva or another presentation platform.

    **Notes:**

    · You may use other tools to record your tutorial. You will, however, need to consult
    [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) for instructions on how to upload your recorded tutorial into the courseroom, or you must provide a working link your instructor can easily access.

    · If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact
    [DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations.

    For this assessment, first review the nursing-sensitive quality indicators presented in the Assessment 04 – Informatics and Nursing Sensitive Quality Indicators [PDF] Download Assessment 04 – Informatics and Nursing Sensitive Quality Indicators [PDF]resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.

    Next, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

    The council prefers a recorded presentation using PowerPoint or a similar application. This will allow the education department to show the presentation during new hire training.

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

    You determine that you will cover the following topics in your presentation:

    Introduction: Nursing-Sensitive Quality Indicator

    What is the National Database of Nursing-Sensitive Quality Indicators?

    What are nursing-sensitive quality indicators?

    Which particular quality indicator did you select to address in your tutorial?

    Why is this quality indicator important to monitor?

    Be sure to address the impact of this indicator on the quality of care and patient safety.

    Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

    Collection and Distribution of Quality Indicator Data

    According to your interview and other resources, how does your organization collect data on this quality indicator?

    How does the organization disseminate aggregate data?

    What role do nurses play in supporting accurate reporting and high-quality results?

    As an example, consider the importance of accurately entering data regarding nursing interventions.

    Enhancing Outcomes

    Explain how your health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

    Describe how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.

    After building your presentation in PowerPoint, Keynote, Slides, Canva, or another presentation platform, practice delivering your tutorial several times before recording. When you record your presentation be sure your slides are visible in the recording. Important: Record your narrated presentation in Kaltura. (Do not record and submit the narration in PowerPoint because your file will become too large to upload.)

    · Communication: Deliver a professional, effective tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.

    · Length: 8–10 minute recording. Use Kaltura to record the narration and upload your recording to the courseroom or provide a working link your instructor can access.

    · Script: A separate document with the script or speaker's notes is required. Important: Submissions that do not include the script or speaker's notes will be returned as a non-performance.

    · References: Cite a minimum of three scholarly and/or authoritative sources.

    · APA: Submit, along with the recording, a separate reference page that follows APA style and formatting guidelines. For an APA refresher, consult the
    [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) page on Campus.

    ##### Reference

    Grove, S. K., Gray, J. R., Jay, G. W., Jay, H. M., & Burns, N. (2018).
    _Understanding nursing research: Building an evidence-based practice_ (7th ed.). Elsevier.

    **## NURSINGINFORMATICSASSESSMENT4..docx**

    Prepare an 8–10 minute audio training tutorial (video is optional) for new nurses on the importance of nursing-sensitive quality indicators.

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

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

    NDNQI® was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.

    The quality indicators the NDNQI® monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove et al., 2018).

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

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

    This assessment requires you to prepare an 8–10 minute narrated tutorial (with optional video) for new nurses on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:

    · Review the nursing-sensitive quality indicators presented in the
    [**Assessment 04 -: Informatics and Nursing Sensitive Quality Indicators [PDF]**](https://courseroom.capella.edu/courses/39770/files/7614986?wrap=1) [Download Assessment 04 -: Informatics and Nursing Sensitive Quality Indicators [PDF]](https://courseroom.capella.edu/courses/39770/files/7614986/download?download_frd=1) resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.

    · Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.

    · Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:

    · What is your experience with collecting data and entering it into a database?

    · What challenges have you experienced?

    · How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?

    · What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?

    **Recording Your Presentation**

    To prepare to record your presentation, complete the following:

    · Set up and test your microphone or headset and webcam using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.

    · Practice using the equipment to ensure the audio and video quality is sufficient.

    · Review
    [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) for Kaltura to record your presentation.

    · View
    [Creating a Presentation: A Guide to Writing and Speaking](https://media.capella.edu/coursemedia/nurs-fpx4050element17324/wrapper.asp). This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.

    · Practice presenting using PowerPoint, Keynote, Slides, Canva or another presentation platform.

    **Notes:**

    · You may use other tools to record your tutorial. You will, however, need to consult
    [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) for instructions on how to upload your recorded tutorial into the courseroom, or you must provide a working link your instructor can easily access.

    · If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact
    [DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations.

    For this assessment, first review the nursing-sensitive quality indicators presented in the Assessment 04 – Informatics and Nursing Sensitive Quality Indicators [PDF] Download Assessment 04 – Informatics and Nursing Sensitive Quality Indicators [PDF]resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.

    Next, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

    The council prefers a recorded presentation using PowerPoint or a similar application. This will allow the education department to show the presentation during new hire training.

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

    You determine that you will cover the following topics in your presentation:

    Introduction: Nursing-Sensitive Quality Indicator

    What is the National Database of Nursing-Sensitive Quality Indicators?

    What are nursing-sensitive quality indicators?

    Which particular quality indicator did you select to address in your tutorial?

    Why is this quality indicator important to monitor?

    Be sure to address the impact of this indicator on the quality of care and patient safety.

    Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

    Collection and Distribution of Quality Indicator Data

    According to your interview and other resources, how does your organization collect data on this quality indicator?

    How does the organization disseminate aggregate data?

    What role do nurses play in supporting accurate reporting and high-quality results?

    As an example, consider the importance of accurately entering data regarding nursing interventions.

    Enhancing Outcomes

    Explain how your health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

    Describe how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.

    After building your presentation in PowerPoint, Keynote, Slides, Canva, or another presentation platform, practice delivering your tutorial several times before recording. When you record your presentation be sure your slides are visible in the recording. Important: Record your narrated presentation in Kaltura. (Do not record and submit the narration in PowerPoint because your file will become too large to upload.)

    · Communication: Deliver a professional, effective tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.

    · Length: 8–10 minute recording. Use Kaltura to record the narration and upload your recording to the courseroom or provide a working link your instructor can access.

    · Script: A separate document with the script or speaker's notes is required. Important: Submissions that do not include the script or speaker's notes will be returned as a non-performance.

    · References: Cite a minimum of three scholarly and/or authoritative sources.

    · APA: Submit, along with the recording, a separate reference page that follows APA style and formatting guidelines. For an APA refresher, consult the
    [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) page on Campus.

    ##### Reference

    Grove, S. K., Gray, J. R., Jay, G. W., Jay, H. M., & Burns, N. (2018).
    _Understanding nursing research: Building an evidence-based practice_ (7th ed.). Elsevier.

  • [Solved] Soap

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    65yoAsianFemaleHypertension She's been taking pts off for little stuff so I sent the template and instructions she keeps referencing again. as well \ 4-23-25HU.HealthcareAffiliationAgreementtemplate.updated2023HU12.pdf](https://www.sweetstudy.com/files/4-23-25hu-healthcareaffiliationagreementtempla…

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    $6.99

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    Assignment Prompt & Instructions

    65yoAsianFemaleHypertension
    She's been taking pts off for little stuff so I sent the template and instructions she keeps referencing again. as well
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    4-23-25HU.HealthcareAffiliationAgreementtemplate.updated2023HU12.pdf](https://www.sweetstudy.com/files/4-23-25hu-healthcareaffiliationagreementtemplate-updated2023hu12-pdf "4-23-25HU.HealthcareAffiliationAgreementtemplate.updated2023HU12.pdf")
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    4-23-25HU.HealthcareAffiliationAgreementtemplate.updated2023HU13.pdf](https://www.sweetstudy.com/files/4-23-25hu-healthcareaffiliationagreementtemplate-updated2023hu13-pdf "4-23-25HU.HealthcareAffiliationAgreementtemplate.updated2023HU13.pdf")