As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.
The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).
As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.
You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Analyze the elements of a successful quality improvement initiative.
o Explain the need for and process to improve safety outcomes related to a specific organizational issue.
o Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
· Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
o List the purpose and goals of an in-service session for nurses.
o Explain to the audience their role and importance of making the improvement plan successful.
· Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
o Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.
Describe three network security risks and how an administrator may be able to defend aganist them.
Problem 1: Payoffs/Decision Table (13 points) A small building contractor has recently experienced two successive years in which work opportunities exceeded the firm’s capacity. The contractor must now make a decision on capacity for next year. Estimated profits (in $ thousands) under each of the two possible states of nature are as shown in the table below. NEXT YEAR’S DEMAND Alternative Low High Do nothing Expand Subcontract $50** 20 40 $60 80 70 ** Profit in $ thousands. Which alternative should be selected if the decision criterion is: a. The optimistic approach? b. The conservative approach? c. Minimize the regret? Problem 2: Payoffs/Decision Table (15 points) Dorothy Stanyard has three major routes to take to work. She can take Tennessee Street the entire way, she can take several back streets to work, or she can use the expressway. The traffic patterns are, however, very complex. Under good conditions, Tennessee Street is the fastest route. When Tennessee is congested, one of the other routes is preferable. Over the past two months, Dorothy has tried each of route several times under different traffic conditions. This information is summarized in minutes of travel time to work in the following table: ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 2 No Traffic Congestion (Minutes) Mild Traffic Congestion (Minutes) Severe Traffic Congestion (Minutes) Tennessee Street Back roads Expressway 15 20 30 30 25 30 45 35 30 In the past 60 days, Dorothy encountered severe traffic congestion 10 days and mild traffic congestion 20 days. Assume that the past 60 days are typical of traffic conditions. a. What route should Dorothy take. Use the EP criterion. b. Dorothy is about to buy a radio for her car that would tell her the exact traffic conditions before she started to work each morning. How much time in minutes on the average would Dorothy save by buying the radio? (i.e. Calculate the EVPI) .
What does it mean to be an ethical leader? How is ethical leadership demonstrated in social work practice? As a leader in the social work profession, you have to achieve a balance between your professional and personal ethics. At times, these may be aligned with each other, but there may be situations in which they conflict. Because leadership includes value and moral dimensions, your character, actions, and goals as a social work administrator should reflect ethical leadership.
Communication in the health care environment consists of an information-sharing experience whether through oral or written messages (Chard & Makary, 2015). As health care organizations and nurses strive to create a culture of safety and quality care, the importance of interprofessional collaboration, the development of tool kits, and the use of wikis become more relevant and vital. In addition to the dissemination of information and evidence-based findings and the development of tool kits, continuous support for and availability of such resources are critical. Among the most popular methods to promote ongoing dialogue and information sharing are blogs, wikis, websites, and social media. Nurses know how to support people in time of need or crisis and how to support one another in the workplace; wikis in particular enable nurses to continue that support beyond the work environment. Here they can be free to share their unique perspectives, educate others, and promote health care wellness at local and global levels (Kaminski, 2016).
You are encouraged to complete the Determining the Relevance and Usefulness of Resources activity prior to developing the repository. This activity will help you determine which resources or research will be most relevant to address a particular need. This may be useful as you consider how to explain the purpose and relevance of the resources you are assembling for your tool kit. The activity is for your own practice and self-assessment, and demonstrates course engagement.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Analyze the elements of a successful quality improvement initiative.
o Analyze the usefulness of resources to role group responsible for implementing quality and safety improvements.
· Competency 2: Analyze factors that lead to patient safety risks.
o Analyze the value of resources to reduce patient safety risk or improve quality.
· Competency 3: Identify organizational interventions to promote patient safety.
o Identify necessary resources to support the implementation and sustainability of a safety improvement initiative.
· Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
o Present compelling reasons and relevant situations for resource tool kit to be used by its target audience.
o Communicate in a clear, logically structured, and professional manner, using current APA style and formatting.
References
Chard, R., & Makary, M. A. (2015). Transfer-of-care communication: Nursing best practices. AORN Journal, 102(4), 329–342.
Kaminski, J. (2016). Why all nurses can/should be authors. Canadian Journal of Nursing Informatics, 11(4), 1–7.
Professional Context
Nurses are often asked to implement processes, concepts, or practices—sometimes with little preparatory communication or education. One way to encourage sustainability of quality and process improvements is to assemble an accessible, user-friendly tool kit for knowledge and process documentation. Creating a resource repository or tool kit is also an excellent way to follow up an educational or in-service session, as it can help to reinforce attendees’ new knowledge as well as the understanding of its value. By practicing creating a simple online tool kit, you can develop valuable technology skills to improve your competence and efficacy. This technology is easy to use, and resources are available to guide you.
Scenario
For this assessment, consider taking one of these two approaches:
1. Build on the work done in your first three assessments and create an online tool kit or resource repository that will help the audience of your in-service understand the research behind your safety improvement plan and put the plan into action.
2. Locate a safety improvement plan (your current organization, the Institution for Healthcare Improvement, or a publicly available safety improvement initiative) and create an online tool kit or resource repository that will help an audience understand the research behind the safety improvement plan and how to put the plan into action.
Preparation
Google Sites is recommended for this assessment; the tools are free to use and should offer you a blend of flexibility and simplicity as you create your online tool kit. Please note that this requires a Google account; use your Gmail or GoogleDocs login, or create an account following the directions under the “Create Account” menu.
Refer to the following links to help you get started with Google Sites:
· G Suite Learning Center. (n.d.). Get started with Sites. Retrieved from https://gsuite.google.com/learning-center/products/sites/get-started/#!/
· Google. (n.d.). Google Sites. Retrieved from https://sites.google.com
· Google. (n.d.). Sites help. Retrieved from https://support.google.com/sites/?hl=en#topic=
Instructions
Using Google Sites, assemble an online resource tool kit containing at least 12 annotated resources that you consider critical to the success of your safety improvement initiative. These resources should enable nurses and others to implement and maintain the safety improvement you have developed.
It is recommended that you focus on the 3 or 4 most critical categories or themes with respect to your safety improvement initiative. For example, if your initiative concerns improving workplace safety for practitioners, you might choose broad themes such as general organizational safety and quality best practices; environmental safety and quality risks; individual strategies to improve personal and team safety; and process best practices for reporting and improving environmental safety issues.
Following the recommended scheme, you would collect 3 resources on average for each of the 4 categories. Each resource listing should include the following:
· An APA-formatted citation of the resource with a working link.
· A description of the information, skills, or tools provided by the resource.
· A brief explanation of how the resource can help nurses better understand or implement the safety improvement initiative.
· A description of how nurses can use this resource and when its use may be appropriate.
Remember that you must make your site ‘public’ so that your faculty can access it. Check out the Google Sites resources for more information.
Here is an example entry:
· Merret, A., Thomas, P., Stephens, A., Moghabghab, R., & Gruneir, M. (2011). A collaborative approach to fall prevention. Canadian Nurse, 107(8), 24–29. Retrieved from www.canadian-nurse.com/articles/issues/2011/october-2011/a-collaborative-ap
o This article presents the Geriatric Emergency Management-Falls Intervention Team (GEM-FIT) project. It shows how a collaborative nurse lead project can be implemented and used to improve collaboration and interdisciplinary teamwork, as well as improve the delivery of health care services. This resource is likely more useful to nurses as a resource for strategies and models for assembling and participating in an interdisciplinary team than for specific fall-prevention strategies. It is suggested that this resource be reviewed prior to creating an interdisciplinary team for a collaborative project in a health care setting.
Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
· Identify necessary resources to support the implementation and continued sustainability of a safety improvement initiative.
· Analyze the usefulness of resources to the role group responsible for implementing quality and safety improvements.
· Analyze the value of resources to reduce patient safety risk.
· Present compelling reasons and relevant situations for use of resource tool kit by its target audience.
· Communicate in a clear, logically structured, and professional manner that applies current APA style and formatting.
Example Assessment: You may use the following example to give you an idea of what a Proficient or higher rating on the scoring guide would look like for an annotated bibliography. Note that you do not have to submit your bibliography in addition to the Google Site; the example bibliography is merely for your reference.
To submit your online tool kit assessment, paste the link to your Google Site in the assessment submission box.
Example Google Site: You may use the example Google Site, Resources for Safety and Improvement Measures in Geropsychiatric Care, to give you an idea of what a Proficient or higher rating on the scoring guide would look like for this assignment.
Note: If you experience technical or other challenges in completing this assessment, please contact your faculty member.
Additional Requirements
· APA formatting: References and citations are formatted according to current APA style
Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.
Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.provement Plan Tool Kitvement Plan Tool Kit
Explain the term “Gender Judo” as defined by Williams in her essay but restate using your own words.
Choose 1 response from the following responses: aggressive, passive aggressive, or passive. Give an example of that response that you experience from a supervisor or colleague in your work or as a student. How would you suggest that communication behavior be changed so that the response is assertive and not aggressive, passive aggressive or passive.
Explain the principle of “locus of control”. Explain the concept of a “bias toward action”. Explain how having an internal locus of control and a bias toward action serves to promote academic success. Explain the importance of planning, prioritizing, and time management in relation to your academic success in online studies. Find at least two scholarly or professional articles through GALILEO that supports your position. Include a reference to the article at the end of your original post. Students who cheat rely on outside sources to prove themselves. This leads to an external locus of control in that the same students blame teachers, friends, the weather, or something else for their lack of knowledge or preparation. For example, students with an external locus of control become very good at creating excuses: “My teacher never told us about the test,” “It rained so hard, I didn’t dare go to the library.”
Watch the video, The Way We Think About Charity Is Dead Wrong, TED, March 11, 2013. YouTube, https://youtu.be/bfAzi6D5FpM. In this video Dan Pallota talks about five areas where nonprofits and for-profits are unequally judged/evaluated. In this assignment:
Identify the five areas he discusses and how nonprofits and for-profits are looked at differently. We have recently talked about financial ratios and fundraising ratios which are the standards that most nonprofits are evaluated. Mr. Pallota brings this perspective into question. Explain why you agree or disagree with Mr. Pallota’s argument that we should be looking differently at nonprofits. Does that mean that we also need to rethink “best-practices” when monitoring nonprofits?
