Molar Mass Determination by Freezing Point Depression

Molar Mass Determination by Freezing Point Depression

1

P R O P

344

m o d u l a r   · l a b o r a t o r y   · p r o g r a m   · i n                  · c h e m i s t r y

program editor: H. A. Neidig

 

 

 

Molar Mass Determination by Freezing Point Depression

in t-Butyl Alcohol

prepared by M. Gillette and S. R. Johnson, Indiana University at Kokomo

 

 

 

 

 

Background Information

 

I.       The Concept of Physical States or Phases

 

Pure molecular substances can exist in three physi- cal states, often referred to as phases: solid, liquid, or gas. The extent to which the individual molecules are free to move independently of each other is differ- ent in each of these states. This freedom results from the extent to which one molecule has influence on, or is influenced by, other molecules in its immediate vi- cinity. The physical state of a substance depends upon two factors:

1. Intermolecular interactions resulting from hydro- gen-bonding, dipole-dipole interactions, and/or Lon- don forces characteristic of the particular

 

2. The amount of kinetic energy possessed by the molecules of the substance, which depends on

II.       The Melting Point of a Substance

 

In the solid phase, the molecules of a substance have insufficient kinetic energy to overcome intermolecu- lar attractions. Therefore, the substance has a rigid structure. When we heat a solid substance, the ki- netic energy of the molecules increases. They begin to move with respect to one another. As we continue to heat the substance, the molecular motion be- comes sufficient to cause the outer parts of the rigid structure to begin to break down, and we obtain a mixture of the solid and liquid. We call the breakdown process melting and the temperature at which the transition occurs, the melting point. Application of additional heat converts the entire sample from solid to liquid. In the liquid phase, intermolecular interac- tions are weaker than in the solid phase.

 

III.       The Freezing Point of a Substance

 

We can reverse the melting process at any point sim- ply by removing heat from a substance. For example,

 

 

Copyright © 1988 by Chemical Education Resources, Inc., P.O. Box 357, 220 S. Railroad, Palmyra, Pennsylvania 17078 No part of this laboratory program may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photo- copying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Printed in the United States of America

 

 

Table 1 Some molal freezing point depression constants solvent freezing point, ° C Kf, ° C kg mol–1 water 0.00 1.86 acetic acid 16.6 3.90 benzene 5.50 5.10 camphor 179.8 40.0 cyclohexanol 25 39.3 cyclohexane 6.5 20.2 nitrobenzene 5.25 6.87

as a pure liquid cools, the molecules lose kinetic en- ergy. At some temperature they have insufficient en- ergy to overcome intermolecular forces, and the solid phase begins to form. We call the change from liquid to solid freezing and the temperature at which the transition occurs, the freezing point. The melt- ing and freezing points of a substance should theo- retically be the same. Because freezing and melting depend only on temperature and the particular intermolecular interactions characteristic of a sub- stance, the freezing (or melting) point is a physical constant of the substance.

 

 

IV.      The Freezing Point of a Solution

 

When we dissolve a nonvolatile solute in a liquid, we obtain a solution. The liquid in which the solute dis- solves is the solvent. The presence of a solute af- fects the freezing behavior of the solvent. This is be- cause the individual solute particles interfere with the intermolecular interactions that would establish the freezing behavior of the solvent if it were pure. Hence, the freezing point of the solvent is depressed, or low- ered, by the presence of solute particles. The identity

of the solute is not as important as is the number of

V.      Using Freezing Point Measurements

 

Freezing point measurements are easy to make. We can use the relationship expressed in Equation 1 to determine the molar mass of an unknown. First, we determine the freezing point of a carefully weighed amount of solvent. Next, we add a carefully weighed amount of unknown solute to the solvent and repeat the freezing point determination. From these data,

DTf is calculated. By rearranging Equation 2 and solv- ing for mc, we obtain Equation 3.

 

solute particles in solution.

If the solute and solvent react, new substances are formed, resulting in a complex system that is not

m c =

DTf , ° C

K f , ° C molal–1

(Eq. 3)

 

as easily interpreted as the one we are discussing. For our purposes, we will assume no reaction be-

Because Equations 1 and 3 are related to each other

by the common mc, we write Equation 4.

 

tween solute and solvent.

The extent of freezing point depression caused by the presence of solute particles is different for each

DTf

K f

= number of moles of solute mass of solvent

(Eq. 4)

 

solvent but is always dependent on the molality of the solute. Molality is the number of moles of solute in one kilogram of solvent (Equation 1).

The number of moles of solute can also be found from Equation 5.

number of moles =           mass of solute, g

 

 

m c =

number of moles of solute

(Eq. 1)

of solute

molar mass of solute, g mole –1

(Eq. 5)

 

mass of solvent, kg

 

The proportionality constant relating the change in

freezing point (DTf) to the molality of solute particles (mc) is the molal freezing point depression con-

Because Equations 1 and 5 each have the term “num- ber of moles of solute,” we substitute Equation 5 into Equation 1 and obtain Equation 6.

(mass of solute, g)

 

stant, Kf. The mathematical expression for this rela-

m c = æmolar mass,ö æ

mass of ö

(Eq. 6)

 

tionship is given in Equation 2.

DTf = Tf – Tf¢ = (Kf)(mc)           (Eq. 2) where Tf is the freezing point of the pure solvent and

Tf¢   is the freezing point of the solution. The molal

freezing point depression constants for several sol- vents are listed in Table 1.

èô   g mole –1   ôø  ôèsolvent, kgôø

Then we combine Equations 3 and 6, as a result of the common mc, and obtain Equation 7. Now our experi- mental data provide the necessary information to de- termine the molar mass of an unknown compound, using Equation 7.

 

 

 

 

gram molar

(mass solute, g) æôK f , °C kg solventöô

Thus, Na+ and Cl– ions have identical effects on the freezing point of an NaCI solution. Some other

 

mass of solute =

g mole –1

ôæ mass of

öô(DTf ,  ° C)

colligative properties are boiling point elevation, va-

 

è per mole solute ø

èsolvent, kgø

(Eq. 7)

por pressure lowering, and osmotic pressure.

 

Consider the following example. Suppose you dis- solved 30.9 g of an unknown solute in 500 g of cyclo- hexane and found that the freezing point of the mixture was 8.17 ° C lower than that of pure cyclohexane. What is the molar mass of the unknown? Substituting the ex- perimental data into Equation 7, we have

VII.    Determining the Molar Mass of the Unknown in this Experiment

 

In this experiment, you will cool a known mass of t-butyl alcohol and measure its temperature as it changes with time. Note that as with most organic

 

gram molar mass of unknown

= (20.2 ° C kg mol–1 ) (30.9 g)

(8.17 ° C) (5.00 ´ 10 –1 kg)

materials, contact with liquid t-butyl alcohol or its va-

pors should be avoided since both are irritating and flammable. You will plot these data and prepare a

 

= 153 g mol–1

 

VI.    Colligative Properties

 

The proper interpretation of results obtained using the above method of molar mass determination de- pends upon a clear understanding of the principles in- volved. The depression of the freezing point of a sol- vent depends on the number of solute particles in the solution which is indicated by the molality of particles in the solution. Often, we think of molecules as single particles, so we assume that 1 gram-molar mass of solute is equivalent to 1 mol or 6.022 ´ 10²³ particles of solute. This is not always the case, however. Some substances dissociate or associate in a solvent. In such cases, 1 mol of solute does not produce 1 mol of dissolved particles.

Consider a 1.00 ´ 10–3 molal aqueous solution of NaCI. What occurs when NaCI is dissolved in water? Equation 8 describes this process.

graph similar to the one shown in Figure 1.

 

 

NaCl(s) ¾¾H2¾O¾®

Na+(aq) + Cl–(aq)     (Eq. 8)

Figure 1   Cooling curve for a liquid solvent

 

The molar mass of NaCI is 58.5 g mol–1. When we dis- solve 0.0585 g NaCI in 1.00 kg H₂O, we find that we have prepared a solution that acts like a 2.00 ´ 10–3 molal solution in terms of its freezing point behavior, even though it is actually a 1.00 ´ 10–3 molal solution in terms of the number of moles of NaCI present. This difference occurs because 1 mol of NaCI dissociates into 2 mol of ions in water.

The necessity of considering the number of sol- ute particles and not simply the molality of the solute is emphasized by the variable mc in Equation 1. The

subscript c refers to the word colligative. Colligative

properties, such as freezing point, are properties of solutions that are affected by the number of sol- ute particles present, regardless of their identity.

In Figure 1, you can see that the temperature de- creases as the liquid cools and then remains almost constant once freezing begins and both the liquid and solid phases are present. Frequently, there is a dip (see Figure 1) in the temperature curve at the freez- ing point. The dip is due to supercooling and should be ignored when determining the freezing point. Straight lines are fit to the liquid and liquid-solid por- tions of the curve and the latter is extrapolated to find the freezing point, Tf.

You will then add a known mass of water to the sample of t-butyl alcohol and collect temperature– time data for the cooling of this solution. From these data, you will determine the molal freezing point con- stant of t-butyl alcohol, using Equation 9.

 

 

 

K   = DTf

f      m c

(Eq. 9)

thermometers, you must use the same thermometer to measure the cooling temperatures of t-butyl alco- hol, of your solution of water and t-butyl alcohol, and

 

Finally, you will add a known mass or volume of

your assigned unknown to a sample of t-butyl alcohol and cool the solution while collecting time–tempera- ture data. You can measure the volume of liquid un- knowns with a pipet or buret and then calculate the mass of the sample, using the density of the unknown and Equation 10.

of your solution of t-butyl alcohol and unknown.

 

Procedure

 

mass of

æ   volume of ö æ

density of     ö

 

Chemical Alert t-butyl alcohol—flammable and irritant

unknown, g = ôèunknown, mLôø èôunknown, g mL–1ôø

(Eq. 10)

From these data, you will determine the molar mass of your unknown.

Figure 2 shows a typical cooling curve for a solu- tion. Care must be taken in analyzing this type of curve. Notice that the portion of the curve represent- ing the liquid-solid mixture has a negative slope un- like the case of the pure solvent shown in Figure 1. This difference occurs because, as the solvent freezes from the solution, the molality of the solute in the remaining solution increases. This increase causes a decrease in the freezing point of the solu- tion. A best straight line is drawn through the data points. This line is extended to the left until it inter- sects the portion of the curve representing the cool- ing of the liquid. The temperature corresponding to this point of intersection is the freezing point of the so- lution, Tf.

 

 

Figure 2 Cooling curve for a typical solution

 

The determination of molar mass hinges on the

accuracy with which you determine DTf. Because of the variation in temperature measured with different

 

 

 

I.       Determining the Freezing Temperature of t-Butyl Alcohol

 

 

Weigh a large test tube in a 250-mL Erlenmeyer flask to the nearest 0.1 g. Record this mass on Data Sheet

4. Measure 25 mL ±1 mL of t-butyl alcohol in a gradu- ated cylinder and transfer the alcohol to the test tube. Measure the mass of the alcohol, test tube, and flask. Record this mass on Data Sheet 4.

Assemble the apparatus as shown in Figure 3. Place the thermometer so that the end of the ther- mometer bulb is at the midpoint of the t-butyl alcohol and so that the thermometer does not touch the side of the test tube. Adjust the stirrer so that it can be moved from the bottom of the test tube to almost the top of the liquid.

Fill the 600-mL beaker two-thirds full of cold tap water. If the temperature of the tap water is greater than 20 ° C, add several small pieces of ice to the water to cool it below 20 ° C. Measure the temperature of the water and record the temperature on Data Sheet 1.

Immerse the test tube assembly in the cold water. Position the test tube assembly in the ice-water so that the tube is in the center of the beaker. Make

 

 

 

 

Figure 3 Freezing point determination apparatus

certain the level of the alcohol in the test tube is 5 mm below the water level in the beaker.

Stir the alcohol continuously and steadily during the determination. Record on Data Sheet 1 time–tem- perature data to the nearest 0.1 or 0.2 ° C every 15 s, beginning immediately after you place the test tube in the ice-water bath. End the determination 3 min after the alcohol has become slushy.

Remove the assembly from the water bath. Use your hands to warm the test tube and melt the alcohol. Raise the alcohol temperature to 25 ° C.

Do another determination, using the same t-butyl alcohol sample.

Use this same sample for Part II.

 

 

II.       Determining Kf of t-Butyl Alcohol

Stir the t-butyl alcohol and water mixture until the water has completely dissolved and the solution ap- pears homogeneous.

Immerse the assembly in the ice-water bath. Make certain the liquid level in the test tube is 5 mm below the water level in the beaker. Constantly, but not vigorously, stir the solution and the ice-water bath. Record on Data Sheet 2 time–temperature data to the nearest 0.1 or 0.2 ° C every 15 s, beginning imme- diately after you place the test tube in the ice-water bath. End the determination 3 min after the solution has become slushy.

Remove the assembly from the water bath. Use your hands to warm the test tube and melt the solu- tion. Raise the alcohol temperature to 25 ° C.

Do another determination, using the same solution.

Discard your t-butyl alcohol solution following the directions of your laboratory instructor.

 

III.       Determining the Gram Molar Mass of the Unknown

Add several pieces of ice to your ice-water bath.

Obtain an unknown from your laboratory instruc- tor. Record the code number of your unknown on Data Sheet 4.

Weigh a large test tube in a 250-mL Erlenmeyer flask to the nearest 0.1 g. Record this mass on Data Sheet 4. Measure 25 mL ± 1 mL of t-butyl alcohol in a graduated cylinder and transfer the alcohol to the test tube. Measure the mass of the alcohol, test tube, and flask. Record this mass on Data Sheet 4.

Determine the mass of a sheet of weighing paper on an analytical balance to the nearest one thou- sandth of a gram (0.001 g). Weigh on this paper

2.0 g ± 0.1 g of the solid unknown to the nearest one thousandth of a gram (0.001 g). Record this mass on Data Sheet 4. Carefully transfer the solid to the test tube containing t-butyl alcohol.

Note: Carefully stir the t-butyl alcohol solution making certain the loop of the stirrer remains under the surface of the liquid at all times.

If your unknown is a liquid, pipet 2.0 mL of it into the test tube containing the alcohol. Record on Data Sheet 4 the volume and the density of the liquid unknown.

 

 

 

 

 

 

 

Note: Your laboratory instructor will inform you whether or not the class will do Part II of this experiment. If not, information will be given as to how to proceed to Part lIl.

Add several pieces of ice to your water bath.

Using a pipet, carefully add 0.20 mL (0.20 g) of distilled or deionized water to the sample of t-butyl al- cohol used in Part I.

Carefully stir the t-butyl alcohol and unknown un- til the unknown compound has completely dissolved and the solution appears to be homogeneous.

 

 

 

Check the temperature of your ice-water bath. If the temperature is not between 14 ° C and 16 ° C, add several pieces of ice to the bath.

Immerse the assembly in the ice-water bath. Po- sition the test tube as you did in Part II. Make certain the level of the solution in the test tube is 5 mm below the level of the ice-water in the beaker. Constantly stir the unknown solution and the ice-water bath. Record on Data Sheet 3 time–temperature data to the near- est 0.2 °C every 15 s, beginning immediately after you placed the test tube in the ice-water bath. End the de- termination 3 min after the solution has become slushy.

Remove the assembly from the ice-water bath. Use your hands to warm the test tube and melt the so- lution. Raise the temperature to 25 °C.

Do another determination, using the same un- known solution.

Discard the unknown solution following the direc- tions of your laboratory instructor.

 

Calculations

 

(Do the following calculations for each determination and record the results on Data Sheet 4.)

 

I.       Determining the Freezing Temperature of t-Butyl Alcohol

 

1. For each set of time–temperature data obtained during the freezing point measurements of t-butyl al- cohol, prepare a cooling curve by plotting tempera- ture (ordinate) versus time (abscissa).
2. Determine the freezing point of t-butyl alcohol for each
3. Determine the mean freezing point of t-butyl

II.       Determining Kf of t-Butyl Alcohol

4. For each set of time–temperature data obtained during the cooling of the t-butyl alcohol and water so- lution, prepare a cooling curve by plotting tem- perature (ordinate) versus time (abscissa).
5. Determine the freezing point of the
6. Calculate the freezing point depression caused by the addition of water, using Equation
7. Determine the mass, in grams, of water added (d = 00 g mL–1).
8. From the mass of water added and the gram molar mass of water, determine the number of moles of water
9. Calculate the molality of water in the solution, using Equation
10. Determine Kf of t-butyl alcohol, using Equation
11. Calculate the mean Kf of t-butyl

 

III.       Determining the Gram Molar Mass of the Unknown

 

12. Prepare a cooling curve by plotting temperature (ordinate) versus time (abscissa).
13. Determine the freezing point of the
14. Calculate the depression in freezing point caused by the addition of your unknown, using Equation
15. If your unknown is a liquid, calculate its mass, us- ing Equation
16. Calculate the molality of your unknown solution, using Equation
17. Calculate the gram molar mass of your unknown, using Equation
18. Calculate the mean gram molar mass of your

 

 

Post-Laboratory Questions

 

(Use the spaces provided for the answers and additional paper if necessary.)

 

 

1. Obtain from your laboratory instructor the gram molar mass of your unknown. Calculate the percent error for the gram molar mass of your

 

 

 

 

 

 

2. A student, following the procedure described in this module, used water as the solvent and encoun- tered some interesting Comment on the ef- fect, if any, each of the following situations could have had on the experimental results.
   • The unknown, a white powder, failed to dis- solve in the

 

 

 

 

 

 

 

•  

solution almost immediately after the addition of the g NaCI per 1.000 kg H2O   DTf , ° C solid. 5.845   0.348   0.585   0.0360   0.293   0.0182

• The student returned to the laboratory in- structor for a different solid unknown. This unknown dissolved, but bubbles were seen escaping from the

3. A student determined the Kf of t-butyl alcohol us- ing tap water instead of distilled or deionized water. Describe the problems that might have been encoun- How would these problems affect the magni- tude of Kf ?

 

 

 

 

 

 

 

4. As a research chemist, you are interested in studying the extent and types of interactions in aque- ous salt solutions. As part of this study, you weigh three samples of NaCI and dissolve each in 000 kg H₂O. You then measure the freezing temperature of each solution and compare these temperatures to the freezing point of water. The data you collect are tabulated below. Explain the observed results. Predict and briefly explain the result you would expect for a solution made up of 29.22 g NaCI dis- solved in 1.000 kg H₂O.

 

 

 

 

 

 

 

 

 

 

(3) As the student was setting up the apparatus to measure the freezing point of the unknown solu- tion, the thermometer assembly rolled off the labora- tory bench, and the thermometer broke. The student obtained a new thermometer and performed the ex- periment as instructed.

 

 

 

 

 

 

 

 

name                                                                                                                                              section                                                                                                                                                   date

 

 

Data Sheet 1

 

freezing point of

t-butyl alcohol

 

determination

	first		second
	temperature of water bath, ° C
	determination		determination
	first                         second		first                               second
time,	temp, ° C                     temp, ° C	time,	temp, ° C                     temp, ° C
sec		sec
0		255
15		270
30		285
45		300
60		315
75		330
90		345
105		360
120		375
135		390
150		405
165		420
180		535
195		450
210		465
225		480
240

 

 

Data Sheet 2

 

freezing point

of solution of t-butyl alcohol and water

 

determination

	first		second
	temperature of water bath, ° C
	determination		determination
	first                               second		first                               second
time,	temp, ° C                                  temp, ° C	time,	temp, ° C                                  temp, ° C
sec		sec
0		255
15		270
30		285
45		300
60		315
75		330
90		345
105		360
120		375
135		390
150		405
165		420
180		535
195		450
210		465
225		480
240

 

 

Data Sheet 3

 

freezing point

of solution of unknown and t-butyl alcohol

 

determination

	first		second
	temperature of water bath, ° C
	determination		determination
	first                         second		first                               second
time,	temp, ° C                     temp, ° C	time,	temp, ° C                     temp, ° C
sec		sec
0		255
15		270
30		285
45		300
60		315
75		330
90		345
105		360
120		375
135		390
150		405
165		420
180		535
195		450
210		465
225		480
240

 

 

 

 

 

 

Data Sheet 4

 

I.       Determining the Freezing Temperature of t-Butyl Alcohol

 

mass of t-butyl alcohol, test tube, and flask, g

 

mass of test tube and flask, g

 

mass of t-butyl alcohol, g

 

 

 

 

 

freezing point of t-butyl alcohol, ° C

determination

first                    second

 

 

mean freezing point of t-butyl alcohol, ° C

 

 

II.       Determining Kf of t-Butyl Alcohol

mass of water, g                                              

 

mass of t-butyl alcohol, g                                  

 

determination

first second

freezing point of water and t-butyl alcohol solution, ° C                                                                                                                                                                                                                                                                                                                                                                                         

 

freezing point depression, ° C                                                                                                                                                                                                                                                                                                                                                                                                                             

 

number of mol of water added                                                                                                                                                                                                                                                                                                                                                                                                                            

 

molality of water in solution, mc

Kf of t-butyl alcohol, ° C molal–1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 

mean Kf of t-butyl alcohol, ° C molal–1

 

 

III.       Determining the Gram Molar Mass of the Unknown

 

mass of t-butyl alcohol, test tube, and flask, g

 

mass of test tube and flask, g

 

mass of t-butyl alcohol, g

 

solid unknown number                                                    liquid unknown number                                                                            

 

 

mass of solid unknown and

weighing paper, g                                              

volume of liquid unknown, mL                                

 

 

 

 

 

mass of weighing paper, g                                     

density of liquid unknown, g mL–1                                   

 

 

mass of solid unknown, g                                            mass of liquid unknown, g                                                                         

 

 

 

 

 

freezing point of unknown solution, ° C

determination

first                   second

 

 

 

 

 

freezing point depression, ° C

 

molality of unknown solution, mc

gram molar mass of unknown, g mol–1

 

mean gram molar mass of unknown, g mol–1

 

 

Pre-Laboratory Assignment

 

 

1. Read MISC 327, Graphical Representation of Data, in this series or another authoritative source that describes the principles of
2. A student beginning this experiment accidentally spilled some t-butyl alcohol on his hands and on the laboratory bench. Describe any potential danger this situation might cause and state the proper method of cleaning up from the

• Using the graph paper on the next page, draw the cooling curve for
• Determine the freezing point of nitroben- zene from the

answer

• On the same graph draw the cooling curve for the unknown solution composed of 0 g of nitrobenzene and 5.00 mL of the liquid unknown.
• Determine the freezing point of the un- known

 

 

 

 

 

3. The freezing point depression of a solution of nitrobenzene and a nonionic unknown was used to determine the molar mass of the Time–temperature data for the cooling of nitroben- zene and for the cooling of a solution containing 50.0 g of nitrobenzene and 5.00 mL of a nonionic liquid un- known, are given below. The density of the unknown

was 0.714 g mL–1. The Kf of nitrobenzene is 6.87 ° C Kg mol–1.

 

nitrobenzene                        nitrobenzene +

DTf.

answer

 

• Determine the freezing point depression,

 

answer

• Calculate the molality of the solution, mc.

 

 

 

 

answer

• Calculate the gram molar mass of the

 

time, min temp, ° C time, min temp, ° C 0.0 12.50 0.0 9.00 0.5 10.75 0.5 8.00 1.0 8.75 1.0 7.00 1.5 6.50 1.5 5.00 2.0 4.80 2.0 3.75 2.5 4.50 2.5 3.00 3.0 4.25 3.0 1.25 4.0 4.50 4.0 –1.25 5.0 5.00 5.0 –2.25 6.0 5.30 6.0 –2.50 7.0 5.30 7.0 –2.25 8.0 5.30 8.0 –1.80 9.0 5.30 9.0 –1.50 10.0 5.30 10.0 –1.60 11.0 5.20 11.0 –1.75 12.0 5.20 12.0 –1.80 13.0 5.20 13.0 –1.90 14.0 5.20 14.0 –2.00 15.0 5.20 15.0 –2.10 16.0 5.20 16.0 –2.20

unknown

unknown.

 

 

 

 

answer

 

4. Briefly explain why it is absolutely critical that the test tube containing the sample of nitrobenzene be absolutely dry when determining the freezing tem- perature of

 

 

ISBN 0-87540-344-1

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For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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Five Levels Of Production

Five Levels Of Production

Please complete the interactive module
This assignment should mostly be a review for you on knowledge from prior courses, but it is important for you to review as you consider screening and prevention at the APRN level. When you have completed the module, please complete the Reflection and upload it to the Drobox in Moodle.

Describe three things that you have learned from completing this module? Was this new knowledge for you or a refresher of past knowledge?
How will you apply this new knowledge to your developing advanced practice? Please use specific examples in your reply. Consider patients who you have seen in clinical and how this information may impact how you care for them. You should provide one example for each point of newly acquired knowledge.

You must completely and adequately address all parts of the Reflection to receive credit for this assignment. References are not needed for this assignment, but please be sure to address this from a scholarly, advanced practice level.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – 

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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• Multiple answer questions

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

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NURS 3100 Week 6, Issues and Trends

NURS 3100 Week 6, Issues and Trends

NURS 3100 WEEK 6 DISCUSSION

As a future Walden nursing graduate, you will take your place beside many Walden scholar-practitioner nurses that have preceded you. The current political milieu in the world of health care creates abundant opportunities for nurses like you to move health care toward positive social change.

BY DAY 3

NURS FPX 6004 Assessment 2 Policy Proposal

Assessment 2 Instructions: Policy Proposal

Introduction

In advocating for institutional policy changes related to local, state, or federal health care laws or policies, health leaders must be able to develop and present clear and well-written policy and practice guideline proposals that will enable a team, a unit, or an organization as a whole to resolve relevant performance issues and bring about improvements in the quality and safety of health care. This assessment offers you an opportunity to take the lead in proposing such changes.

As a master’s-level health care practitioner, you have a valuable viewpoint and voice on policy development, both inside and outside your care setting. Developing policy for internal purposes can be a valuable process toward quality and safety improvement, as well as ensuring compliance with various health care regulatory pressures. This assessment offers you an opportunity to take the lead in proposing such changes.

Instructions

Propose an organizational policy and practice guidelines that you believe will lead to an improvement in quality and performance associated with the benchmark underperformance you advocated for improving in Assessment 1. Be precise, professional, and persuasive in demonstrating the merit of your proposed actions.

Requirements

The policy proposal requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

In addition, be sure to note the requirements for document format and length and for supporting evidence.

• Explain the need for creating a policy and practice guidelines to address a shortfall in meeting a benchmark metric prescribed by local, state, or federal health care policies or laws.
• What is the current benchmark for the organization and the numeric score for the underperformance?
• How is the benchmark underperformance potentially affecting the provision of quality care or the operations of the organization?
• What are the potential repercussions of not making any changes?
  • What evidence supports your conclusions?
• Summarize your proposed organizational policy and practice guidelines.
  • Identify applicable local, state, or federal health care policy or law that prescribes relevant performance benchmarks that your policy proposal addresses.
  • Keep your audience in mind when creating this summary.
• Analyze the potential effects of environmental factors on your recommended practice guidelines.
  • What regulatory considerations could affect your recommended guidelines?
  • What resources could affect your recommended guidelines (staffing, financial, and logistical considerations, or support services)?

• Explain ethical, evidence-based practice guidelines to improve targeted benchmark performance and the impact the proposed changes will have on the targeted group.
  • What does the evidence-based literature suggest are potential strategies to improve performance for your targeted benchmark?
  • How would these strategies ensure performance improvement or compliance with applicable local, state, or federal health care policy or law?
  • How can you ensure that these strategies are ethical and culturally inclusive in their application?
  • What is the direct impact of these changes on the stakeholders’ work setting and job requirements?
• Explain why particular stakeholders and groups must be involved in further development and implementation of your proposed policy and practice guidelines.
  • Why is it important to engage these stakeholders and groups?
  • How can their participation produce a stronger policy and facilitate its implementation?
• Present strategies for collaborating with the stakeholder group to implement your proposed policy and practice guidelines.
  • What role will the stakeholder group play in implementing your proposal?
  • Why is the stakeholder group and their collaboration important for successful implementation?
• Organize content so ideas flow logically with smooth transitions.
  • Proofread your proposal, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your proposal.
• Use paraphrasing and summarization to represent ideas from external sources.
  • Be sure to apply correct APA formatting to source citations and references.

Policy Proposal Format and Length

It may be helpful to use a template or format for your proposal that is used in your current organization. The risk management or quality department could be a good resource for finding an appropriate template or format. If you are not currently in practice, or your organization does not have these resources, many appropriate templates are freely available on the Internet.

Your policy should be succinct (about one paragraph). Overall, your proposal should be 4–6 pages in length.

Supporting Evidence

Cite 3–5 references to relevant research, case studies, or best practices to support your analysis and recommendations.

Portfolio Prompt: You may choose to save your policy proposal to your ePortfolio.

Competencies Measured

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

• Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice.
  • Explain and interpret for stakeholders the need for creating a policy and practice guidelines to address a shortfall in meeting a benchmark metric prescribed by local, state, or federal health care policies or laws.
• Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.
  • Summarize a proposed organizational policy or practice change guideline and analyze the potential effects of environmental factors on recommended practice guidelines.
• Competency 3: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, to inform health care laws and policies for patients, organizations, and populations.
  • Explain how ethical, evidence-based practice guidelines to improve targeted benchmark performance will impact a stakeholder group needed for successful implementation of the policy or practice change.
• Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces.
  • Explain why particular stakeholders and groups must be involved in further development and implementation of a proposed policy or practice change to improve quality and outcomes. Present strategies for collaborating with a stakeholder group to implement a proposed policy and practice guidelines.
• Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards.
  • Organize content so ideas flow logically with smooth transitions.
  • Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – NURS FPX 6004 Assessment 2 Policy Proposal

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium. NURS FPX 6004 Assessment 2 Policy Proposal

• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. 

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

• Guarantee

  

• Zero Plagiarism
• On-time delivery
• A-Grade Papers
• Free Revision
• 24/7 Support
• 100% Confidentiality
• Professional Writers

• Services Offered

• Custom paper writing
• Question and answers
• Essay paper writing
• Editing and proofreading
• Plagiarism removal services
• Multiple answer questions

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

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NURS FPX 6004 Assessment 3 Training Session for Policy Implementation

NURS FPX 6004 Assessment 3 Training Session for Policy Implementation

Learner’s Name Capella University

NHS6004: Health Care Law and Policy Instructor Name

January 1, 2021

Training Session for Policy Implementation

Sound policy and practice guidelines for the management of medication errors are critical for a premier medical center such as Mercy Medical Center. For the successful implementation of the policy on managing medication errors, members of the nursing staff at the medical center who will be responsible for enacting the policy must thoroughly understand the strategies prescribed by the policy. A training program designed for staff members will ensure effective dissemination of the knowledge and skills required to implement the policy guidelines. The training program outlined in this paper will be conducted for a pilot group of 20 members of the nursing staff from the pediatric division of the medical center.

Promoting Nurses’ Buy-In

According to Ruddy et al. (2016), for authentic transformation of medical practice technical changes are necessary but not sufficient. Systemic practice changes happen when those who practice are transformed. In a study by French-Bravo et al. (2020), nurses perceived that strong communicative relationships with nurse managers encouraged their buy-in to organizational initiatives. Nurse managers developed such strong relationships with nurses through multimodal approaches to communicating with nurses and influencing them. In addition to communicating information through email, huddles, and staff meetings, nurse managers communicated the rationale for change using data in the form of statistics, facts, and patient feedback comments. Nurse managers also served as role models to influence change, influenced the culture of units, and demonstrated characters such as approachableness and attentiveness to influence nurses. Nurse managers also facilitated change through management support and staff engagement through strategies such as making time to listen to nurses’ concerns and supporting them as individuals and collectively as a team. A staff-led decision-making approach facilitated by nurse managers involved helping staff understand unit goals, supporting them to drive the work of the unit, and increasing manager-facilitated peer communication (French-Bravo et al., 2020). Nurse managers, head nurses, and other members of nursing leadership will therefore play a crucial role in promoting buy-in of nurses to implement the policy and practice guidelines.

Early Indicators of Success

Three types of indicators can project the success of the policy at an early stage: structural indicators, process indicators, and outcome indicators. Structural indicators emphasize the quality of organizational aspects, for example, the availability and effective functioning of equipment such as automated dispensing cabinets. Process indicators focus on the process of care delivery. Efficiency in prescription management and in diagnosis management are two process indicators that measure the effectiveness of the policy. Outcome indicators are result oriented. Reduction in readmission rates, reduction in postsurgical wound infection rates, and patient experience are a few outcome indicators that can measure the success of the policy (Grol et al., 2013).

Nurses’ perceptions about automated dispensing cabinets are important indicators of their readiness to implement the practice guidelines (Metsämuuronen et al., 2020). Understanding their perceptions will help the center’s management gauge the success of initiatives aimed at promoting buy-in. Survey questionnaires that include questions related to the change in policy and practice guidelines can be developed to measure nurses’ perceptions about changes in their work environment (Norman & Sjetne, 2017).

Impact of Policy and Practice Guidelines

The policy on the management of medication errors states the procedure that must be followed in case of a medication error. The scope of the policy extends to the nursing, emergency care, and medical staff employed at Mercy Medical Center (Black County Partnership, 2015). The policy requires that the medical center form a multidisciplinary committee. This committee will assess potential discrepancies and address shortfalls in medication processes (Weant et al., 2014).

Approaches to reduce medication errors include setting up a standardized medication error analysis system and implementation of automated dispensing cabinets. To set up a standardized medication error analysis system, the multidisciplinary committee should classify, prioritize, and regularize the process of reporting medication errors. Understanding the causes of medication errors through medication error analysis becomes simpler with the availability of accurate data. Automated dispensing cabinets are computerized systems for medicine management and are installed in health care units. These cabinets are used to manage errors that occur when dispensing medication. The cabinets store and dispense medication and electronically track drug inventory (Weant et al., 2014).

Impact of Policy Implementation on Nurses’ Work

Medication errors are indicative of poor-quality health care services in a medical center. The proposed policy can prevent medication errors, ensure patient safety, help the medical center avoid litigation for medical negligence, prevent harm to the medical center’s reputation, and reduce unnecessary expenses (Black County Partnership, 2015). A study by Bourcier et al. (2016), indicated that implementation of automated dispensing cabinets dramatically reduced the time that head nurses spent on weekly inventories and orders. This allowed nurses and head nurses to focus on their core responsibilities. The policy and guidelines change will increase the efficiency of the nursing staff by decreasing the effort and time spent on medication procedures, which will increase the job satisfaction of the members of the nursing staff.

Concerns Over the Policy

The pilot group selected will be trained on the two strategies: installation and use of automated dispensing cabinets and standardized medication error analysis. Staff members could be apprehensive about reporting errors considering the degree of fatality of the error and the disciplinary action as a consequence of underreporting (Chu, 2016). Such apprehension may cause the nursing staff to object to the establishment of a standardized system for medication error analysis. Implementation of the second strategy, installation of automated dispensing cabinets, would be beneficial for medication management and prevention of errors; however, automated dispensing cabinets can potentially cause errors in the retrieval of medication in case of mismanagement of medical inventory (Weant et al., 2014). This could be a potential concern for the nursing staff.

Interpreting the Policy for Nursing Staff

One of the complexities of implementing the strategies of the policy is deciding to report an event as a medication error. The lack of standard definitions for medication errors leads to unidentified errors because there is uncertainty around whether an error needs to be reported.

The implementation of a standardized system for medication error analysis would require that medication errors be clearly defined. This would help nurses identify medication errors accurately and report them (Chu, 2016).

The number of medication errors in Mercy Medical Centre’s medical and surgical units increased by 50% from 2015 to 2016. Most medication errors occur during medication administration by nursing staff (Ofusu & Jarrett, 2015). The training program on policy implementation, therefore, intends to familiarize the nursing staff with complex sections of the policy such as the repercussions of negligence and the protocol to be followed while addressing medication errors. The nursing staff will also be clearly informed of the chain of command for the purpose of reporting errors.

Importance of Policy and Practice Guidelines in Nurses’ Work

Improved management of medication errors could reduce stress and improve work satisfaction for nurses. A study by Metsämuuronen et al. (2020) assessed perceptions of nurses in an observational study and an online survey to find that nurses believed that automated dispensing cabinets would make their work easier. The nurses were able to save time and focus on direct patient care activities. Another such study by Zaidan et al. (2016) has also indicated that nurses were satisfied with the implementation and believed that these systems were easy to use and helped them carry out their job safely.

Role of Nursing Staff in Policy Implementation

Nursing staff plays an important role in the implementation of a medication error management policy because of their proximity to patients and medication processes. A nurse is the last person involved in the administering of drugs. A nurse is responsible for physically administering the right drug to a patient and can therefore easily identify and correct any error in the medication process (Ofusu & Jarrett, 2015). In order to ensure that the policy on managing medication errors is implemented efficiently, the nursing staff must focus on maintaining accuracy and regularity in reporting medication errors. The nursing staff can prevent errors in drug administration by practicing the five rights: right dose, right patient, right time, right drug, and right route. The nursing staff can ensure that there are no medication errors while administering medication. Some ways the nursing staff can contribute positively toward policy implementation include calculating the amount of drugs accurately, reducing distractions while administering medication, informing patients about the effects of a drug, and continuous revision of pharmacological knowledge (Chu, 2016).

Training Nursing Staff on the Policy

Nursing staff is involved in medication processes such as prescription and administration of medication. During drug administration, a nurse is the last person who may be able to rectify errors. While patient safety is a priority for nursing staff, they cause most medication errors because of constant distractions and interruptions in their work routine (Ofusu & Jarrett, 2015). It is important to train the nursing staff on the guidelines of the policy as inexperienced and untrained staff may not be able to anticipate or identify a medication error. The policy on managing medication errors requires that automated dispensing cabinets be set up and medication error analysis be performed. For the successful implementation of automated dispensing cabinets, it is crucial that the nursing staff be trained on the safe use of these devices. While automated dispensing cabinets are introduced to reduce errors, their incorrect usage can create problems in dispensing medication (Hamilton-Griffin, 2016). To implement the second strategy, namely medication error analysis, nursing staff must be trained on new procedures that will enable them to accurately and regularly report medication errors. Reinforcing the importance of reporting during training will encourage nurses to adopt the medication error reporting procedures, ensuring the availability of adequate data to perform a medication error analysis.

Training Process

A 2-hour workshop will be conducted to train the nursing staff on the use of automated dispensing cabinets and medication error analysis. A day before the training, a questionnaire will be circulated to the pilot group to assess their understanding of the two strategies. This workshop

will be divided into two sessions of an hour each. The first session will be conducted by local opinion leaders, who are individuals recognized as clinical experts in a specific field of medication. The opinion leaders will discuss the technical know-how required to operate automated dispensing cabinets and the steps that must be followed for medication error analysis. This session by local opinion leaders would have an influential impact on the nursing staff because of the presence of a familiar figure whose credentials are known.

The second session will involve simulation-based training. Here, the staff will participate in situations in which they have to operate automated dispensing cabinets and perform a mock medication error analysis. This session will give the staff real-world experience and provide insights into potential complexities they may encounter while using the automated dispensing cabinets or conducting a medication error analysis (Grol et al., 2013).

Training Material for Skill Development

Each participant will be given a handout containing the policy guidelines, a document listing the steps to follow while conducting a medication error analysis, and a user manual for the use of automated dispensing cabinets. In addition, a printed version of the content covered by the opinion leader will also be provided to the staff for future reference. In order to ensure continuous learning, the nursing staff will be given access to a virtual classroom using a log-in ID and password to access lectures and self-learning exercises (Grol et al., 2013). The handouts and the virtual learning material will be designed to help the staff members develop skills such as critical thinking and attention to detail and the confidence required to implement the strategies of the policy.

Conclusion

The policy on the management of medication errors was proposed by the leadership of Mercy Medical Center to reduce and prevent the occurrence of medication errors. For the successful implementation of the policy, it is essential to design a training program for the hospital staff on the various strategies of the policy. The program will help staff members understand the importance of managing medication errors, thereby improving patient safety, the medical center’s reputation, and the staff’s job satisfaction.

References

Black County Partnership, NHS Foundation Trust. (2015). Medication error policy. /orders/www.bcpft.nhs.uk/documents/policies/m/973-medication-errors/file

Bourcier, E., Madelaine, S., Archer, V., Kramp, F., Paul, M., & Astier, A. (2016).

Implementation of automated dispensing cabinets for management of medical devices in an intensive care unit: Organisational and financial impact. European Journal of Hospital Pharmacy, 23(2), 86–90. /orders/europepmc.org/article/pmc/6451497

Chu, R. Z. (2016). Simple steps to reduce medication errors. Nursing 2016, 46(8), 63–65. /orders/doi.org/10.1097/01.nurse.0000484977.05034.9c

Grol, R., Wensing, M., Eccles, M., & Davis, D. (2013). Improving patient care: The implementation of change in health care. /orders/ebookcentral-proquest- com.library.capella.edu/lib/capella/reader.action?docID=1153537

Hamilton-Griffin, K. (2016). Developing improvement strategies on the use of automated dispensing cabinets to reduce medication errors in a hospital setting (Doctoral dissertation). ProQuest. (Order No. 10127834)

French‐Bravo, M., Nelson‐Brantley, H. V., Williams, K., Ford, D. J., Manos, L., & Veazey Brooks, J. (2020). Exploring nurses’ perceptions of nurse managers’ communicative relationships that encourage nurses’ decisions to buy‐in to initiatives that enhance patients’ experiences with care. Journal of Nursing Management, 28(3), 567– 576. /orders/doi-org.library.capella.edu/10.1111/jonm.12958

Metsämuuronen, R., Kokki, H., Naaranlahti, T., Kurttila, M., & Heikkilä, R. (2020). Nurses´ perceptions of automated dispensing cabinets — an observational study and an online survey. BMC Nursing, 19, 1-9. /orders/doi.org/10.1186/s12912-020-00420-2

 

Norman, R. M., & Sjetne, I. S. (2017). Measuring nurses’ perception of work environment: A scoping review of questionnaires. BMC Nursing, 16(1), 66. /orders/doi.org/10.1186/s12912-017-0256-9

Ofusu, R., & Jarrett, P. (2015). Reducing nurse medicine administration errors. Nursing Times, 111(20), 12–14.

/orders/www.nursingtimes.net/Journals/2015/05/10/t/l/q/130515_Reducing-nurse-medicine-administration-errors.pdf

Ruddy, M. P., Thomas-Hemak, L. & Meade, L. (2016). Practice Transformation. Academic Medicine, 91(5), 624–627. /orders/doi.org/10.1097/ACM.0000000000001059

Weant, K. A., Bailey, A. M., & Baker, S. N. (2014). Strategies for reducing medication errors in the emergency department. Open Access Emergency Medicine, 6, 45–55. /orders/doi.org/10.2147/OAEM.S64174

Zaidan, M., Rustom, F., Kassem, N., Al Yafei, S., Peters, L., & Ibrahim, M. I. M. (2016).

Nurses’ perceptions of and satisfaction with the use of automated dispensing cabinets at the Heart and Cancer Centers in Qatar: a cross-sectional study. BMC nursing, 15(1), 4. /orders/doi.org/10.1186/s12912-015-0121-7

NURS FPX 6004 Assessment 3 Training Session for Policy Implementation

Assessment 4 Instructions: Training Session for Policy Implementation

Top of Form

Bottom of Form

• PRINT

• Develop a 2-5-page training strategies summary and annotated agenda for a training session that will prepare a role group to succeed in implementing your proposed organizational policy and practice guidelines.

Introduction

Training and educating those within an organization who are responsible for implementing and working with changes in organizational policy is a critical step in ensuring that prescribed changes have their intended benefit. A leader in a health care profession must be able to apply effective leadership, management, and educational strategies to ensure that colleagues and subordinates will be prepared to do the work that is asked of them.

As a master’s-level health care practitioner, you may be asked to design training sessions to help ensure the smooth implementation of any number of initiatives in your health care setting. The ability to create an agenda that will ensure your training goals will be met, and will fit into the allotted time, is a valuable skill for preparing colleagues to be successful in their practice.

Note: Remember that you can submit all, or a portion of, your draft strategy summary and annotated training agenda to Smarthinking for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

To help ensure a smooth rollout and implementation of your proposed policy and practice guidelines, design a training session for one of the role groups in the organization that will be responsible for implementation.

• • Write a brief summary of your strategies for working with your chosen role group.
  • Explain how this training session will help prepare the group to succeed in implementing your proposed policy and practice guidelines, and why you chose this group to pilot your proposal.
  • Prepare an annotated agenda for a two-hour training session.

During this training session, you will want to ensure that the individuals you are training understand the new policy and practice guidelines. You will need them to buy into the importance of the policy in improving the quality of care or outcomes and their key role in successful policy implementation. You must help them acquire the knowledge and skills they need to be successful in implementing the policy and practice guidelines.

As outcomes of this training session, participants are expected to:

• • Understand the organizational policy and practice guidelines to be implemented.
  • Understand the importance of the policy to improving quality or outcomes.
  • Understand that, as a group, they are key to successful implementation.
  • Possess the necessary knowledge and skills for successful implementation.

Requirements

The strategy summary and annotated training agenda requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for document format and length and for supporting evidence.

• • Summarize evidence-based strategies for working with the role group to obtain their buy-in and prepare them to implement the new policy and apply the associated practice guidelines to their work.

• • • Why will these strategies be effective?
    • What measures might provide early indications of success?
  • Explain the impact of the new policy and practice guidelines.

• • • How they will be implemented?
    • How will they affect the daily work routines and responsibilities of the role group?
  • Justify the importance of the new policy and practice guidelines with regard to improving the quality of care or outcomes related to the role group’s work.

• • • How will the policy and guidelines help improve the quality of care or outcomes?
  • Explain the role group’s importance in implementing the new policy and practice guidelines.

• • • Why is the work and buy-in of the role group important for successful implementation?
    • How could you help the group feel empowered by their involvement during implementation?
  • Determine appropriate and effective instructional content, learning activities, and materials for the training session.

• • • How will each proposed activity on your agenda support learning and skill development?
    • Can you complete the training within the allotted two hours?
  • Organize content so ideas flow logically with smooth transitions.

• • • Proofread your strategy summary and training agenda, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your strategies.
  • Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.

• • • Be sure to apply correct APA formatting to source citations and references.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

• • Assessment 4 Example [PDF].

Strategy Summary and Training Agenda Format and Length

Format your document using APA style.

• • Use the APA Style Paper Template [DOCX]. An APA Style Paper Tutorial [DOCX] is also provided to help you in writing and formatting your strategy summary and agenda. Be sure to include:

• • • A title page and references page. An abstract is not required.
    • A running head on all pages.
    • Appropriate section headings.
  • Be sure your strategy summary and agenda is 2–5 pages in length, not including the title page and references page.

Supporting Evidence

Cite 2–4 external sources to support your strategies for working with the group you have identified and generating their buy-in, as well as for your approach to the training session, activities, and materials.

Note: Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated.

Portfolio Prompt: You may choose to save your strategy summary and agenda to your ePortfolio.

Competencies Measured

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

• • Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice.

• • • Explain the impact of new policy and practice guidelines.
  • Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.

• • • Justify the importance of a new policy and practice guidelines with regard to improving the quality of care or outcomes related to a selected role group’s work.
    • Determine appropriate and effective instructional content, learning activities, and materials for a training session.
  • Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces.

• • • Summarize evidence-based strategies for working with a selected role group to promote their buy-in and prepare them to implement a new policy and apply associated practice guidelines to their work.
    • Explain a selected role group’s importance in implementing a new policy and practice guidelines.
  • Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards.

• • • Organize content so ideas flow logically with smooth transitions.
    • Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
• SCORING GUIDE

Use the scoring guide to understand how your assessment will be evaluated.

Training Session for Policy Implementation Scoring Guide

CRITERIA	NON- PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Summarize	Does not suggest	Suggests poorly-	Summarizes	Succinctly summarizes evidence-
evidence-based	approaches for	developed	evidence-based	based strategies for working with a
strategies for	working with a	approaches for	strategies for	selected role group to promote
working with a	specific group to	working with a	working with a	their buy-in and prepare them to
selected role group	ensure buy-in	specific group,	selected role	implement a new policy and apply
to promote their	and	which will not	group to promote	associated practice guidelines to
buy-in and prepare	preparedness to	clearly ensure	their buy-in and	their work. Argues effectively for
them to implement a	implement a	buy-in and	prepare them to	the efficacy of these strategies and
new policy and	policy and apply	preparedness, or	implement a new	suggests insightful measures
apply associated	practice	strategies are not	policy and apply	indicative of early success.
practice guidelines	guidelines.	supported by	associated
to their work.		evidence.	practice
			guidelines to their
			work.
Explain the impact	Does not	Describes a new	Explains the	Explains the impact of a new
of a new policy and	describe a new	policy and	impact of a new	policy and practice guidelines.
practice guidelines.	policy and	practice	policy and	Offers clear insight into their
	practice	guidelines.	practice	implementation and effects on the
	guidelines.		guidelines.	role group’s daily work routines
				and responsibilities. Interprets
				complex policy considerations or
				practice guidelines with respect
				and clarity.
Justify the	Does not justify	Presents	Justifies the	Justifies the importance of a new
importance of a new	the importance of	unconvincing	importance of a	policy and practice guidelines with
policy and practice	a new policy and	justification for the	new policy and	regard to improving the quality of
guidelines with	practice	importance of a	practice	care or outcomes related to a
regard to improving	guidelines with	new policy and	guidelines with	selected role group’s work.
the quality of care or	regard to	practice	regard to	Presents a compelling and
outcomes related to	improving the	guidelines with	improving the	persuasive argument that will
a selected role	quality of care or	regard to	quality of care or	appeal to the group.
group’s work.	outcomes related	improving the	outcomes related
	to a selected role	quality of care or	to a selected role
	group’s work.	outcomes related	group’s work.
		to a selected role
		group’s work.
Explain a selected	Does not	Describes the	Explains a	Provides a clear, concise,
role group’s	describe the	selected group’s	selected role	explanation of a selected role
importance in	selected group’s	role in	group’s	group’s importance in
implementing a new	role in	implementing a	importance in	implementing a new policy and
policy and practice	implementing a	new policy and	implementing a	practice guidelines. Suggests an
guidelines.	new policy and	practice	new policy and	empowering, future vision
	practice	guidelines.	practice	highlighting the positive
	guidelines.		guidelines.	contributions of the group.

 

CRITERIA	NON- PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Determine	Does not	Describes	Determines	Determines appropriate and
appropriate and	describe	instructional	appropriate and	effective instructional content,
effective	instructional	content, activities,	effective	learning activities, and materials
instructional	content, learning	and materials for	instructional	for a training session. Provides
content, learning	activities, and	a training session.	content, learning	convincing justification for the
activities, and	materials for a		activities, and	effectiveness of each proposed
materials for a	training session.		materials for a	activity in supporting learning and
training session.			training session.	skill development, exhibiting
				insight into the group’s work and
				the particular demands of
				implementing a new policy and
				practice guidelines.
Organize content so	Does not	Organizes content	Organizes content	Organizes content so clarity is
ideas flow logically	organize content	with some logical	so ideas flow	enhanced and all ideas flow
with smooth	for ideas to flow	flow and smooth	logically with	logically with smooth transitions.
transitions.	logically with	transitions.	smooth
	smooth		transitions.
	transitions.
Support main	Does not support	Sources lack	Supports main	Supports main points, assertions,
points, assertions,	main points,	relevance or	points, assertions,	arguments, conclusions, or
arguments,	assertions,	credibility, or the	arguments,	recommendations with relevant,
conclusions, or	arguments,	evidence is not	conclusions, or	credible, and convincing evidence.
recommendations	conclusions, or	persuasive or	recommendations	Skillfully combines virtually error-
with relevant and	recommendations	explicitly	with relevant and	free source citations with a
credible evidence.	with relevant and	supportive of main	credible evidence.	perceptive and coherent synthesis
	credible	points, assertions,		of the evidence.
	evidence.	arguments,
		conclusions, or
		recommendations.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – NURS FPX 6004 Assessment 3 Training Session for Policy Implementation

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. NURS FPX 6004 Assessment 3 Training Session for Policy Implementation

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. NURS FPX 6004 Assessment 3 Training Session for Policy Implementation

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NURS FPX 6008 Assessment 2 Needs Analysis for Change

Need Analysis for Change

            Nurses strive to provide care that promote outcomes such as safety, quality, and efficiency in their practice. Often, they translate evidence-based interventions into practice with the aim of aligning care interventions with the needs and expectations of their patients. However, organizational issues such as shortage of nurses threaten the realization of these outcomes. Therefore, this paper builds on the previous projects by examining further the issue of nursing shortage and the need for addressing it in healthcare.

Summary of the Chosen Economic Issue and Its Impact

The selected issue for the project is inadequate staffing among nurses. According to the data by World Health Statistics Report, America has 3.9 million of the 29 million nurses globally. Despite this, it experienced an acute shortage of more than one million nurses by 2020. The statistics by the American Nurses Association show that more than 275000 nurses will be needed from 2020 to 2030 to fill the current gap in healthcare workforce. The issues of concern contributing to the worsening shortage of nurses in America include aging population, high turnover rates, lack of nursing educators, and inequitable workforce distribution (Haddad et al., 2022). Nursing shortage have negative impacts on healthcare, patients, and colleagues. First, it increases nurses’ workload, which causes burnout, occupational stress, low job satisfaction, and high turnover rates among nurses. Nursing shortage also lowers the quality of care due to increased cases of safety issues such as medical errors in the care process. Communities suffer from poor quality of care, increased safety issues, and disease burden among the population. Nursing shortage also increases costs incurred by healthcare organizations in hiring, training, and struggling to retain their staff (Haryanto, 2019; Marć et al., 2019). Despite the pervasiveness in nursing shortage, minimal interventions have been adopted in my practice site to address the issue. In addition, nurses have not explored evidence-based interventions that can be used to improve retention rates among them. Consequently, it is crucial to implement measures that will address the issue for optimum outcomes in healthcare.

Assessment 2 Instructions

Complete a systematic evaluation of a unit, facility, or organization with which you are familiar, in an attempt to identify the need to address the economic health care issue.

Introduction

Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.

As a master’s-level health care practitioner, you may sometimes be tasked with the need to complete a systematic evaluation as a way of improving your organization’s outcomes. In this assessment, you will have a chance to practice these skills by completing a systematic evaluation of a unit, facility, or organization that you are familiar with in an attempt to identify the need to address the economic health care issue that you presented in the previous assessment. This systematic evaluation is often referred to as a needs analysis. Understanding how to do a needs analysis will be key as you advance through your career in the health care environment.

Background and Context

As a master’s-level health care practitioner, you may sometimes be tasked with the need to complete a systematic evaluation as a way of improving your organization’s outcomes. In this assessment, you will have a chance to practice these skills by completing a systematic evaluation of a unit, facility, or organization that you are familiar with in an attempt to identify the need to address the economic health care issue that you presented in the previous assessment. This systematic evaluation is often referred to as a needs analysis. Understanding how to do a needs analysis will be key as you advance through your career in the health care environment.

Instructions

Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.

Overall, you will be assessed on the following criteria:

• Summarize your chosen economic issue and its impact on your work, organization, colleagues, and community.
  • Reiterate your rationale for pursuing this issue, as well as the gap contributing to it that you identified in your previous assessment.
• Identify any socioeconomic or diversity disparities that exist with how your chosen economic issue impacts any particular groups or populations.
  • Use at least one piece of evidence to support this disparity (public health data, aggregated data from an organization, or other scholarly resources).
• Explain the findings of evidence-based or scholarly sources regarding the need to address your chosen issue and pursue potential change or implementation plans.
  • For example, if your implementation plan includes the need for increased staffing, you might want to research errors or patient falls that occurred as a result of high patient and low staff ratio in the literature.
  • Use at least four evidence-based or scholarly sources that are relevant to your chosen topic to support your explanation.
• Explain the predicted outcomes and opportunities for growth as the result of the proposed change or implementation plan.
  • Outcomes and opportunities for growth should focus on economic considerations.
• Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

Additional Requirements

• Length of Submission: 3–5 double-spaced pages.
• Number of References: Cite at least four sources of evidence to support your identification of the gap. This could be public health data, a peer-reviewed journal article, or another scholarly source.
• APA formatting: Titles, headings, resources, and citations are formatted according to the current APA style.
• Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

Competencies Measured

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

• Competency 1: Analyze the effects of financial and economic factors (such as cost-benefit, supply and demand, return on investment, and risks) in a health care system on patient care, services offered, and organizational structures and operation.
  • Summarize the chosen economic issue and its impact on your work, organization, colleagues, and community.
• Competency 2: Develop ethical and culturally equitable solutions to economic problems within a health care organization in an effort to improve the quality of care and services offered.
  • Identify any socioeconomic or diversity disparities that exist with how your chosen economic issue impacts any particular groups or populations.
• Competency 3: Justify the qualitative and quantitative information used to guide economic decision making to stakeholders and colleagues.
  • Explain the findings of evidence-based or scholarly sources regarding the need to address your chosen issue and pursue potential change or implementation plans.
• Competency 4: Develop ethical and culturally equitable economic strategies to address dynamic environmental forces and ensure the future security of an organization’s resources and its ability to provide quality care.
  • Explain the predicted outcomes and opportunities for growth as the result of the proposed change or implementation plan.
• Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella writing standards.
  • Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

Needs Analysis for Change Scoring Guide

Criteria	Non-performance	Basic	Proficient	Distinguished
Summarize the chosen economic issue and its impact on your work, organization, colleagues, and community.	Does not provide any type of summary of the chosen economic issue and its impact on your work, organization, colleagues, and community.	Provides an unclear or incomplete summary of the chosen economic issue and its impact on your work, organization, colleagues, and community.	Summarizes the chosen economic issue and its impact on your work, organization, colleagues, and community.	Summarizes the chosen economic issue and its impact on your work, organization, colleagues, and community. Notes the rationale for pursing the issue, as well as a gap contributing to it.
Identify any socioeconomic or diversity disparities that exist with how your chosen economic issue impacts any particular groups or populations.	Does not identify any disparities that exist with regards to the chosen economic issue.	Identifies disparities that exist with regards to the chosen economic issue. However, does not relate the disparities to any socioeconomic or diversity considerations.	Identifies any socioeconomic or diversity disparities that exist with how your chosen economic issue impacts any particular groups or populations.	Identifies any socioeconomic or diversity disparities that exist with how your chosen economic issue impacts any particular groups or populations. Supports assertion by using at least one piece of evidence (public health data, aggregated data from an organization, or other scholarly resource).
Explain the findings of evidence-based or scholarly sources regarding the need to address your chosen issue and pursue potential change or implementation plans.	Does not identify the findings of evidence-based or scholarly sources.	Identifies the findings of evidence-based or scholarly sources, but the relevance to regarding the need to address the chosen issue is unclear or misaligned.	Explains the findings of evidence-based or scholarly sources regarding the need to address your chosen issue and pursue potential change or implementation plans.	Explains the findings of evidence-based or scholarly sources regarding the need to address your chosen issue and pursue potential change or implementation plans. Cites at least four relevant evidence-based or scholarly sources to support explanation.
Explain the predicted outcomes and opportunities for growth as the result of the proposed change or implementation plan.	Does not identify possible outcomes and opportunities of growth.	Identifies possible outcomes and opportunities of growth, but their relationship to the proposed change or implementation plan is unclear.	Explains the predicted outcomes and opportunities for growth as the result of the proposed change or implementation plan.	Explains the predicted outcomes and opportunities for growth as the result of the proposed change or implementation plan. Notes the specific economic benefits for patients and the organization.
Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.	Does not convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and writing scholarly standards.	Conveys purpose, in an appropriate tone or style. Clear, effective communication is inhibited by insufficient supporting evidence or minimal adherence to applicable writing standards.	Conveys purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards. Attempts to apply APA style and formatting.	Conveys clear purpose, in a tone and style well-suited to the intended audience. Supports assertions, arguments, and conclusions with relevant, credible, and convincing evidence. Exhibits strict and nearly flawless adherence to organizational, professional, and scholarly writing standards, including APA style and formatting. Notes the specific economic benefits for patients and the organization.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. NURS FPX 6008 Assessment 2 Needs Analysis for Change

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. NURS FPX 6008 Assessment 2 Needs Analysis for Change

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NHS FPX 6103 Assessment 2 Applying the Tripartite Model KP

Teaching is one of the most significant roles of nurse educators. In this role, besides caring for patients, nurse educators who are passionate about teaching dedicate their time to teaching and advocating for nurses (Bullin, 2018). They instruct aspiring nurses in practical educational settings and guide them towards becoming practical nurses. This nurse educator role is nursing teachers, where the role players instruct and guide other nurses towards their nursing profession (Bullin, 2018). The contexts where this role applies in universities, colleges, and research hospitals. Besides teaching in these settings, nursing teachers also care for patients.

The teaching, service, and scholarship expectations for a Nursing Teacher

Teaching and learning are significant in all faculties and for all new educators. However, although teaching is a responsibility in nursing, it is not the only focus for nursing educators. However, nurse educators who take the teaching role must develop it with experience, time, and knowledge (Evans, 2018). Each nursing teacher creates their unique teaching style influenced by pedagogies, individual beliefs, learners’ styles, and philosophies in their academic institutions. It is important for all nursing educator to improve their educational teaching skills for nursing (Herrman, 2019). Concerning service, it is a way of giving time and energy to the community. Nursing teachers can offer their services through serving in nursing school committees, speaking at local events, becoming board and advisory members, and mentoring new faculty. Lastly, they must engage in research to serve their scholarship expectations (Bullin, 2018). They can do this by obtaining grants, publishing material, presenting scholarly work, and consulting.

Publications, Journals, and Conferences that Could be a Fit for the Scholarship of Nursing Teachers

Various platforms support the development of nursing educators and nursing education as a field in nursing. Nursing teachers also find support from various academic professions and platforms. They can use journals like the Journal of Professional Nursing, Nurse Education Today, Journal of Nursing Education, and Teaching and Learning in Nursing (Chang et al., 2018). They could also participate in conferences such as Nursing Advancement Professionals (NAP) Conference, Graduate Nursing Admissions Professional (GNAP) Conference, and CNL Summit. The scholarships created for education in nursing include the creation of teaching plans and assessing methods, knowledge of education-learning theories, role modeling, and program development.

A Plan for Nurse Teachers to Meet their Roles

Indeed, being a nursing teacher is a challenging and demanding role as it prepares individuals to become future nurses. Hence, there is a significant need to be prepared to practice the role and meet all expectations of a nursing teacher. First, it is vital to loving the role. Having a passion for teaching nurses and a desire to make a difference goes a long way in helping nurse teachers to deliver their duties. Secondly, a nurse teacher must possess various elements, including academic knowledge, clinical experience, and excellent communication skills (Reising et al., 2018). Lastly, they must address the needs of their role by addressing various learning styles and establishing innovative ways to deliver content to their students. 

Additional qualifications

Although nursing teachers or educators generally do not need certifications, having them is an added advantage. Hence, nurse educators could have certifications like Certified Clinical Research Associate (CCRA) and Certified Clinical Research Coordinator (CCRC) (Meldrum, 2020). Having these certifications can help nurse educators to climb the radar in their profession by attaining coveted positions in nursing education.

Qualifications and Areas of Expertise Related to Teaching in Nursing

For nursing teachers to serve as change agents in their field, they must have several qualifications and expertise. These may include leadership, professionalism, interpersonal skills, and core competencies (Herrman, 2019). These qualifications ate vital because nurse educators deal with people, and they must interact significantly with them for their instructions to be practical.

References

Bullin, C. (2018). Doctoral education supported hypothetical nurse  in their teaching roles: BMC nursing, 17(1), 1-18. (“[Solved] What is the value of a master’s degree in nursing …”) /orders/bmcnurs.biomedcentral.com/articles/10.1186/s12912-018-0273-

Chang, C. Y., Lai, C. L., & Hwang, G. J. (2018). The Trends of mobile learning styles studies in nursing education. Computers & Education, 116, 28-48. (“Chiu-Lin, Lai – Google Scholar”) /orders/www.sciencedirect.com/science/article/pii/S0360131517301999

Evans, J. D. (2018). Why I am a nurse educators: Nursing education outlook perspectives, 39(2), 61-65. (“Why We Became Nurse Educators (Journal Club) – Nursing …”) /orders/journals.lww.com/neponline/FullText/2018/03000/Why_We_Became_Nurse_Educators__Findings_From_a.3.aspx

Herrman, J. W. (2019). Creative teaching strategies for the nurse educator. FA Davis. /orders/books.google.com/books?hl=en&lr=&id=jjHEDwAAQBAJ&oi=fnd&pg=PR1&dq=teaching+as+a+nurse+educator+role&ots=dEhHD7nbRX&sig=oWVsWBY2Hn3FdG9paEGpsLkqfqI

Meldrum, C. A. (2020). Qualifications of the Research Staff. Principles and Practice of Clinical Trials, 1-11. /orders/link.springer.com/content/pdf/10.1007/978-3-319-52677-5_283-1.pdf

Reising, D. L., James, B., & Morse, B. (2018). The clinical instructor characteristics affecting clinical practices. Nursing teaching perspectives, 39(1), 4-9. /orders/journals.lww.com/neponline/fulltext/2018/01000/Student_Perceptions_of_Clinical_Instructor.3.aspx

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – NHS FPX 6103 Assessment 2 Applying the Tripartite Model

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. NHS FPX 6103 Assessment 2 Applying the Tripartite Model

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

• Guarantee

  

• Zero Plagiarism
• On-time delivery
• A-Grade Papers
• Free Revision
• 24/7 Support
• 100% Confidentiality
• Professional Writers

• Services Offered

• Custom paper writing
• Question and answers
• Essay paper writing
• Editing and proofreading
• Plagiarism removal services
• Multiple answer questions

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

Looking for a Similar Assignment? Order a custom-written, plagiarism-free paper