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NURS 4020 Assignment 3 Instructions

NURS 4020 Assignment 3 Instructions

For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the safe medication administration improvement plan you developed in Assessment 2.

As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.
The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel Wright, 2018).
As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.
You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies – especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Analyze the elements of a successful quality improvement initiative.
  • Explain the need and process to improve safety outcomes related to medication administration.
  • Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
• Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
  • List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.
  • Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.
• Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
  • Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.
• Reference
  Patel, S., Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic, Neonatal Nursing, 47(3), s16-s17.
  Professional Context
  As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.
  Scenario
  For this assessment it is suggested you take one of two approaches:

1. Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, or
2. Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.
3. Instructions
   The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at ;an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.
   Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

• List the purpose and goals of an in-service session focusing on safe medication administration for nurses.
• Explain the need for and process to improve safety outcomes related to medication administration.
• Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.
• Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
• Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.
• There are various ways to structure an in-service session below is just one example:
• Part 1: Agenda and Outcomes.
  • Explain to your audience what they are going to learn or do, and what they are expected to take away.
• Part 2: Safety Improvement Plan.
  • Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address.
  • Explain why it is important for the organization to address the current situation.
• Part 3: Audience’s Role and Importance.
  • Discuss how the staff audience will be expected to help implement and drive the improvement plan.
  • Explain why they are critical to the success of the improvement plan focusing on medication administration.
  • Describe how their work could benefit from embracing their role in the plan.
• Part 4: New Process and Skills Practice.
  • Explain new processes or skills.
  • Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills.
  • In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.
• Part 5: Soliciting Feedback.
  • Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
  • Explain how you might integrate this feedback for future improvements.
• Remember to account for activity and discussion time.
  For tips on developing PowerPoint presentations, refer to:
• Capella University Library: PowerPoint Presentations.
• Guidelines for Effective PowerPoint Presentations [PPTX].
• Additional Requirements
• Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenter’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be 10–15 slides.
• Speaker notes: Speaker notes should reflect what you would actually say if you were delivering the presentation to an audience. Another presenter would be able to use the presentation by following the speaker notes.
• APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation.
• Number of references: Cite a minimum of 3 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old.
• Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.
• Scoring Guide
  Use the scoring guide to understand how your assessment will be evaluated.
  View Scoring Guide

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation Completed Sample PowerPoint

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

CAPELLA UNIVERSITY

SCHOOL OF NURSING AND HEALTH SCIENCES

Mar 2022

Content

• Importance of safe medication administration
• Purpose and goals of the in-service session
• Need for safety outcome
• Process of safety outcome
• Role and importance of the audience
• Resources to improve medication administration
• Activities for to skill development and QI plan

This is the content of the presentation. It begins with the importance of safe medication administration. We will look at the project objectives along with purpose and goals of the in-service session to understand what goals needs to achieved. Further, we will see how a team or role of the audience, which is you plays a critical role in this project. Then comes strategies, resources, and activities that will promote the Interprofessional group collaboration, skill development, and understanding process involved in safe medication administration. Further, resources and activities to encourage skill development and process understanding related to a safety improve initiative on medication administration. 

Importance of safe medication administration

• Medication administration errors reduce quality care
• Increases threat to patient safety
• Increases burden on nurses
• Increased hospital stay 
• Frequent hospital readmission
• Adverse effects and sentinel events

• Medication administration is a critical process where nurses play a key role. However, stakeholders such as physicians, pharmacists, informatics nurses, and other health care professionals contribute to it as the process includes medication prescription, dosage calculation, medication dispensing, and error monitoring. Error in any of the stages will lead to medication administration errors. 
• There are different types of medication errors, which include dosage errors, wrong or improper package information, drug-drug interactions, mismatch in patient’s electronic health records, and poor medication administration (Schmidt et al., 2017). Some of the errors can have an adverse effect on patients and even lead to morbidity and mortality. In their study, Kang et al. (2017) reported that at least five near misses every month, 14.8% of dispensing errors, 4.3% administration errors, and 43.9% prescription errors were from 32 pharmacies. However, only 37.1% prescription errors, 57.4% administration errors, and 43.7% dispensing errors were reported. Salar et al. (2020) highlighted that prevalence of errors varies from 32.1% to 94%. Also, 23%, 38%, and 39% of medication errors were associated with pharmacies, nurses, and general practitioners respectively (Salar et al., 2020).
• Medication errors increase cost, the burden on dispensing, administration, and packaging units. Cumulatively, it leads to work burden on the nurses and reduces patient satisfaction level and trust in health care (Musharyanti et al., 2019). 
• Risk factors include mortality, morbidity, and adverse effects. Every year, 7000 to 9000 patients in the US die due to medication errors (Tariq et al., 2021). The errors lead to increased hospital stay cost o $40 billion per year with more than 7 million patients affected by the issue (Thomas et al., 2017). As a result, it is important. 

Purpose of the in-service session

The purpose of the in-service session is to educate and prepare the nursing and health care professionals to understand the importance of an QI plan to increase medication administration safety by exploring process of safety outcome, role of health care professionals, resources needed to implement QI plan, and conduct activities to understand the process. 

Objectives and goals

• To highlight need for safety QI plan for medication administration

• To improve knowledge and competency

• To improve communication skills among nursing personnel

• To increase interprofessional collaboration
• Understand strategies to implement QI plan
• Understand importance of interprofessional collaboration

• To update knowledge regarding different strategies

• To update knowledge regarding EHRs, bar-code systems, error reporting mechanism, and hospital protocols

• To provide resources and activities related to medication administration

Need for safety outcome

• Nurses and other health care professional are committing medication errors

• Lack of knowledge regarding strategies for interprofessional collaboration 

• Mediation errors increases burden on patients, nurses, and health care

• Every organization aims and individual aim to provide high quality and safer care

• Interprofessional education helps to improve interprofessional collaboration and patient care through the promotion of various professions of health to increase interprofessional collaboration compared to single profession education, which individuals learn in isolation and merely in their profession. Therefore, interprofessional education of medication safety program can reduce medication error and promote patient safety in the ICUs.

• Burnout is common among nurses. As a result, communication and a supportive work environment are critical. Nurses can coordinate with each other during medication administration to handle any interruptions.

• Medication errors and ADEs are an underreported burden that adversely affects patients, providers, and the economy.

Process of safety outcome

• The first EBP solution is to train and educate nurses to follow guidelines

• Implement a physician order entry system

• Bar-code based medication scanning

• Implement an automated error reporting system 

• Checklists to double check the medication

• The first EBP solution is to train and educate nurses and health care staff to follow the guidelines provided by IOM and QSEN. The guidelines include being vigilant and verify medication with EHRs, check for allergies, assess the medication before administration, diligently calculate dosage (Armstrong, 2019), use memory aids and checklists, avoid workarounds, avoid conversations during administration, consider one patient at a time, clarify an unclear prescription, and avoid abbreviations (Pop & Finocchi, 2016). The process reduces cost as it prevents adverse effects of medication on patients. 
• The second EBP is to implement a physician order entry system with medication error reporting and communication system to reduce prescription, dispensing, and administration errors (Thompson et al., 2018). The system is completely electronic where nurses, physicians, and pharmacists are directly connected to compare medication with prescription and EHR to detect any discrepancies. 
• Further, implementing technology such as bar-code-based medication administration where each drug has a unique barcode helps in preventing dispensing errors and dosage errors (Thompson et al., 2018). 

• The next strategy is to implement an automated error reporting system that includes a patient-specific automated medication system (npsAMS) unit, barcode medication administration (BCMA), and a complex automated medication system (cAMS) with the automated dispensing unit to reduce human errors in communication and decision-making. As the process used an integrated system, the errors were reduced from 0.96 to 0.15 (Risør et al., 2018). 

• Koyama et al. (2021) proposed an EBP strategy to double-check medicine through the checklist, implementing hierarchical protocols, and educating interprofessional teams to reduce medication administration errors. The strategy reduced errors as double-checking reduced human errors. Also, recommendations by QSEN and IOM to train health care staff to communicate and collaborate aid in both error prevention and management (Abukhader & Abukhader, 2020).

Process of safety outcome

• Encourage interprofessional collaboration

• Use of tabards to prevent interruptions

• Implement RCT process to eliminate blame culture

• Create a role-based work culture

• Reduce nurse burnout by increasing nurse-patient ratio

• The important step is to develop a hospital-based protocol and hierarchical response system with a medication error alert system to quickly detect the errors and provide steps taken to report the error along with the responsibilities of different stakeholders (Huckels-Baumgart et al., 2017). This plan aid in solving the first root-cause where the pharmacist sent the wrong product. The outcome of this step is it increases knowledge and competencies along with better communication between the team (Korb-Savoldelli et al., 2018). 

• Burnout is common among nurses. As a result, communication and a supportive work environment are critical. Nurses can coordinate with each other during medication administration to handle any interruptions (Hammoudi et al., 2017). For example, a nurse can attend a patient of another nurse or external patient for the time being till the assigned nurse completes his or her administration to reduce mix-ups and confusion. Also, communicating with other nurses to identify allergies in a patient to create a patient-specific medication order prevents adverse effects (Huckels-Baumgart et al., 2017). 

Composition of safety team

• Decision-making
  • Nurse leaders
  • Nurse managers
  • Chief of unit (pharma, residents, surgeons, and others

• Team members
  • Nurses 
  • Physicians
  • Pharmacist
  • Informatics nurse
  • IT professionals

• Decision-making team includes nurse leaders, managers, and unit chiefs as they draft the policies and take decisions whenever there is an issue. Also, they monitor the resources and finances involved in the units. However, other members such as nurses and physicians provide their input in medication administration activities. 
• Medication administration includes nurses as they administer drugs, match the drug by comparing with EHRs, and report any errors. It also includes physicians as they prescribe drugs and dosage. Pharmacist dispenses the medication by checking the order against prescription. Informatics nurses handles EHRs and other tools. IT professional help in troubleshooting any issues in system and devices. 

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

Interprofessional collaboration strategies

• Team building activities
• Encourage open communication
• Enable knowledge-sharing
• Integrate shared decision-making
• Reward and recognize
• Setting common goals and platform to discuss

• Team building activities are one of the great ways to bring the employees closer as it allows the team members to understand each other’s perspectives, ideas, and thoughts (Zhang & Cui, 2018).
• Encourage open communication: open communication allows everyone to express their views effectively. this increases in-flow of information and critical analysis (Truglio-Londrigan & Slyer, 2018)
• Enable knowledge-sharing: the group members can share their knowledge to others to highlight certain points and also it helps in gaining knowledge as others have something to share too
• Reward and recognize: incentive-based approach or reward and recognize motivates the workers to work towards common goal to achieve desired productivity (Zhang & Cui, 2018). 
• Integrate shared decision-making: this reduces autocratic leadership and promotes democratic leadership as input from everyone is important. It is crucial in increasing diversity. 
• Setting common goals and platform to discuss – this drives all the focus towards set of goals instead of individual goals (Truglio-Londrigan & Slyer, 2018)

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

Role of the audience

• Research and understand the issues
• Understand strategies, policies, and guidelines
• Educate peers through collaboration
• Work towards achieving safety goals 
• Communicate and coordinate with hospital staff
• Report and address adverse and sentinel events

Importance of the audience

• Nurses are important as they administer medicines

• Physicians prescribe the orders

• Pharmacist dispenses the order

• Informatics nurses maintain EHRs 

• Technician troubleshoot issues in EHRs 

Resources to improve medication administration

• Improving Medication Safety by ACOG

• Guidelines by QSEN and IOM

• Literature and protocol manuals provided by health care

• EBP research articles and strategies

QSEN Competencies useful for practice improvement of Vaccine Safety, Medication Errors, Polypharmacy, Communication Breakdowns, Test Result Follow up, HER Errors & Diagnostic Errors

1. Patient Centered Care
   1. Knowledge
      1. Discuss principles of effective communication
      2. Describe principles of consensus building and conflict resolution

• Examine how the safety, quality & cost effectiveness of health care can be improved through involvement of patients/families

1. Equity issues-culture-language
2. Skills:
   2. Communicate care provided & needed at each transition in care
3. Attitude
   2. Value the patient’s expertise with own health and symptoms
   3. Value active partnership with patients or designated surrogates in planning, implementation, and evaluation of care
4. Teamwork & Collaboration
   2. Knowledge
      2. Describe strategies for ID & managing overlaps in team member roles & accountabilities
      3. Analyze differences in communication style preferences & impact on others

• Discuss effective strategies for communicating & resolving conflict

1. ID system barriers for effective team function
2. Skills
   3. Participate in designing system that support team work
   4. Follow communication practices that minimize risks associate with handoffs among providers & across transitions in care
3. Attitudes
   3. Appreciate risk associated with handoff & transitions in care
4. Evidence Based Practice
   3. Knowledge
      3. Explain the role of evidence in determining best clinical practice
      4. Describe reliable sources for locating evidence reports & clinical practice guidelines
   4. Skills
      3. Locate evidence reports related to clinical practice topics & guidelines
      4. Question rational for routine approaches to care that result in less-than desired outcomes or adverse events
   5. Attitudes
      3. Value the need for continuous improvement
      4. Appreciate the risks associated with handoffs among providers and across transitions in care

4. Safety:
   4. Knowledge
      4. Examine human factors & basic safety design, common unsafe practices
      5. Evaluated safety enhancing technology (barcodes, CPOE)

• Describe how root cause analysis can help us understand when safety event or error occurs

1. Skills
   1. Use of technology & standardized practices that support safety & quality
   2. Strategies to reduce reliance on memory

• Participate in appropriately analyzing errors & design system improvements

1. Engage in RCA when error/near miss occurs
2. Attitudes
   2. Appreciate the cognitive and physical limits of human performance
   3. Value own role in preventing errors
3. Informatics
   2. Knowledge
      1. Describe examples of how technology & information management are related to quality & safety
   3. Skills
      1. Apply technology & information management tools to support safe processes of care
   4. Attitudes
      1. Appreciate the necessity for all health professionals to seek lifelong, continuous learning of information technology skills
      2. Value technologies that support clinical decision-making, error prevention, and care coordination

• Value nurses’ involvement in design, selection, implementation, and evaluation of information technologies to support patient care

6. Quality Improvement
   6. Knowledge
      6. Importance of variation & measurement in assessing quality of care
      7. Described approaches for changing processes of care
   7. Skills
      6. Use quality measures to understand performance
      7. Identify gaps between local & best practice

• P-D-S-A to test change in daily work

1. Use tools helpful for understanding variation
2. Attitude
   1. Appreciate that continuous quality improvement is an essential part of the daily work of all health professionals
   2. Appreciate the value of what individuals and teams can to do to improve care

Activities for to skill development and QI plan

• Analyzing a medication error case study

• Discussing root-causes in the case study

• Discussing challenges faced by health care professionals

• Analyzing what could have averted the error

• Implementing EBP changes in the future

The patient has been admitted to a 20-bed medical unit for treatment of acute diverticulitis. The provider has ordered Ultram (Tramadol hydrochloride) 50 mg p.o. every 6 hours prn pain. The patient is requesting a pain medication, as it has been 8 hours since his last dose. The nurse selects the individually wrapped medication from the patient’s assigned medication drawer and scans the barcode to determine if it is the correct medication. The scanner is not working again. As she wants to administer the pain medication as soon as possible, she types in the Internal Entry Number (IEN) and the computer indicates the medication is Ultracet 37.5/325 mg but the package says Ultram 50 mg. The nurse calls the pharmacy and the pharmacist says there is only one number different between Ultram and Ultracet and, since the package says Ultram, to administer the medication because she must have typed in the wrong number. The nurse administers the medication, and within 30 minutes the patient shows signs of an allergic reaction. The nurse checks the record and determines the patient is allergic to acetaminophen. The patient is treated for the allergic reaction, and a medication incident form is completed. The nurse manager asks for a Root Cause Analysis (RCA) to be completed for the medication error.

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

References

• Abukhader, I., & Abukhader, K. (2020). Effect of medication safety education program on intensive care nurses’ knowledge regarding medication errors. Journal Of Biosciences And Medicines, 08(06), 135-147. /orders/doi.org/10.4236/jbm.2020.86013
• Hammoudi, B., Ismaile, S., & Abu Yahya, O. (2017). Factors associated with medication administration errors and why nurses fail to report them. Scandinavian Journal Of Caring Sciences, 32(3), 1038-1046. /orders/doi.org/10.1111/scs.12546
• Our current approach to root cause analysis: is it contributing to our failure to improve patient safety?. BMJ Quality & Safety, bmjqs-2016-005991. /orders/doi.org/10.1136/bmjqs-2016-005991
• computerized physician order entry systems–related medication prescription errors: A systematic review. International Journal Of Medical Informatics, 111, 112-122. /orders/doi.org/10.1016/j.ijmedinf.2017.12.022
• Koyama, A., Maddox, C., Li, L., Bucknall, T., & Westbrook, J. (2021). Effectiveness of double checking to reduce medication administration errors: a systematic review. BJM Quality & Safety, 29(7). /orders/doi.org/http://dx.doi.org/10.1136/bmjqs-2019-009552
• Manias, E. (2018). Effects of interdisciplinary collaboration in hospitals on medication errors: an integrative review. Expert Opinion On Drug Safety, 17(3), 259-275. /orders/doi.org/10.1080/14740338.2018.1424830
• Risør, B., Lisby, M., & Sørensen, J. (2018). Complex automated medication systems reduce medication administration errors in a Danish acute medical unit. International Journal For Quality In Health Care, 30(6), 457-465. /orders/doi.org/10.1093/intqhc/mzy042
• Tariq, R., Vashisht, V., Sinha, A., & Scherbak, y. (2021). Medication dispensing errors and prevention. Retrieved 17 March 2021, from /orders/www.ncbi.nlm.nih.gov/books/NBK519065/.
• Thompson, K., Swanson, K., Cox, D., Kirchner, R., Russell, J., & Wermers, R. et al. (2018). Implementation of bar-code medication administration to reduce patient harm. Mayo Clinic Proceedings: Innovations, Quality & Outcomes, 2(4), 342-351. /orders/doi.org/10.1016/j.mayocpiqo.2018.09.001

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• Use of Direct Quotes

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• 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 4020 Assessment 3: Improvement Plan In-Service Presentation

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NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

CAPELLA UNIVERSITY

SCHOOL OF NURSING AND HEALTH SCIENCES

Mar 2022

Content

• Importance of safe medication administration
• Purpose and goals of the in-service session
• Need for safety outcome
• Process of safety outcome
• Role and importance of the audience
• Resources to improve medication administration
• Activities for to skill development and QI plan

This is the content of the presentation. It begins with the importance of safe medication administration. We will look at the project objectives along with purpose and goals of the in-service session to understand what goals needs to achieved. Further, we will see how a team or role of the audience, which is you plays a critical role in this project. Then comes strategies, resources, and activities that will promote the Interprofessional group collaboration, skill development, and understanding process involved in safe medication administration. Further, resources and activities to encourage skill development and process understanding related to a safety improve initiative on medication administration. 

Importance of safe medication administration

• Medication administration errors reduce quality care
• Increases threat to patient safety
• Increases burden on nurses
• Increased hospital stay 
• Frequent hospital readmission
• Adverse effects and sentinel events

• Medication administration is a critical process where nurses play a key role. However, stakeholders such as physicians, pharmacists, informatics nurses, and other health care professionals contribute to it as the process includes medication prescription, dosage calculation, medication dispensing, and error monitoring. Error in any of the stages will lead to medication administration errors. 
• There are different types of medication errors, which include dosage errors, wrong or improper package information, drug-drug interactions, mismatch in patient’s electronic health records, and poor medication administration (Schmidt et al., 2017). Some of the errors can have an adverse effect on patients and even lead to morbidity and mortality. In their study, Kang et al. (2017) reported that at least five near misses every month, 14.8% of dispensing errors, 4.3% administration errors, and 43.9% prescription errors were from 32 pharmacies. However, only 37.1% prescription errors, 57.4% administration errors, and 43.7% dispensing errors were reported. Salar et al. (2020) highlighted that prevalence of errors varies from 32.1% to 94%. Also, 23%, 38%, and 39% of medication errors were associated with pharmacies, nurses, and general practitioners respectively (Salar et al., 2020).
• Medication errors increase cost, the burden on dispensing, administration, and packaging units. Cumulatively, it leads to work burden on the nurses and reduces patient satisfaction level and trust in health care (Musharyanti et al., 2019). 
• Risk factors include mortality, morbidity, and adverse effects. Every year, 7000 to 9000 patients in the US die due to medication errors (Tariq et al., 2021). The errors lead to increased hospital stay cost o $40 billion per year with more than 7 million patients affected by the issue (Thomas et al., 2017). As a result, it is important. 

Purpose of the in-service session

The purpose of the in-service session is to educate and prepare the nursing and health care professionals to understand the importance of an QI plan to increase medication administration safety by exploring process of safety outcome, role of health care professionals, resources needed to implement QI plan, and conduct activities to understand the process. 

Objectives and goals

• To highlight need for safety QI plan for medication administration

• To improve knowledge and competency

• To improve communication skills among nursing personnel

• To increase interprofessional collaboration
• Understand strategies to implement QI plan
• Understand importance of interprofessional collaboration

• To update knowledge regarding different strategies

• To update knowledge regarding EHRs, bar-code systems, error reporting mechanism, and hospital protocols

• To provide resources and activities related to medication administration

Need for safety outcome

• Nurses and other health care professional are committing medication errors

• Lack of knowledge regarding strategies for interprofessional collaboration 

• Mediation errors increases burden on patients, nurses, and health care

• Every organization aims and individual aim to provide high quality and safer care

• Interprofessional education helps to improve interprofessional collaboration and patient care through the promotion of various professions of health to increase interprofessional collaboration compared to single profession education, which individuals learn in isolation and merely in their profession. Therefore, interprofessional education of medication safety program can reduce medication error and promote patient safety in the ICUs.

• Burnout is common among nurses. As a result, communication and a supportive work environment are critical. Nurses can coordinate with each other during medication administration to handle any interruptions.

• Medication errors and ADEs are an underreported burden that adversely affects patients, providers, and the economy.

Process of safety outcome

• The first EBP solution is to train and educate nurses to follow guidelines

• Implement a physician order entry system

• Bar-code based medication scanning

• Implement an automated error reporting system 

• Checklists to double check the medication

• The first EBP solution is to train and educate nurses and health care staff to follow the guidelines provided by IOM and QSEN. The guidelines include being vigilant and verify medication with EHRs, check for allergies, assess the medication before administration, diligently calculate dosage (Armstrong, 2019), use memory aids and checklists, avoid workarounds, avoid conversations during administration, consider one patient at a time, clarify an unclear prescription, and avoid abbreviations (Pop & Finocchi, 2016). The process reduces cost as it prevents adverse effects of medication on patients. 
• The second EBP is to implement a physician order entry system with medication error reporting and communication system to reduce prescription, dispensing, and administration errors (Thompson et al., 2018). The system is completely electronic where nurses, physicians, and pharmacists are directly connected to compare medication with prescription and EHR to detect any discrepancies. 
• Further, implementing technology such as bar-code-based medication administration where each drug has a unique barcode helps in preventing dispensing errors and dosage errors (Thompson et al., 2018). 

• The next strategy is to implement an automated error reporting system that includes a patient-specific automated medication system (npsAMS) unit, barcode medication administration (BCMA), and a complex automated medication system (cAMS) with the automated dispensing unit to reduce human errors in communication and decision-making. As the process used an integrated system, the errors were reduced from 0.96 to 0.15 (Risør et al., 2018). 

• Koyama et al. (2021) proposed an EBP strategy to double-check medicine through the checklist, implementing hierarchical protocols, and educating interprofessional teams to reduce medication administration errors. The strategy reduced errors as double-checking reduced human errors. Also, recommendations by QSEN and IOM to train health care staff to communicate and collaborate aid in both error prevention and management (Abukhader & Abukhader, 2020).

Process of safety outcome

• Encourage interprofessional collaboration

• Use of tabards to prevent interruptions

• Implement RCT process to eliminate blame culture

• Create a role-based work culture

• Reduce nurse burnout by increasing nurse-patient ratio

• The important step is to develop a hospital-based protocol and hierarchical response system with a medication error alert system to quickly detect the errors and provide steps taken to report the error along with the responsibilities of different stakeholders (Huckels-Baumgart et al., 2017). This plan aid in solving the first root-cause where the pharmacist sent the wrong product. The outcome of this step is it increases knowledge and competencies along with better communication between the team (Korb-Savoldelli et al., 2018). 

• Burnout is common among nurses. As a result, communication and a supportive work environment are critical. Nurses can coordinate with each other during medication administration to handle any interruptions (Hammoudi et al., 2017). For example, a nurse can attend a patient of another nurse or external patient for the time being till the assigned nurse completes his or her administration to reduce mix-ups and confusion. Also, communicating with other nurses to identify allergies in a patient to create a patient-specific medication order prevents adverse effects (Huckels-Baumgart et al., 2017). 

Composition of safety team

• Decision-making
  • Nurse leaders
  • Nurse managers
  • Chief of unit (pharma, residents, surgeons, and others

• Team members
  • Nurses 
  • Physicians
  • Pharmacist
  • Informatics nurse
  • IT professionals

• Decision-making team includes nurse leaders, managers, and unit chiefs as they draft the policies and take decisions whenever there is an issue. Also, they monitor the resources and finances involved in the units. However, other members such as nurses and physicians provide their input in medication administration activities. 
• Medication administration includes nurses as they administer drugs, match the drug by comparing with EHRs, and report any errors. It also includes physicians as they prescribe drugs and dosage. Pharmacist dispenses the medication by checking the order against prescription. Informatics nurses handles EHRs and other tools. IT professional help in troubleshooting any issues in system and devices. 

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

Interprofessional collaboration strategies

• Team building activities
• Encourage open communication
• Enable knowledge-sharing
• Integrate shared decision-making
• Reward and recognize
• Setting common goals and platform to discuss

• Team building activities are one of the great ways to bring the employees closer as it allows the team members to understand each other’s perspectives, ideas, and thoughts (Zhang & Cui, 2018).
• Encourage open communication: open communication allows everyone to express their views effectively. this increases in-flow of information and critical analysis (Truglio-Londrigan & Slyer, 2018)
• Enable knowledge-sharing: the group members can share their knowledge to others to highlight certain points and also it helps in gaining knowledge as others have something to share too
• Reward and recognize: incentive-based approach or reward and recognize motivates the workers to work towards common goal to achieve desired productivity (Zhang & Cui, 2018). 
• Integrate shared decision-making: this reduces autocratic leadership and promotes democratic leadership as input from everyone is important. It is crucial in increasing diversity. 
• Setting common goals and platform to discuss – this drives all the focus towards set of goals instead of individual goals (Truglio-Londrigan & Slyer, 2018)

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

Role of the audience

• Research and understand the issues
• Understand strategies, policies, and guidelines
• Educate peers through collaboration
• Work towards achieving safety goals 
• Communicate and coordinate with hospital staff
• Report and address adverse and sentinel events

Importance of the audience

• Nurses are important as they administer medicines

• Physicians prescribe the orders

• Pharmacist dispenses the order

• Informatics nurses maintain EHRs 

• Technician troubleshoot issues in EHRs 

Resources to improve medication administration

• Improving Medication Safety by ACOG

• Guidelines by QSEN and IOM

• Literature and protocol manuals provided by health care

• EBP research articles and strategies

QSEN Competencies useful for practice improvement of Vaccine Safety, Medication Errors, Polypharmacy, Communication Breakdowns, Test Result Follow up, HER Errors & Diagnostic Errors

1. Patient Centered Care
   1. Knowledge
      1. Discuss principles of effective communication
      2. Describe principles of consensus building and conflict resolution

• Examine how the safety, quality & cost effectiveness of health care can be improved through involvement of patients/families

1. Equity issues-culture-language
2. Skills:
   2. Communicate care provided & needed at each transition in care
3. Attitude
   2. Value the patient’s expertise with own health and symptoms
   3. Value active partnership with patients or designated surrogates in planning, implementation, and evaluation of care
4. Teamwork & Collaboration
   2. Knowledge
      2. Describe strategies for ID & managing overlaps in team member roles & accountabilities
      3. Analyze differences in communication style preferences & impact on others

• Discuss effective strategies for communicating & resolving conflict

1. ID system barriers for effective team function
2. Skills
   3. Participate in designing system that support team work
   4. Follow communication practices that minimize risks associate with handoffs among providers & across transitions in care
3. Attitudes
   3. Appreciate risk associated with handoff & transitions in care
4. Evidence Based Practice
   3. Knowledge
      3. Explain the role of evidence in determining best clinical practice
      4. Describe reliable sources for locating evidence reports & clinical practice guidelines
   4. Skills
      3. Locate evidence reports related to clinical practice topics & guidelines
      4. Question rational for routine approaches to care that result in less-than desired outcomes or adverse events
   5. Attitudes
      3. Value the need for continuous improvement
      4. Appreciate the risks associated with handoffs among providers and across transitions in care

4. Safety:
   4. Knowledge
      4. Examine human factors & basic safety design, common unsafe practices
      5. Evaluated safety enhancing technology (barcodes, CPOE)

• Describe how root cause analysis can help us understand when safety event or error occurs

1. Skills
   1. Use of technology & standardized practices that support safety & quality
   2. Strategies to reduce reliance on memory

• Participate in appropriately analyzing errors & design system improvements

1. Engage in RCA when error/near miss occurs
2. Attitudes
   2. Appreciate the cognitive and physical limits of human performance
   3. Value own role in preventing errors
3. Informatics
   2. Knowledge
      1. Describe examples of how technology & information management are related to quality & safety
   3. Skills
      1. Apply technology & information management tools to support safe processes of care
   4. Attitudes
      1. Appreciate the necessity for all health professionals to seek lifelong, continuous learning of information technology skills
      2. Value technologies that support clinical decision-making, error prevention, and care coordination

• Value nurses’ involvement in design, selection, implementation, and evaluation of information technologies to support patient care

6. Quality Improvement
   6. Knowledge
      6. Importance of variation & measurement in assessing quality of care
      7. Described approaches for changing processes of care
   7. Skills
      6. Use quality measures to understand performance
      7. Identify gaps between local & best practice

• P-D-S-A to test change in daily work

1. Use tools helpful for understanding variation
2. Attitude
   1. Appreciate that continuous quality improvement is an essential part of the daily work of all health professionals
   2. Appreciate the value of what individuals and teams can to do to improve care

Activities for to skill development and QI plan

• Analyzing a medication error case study

• Discussing root-causes in the case study

• Discussing challenges faced by health care professionals

• Analyzing what could have averted the error

• Implementing EBP changes in the future

The patient has been admitted to a 20-bed medical unit for treatment of acute diverticulitis. The provider has ordered Ultram (Tramadol hydrochloride) 50 mg p.o. every 6 hours prn pain. The patient is requesting a pain medication, as it has been 8 hours since his last dose. The nurse selects the individually wrapped medication from the patient’s assigned medication drawer and scans the barcode to determine if it is the correct medication. The scanner is not working again. As she wants to administer the pain medication as soon as possible, she types in the Internal Entry Number (IEN) and the computer indicates the medication is Ultracet 37.5/325 mg but the package says Ultram 50 mg. The nurse calls the pharmacy and the pharmacist says there is only one number different between Ultram and Ultracet and, since the package says Ultram, to administer the medication because she must have typed in the wrong number. The nurse administers the medication, and within 30 minutes the patient shows signs of an allergic reaction. The nurse checks the record and determines the patient is allergic to acetaminophen. The patient is treated for the allergic reaction, and a medication incident form is completed. The nurse manager asks for a Root Cause Analysis (RCA) to be completed for the medication error.

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

References

• Abukhader, I., & Abukhader, K. (2020). Effect of medication safety education program on intensive care nurses’ knowledge regarding medication errors. Journal Of Biosciences And Medicines, 08(06), 135-147. /orders/doi.org/10.4236/jbm.2020.86013
• Hammoudi, B., Ismaile, S., & Abu Yahya, O. (2017). Factors associated with medication administration errors and why nurses fail to report them. Scandinavian Journal Of Caring Sciences, 32(3), 1038-1046. /orders/doi.org/10.1111/scs.12546
• Our current approach to root cause analysis: is it contributing to our failure to improve patient safety?. BMJ Quality & Safety, bmjqs-2016-005991. /orders/doi.org/10.1136/bmjqs-2016-005991
• computerized physician order entry systems–related medication prescription errors: A systematic review. International Journal Of Medical Informatics, 111, 112-122. /orders/doi.org/10.1016/j.ijmedinf.2017.12.022
• Koyama, A., Maddox, C., Li, L., Bucknall, T., & Westbrook, J. (2021). Effectiveness of double checking to reduce medication administration errors: a systematic review. BJM Quality & Safety, 29(7). /orders/doi.org/http://dx.doi.org/10.1136/bmjqs-2019-009552
• Manias, E. (2018). Effects of interdisciplinary collaboration in hospitals on medication errors: an integrative review. Expert Opinion On Drug Safety, 17(3), 259-275. /orders/doi.org/10.1080/14740338.2018.1424830
• Risør, B., Lisby, M., & Sørensen, J. (2018). Complex automated medication systems reduce medication administration errors in a Danish acute medical unit. International Journal For Quality In Health Care, 30(6), 457-465. /orders/doi.org/10.1093/intqhc/mzy042
• Tariq, R., Vashisht, V., Sinha, A., & Scherbak, y. (2021). Medication dispensing errors and prevention. Retrieved 17 March 2021, from /orders/www.ncbi.nlm.nih.gov/books/NBK519065/.
• Thompson, K., Swanson, K., Cox, D., Kirchner, R., Russell, J., & Wermers, R. et al. (2018). Implementation of bar-code medication administration to reduce patient harm. Mayo Clinic Proceedings: Innovations, Quality & Outcomes, 2(4), 342-351. /orders/doi.org/10.1016/j.mayocpiqo.2018.09.001

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

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. NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

• 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 4020 Assessment 3: Improvement Plan In-Service Presentation

• 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. NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

• 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 4020 Assessment 3: Improvement Plan In-Service Presentation

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• On-time delivery
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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.

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NHS-FPX5004 Assessment 3 Instructions: Diversity Project Kickoff Presentation

Create a 6-8 slide presentation (with detailed speaker’s notes) on how you would select, foster collaboration among, and educate a team dedicated to solving a diversity issue in NHS-FPX5004 Assessment 3

Introduction

Assessments 2 and 3 are based on the same scenario, so you must complete them in the order in which they are presented.

Finding, organizing, and motivating teams is a key leadership skill as is the ability to communicate and present information.

Overview

In this assessment, you will continue your work from Assessment 2 by creating a 6–8 slide PowerPoint presentation for the diversity project kickoff meeting.

Preparation

• Review the Guidelines for Effective PowerPoint Presentations [PPTX] for guidelines and hints for an effective presentation.
• Review Using Kaltura if you are using this courseroom tool to record your presentation.
• Use the PowerPoint Template [PPTX] to complete this assessment.

Scenario

Imagine that your boss Lynnette follows up with you in an email shortly after reading your views on leadership and collaboration:

Hi,

Thanks for sending me your thoughts last week on the diversity issue at the clinic. Your next step is to select a team of professionals who can help you in this project and prepare an introduction of the project for a first meeting with them.

I want you to prepare a presentation to serve as a brief but substantive introduction for the first meeting with a group of 4–5 members who will participate on the committee tasked with addressing the diversity issue. Once I review more information about the proposed team I can help you with the recruitment. The presentation should be 5–7 minutes and use 6–8 slides with detailed speaker’s notes so I can understand your approach. Not a lot of time or space, so keep things pretty high level. Do the following:

1. Briefly outline the project goals and highlight 2–3 of the initial priorities to be addressed by the group. Also, explain why they are important.
2. Explain the composition of the team and why you chose them. Note that you will not know the exact individuals yet, but assume we will recruit the people with the desired qualities and characteristics you outline in the presentation. Consider the following:
   • Include a group of professionals you believe can help define the problem and ultimately make recommendations on how to address it.
   • Make sure each member is either trained in, sensitive to, or has experience with the concept of workplace diversity.
   • Give some thought to having some members from outside the organization in NHS-FPX5004 Assessment 3.
   • Provide member profiles: their diversity, qualifications, experience, internal versus external, and so forth.
3. Explain your role and describe how the committee will work together and achieve effective interprofessional collaboration.
   • Describe how the group will communicate. How and when they will meet.
   • Describe how ideas will be shared and decisions made.
   • Describe roles, group function, and structure.
4. Describe the basic characteristics of a diverse workplace.
5. Provide a convincing argument regarding the benefits of a diverse workforce using support from current research.

Thanks,

Lynnette

Instructions in NHS-FPX5004 Assessment 3 .

For this assessment:

• Create a 6–8 slide PowerPoint presentation in response to the content defined in the above scenario.
• Create an audio recording (5–7 minutes) of the PowerPoint presentation using Kaltura or similar software.

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

Presentation Guidelines

Your assessment should also meet the following requirements:

• Length: 6–8 PowerPoint slides (not including title slide) that would accompany a 5–7 minute oral presentation.
• Notes: Prepare detailed speaker’s notes describing items on each slide so that the viewer can accurately interpret the deeper meanings and intentions that would have been conveyed orally. Support your claims, arguments, and conclusions with credible evidence from 2–3 current, scholarly or professional sources.
• Visuals: Create visuals that are easily read and interpreted. Use colors, fonts, and formatting and other design principles that make the information clear and generally add to the aesthetic of the presentation.

Please refer to the scoring guide for details on how your assessment will be evaluated.

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 3 Example [PPTX].

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: Apply qualities, skills, and practices used by effective health care leaders.
  • Outline goals and initial priorities that reasonably reflect the project in NHS-FPX5004 Assessment 3 ..
• Competency 2: Apply practices that facilitate effective interprofessional collaboration.
  • Outline a plan that effectively fosters interprofessional group collaboration.
• Competency 3: Apply ethical codes and diversity best practices in health care organizations.
  • Define the composition of a team with characteristics that could effectively address a diversity issue.
  • Describe the basic characteristics of a diverse and inclusive workplace.
  • Explain the benefits of promoting and supporting diversity within an organization using scholarly resources.
• Competency 4: Produce clear, coherent, and professional written work, in accordance with Capella writing standards.
  • Create an organized presentation that clearly communicates all specified content.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – NHS-FPX5004 Assessment 3 Instructions: Diversity Project Kickoff Presentation

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. NHS-FPX5004 Assessment 3 Instructions: Diversity Project Kickoff Presentation

• 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. NHS-FPX5004 Assessment 3 Instructions: Diversity Project Kickoff Presentation

• 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

NHSFPX 4000 Analysis of Medication Errors Discussion Sample Paper

Running head: MEDICATION ERRORS                                                                     

Medication Errors

Reynaldo Rueda Acosta

Capella University

October 12, 2020

Medication Errors

In the recent times there has been increased concerns about medical errors. The focus has been caused by an increasing cases of incidents where either patients die or get adverse effects due to medication errors. Although, there is a possibility of medical errors, the chances should be slim for healthcare workers because of the fact that they are dealing with human life.

The need to take appropriate action and reduce medication errors is based on studies which show that the common sources of medical errors tiredness, lack of proper training, medical negligence and medication calculations. The positive correlation between tiredness and medication errors is attributed to instances where health workers works for long hours and as a result are likely to commit errors. An instance is where a hospital human resource department creates a schedule for nurses to work on two shifts of 12 hour each. It is practically impossible for the nurses to work for continuous 12 hours with the same level of effectiveness. However, if healthcare workers shift are reduce to say 6 hours a day they are likely to be effective a factor which will lead to a reduction in medication errors.

Identifying Academic Peer-Reviewed Journal Articles

I used Summon, Capella University Library to access healthcare database like ProQuest and PubMed. The Keywords used for the search were medical errors, negligence, medical calculation, tiredness, stress, communication. To ensures my results were limited to reviewed journal articles I limited filtered by including terms like journal articles in nursing and medicine

Assessing Credibility and Relevance of Information Sources

The relevance of the sources was maintaining by limiting my articles to within four years from the time of conducting my research. I checked the credentials to ensure that they are experts or researchers on matters of health a factor which guaranteed the credibility of the sources. The credibility of the sources was   also put in check by ensuring that the content of the study is in line with my research topic.

Annotated Bibliography

Ahmed Z, Saada M, Jones A. M,  & Al-Hamid A. M (2019) Medical errors: Healthcare       professionals’ perspective at a tertiary hospital in Kuwait. PLoS ONE 14(5): e0217023.        /orders/doi.org/10.1371/journal.pone.0217023

            This article is privy to the fact sometimes medical errors can be detrimental to the safety of patients. The fact that medical errors are a result of preventable events means it is possible to take some steps to reduce the errors. The findings of this research are informed from a quantitative study of 203 health professionals. The study found that the frequency of medical errors is as high as 60.3% in Kuwait. The negative effects of medication errors led to 30.9% of the patients staying longer in hospitals, 32.3% developing life threatening conditions and about 20.9% incidents of fatalities. According to Ahmed, Saada , Jones, & Al-Hamid (2019) the common causes of medical errors are incomplete instructions, incorrect dosage, high workload, medical negligence and inadequate training.

Gorgich, E. A., Barfroshan, S., Ghoreishi, G., & Yaghoobi, M. (2016). Investigating the Causes       of Medication Errors and Strategies to Prevention of Them from Nurses and Nursing    Student Viewpoint. Global Journal of Health Science, 8(8), 54448.             /orders/doi.org/10.5539/gjhs.v8n8p220

            This article provides information on the major causes of medication errors and then provided some recommendations on what the healthcare sector should do to minimize the errors.  According to findings which were based on a descriptive study of about 327 nursing staff and 62 interns from a hospital in Iran, 97.8 % of medication errors are attributed to nurses being tired due to increased workload.  While 77.4% were caused by wrong drug calculation. Based on the research finding the authors recommended that there is need for the healthcare sector to address the issues of workload by engaging more medical workers. For instance, by employing more nurses there will be less pressure on the workers a factor which will make them to be alert when attending to patients. Besides, there is need to create a special unit of medication calculation a factor that is likely to reduce the cases of medication errors.

Salhotra, R., & Tyagi, A. (2019). Medication errors: They continue. Journal of Anaesthesiology,         Clinical Pharmacology, 35(1), 1–2. /orders/doi.org/10.4103/joacp.JOACP_88_19

            According to Salhotra & Tyagi (2019), medication errors are caused by inappropriate administration of drugs or procedure by healthcare workers. Besides, the authors note that despite the advancements in technology medication errors continue to persist. The study was based on a number of literature review and found that one of the leading causes of medication errors is communication. This was linked to lack of clarity during verbal communication or as a result of an illegible handwriting. The effect is wrong administration of drugs a factor which may make the patient to experience adverse reactions. This article also highlighted the use of abbreviations as another cause of medication errors. This is common in the administration of LASA drugs. The suggestions for eliminating the errors entails  putting in place a computerized physician order entry system and discouraging the use of abbreviation or  giving verbal instructions  for LASA drugs.

Zyoud, A &   Abdullah, N. A.  C. (2016). The Effect of Individual Factors on the Medication      Error. Global Journal of Health Science. 8. 197. 10.5539/gjhs.v8n12p197.

            This article provides some insight on medication errors by noting that this issues has been a thorn in the fresh in the healthcare industry a factor that has attracted attention.  The focus is reflected in the increased number of studies which seek to determine the common causes of medication errors and possible solutions.  The findings of the article are informed from feedback of about 255 registered nurses. The study highlighted issues like mathematical calculation and lack of proper training to be the major causes of medical errors. It is for this reason that health facilities need to take further steps like retraining the nurses to ensure that they have proper understating of drug calculation. The measure will result in the reduction of medication errors.

Learning from the Research

From the literature reviews I have gained some understanding of medication errors. I found that most medication errors are caused by known issues and this is promising because it can be the basis for instituting appropriate action. Zyoud &   Abdullah (2016) noted that most of the medication errors are caused by human factors like tiredness and wrong medical calculations. Based on this facts and the selection of appropriate research articles I will be able to conduct further research and write a good paper on medical errors.

References

Ahmed Z, Saada M, Jones A. M,  & Al-Hamid A. M (2019) Medical errors: Healthcare       professionals’ perspective at a tertiary hospital in Kuwait. PLoS ONE 14(5): e0217023.        /orders/doi.org/10.1371/journal.pone.0217023

Gorgich, E. A., Barfroshan, S., Ghoreishi, G., & Yaghoobi, M. (2016). Investigating the Causes       of Medication Errors and Strategies to Prevention of Them from Nurses and Nursing    Student Viewpoint. Global Journal of Health Science, 8(8), 54448.             /orders/doi.org/10.5539/gjhs.v8n8p220

Salhotra, R., & Tyagi, A. (2019). Medication errors: They continue. Journal of Anaesthesiology,         Clinical Pharmacology, 35(1), 1–2. /orders/doi.org/10.4103/joacp.JOACP_88_19

Zyoud, A &   Abdullah, N. A.  C. (2016). The Effect of Individual Factors on the Medication      Error.   Global Journal of Health Science. 8. 197. 10.5539/gjhs.v8n12p197.

NHSFPX 4000 Analysis of Medication Errors Discussion

The topic of the work MUST be MEDICAL ERRORS. Please see attached work for reference. “Assignment 2”, which is refered to on the instructions is attatched as a word document. If you are unable to open it please let me know.

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

• Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of health care.
  • Use scholarly information to describe and explain a health care problem or issue and identify possible causes for it.
• Competency 2: Apply scholarly information through critical thinking to solve problems in the field of health care.
  • Analyze a health care problem or issue by describing the context, explaining why it is important and identifying populations affected by it.
  • Discuss potential solutions for a health care problem or issue and describe what would be required to implement a solution.
• Competency 3: Apply ethical principles and academic standards to the study of health care.
  • Analyze the ethical implications if a potential solution to a health care problem or issue was implemented.
• Competency 4: Write for a specific audience, in appropriate tone and style, in accordance with Capella’s writing standards.
  • Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
  • Write following APA style for in-text citations, quotes, and references.

Instructions

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum, be sure to address each point. In addition, you are encouraged to review the performance-level descriptions for each criterion to see how your work will be assessed.

1. Describe the health care problem or issue you selected for use in Assessment 2 (from the Assessment Topic Areas | Transcript media piece) and provide details about it.
   • Explore your chosen topic. For this, you should use the first four steps of the Socratic Problem-Solving Approach to aid your critical thinking. This approach was introduced in Assessment 2.
   • Identify possible causes for the problem or issue.
2. Use scholarly information to describe and explain the health care problem or issue and identify possible causes for it.
   • Identify at least three scholarly or academic peer-reviewed journal articles about the topic.
     • You may find the How Do I Find Peer-Reviewed Articles? library guide helpful in locating appropriate references.
     • You may use articles you found while working on Assessment 2 or you may search the Capella library for other articles.
     • You may find the applicable Undergraduate Library Research Guide helpful in your search.
   • Review the Think Critically About Source Quality to help you complete the following:
     • Assess the credibility of the information sources.
     • Assess the relevance of the information sources.
3. Analyze the health care problem or issue.
   • Describe the setting or context for the problems or issues.
   • Describe why the problem or issue is important to you.
   • Identify groups of people affected by the problem or issue.
   • Provide examples that support your analysis of the problem or issue.
4. Discuss potential solutions for the health care problem or issue.
   • Describe what would be required to implement a solution.
   • Describe potential consequences of ignoring the problem or issue.
   • Provide the pros and cons for one of the solutions you are proposing.
5. Analyze the ethical implications if the potential solution (the one for which you provide pros and cons) were to be implemented.
   • Provide examples from the literature to support the points you are making.
   • Discuss the pros and cons of implementing the proposed solution from an ethical principle point of view.
   • Describe what would be required to implement the proposed solution.

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 3 Example [PDF].

Additional Requirements

Your assessment should also meet the following requirements:

• Length: 4–6 typed, double-spaced pages, not including the title page and reference page.
• Font and font size: Times New Roman, 12 point.
• APA template: Use the APA Style Paper Template [DOCX] as the paper format and the APA Style Paper Tutorial [DOC] for guidance.
• Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
• Using outside sources: Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA style.
• References: Integrate information from outside sources to include at least three scholarly or academic peer-reviewed journal articles and three in-text citations within the paper.
• APA format: Follow current APA guidelines for in-text citations of outside sources in the body of your paper and also on the reference page.

Organize your paper using the following structure and headings:

• Title page. A separate page.
• Introduction. A brief one-paragraph statement about the purpose of the paper.
• Elements of the problem/issue. Identify the elements of the problem or issue or question.
• Analysis. Analyze, define, and frame the problem or issue.
• Considering options. Consider solutions, responses, or answers.
• Solution. Choose a solution, response, or answer.
• Ethical implications. Ethical implications of implementing the solution.
• Implementation. Implementation of the potential solution.
• Conclusion. One paragraph.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – NHSFPX 4000 Analysis of Medication Errors Discussion Sample Paper

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. NHSFPX 4000 Analysis of Medication Errors Discussion Sample Paper

• 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. NHSFPX 4000 Analysis of Medication Errors Discussion Sample Paper

• 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. NHSFPX 4000 Analysis of Medication Errors Discussion Sample Paper

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• Services Offered

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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.

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Analysis of a current problem or issue

Analysis of a current problem or issue

Assessment 1 Nursing Informatics in Health Care

Assessment 1 Nursing Informatics in Health Care

Write a 4-5 page evidence-based proposal to support the need for a nurse informaticist in an organization who would focus on improving health care outcomes.

As you begin to prepare this assessment, you are encouraged to complete the Team Perspectives of the Nurse Informaticist activity. Completion of this will help you succeed with the assessment as you explore the nurse informaticist’s role from the different perspectives of the health care team. Completing activities is also a way to demonstrate engagement.

Nurses at the baccalaureate level in all practice areas are involved in nursing informatics through interaction with information management and patient care technologies. Nurses must not only demonstrate knowledge of and skills in health information and patient care technologies, but also how to use these tools at the bedside and organizational levels. Moreover, nurses need to recognize how information gathered from various health information sources can impact decision making at the national and state regulatory levels.

Demonstration of Proficiency

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

• Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
  • Define nursing informatics and the role of the nurse informaticist.
  • Explain how the nurse collaborates with the interdisciplinary team, including technologists, to improve the quality of patient care.
  • Justify the need for a nurse informaticist in a health care organization.
• Competency 2: Implement evidence-based strategies to effectively manage protected health information.
  • Explain evidence-based strategies that the nurse and interdisciplinary team can use to effectively manage patients’ protected health information (privacy, security, and confidentiality).
• Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
  • Follow APA style and formatting guidelines for citations and references.
  • Create a clear, well-organized, and professional proposal that is generally free from errors in grammar, punctuation, and spelling.

Scenario

For this assessment, assume you are a nurse attending a meeting of your state’s nurses’ association. A nurse informaticist conducted a presentation on her role and its impact on positive patient and organizational outcomes in her workplace. You realize that your organization is undergoing many technological changes. You believe this type of role could provide many benefits to your organization.

You decide to pursue proposing a nurse informaticist role in your organization. You speak to your chief nursing officer (CNO) and human resources (HR) manager. These individuals ask you to prepare a 4–5 page evidence-based proposal to support the new role. In this way, they can make an informed decision as to whether the addition of such a role could justify the return on investment (ROI). They need your proposal before an upcoming fiscal meeting.

Preparation

To successfully prepare for this assessment, you will need to complete these preparatory activities:

• Review assessment resources and activities.
• Conduct independent research on the nursing knowledge and skills necessary to interact with health information and patient care technology.
  • Focus your research on current resources available through peer-reviewed articles, professional websites, government websites, professional blogs, wiki pages, job boards, et cetera.
  • Consult the BSN Program Library Research Guidefor help in identifying scholarly and authoritative sources.
• Interview peers in your network who are considered information technology experts.
  • Ask them about how information technology advances are impacting patient care at the bedside, at the organizational level, and beyond.

Proposal Format

The Chief Nursing Officer (CNO) and Human Resources (HR) manager have asked you to include the following headings in your proposal and to be sure to address the bullets underneath each heading:

Nursing Informatics and the Nurse Informaticist

• What is nursing informatics?
• What is the role of the nurse informaticist?

Nurse Informaticists and Other Health Care Organizations

• What is the experience of other health care organizations with nurse informaticists?
• How do these nurse informaticists interact with the rest of the nursing staff and the interdisciplinary team?

Impact of Full Nurse Engagement in Health Care Technology

• How does fully engaging nurses in health care technology impact:
  • Patient care?
  • Protected health information (security, privacy, and confidentiality)?
  • Workflow?
  • Costs and return on investment?

Opportunities and Challenges

• What are the opportunities and challenges for nurses and the interdisciplinary team with the addition of a nurse informaticist role?
  • How can the interdisciplinary team collaborate to improve quality care outcomes through technology?

Summary of Recommendations

• What are 3–4 key takeaways from your proposal about the recommended nurse informaticist role that you want the CNO and the HR manager to remember?

Additional Requirements

• Written communication:Ensure written communication is free of errors that detract from the overall message.
• Submission length: 4–5 double-spaced pages, in addition to a title page and references page.
• Font: Times New Roman, 12 point.
• Citations and References:Cite a minimum of 3 current scholarly and/or authoritative sources to support your ideas. In addition, cite a minimum of 1 current professional blog or website to support your central ideas. Current means no more than five years old.
• APA formatting:Be sure to follow APA formatting and style guidelines for citations and references. For an APA refresher, consult the APA Style and Format page on Campus.

                                                       RESOURCES

• Chauvette, A. (2016). History of nursing informatics in Canada.Canadian Journal of Nursing Informatics, 11(4).
  • This paper examines the evolution of nursing informatics in Canada and its significant influence on nursing practice.
• Grandia, L. (2017). Healthcare information systems: A look at the past, present, and future [PDF].Available from http://www.healthcatalyst.com/wp-content/uploads/2014/05/A-Look-at-the-Past-Present-and-Future-Healthcare-Information-Systems.pdf
  • This article provides a rationale for prioritizing data warehousing and analytics over other improvements in health care information technology.
• (2017). The history of health information management – from then to now [Blog post]. Retrieved from /orders/blogs.opentext.com/history-heath-information-management-now/
  • This article explores the history of health information management from the 15th century through the early 21st century.
• Heath, S. (2018). Patient health data access top-of-mind in ONC draft framework.Retrieved from /orders/patientengagementhit.com/news/patient-health-data-access-top-of-mind-in-onc-draft-framework
  • This article explains the need for patients to have seamless access their own health data to improve patient engagement as prioritized by the Office of the National Coordinator for Health IT (ONC).
• Hessels, A., Flynn, L., Cimiotti, J. P., & Bakken, S. (2015). Impact of heath information technology on the quality of patient care.Online Journal of Nursing Informatics, 19(3). Retrieved from: /orders/www.himss.org/impact-heath-information-technology-quality-patient-care
  • HIMSS examines how the adoption of electronic health records (EHR) affects adverse outcomes and patient satisfaction.
• Healthcare Information and Management Systems Society. (2011). Position statement on transforming nursing practice through technology and informatics [PDF].Retrieved from /orders/www.himss.org/sites/hde/files/d7/HIMSSorg/handouts/HIMSSNIPositionStatementMonographReport.pdf
  • This position statement identifies specific recommendations for eliminating barriers and addressing nursing’s role in transforming health care through the use of IT, particularly in regard to the role of nursing informatics.
• Manojlovich, M., Adler-Milstein, J., Harrod, M., Sales, A., Hofer, T. P., Saint, S., & Krein, S. L. (2015). The effect of health information technology on health care provider communication: A mixed-method protocol.JMIR Research Protocols, 4(2). Retrieved from /orders/www.ncbi.nlm.nih.gov/pmc/articles/PMC4526935/
  • Manojlovich and co-authors examine health information technology on patient/provider health care communications.
• Neumeier, M. (2016). Can nursing informatics improve person-centered care?Canadian Journal of Nursing Informatics, 11(4).
  • This discussion reviews how care recipients and care providers need better access to more appropriate information in a more timely fashion in order to improve care.
• Rauv, S. (2017, June 14). The impact of technology in healthcare [Blog post].Retrieved from /orders/www.elcomcms.com/resources/blog/the-impact-of-technology-in-healthcare-trends-benefits-examples
  • Rauv examines the top five health care technology trends and innovations.
• University of Illinois at Chicago. (n.d.). Three ways technology has changed healthcare.Retrieved from /orders/healthinformatics.uic.edu/resources/articles/3-ways-technology-has-changed-healthcare/
  • This Web article explains how information technology is considered the driving force behind improvements in health care.
  •  

The following health care and nursing informatics websites provide resources, education, and networking opportunities for nursing informatics professionals:

• Healthcare Information and Management Systems Society. (n.d.). Retrieved from /orders/www.himss.org/
• American Nurses Informatics Association. (n.d.). Retrieved from /orders/www.ania.org/
• Alliance for Nursing Informatics. (n.d.). Retrieved from /orders/www.allianceni.org/

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Assessment 1 Nursing Informatics in Health Care

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. Assessment 1 Nursing Informatics in Health Care

• 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. Assessment 1 Nursing Informatics in Health Care

• 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