NURS FPX 6004 Assessment 3 Training Session for Policy Implementation

NURS FPX 6004 Assessment 3 Training Session for Policy Implementation

NURS FPX 6004 Assessment 3 Training Session for Policy Implementation

Learner’s Name Capella University

NHS6004: Health Care Law and Policy Instructor Name

January 1, 2021

Training Session for Policy Implementation

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

Promoting Nurses’ Buy-In

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

Early Indicators of Success

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

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

Impact of Policy and Practice Guidelines

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

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

Impact of Policy Implementation on Nurses’ Work

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

Concerns Over the Policy

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

Interpreting the Policy for Nursing Staff

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

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

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

Importance of Policy and Practice Guidelines in Nurses’ Work

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

Role of Nursing Staff in Policy Implementation

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

Training Nursing Staff on the Policy

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

Training Process

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

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

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

Training Material for Skill Development

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

Conclusion

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

References

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

NURS FPX 6004 Assessment 3 Training Session for Policy Implementation

Assessment 4 Instructions: Training Session for Policy Implementation

Top of Form

Bottom of Form

• PRINT

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

Introduction

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

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

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

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

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

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

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

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

Requirements

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

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

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

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

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

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

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

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

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

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

• • Assessment 4 Example [PDF].

Strategy Summary and Training Agenda Format and Length

Format your document using APA style.

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

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

Supporting Evidence

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

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

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

Competencies Measured

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

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

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

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

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

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

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

Training Session for Policy Implementation Scoring Guide

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

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

• Weekly Participation

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

• APA Format and Writing Quality

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

• Use of Direct Quotes

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

• LopesWrite Policy

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

• Late Policy

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

• Communication

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

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