Project Charter And Team Plan For Collaboration

Assignment 1: Team Project Part 1: Project Charter and Team Plan for Collaboration

This week you begin working with a team to manage a fictional information technology project being implemented at the Casino Medical Center.

Work with your team members to create and submit a Project Charter and Team Plan for Collaboration based on the Team Project Scenario and the Team Project Overview document. Review the details about the Project Charter and Team Plan for Collaboration below: Project Charter And Team Plan For Collaboration

Team Project Scenario

Casino Medical Center (CMC) in Las Vegas, a 600-bed hospital, has expanded significantly over the past 3 years. In an effort to respond to the increased workload of all hospital staff, the chief information officer (CIO) and the vice president of patient care services (VP-PCS) at CMC determined the need to analyze hospital processes throughout the organization.

The CMC organizational analysis revealed a number of areas that needed improvement. At the same time, broad changes in regulatory requirements required immediate adjustments in processes.

The organizational analysis was conducted across all departments and found the following organization-wide issues.

·         Quality reviews discovered a hospital-wide medication administration error rate of 20% with some tasks identified as redundanttasks.

·         Complying with new federal reporting requirements has increased the time needed to complete the medication administrationprocess.

CMC responded to the problem by purchasing an enterprise-wide health care information system from Topmost, one of the leading enterprise-software vendors in the country. The functionality of the system directly addresses the medication administration issues found in the organizational analysis. Several modules of an electronic health record system (EHRS) have already been implemented, as shown in the table below. Project Charter And Team Plan For Collaboration

As employees of Topmost, you and your team are charged with implementing this medication administration system for CMC, the final phase of the EHRS project. This medication administration system includes an electronic medication administration record (eMAR), Barcode Medication Administration (BCMA), and physical administration of medication. Note: For the remainder of this scenario, this whole process will be referred to as the Medication Administration System (MAS).

Module Implementation Status

Module in the HIS System	Status of Module Implementation
Fully implemented	Partially implemented	In pilot	Not yet implemented
ADT (Accounting System)	X
Order Entry/Results Reporting OE/RR)	X
Billing and Financials	X
Ambulatory and Acute Care Clinical Documentation System		X

Module in the HIS System	Status of Module Implementation
Fully implemented	Partially implemented	In pilot	Not yet implemented
Laboratory	X
Medication Administration System (MAS)				X

Note that the Medication Administration System (MAS) module has not been implemented.

The CIO and VP-PCS relate that there are a number of challenges associated with the CMC health care information system program, including the MAS project. One risk is that the initial implementation of the MAS may result in a temporary increase in medication errors. Another risk is that staff resistance to the new workflows and processes brought about by the MAS may cause delays in the completion of the implementation.

In meetings with the CIO and VP, they state that the first task for the team is to develop the project charter. The MAS team is assigned specific elements to be included in the project charter: the mission of the project, the problem statement, the project objectives, key stakeholders, milestones, and risks for the project. A list of the team members and the team’s plan for collaboration on this project also will be integrated into the charter. Project Charter And Team Plan For Collaboration

A new chief medical information officer (CMIO) has been hired. This CMIO does not have the informatics expertise required to lead this critical and large project. However, the CMIO has gained solid experience on small-scale decision-support projects at a former institution while studying informatics in graduate school. The CMIO is looking forward to learning from you and your team.

The budget for the MAS project is approved up to $1 million. If more than $1 million is needed to implement the project, the additional expenditure must be justified in a project plan that key stakeholders approve. The software application for the Medication Administration System and necessary hardware have already been purchased, but they have not been delivered. Your team has a timeline of 6 months to complete the MASproject.

Project Charter

Work with your team to create a project charter that includes the following:

• Mission of the project
• Problem statement
• Project objectives
• Scope of the project
• Milestones within the project
• Deliverables—a defined product produced as part of the project
• Assumptions
• List of key stakeholders
• Project risks
• List of team members, roles, and a plan for collaborationMuch of the information for the project charter can be extrapolated from the Team Project Scenario. As the project moves forward, additional hypothetical situations for the project can be developed by the team members.  2- Team Plan for Collaboration Working as a team, create and submit your team’s plan for collaboration. In this plan, you identify and describe the general guidelines and plan you will follow to work successfully online and optimize your collective skills. Address the following:

1.      Team identification: A listing of all team members. (Susan N., Barbara W., Jaime W.).

2.      Team vision: A brief statement that embodies your team’s ideal in completing this project and targets all you want to accomplish together.

3.      Processes and expectations for communication: The most effective means of working together from a distance are asynchronous modes that allow team members to express thoughts and share ideas according to their own schedules. You also need to consider the best ways to share any documents or information you may gather from speaking directly to an expert in a field or from a source that is only available to you in hard copy.

4.      Determination of roles and division of work for the project: Typical roles include an organizer, who makes sure that everyone stays on track; editors, who take the agreed-upon final contributions of team members and fit them into the team-project deliverable; and a presenter, who uploads the assembled version of the project into the document sharing area and writes a summary introduction. These suggested roles are guidelines. For the purposes of this project, you may discover that different or additional roles that fit the project scenario are most effective. Each team member could be assigned a position title and credentials that match their role in the project scenario. Keep in mind that the team roles may change as requirements change. None of the roles you decide on takes the place of participation when it comes to the content of the project. All team members should contribute to the project content and discussions. (DO NOT DO THIS PART) Project Charter And Team Plan For Collaboration

5.      Approaches to conflict and agreement: This item should address the way you would like to see conflicts resolved and determine agreed-upon guidelines or processes you will follow to resolve them. Consider a worst-case scenario and agree to specific actions the team will take should this scenario occur. Include a description of potential negative consequences that may result from the actions.

6.      Expectations for participation: One of the biggest objections to working with an online team is the fear that some members will not participate or that one or two members will be burdened with the majority of the work. In this section, determine and agree upon expectations for participation and the measures you will take when someone is not participating as fully as you expect or when someone seems to be doing too much, such as taking over all of the discussions. Have a plan for taking on a team member’s work, should the need arise to do so.

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To prepare:

• Review this week’s Learning Resources on project charters.
• Thoroughly examine the Team Project Overview document in this week’s Learning Resources to familiarize yourself with the requirements of this Assignment. Write a 3- to 4-page document in APA format that includes a project charter and a team plan for collaboration. Cite at least 3 references from the list provided. Include an introduction with a purpose statement (e.g. the purpose of this paper is …), and a summary.

Required Readings

Biafore, B. (2010). Microsoft Project 2010: The missing manual. Sebastopol, CA: O’Reilly.

• Chapter 1, “Projects: In the Beginning”
  • “Publicizing a Project and Its Manager” (pp. 35–37) In this section of Chapter 1, the author describes the typical elements of a project charter. The author also provides guidelines for generating stakeholder support using a project charter.  Coplan, S., & Masuda, D. (2011). Project management for healthcare information technology. New York, NY: McGraw-Hill.

• Chapter 3, “Project Management”
  • “Prepare Project Charter” (pp. 42–43) This section of Chapter 3 explains the basic principles of preparing a project charter. The authors summarize a project charter’s key elements.  Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK guide) (5th ed.). Newtown Square, PA: Author.

• Chapter 3, “Project Management Processes” (pp. 47–61)  Review this chapter, which supplies information on managing a single project that uses networked processes. The chapter describes project management processes related to each phase of a project. Chapter 4, “Project Integration Management”
  • 4.1, “Develop Project Charter” (pp. 66–72) This section of Chapter 4 details the process of developing a project charter. The text focuses on the inputs, outputs, and tools and techniques of project chartering.  Patel, V. N. (2008). Project management [Ebrary version]. Jaipur, India: Oxford.Retrieved from the Walden Library databases.

• Chapter 2, “Project Origination/Initiation” (pp. 22–74)  This chapter explores the initiation phase of a project in great detail. The chapter focuses on the key tasks and performers of this phase.   Cortelyou-Ward, K., Noblin, A., & Martin, J. (2011). Electronic health record project initiation and early planning in a community health center. Health Care Manager, 30(2), 118–124. Retrieved from the Walden Library databases. This article explores the application of project initiation and early planning in a community health center. The authors delve into the issues of quality improvement, planning, and finance.  Kloppenborg, T. (2012). Project selection and initiation questions leading to good risk management [Special section]. PM World Today, 14(1), 1–5.Retrieved from the Walden Library databases. This article presents questions that project managers may ask to promote effective risk management. The author details questions applicable to the creation of a project charter and the selection of a project. Eurorec.org. (n.d.). Project charter. Retrieved March 12, 2013, from http://www.eurorec.org/files/filesPublic/ehrworkshop/2007/Project%20Charter%20-%20CRFQ%20Pilot.ppt This is one of the three files for this week that are examples of project charters for health care organizations.  Hart, S. (2012, July 28). PM-foundations – the project charter [Blog post]. Retrieved from http://pm-foundations.com/2012/07/28/pm-foundations-the-project-charter/ The author of this article reviews the basic elements and considerations of a project charter. In particular, the article explains project charter content, the assignment of charter responsibilities, and six attributes of a good project charter.  Karim, S. (2012, May 24). A project with no project charter? [Blog post]. Retrieved from http://blogs.pmi.org/blog/voices_on_project_management/2012/05/a-project-with-no-project-char.html This article focuses on cases in which projects have no corresponding project charter. The author specifies reasons for neglecting a charter and analyzes the potential negative repercussions.  Microsoft Corporation. (2012c). Project management goal: Initiate a project. Retrieved from http://office.microsoft.com/en-us/project-help/project-management-goal-initiate-a-project-HA102598143.aspx?CTT=5&origin=HA101978264  This article describes the process of initiating a project. The article provides a large-scale overview of planning a project.  Microsoft Corporation. (2012e). The project triangle. Retrieved from http://office.microsoft.com/en-us/project-help/the-project-triangle-HA010351692.aspx?CTT=5&origin=HA010359477  This article examines the impact of time, money, and scope on any project. The article suggests various strategies for balancing these three constraints.  Purdue University. (2006). Electronic health record project charter. Retrieved from http://www.docstoc.com/docs/136685338/EHR-Project-Charter This is one of the three files for this week that are examples of project charters for health care organizations.  University of Wisconsin-Madison. (2006). Course guides on the web: Project charter (Version 2.2). Retrieved from http://psst.doit.wisc.edu/Uploads/258_Course%20Guide%20Charter%20V2.2%5B1%5D.doc This is one of the three files for this week that are examples of project charters for health care organizations.  Document: Team Project Scenario (PDF)(SEE ATTACHED FILE) This document contains the scenario you will use for your Team Project.  Document: Team Project Overview (PDF) This document provides an overview of the Team Project you will work on throughout this course. (SEE ATTACHED FILE) 

Required Media

Laureate Education (Producer). (2013f). Project initiation [Video file]. Retrieved from https://class.waldenu.edu

Note: The approximate length of this media piece is 13 minutes.

In this video, roundtable participants Dr. Mimi Hassett, Dr. Judy Murphy, and Dr. Susan Newbold discuss how a project gets off the ground, who and what should be included in initial planning, the consideration of project risks, and the crucial role communication plays throughout the process. Project Charter And Team Plan For Collaboration

NURS6351 Discussion Response #1: Advancement as a Nurse Educator

Respond to the discussion #1 below using the following approaches:

1.    Ask a probing question, substantiated with additional background information or research.

2.    Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

3.    Validate an idea with your own experience and additional resources. Conceptual frameworks used to guide program development, as well as the use of formative and summative evaluation

Discussion #1

Having chosen nursing education as my professional pathway, I hope to obtain professional achievement and contributions.  Contributions that I hope to make as a role of the nurse educator would be helping to empower and positively impact the student with whom I work.  I want to maintain a professional yet approachable attitude with my students and hope that my expertise will influence a positive social change.  Achieving professional growth can only come with time, exposure and practice.  A novice educator can only observe these areas initially and hope to apply learned information in future experiences. The nursing profession will always be an area of evidence-based change in society; therefore considering opportunities to help influence build and advance ones role and aid in the development as a nurse educator is imperative.  Halstead states that “You cannot achieve excellence in teaching or practice or both without immersing yourself in scholarly evidence and using the evidence to inform actions you take as a teacher or practitioner” (p.121).  To be a scholar there are many ways to achieve this goal but utilizing research to obtain evidence-based material to help compliment educational experiences will support the intended outcome. 

 As mentioned in prior discussion boards, taking the time to identify those who empower and impact novice educator is important to our long term success.  A strategy I would take would be to identify the key players who support and motivate others in similar working environments.  Once identified, I would then capitalize on their strengths, observe their weaknesses and apply the positive learned information when educating future students.   

  Steps that I may take the further my career and continue to grow in the years ahead include obtaining advanced degrees including my doctorate.  Becoming a scholar and publish materials that influence the medical world and participating in the development of programs of new research is something I hope to accomplish.  In addition, building on certifications including the International Board of Lactation Consultants Examiners (IBLCE) will help support my own education and utilizing that advanced knowledge when educating future patients/students. I would hope that the presenter honoring my accomplishments in 2035 would describe me as a change agent who is positive, motivated, organized and strives to make changes in the world of nursing Conceptual frameworks used to guide program development, as well as the use of formative and summative evaluation. My students would describe me as approachable, professional, respectable, and a mentor for their future endeavors.  Palmer (2007) states “an educational program that emerges from a continuing collaboration of administrators, faculty, and students is much more likely to produce new professionals than ones that leave students disempowered” (p.212).  This statement impacted my reading in such that the job cannot be done by just one individual but that of a team that is cohesive in achieving a common goal.  That goal is professional, self directed, motivated engaged participants in the medical field.

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I hope my legacy in the profession of nursing reveals me as being a change agent exuding positivity and empowerment for those not only in the educational forum but in the medical arena as well. 

Halstead, J.A., & Frank, B. (2011). Pathways to a nursing education career: Educating the next generation of nurses. New York, NY: Springer Publishing Company.

Palmer, P.J. (2007). The courage to teach: Exploring the inner landscape of the teacher’s life. San Francisco, CA: Jossey-Bass.

Reminders:

1.    1 page only

1.    Put APA format citations

2.    At least 3 references (APA format)… Articles must be 2011 to 2016. Conceptual frameworks used to guide program development, as well as the use of formative and summative evaluation

Required Readings

 

Halstead, J. A., & Frank, B. (2011). Pathways to a nursing education career: Educating the next generation of nurses. New York, NY: Springer Publishing Company.

·         Chapter 6, “Developing Your Identity as a Scholar” (pp. 121–142)

·         Chapter 7, “Determining Your Service Commitment” (pp. 143–159)

·         Chapter 8, “Planning Your Career Trajectory” (pp. 161–181)

In Chapters 6 and 7, the authors examine two essential focus areas that round out a nurse educator’s teaching responsibilities: scholarship and service. In Chapter 8, they present suggestions for developing professional pathways and documenting accomplishments.

Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.

·         Chapter VII, “Divided No More: Teaching from a Heart of Hope” (pp. 169–190)

·         Afterword, “The New Professional: Education for Transformation” (pp. 191–214)

In Chapter VII, Palmer addresses the opportunities and challenges of reforming education. In the Afterword, she examines how professionals can be prepared to enact change.

Banfield, V., Fagan, B., & Janes, C. (2012). Charting a new course in knowledge: Creating life-long critical care thinkers. Dynamics, 23(1), 24–28.
Retrieved from the Walden Library databases.

The authors examine the use of team-based learning to promote critical thinking.

Lee, D., Paulus, T., Loboda, I., Phipps, G., Wyatt, T. H., Myers, C. R., & Mixer, S. J. (2010). A faculty development program for nurse educators learning to teach online. Linking Research & Practice to Improve Learning, 54(6), 20–28.
Retrieved from the Walden Library databases.

This article examines a faculty development program designed to prepare nurse educators for online teaching. The authors describe the conceptual frameworks used to guide program development, as well as the use of formative and summative evaluation.

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McNeal, G. J. (2012). The nursing faculty shortage. The ABNF Journal, 23(2), 23.
Retrieved from the Walden Library databases.

This article addresses how poor compensation, an aging faculty workforce, faculty workload, lack of diversity, and inadequate preparation contribute to a shortage of nursing educators.

Russell, B. C. (2010). Stress in senior faculty careers. New Directions for Higher Education, 151.
Retrieved from the Walden Library databases. Conceptual frameworks used to guide program development, as well as the use of formative and summative evaluation

The author examines career satisfaction among senior faculty members. As you read this article, consider how and why this information is applicable to novice nurse educators.

Thoun, D. (2009). Toward an appreciation of nursing scholarship: Recognizing our traditions, contributions, and presence. Journal of Nursing Education, 48(10), 552–55
Retrieved from the Walden Library databases.

The author examines scholarship in nursing educators’ work.

Cash, P. A., Doyle, R. M., von Tettenborn, L., Daines, D., & Faria, V. (2011). Working with nurse educators’ collective wisdom: Implications for recruitment and retention. Nursing Economics, 29(5), 257–264. Retrieved from http://nursing.uw.edu/sites/default/files/files/U3-Article-Working_with_Nurse_Educators_Collective_Wisdom-Implications_for_Recruitment_and_Retention.pdf

 

The authors examine experiences in and characteristics of work environments that contribute to nurse educator recruitment and retention.

Monster. (2013). Sample résumés for nurses. Retrieved from http://career-advice.monster.com/resumes-cover-letters/resume-samples/nurse-sample-resumes/article.aspx

 

Monster.com provides information related to the job search process. You may wish to view the résumé samples as you develop your résumé.

Anthony, J. (2013). 10 tips for writing a professional résumé. Retrieved from http://www.haceonline.org/resources/10-tips-writing-professional-résumé

 

Building an effective résumé is key to securing a desired position. This article presents tips for résumé writing.

Rockport Institute. (2012). How to write a masterpiece of a résumé—Part 1. Retrieved from http://www.rockportinstitute.com/resumes

 

This resource provides foundational information for developing your résumé.

Required Media

Laureate Education (Producer). (2013a). Achieving professional growth [Video file]. Retrieved from MyMedia Player. (NURS 6351)

Note: The approximate length of this media piece is 17 minutes.

In this media presentation, Dr. Dorothy Powell and Beth Phillips reflect on their journeys as nurse educators. They share strategies for advancing in the nursing profession as well as lessons learned and advice for future nursing leaders.

Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.

• Chapter VI, “Learning in Community: The Conversation of Colleagues” (pp. 145–167)

In this chapter, Palmer explores the value of learning with and from others, by watching others teach and by talking with one another about teaching.

Faiman, B. (2011). Overview and experience of a nursing e-mentorship program. Clinical Journal of Oncology Nursing, 15(4), 418–423.
Retrieved from the Walden Library databases.

The author examines the use of technology for nursing mentorship, and concludes that attention to learning styles and levels of education should be given in such programs.

Foley, V. C., Myrick, F., & Yonge, O. (2012). A phenomenological perspective on preceptorship in the intergenerational context. International Journal of Nursing Education Scholarship, 9(1), 1–23.
Retrieved from the Walden Library databases.

This article presents a study of how generational differences can lead to diverging expectations and affect student-preceptor interactions.

Girot, E., & Rickaby, C. (2009). Evaluating the role of mentor for advanced practitioners: An example from community matrons in England. Learning in Health & Social Care, 8(1), 1–12.
Retrieved from the Walden Library databases. Conceptual frameworks used to guide program development, as well as the use of formative and summative evaluation

In this article, the authors examine a study conducted on a mentorship program. They address how differing expectations and types of support influenced outcomes.

Happell, B. (2009). A model of preceptorship in nursing: Reflecting the complex functions of the role. Nursing Education Perspectives, 30(6), 372–376.
Retrieved from the Walden Library databases.

In this article, the author proposes a model of preceptorship to maximize learning and satisfaction.

Luhanga, F. L., Billay, D., Grundy, Q., Myrick, F., & Yonge, O. (2010). The one-to-one relationship: Is it really key to an effective preceptorship experience? A review of the literature. International Journal of Nursing Education Scholarship, 7(1), 1–15.
Retrieved from the Walden Library databases.

The authors review the literature related to preceptorship in nursing. They note that with the current workforce shortage, it may be difficult to create one-to-one relationships; therefore, these types of relationships must be thoughtfully configured to facilitate learning.

Royds, K. (2010). Using reflective practice to learn from good and bad experiences. Learning Disability Practice, 13(5), 20–23.
Retrieved from the Walden Library databases.

The author engages in reflection to examine her interactions with mentors in practice settings and assess the professional redirection and growth that resulted from her experiences.

Schaubhut, R., & Gentry, J. (2010). Nursing preceptor workshops: Partnership and collaboration between academia and practice. Journal of Continuing Education in Nursing, 41(4), 155–162.
Retrieved from the Walden Library databases.

This article integrates adult learning theory and Benner’s novice-to-expert model with a study of preceptorship.

Willemsen-McBride, T. (2010). Preceptorship planning is essential to perioperative nursing retention: Matching teaching and learning styles.Canadian Operating Room Nursing Journal, 28(1), 8–8, 10–11, 16.
Retrieved from the Walden Library databases.

This article emphasizes the value of matching teaching and learning styles in preceptor relationships to promote job satisfaction.

Wilson, A. H., Sanner, S., & McAllister, L. E. (2010). An evaluation study of a mentoring program to increase the diversity of the nursing workforce.Journal of Cultural Diversity, 17(4), 144–150.
Retrieved from the Walden Library databases.

The authors examine the experiences of faculty and students in a formal mentorship program.

Required Media

Laureate Education (Producer). (2013g). The mentoring relationship [Video file]. Retrieved from MyMedia Player. (NURS 6351)

Note: The approximate length of this media piece is 15 minutes.

In this media presentation, Dr. Terry Valiga and Beth Phillips discuss the roles of mentors and mentees. They also share reflections on their own mentor/mentee relationship.. Conceptual frameworks used to guide program development, as well as the use of formative and summative evaluation

ASSIGNMENT: Creating a Flowchart (due in 2 weeks).

In this Assignment, you select a common event that occurs regularly in your organization and create a flowchart representing the workflow. You will analyze the process you have diagrammed and propose changes for improvement.

PREPARE:  Identify a common, simple event in you organization to evaluate; consider how you would design a flowchart to represent the current workflow.  Consider what metrics (measurement of your sucess!) you would use to determine the effectiveness of the current workflow and identify areas of waste. Common event that occurs regularly in your organization and create a flowchart representing the workflow

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WRITE a 3- to 5-page paper which includes the following:

Create a simple flowchart of the activity you selected; (see the guidance document below for help in a flowchart design)

• Explain the process you have diagrammed.
• Include the required detail about the process as well as the metric that is currently used to measure the soundness of the workflow. Is it effective?
• Describe any areas where improvements could occur and propose changes that could bring about these improvements in the workflow.
• Summarize why it is important to be aware of the flow of an activity.

Remember to include a cover page, introduction, and summary for your paper. Flowcharts will generally be an appendix in the paper.

See the attached guidance document for help in this assignment. (Ignore the possible points, this were used prior to the current grading rubric) There are examples of Workflow Diagrams in the attachment.

08_Week 8 Assignment.docx

Adding Flowcharts.docx 

DUE by Day 7 (Sunday) of Week 8.

Note: This paper will serve as the Portfolio Assignment for the course Common event that occurs regularly in your organization and create a flowchart representing the workflow

Becoming Familiar with the DNP Scholarly Project

As a doctoral candidate, you will complete a DNP (Doctorate of Nursing Practice) Scholarly Project. Are you curious about what will be required of you? For this Assignment, you locate and read materials that pertain to your doctoral program at Walden University, and begin thinking about your DNP Scholarly Project. Becoming Familiar With The DNP Scholarly Project

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To prepare:

DNP students:

• Review the DNP section of the Walden University website (http://researchcenter.waldenu.edu/DNP-Doctoral-Study-Program.htm. (type this in your browser and it will open the page)
• Carefully review the requirements for the DNP Scholarly Project process.
• Consider the steps and timeline you will work through to complete the DNP Scholarly project.

To complete:

Write a 1-page paper outlining the steps, timeline for completing the project / dissertation, and the documents you will use for the DNP Scholarly Project. Include the main guide document that identifies the processes and procedures for the appropriate doctoral project. After writing the 1-page,then:

1)       Summarize the purpose of the DNP Scholarly Project.

2)       Briefly describe a project that would be of interest to you and how you might go about completing that project. (Just write any project related to nursing. I haven’t thought about my project yet)

Due by Day 6 of Week 5. On Saturday 7/1/17

Required Readings

Zaccagnini, M. E., & White, K. W. (2014). The doctor of nursing practice essentials: A new model for advanced practice nursing (2nd ed.). Sudbury, MA: Jones & Bartlett. [Vital Source e-reader]

[For DNP students ONLY]

Chapter 9, “Emerging Roles for the DNP”

 Multiple advanced nursing practice roles are discussed in this chapter, including nurse administrator, nurse entrepreneur, public and community health practitioner, and integrative health practitioner.

Institute of Medicine (IOM). (2010a). The future of nursing: Leading change, advancing health[Consensus report]. Washington, DC: National Academies Press. Retrieved from https://web.archive.org/web/20150211165201/http://iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx

 This link provides access to the complete IOM report (672 pages). You may read the report online or download a free PDF version.

 Institute of Medicine (IOM). (2010b). The future of nursing: Leading change, advancing health[Report brief]. Retrieved from https://web.archive.org/web/20150203150734/http://iom.edu/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Future%20of%20Nursing%202010%20Report%20Brief.pdf

 This IOM report highlights key messages regarding the future success of the nursing profession, with recommendations for practice, education and training, partnerships with other health care professionals, and workforce planning and policy making.

 Currey, J., Considine, J., & Khaw, D. (2011). Clinical nurse research consultant: A clinical and academic role to advance practice and the discipline of nursing. Journal of Advanced Nursing, 67(10), 2275–2283. Becoming Familiar With The DNP Scholarly Project

Note: You will access this article from the Walden Library databases.

Waxman, K. T., & Maxworthy, J. (2010). The doctorate of nursing practice degree and the nurse executive: The perfect combination. Nurse Leader, 8(2), 31–33.

Note: You will access this article from the Walden Library databases.

 This article provides a clear comparison of the DNP degree with PhD/DNS/DScN degrees and articulates the value of the DNP degree to nurse executives.

Required Media

Laureate Education (Producer). (2011d). The professional role of the DNP-prepared nurse [Video file]. Retrieved from https://class.waldenu.edu

 Note:  The approximate length of this media piece is 4 minutes.

 In this media program, Dr. Joan Stanley, Dr. Linda Beechinor, and Dr. Susan Stefan discuss the professional roles available to DNP-prepared nurses and the importance of intra- and interprofessional collaboration in those roles. Becoming Familiar With The DNP Scholarly Project

Week 5: Patient Outcomes

6 6 unread replies. 6 6 replies.

Review the story at the link below before posting to the discussion:

Rau, J. (2015). Half of nation’s hospitals fail again to escape Medicare’s readmission penalties. Kaiser Health News. Retrieved from http://khn.org/news/half-of-nations-hospitals-fail-again-to-escape-medicares-readmission-penalties/ (Links to an external site.)Links to an external site.

After you have finished, consider how you would respond to the following situation:

Your local hospital has received notice from CMS (Centers for Medicare and Medicaid) regarding their readmission rates.As a BSN prepared nurse, you have been asked to serve as a consultant to suggest a new Quality (Performance) Improvement process for ONE of the areas of deficiency

As a BSN prepared nurse, you have been asked to serve as a consultant to suggest a new Quality (Performance) Improvement process for ONE of the areas of deficiency. Write some brief steps (suggestions) for improvement as you contemplate accepting the consulting opportunity. As a BSN prepared nurse, you have been asked to serve as a consultant to suggest a new Quality (Performance) Improvement process for ONE of the areas of deficiency

Share practice improvements utilized from your own clinical nursing experiences that have led to enhanced patient outcomes.

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Collapse SubdiscussionDesirae Freeze

Desirae Freeze 

Friday Sep 22 at 4:30pm

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You may begin posting to this discussion on: Sunday, September 24, 2017

Class,

All healthcare professionals, including nurses, must be actively involved in the continuous improvement of patient care. Quality improvement provides an opportunity to improve patient care at the unit level. Most of these improvements concentrate energies on factors that are most important to patient quality and safety. Proactive management of quality supports continuous improvement of patient care.

What improvement method has been initiated at your facility? What data was gathered? How was this done? What outcomes were measured and how was change implemented to improve the quality of care and patient outcomes? As a BSN prepared nurse, you have been asked to serve as a consultant to suggest a new Quality (Performance) Improvement process for ONE of the areas of deficiency

Thanks,

Desirae

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Collapse SubdiscussionPamela Gould

Pamela Gould

2:12pm Sep 25 at 2:12pm

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Professor Freeze and class,

            Quality improvement