Daisy Arabelle Only

. The Effects of “To Err Is Human” in Nursing Practice

The 1999 landmark study titled “To Err Is Human: Building a Safer Health System” highlighted the unacceptably high incidence of U.S. medical errors and put forth recommendations to improve patient safety. Since its publication, the recommendations in “To Err Is Human’” have guided significant changes in nursing practice in the United States.

In this Discussion, you will review these recommendations and consider the role of health information technology in helping address concerns presented in the report.

To prepare:

• Review the summary of “To Err Is Human” presented in the Plawecki and Amrhein article found in this week’s Learning Resources.
• Consider the following statement:
• Review “The Quality Chasm Series: Implications for Nursing” focusing on Table 3: “Simple Rules for the 21st Century Health Care System.” Consider your current organization or one with which you are familiar. Reflect on one of the rules where the “current rule” is still in operation in the organization and consider another instance in which the organization has effectively transitioned to the new rule.

“The most significant barrier to improving patient safety identified in “To Err Is Human”is a “lack of awareness of the extent to which errors occur daily in all health care settings and organizations (Wakefield, 2008).”

1 The emic perspective is perceived by educational scholars as being more relevant in the interpretation of a culture and in the understanding of cultural experiences within a particular group. The r

#1 The emic perspective is perceived by educational scholars as being more relevant in the interpretation of a culture and in the understanding of cultural experiences within a particular group. The reason for this is that it is impossible to truly comprehend and appreciate the nuances of a particular culture unless one resides within that culture. When a researcher takes an etic perspective to their study, they use preexisting theories, hypotheses, and perspectives as constructs in order to see if they apply to an alternate setting or culture. The use of an etic perspective or approach to research is beneficial as it enables comparisons to be made across multiple cultures and populations which differ contextually.

Is a solely emic perspective possible to achieve? What would happen if a researcher took a purely etic perspective to a study?

#2 There is an article on focused ethnography and how it has gained further ground in nursing research. Through focused ethnography research nurse researchers have the ability to generate understandings about health and illness phenomena as studied in cultural context. Nurse researchers also gain a better understanding of social issues that affect nursing practice. What are your thoughts about this article?

Cruz, E. V. & Higginbottom, G. (2013). The use of focused ethnography in nursing research. Nurse Researcher, 20(4), 36-43. doi:10.7748/nr2013.03.20.4.36.e305

Can this assignment be done by tomorrow and by the time given?

Assignment

Select a nursing concept (be sure to use a nursing theory) and then provide a response to each one of the steps included in a concept analysis regarding your selected concept.  This information does not have to be comprehensive but provides a foundation to the upcoming assignment.  Be sure to include a scholarly reference.

Concept and theory analysis are powerful tools that assist in providing clarity for our nursing practice. Concept and theory analysis are the vehicles used to demonstrate to others key components of our profession. These steps for conducting a concept analysis are as follows: 1) Select a concept; 2) determine the purposes of the analysis; 3) identify all uses of the concept; 4) define attributes; 5) identify a model case of the concept; 6) identify consequences of the concept; and 7) identify empirical referents of the concept

MUST BE IN APA FORMAT

Must be at least 300 words no more then 400 words

This assignment is due Wednesday March 15,2017 at 2000 which is 8 o’clock pm eastern standard time.

AACN Competencies and the Walden Mission, Vision, and Outcomes

 AACN Competencies and the Walden Mission, Vision, and Outcomes

According to a Gallup poll completed in 2013, 82% of respondents indicated that they believe nurses have high to very high levels of honesty and ethical standards, and nursing has been rated as the most trusted profession for several years (Gallup, 2010). What other values and characteristics are associated with the nursing profession? Which ones are the most professionally, academically, and personally significant to you?

For this Discussion, you will consider the alignment of qualities outlined by the AACN with those promoted by Walden University.

You will examine the AACN document appropriate for your degree path and consider how you can incorporate either the Essentials or the Quality Indicators into your academic endeavors.

To prepare:

• Consider the competencies presented in The Essentials of Doctoral Education for Advanced Nursing Practice (for DNP students) or The Research-Focused Doctoral Program in Nursing: Pathways to Excellence (for PhD students) in this week’s Learning Resources.
• Examine Walden University’s mission, vision, and university outcomes.
• Review the media presentation Introduction: The Doctor of Nursing Practice, which includes Dr. Joan Stanley’s comments about the AACN’s vision for the DNP degree.
• Identify commonalities among the concepts presented in each of these items.
• Think about your professional and academic goals. Consider how Walden’s standpoint and the AACN’s perspective fit with your objectives. Based on this information, what ideas do you have for incorporating a commitment to social change into your academic and professional plans?

By Wednesday 6/7/17, post 550 words essay in APA format with 3 references from the list below, that include the level one headings as numbered below:

Post a cohesive response that addresses the following:

1)       Describe one or more significant ways in which Walden’s standpoint (i.e., vision, mission, social change message, and outcomes) relates to the AACN competencies as well as to your professional and academic goals.

2)       Articulate a plan for incorporating social change into two of your professional and/or academic goals.

Required Readings

 American Association of Colleges of Nursing (AACN). (2006). The essentials of doctoral education for advanced nursing practice. Washington, DC:Author. Retrieved from http://www.aacn.nche.edu/DNP/pdf/Essentials.pdf

[For DNP students ONLY]

 American Association of Colleges of Nursing (AACN). (2006). The research-focused doctoral program in nursing: Pathways to excellence. Washington, DC: Author. Retrieved from http://www.aacn.nche.edu/education-resources/PhDPosition.pdf

“The Research-Focused Doctoral Program in Nursing: Pathways to Excellence” (pp. 4–16)

 This section of the AACN document outlines the roles and expected learning outcomes for PhD students, and core curricular elements included in PhD programs.

 Walden University Student Readiness Orientation

Access the Student Readiness Orientation (SRO) through the “My Courses” section of Blackboard. It will be available to you for one year. You can find the same information and more in the e-Guide, a companion website to the SRO. The e-Guide is available throughout your time at Walden. It can be accessed through the MyWalden Portal.

 Walden University. (2011). Student publications: Vision, mission, and goals. Retrieved from http://catalog.waldenu.edu/

Select the current version of the “Walden University Student Handbook” from the drop-down menu.

In the left navigation bar, click “Introduction and Legal Information.”

Then click “Vision, Mission, and Goals.”

 Read the information on the Walden University webpage, paying particular attention to Walden’s Vision, Mission, Goals, Social Change, and Outcomes message.

 Document: Becoming a Successful Online Learner (PDF) (See attached PDF file)

 This document contains valuable information, tips, and strategies for becoming a successful online learner in the DNP program.

 Document: Citing a Discussion Posting in APA Style (PDF) (See attached PDF file)

 The information in this document focuses on how to cite a Discussion posting or response in APA style.

 Document: Technical Tips for Learning at Walden (PDF) (See attached PDF file)

 Tips for working with various technologies, such as word-processing software, online classroom features, and your myWalden page, are addressed in this document.

Required Media

Laureate Education (Producer). (2011b). Introduction: The doctor of nursing practice [Video file]. Retrieved from https://class.waldenu.edu.

 Please review this media in the Week 1 Resources.

Laureate Education (Producer). (2012a). Effective online communication: Scholarly writing in online discussion [Video file]. Retrieved from https://class.waldenu.edu

 Note:  The approximate length of this media piece is 5 minutes.

 This media program presents valuable tips for writing scholarly Discussion posts.

Laureate Education (Producer). (2012f). Tips for effective online composition and communication [Video file]. Retrieved from https://class.waldenu.edu

 Note:  The approximate length of this media piece is 7 minutes.

 This media program provides essential insights and information regarding the differences between online and in-person communication, the importance of tone in your e-communications, and how to write effective e-mail messages. All of these skills are essential to your success as an online learner.

Optional Resources

Westwood, C. (2010). Six simple steps to ensure you achieve your aims. Nursing Management, 17(4), 28–29.

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

Practicum Project Plan

Practicum Project Plan

As a foundation for engaging in scholarly writing, the nurse leader-manager or nurse informaticist must be able to engage in critical thinking and anticipate the needs, questions, and concerns of the intended audience. A scholarly writer must be able to craft a paper that demonstrates clarity, specificity, fairness, relevance, and consistency (Dexter, 2000).

As you reflect on the development of your Practicum Project Plan, take some time to consider how you will communicate your proposal objectively yet persuasively.

To prepare:

• Review the information in the Practicum Project Plan (PPP) Overview document introduced in Week 3. The overview describes the components that must be included in your plan.
• Reflect on the development of your Practicum Project Plan thus far. Address any questions you have and/or identify areas in need of further consideration or improvement.
• Develop any outstanding components of your Practicum Project Plan. For instance, you may need to continue your review of literature that justifies your project and create your project timeline.
• Review the information on scholarly writing in this week’s Learning Resources; be sure to integrate these principles as you develop your Practicum Project Plan.
• If you posted a draft of Practicum Project Plan in this week’s optional Discussion, incorporate, as appropriate, feedback you received from your colleagues.

To complete the Practicum Project Plan:

Write a 5- to 6-page scholarly paper, referred to as your Practicum Project Plan (PPP), in which you will formulate findings, conclusions, and recommendations in relation to the problem or issue you are examining. Your paper will include the following:

1)      Title:  The title should include the name of your project and should follow the Uniform Guidelines format.

2)      Introduction:  The introduction includes the purpose of the paper, the goal of the project, and the name of the project. It also outlines the structure of the paper.

3)      Goal statement: A goal statement identifies what you expect to accomplish, the focus area, and the population. It introduces the project and conveys, in broad terms, how you plan to solve a particular problem or issue.

4)      Project objectives:  Project objectives delineate your strategy for reaching the goal and the steps you will follow to complete the project. You must include three measurable objectives that use Application-level or higher verbs from Bloom’s Taxonomy. 

5)      Evidence-based review of the literature for project justification: (Literature Review). This review provides evidence-based support for your identified problem, project methods, and evaluation (presented in Week 4). The literature should be directed toward justifying the project, not focus on potential solutions. You must include a review of your specialization’s professional-practice standards and guidelines related to your project and a minimum of five (5) scholarly references for this section of the paper.  (SEE ATTACHED PDF)

6)      Methodology: This section addresses in detail how you will accomplish the project objectives. Include, as relevant, the who, when, where, and how of each objective.

7)      Resources: Identify and justify the human, physical, and/or technical resources you will need to complete this project. Note that for this assignment, you do not have to address the financial aspects of your plan.

8)      Formative evaluation:  Describe how and when you will conduct formative evaluation of your project. Explain how you will use the evaluation results and how you will determine if the project is proceeding as planned. 

9)      Summative evaluation: Describe how and when you will conduct summative evaluation of your project. Explain how you will use the evaluation results.

10)  Timeline: Create a graphic timeline representing significant stages of your project. Provide a narrative to help your Instructor understand the timeline. Include the timeline in an Appendix to your Practicum Project Plan.

Note: You must use APA-style headings, but you are not required to title the headings as listed above. 

 The Practicum Project Plan is due by Friday 03/31/2017

REQUIRED READINGS

    Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.

    Note: Retrieved from the Walden Library databases.

 “Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.

    McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.

    Note: Retrieved from the Walden Library databases.

 This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.

 Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.

    Note: Retrieved from the Walden Library databases.

The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.

Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.

    Note: Retrieved from the Walden Library databases.

“Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.

Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.

    Note: Retrieved from the Walden Library databases.

The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes.

  Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246.

    Note: Retrieved from the Walden Library databases.

In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice.

Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.

 Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html

  This article addresses three domains of learning: cognitive, affective, and psychomotor.

    University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195

 This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week.

    The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy

This resource outlines elements of Bloom’s Taxonomy.

LITERATURE REVIEW CITATIONS

Meade, C., Bursell, A., & Ketelsen, L. (2006). Effects of nursing rounds on patients’ call light use, satisfaction, and safety: scheduling regular nursing rounds to deal with patients’ more mundane and common problems can return the call light to its rightful status as a lifeline. American Journal Of Nursing, 106(9), 58-71

Culley, T. (2008). Reduce call light frequency with hourly rounds. Nursing Management, 39(3), 50-52. doi:10.1097/01.NUMA.0000313098.19766.d0

Fahey, L., Dunn Lopez, K., Storfjell, J., & Keenan, G. (2013). Expanding Potential of Radiofrequency Nurse Call Systems to Measure Nursing Time in Patient Rooms. Journal Of Nursing Administration, 43(5), 302-307. doi:10.1097/NNA.0b013e31828eebe1

Digby, R., Bloomer, M., & Howard, T. (2011). Improving call bell response times. Nursing Older People, 23(6), 22-27.

Tzeng, H., Ronis, D. L., & Yin, C. (2012). Relationship of actual response time to call lights and patient satisfaction at 4 US hospitals. Journal Of Nursing Care Quality, 27(2), E1-E8. doi:10.1097/NCQ.0b013e31823e827a