Patient Discharge Care Planning

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Patient Discharge Care Planning

Assessment 3 Instructions: Patient Discharge Care Planning

Top of Form

Bottom of Form

  • PRINT
  • Prepare a written analysis of key issues, 6-7 pages in length, applicable to the development of an effective patient discharge care plan.

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Introduction

The Institute of Medicine’s 2000 report To Err Is Human: Building a Safer Health System identified health information technology (HIT) as one avenue to explore to reduce avoidable medical errors. As a result of the IOM report and suggestions for patient advocacy groups, health care organizations are encouraged to act by utilizing HIT to improve patient quality and safety.

Health care organizations determine outcomes by how patient information is collected, analyzed, and presented, and nurse leaders are taking the lead in using HIT to bridge the gaps in care coordination. This assessment provides an opportunity for you to analyze the effects of HIT support, data reporting, and EHR data collection on effective care planning.

Reference

Institute of Medicine. (2000). To err is human: Building a safer health system. National Academies Press.

Preparation

Marta Rodriguez, a student, recently moved from New Mexico to Nevada to live with her aunt and uncle and was enrolled as a freshman in college. While attending her first semester, Marta was involved in a hit-and-run car accident. She was transported to the nearest shock trauma center where she spent the next four weeks undergoing multiple surgeries and antibiotic treatment for a systemic infection. Spanish is Marta’s first language and English is her second. Marta has a student health insurance plan.

You are the senior care coordinator overseeing Marta’s care. You will be presenting her case to the interdisciplinary team members who are caring for Marta at an upcoming meeting to consider key aspects of a successful and safe discharge care plan for her. You are expected to lead the discussion, focusing on the role of informatics in effective discharge care planning, and have decided to prepare an analysis of key issues for team members to consider, which you will distribute to the attendees for review prior to the meeting.

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

Instructions

Analyze key issues for consideration at the discharge planning meeting. Determine the effects of HIT support, data reporting, and EHR data collection on effective care planning.

Use the following template for your written analysis:

    • APA Style Paper Template [DOCX].

Analyzing Key Issues

The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your analysis addresses each point, at a minimum. You may also want to read the Patient Discharge Care Planning Scoring Guide to better understand how each criterion will be assessed.

    • Explain how the interprofessional team will use HIT to provide a longitudinal, patient-centered care plan across the continuum of care that supports Marta in the discharge planning process.
      • What HIT elements will the team members use and why?
      • How can the interprofessional team members utilize the HIT elements to prevent a readmission of this patient 48 hours after being discharged?
      • How will the use of these elements support the coordination of care for this patient?
    • Describe at least three ways in which data reporting specific to client behaviors can shape care coordination, care management, clinical efficiency, and interprofessional innovation in care.
      • How would you evaluate the quality of the data?
    • Explain how information collected from client records can be used to positively influence health outcomes.
      • How will the interprofessional team members coordinate their individual findings in the collaborative use of HIT?
    • Write clearly and concisely, using correct grammar and mechanics.
      • Express your main points and conclusions coherently.
      • Proofread your writing to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis.
    • Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
      • Is your supporting evidence clear and explicit?
      • How or why does particular evidence support a claim?
      • Will your audience see the connection?

Additional Requirements

Written Analysis Format and Length

Format your written analysis using APA style:

    • Use the APA Style Paper Template [DOCX] provided. Be sure to include:
      • A title page and references page. An abstract is not required.
      • A running head on all pages.
      • Appropriate section headings.
    • See also the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your analysis.
    • Your analysis should be 6–7 pages in length, not including the title page and references page.

Supporting Evidence

    • Cite at least eight sources of credible scholarly or professional evidence to support your analysis.
    • Apply APA formatting to all in-text citations and references.

 

Home work Case Study

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Home work Case Study

 

Home work Case Study

 

Genitourinary Assessment

CC: Increased frequency and pain with urination

HPI:

T.S. is a 32-year-old woman who reports that for the past two days, she has dysuria, frequency, and urgency. Has not tried anything to help with the discomfort. Has had this symptom years ago. She is sexually active and has a new partner for the past 3 months.

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Medical History:

None

Surgical History:

  • Tonsillectomy in 2001
  • Appendectomy in 2020

Review of Systems:

  • General: Denies weight change, positive for sleeping difficulty because e the flank pain. Feels warm.
  • Abdominal: Denies nausea and vomiting. No appetite

Objective 

VSS T = 37.3°C, P = 102/min, RR = 16/min, and BP = 116/74 mm Hg.

Pelvic Exam:

  • mild tenderness to palpation in the suprapubic area
  • bimanual pelvic examination reveals a normal-sized uterus and adnexae
  • no adnexal tenderness.
  • No vaginal discharge is noted.
  • The cervix appears normal.

Diagnostics: Urinalysis, STI testing, Papsmear

Assessment:

  • UTI
  • STI

PLAN: This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

 

 

 

 

 

 

To Prepare

  • Review the Episodic note case study your instructor provides you for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your Episodic note case study.
  • Based on the Episodic note case study:
    • Review this week’s Learning Resources, and consider the insights they provide about the case study. Refer to Chapter 3 of the Sullivan resource to guide you as you complete your Lab Assignment.
    • Search the Walden library or the Internet for evidence-based resources to support your answers to the questions provided.
    • Consider what history would be necessary to collect from the patient in the case study.
    • Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
    • Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

 

 

 

 

Question:

 

 

Using evidence-based resources from your search, answer the following questions and support your answers using current evidence from the literature.

  • Analyze the subjective portion of the note. List additional information that should be included in the documentation.
  • Analyze the objective portion of the note. List additional information that should be included in the documentation.
  • Is the assessment supported by the subjective and objective information? Why or why not?
  • Would diagnostics be appropriate for this case, and how would the results be used to make a diagnosis?
  • Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.

 

Provide APA References

 

 

Nursing homework help

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Nursing homework help

This week, you will consider how evidence-based practice guidelines and ethical considerations factor into health assessments. You will also evaluate health assessment concepts related to sports physicals and well-child and well-woman examinations.

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Assignment 1

CASE STUDY 2 (Students in Group B)

 A single father has accompanied his 17-year-old daughter to a women’s health clinic and has requested that his daughter has a pregnancy test. The girl has not consented to the test and seems uneasy. 

Review the scenarios provided by your instructor for this week’s Assignment. Based on the scenarios provided:

    • What necessary information would need to be obtained about the patient through health assessments and diagnostic tests?
    • Consider how you would respond as an advanced practice nurse. Review evidence-based practice guidelines and ethical considerations applicable to the scenarios you selected.

The Assignment

Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations.

Justify your response using at least three different references from current evidence-based literature.  

Papers over 1.5 pages will receive a deduction in points, as the assignment is one page in length.

 Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

 

  • Chapter 24, “Sports Participation Evaluation”

    In this chapter, the authors describe the process of a sports participation evaluation. The chapter also states the most common conditions encountered in a sports participation evaluation.

 

  • Chapter 25, “Putting It All Together”

    In this chapter, the authors tie together the concepts introduced in previous chapters. In particular, the chapter has a strong emphasis on the patient-caregiver relationship.

Maron , B. J., Friedman, R. A., & Caplan, A. (2015). Ethics of preparticipation cardiovascular screening for athletes. Nature Reviews Cardiology, 12(6), 375–378. doi:10.1038/nrcardio.2015.21

 

Persad, G. (2018). Authority without identity: defending advance directives via posthumous rights over one’s body. Journal of Medical Ethics, 45(4), 249–256. https://doi.org/10.1136/medethics-2018-104971

 

Rourke, L., Leduc, D., & Rourke, J. (2017). Rourke Baby Record. Retrieved from http://rourkebabyrecord.ca/

 

This website provides information on the Rourke Baby Record (RBR). The RBR supplies guidelines on growth and nutrition, developmental surveillance, physical exam parameters, and immunizations for well-baby and child care.

 

Savulescu, J., Giubilini, A., & Danchin, M. (2021). Global ethical considerations regarding mandatory vaccination in children. The Journal of Pediatrics, 231, 10–16. https://doi.org/10.1016/j.jpeds.2021.01.021

 

Zhang, H., Zhang, H., Zhang, Z., & Wang, Y. (2021). Patient privacy and autonomy: A comparative analysis of cases of ethical dilemmas in China and the United States. BMC Medical Ethics, 22(1). https://doi.org/10.1186/s12910-021-00579-6

 

 

Corrective action

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Corrective action

 

 

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The subject matter of corrective action is described as communicating with the staff to improve performance or behavior. Typically this step is taken after other counteractive approaches such as training and performance assessment have not been prosperous. The healthcare facility staff is expected to meet performance criteria and act appropriately in the place of work. Corrective action mainly focuses on improving the worker’s performance, attendance or behavior and should encompass either written or verbal communications from the health care department manager to the employee and should be intended to help the worker modify the late attendance concern. This employee should be informed about the corrective action plan before taking any action. He/she should also be offered an opportunity to reply.

Corrective action plan

The attendance policy obliges staff to sustain good attendance. If a worker is late more than five times in a month, the department manager must initiate corrective action. The employee agrees to arrive at the workplace late ten times consecutively. The employee was informed of the consequences of arriving late to the organization and was asked to suggest ways of improvement. A detailed performance plan was developed, and the employee was to report to the workplace by 8 a.m. Different enforcement mechanisms were put in place to monitor the worker’s progress. The performance was to be reviewed regularly. If the staff fails to improve, a disciplinary measure must then be enacted.

The correction action would most likely improve performance. Corrective action would help the employee realize and define a problem, determine its reason, and take proper measures to avoid it from happening once more. Most importantly, the correction action plan helps specify the necessary step that would help solve the issues at hand. The act of documenting a corrective action plan concisely helps in ensuring that actions are transparent.

Reference

Wood, L. J., & Wiegmann, D. A. (2020). Beyond the corrective action hierarchy: A systems approach to organizational change. International Journal for Quality in Health Care, 32(7), 438-444.

Position Statement Activity

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Position Statement Activity

Position Statement Activity

 

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Position Statement Activity

TOPIC
                                                                                                      

Patient Safety

 
PRO
 

Summary:

A nurse’s first and foremost duty to a patient is to safeguard their safety. Every nurse must prioritize patient care.

Following directions may not free nurses and other non-physicians of accountability when they fall short of the required standard of care. On the other hand, nurses are taught to evaluate medical advice and judge whether it is harmful to the patient. For example, when a physician fails to assess or treat a patient properly, a nurse must follow the “chain of command” method to safeguard the patient by either withholding or finding appropriate care and treatment for the patient.

To implement a “chain of command” system, every hospital and healthcare facility must have written protocols detailing a step-by-step approach. When a patient is injured, a nurse’s failure to follow the “chain of command” protocol may be considered malpractice.

 

 

 

Source:  The Nurse Attorney. (2022). A nurse’s independent duty to the patient. The Nurse Attorney, P.A. https://thenurseattorney.com/resources/a-nurses-independent-duty-to-the-patient/

 
CON
 

Summary:

In research done by the researchers of “Patient Safety and Quality: An Evidence-Based Handbook for nurses,” the focus was on the major injury and safety issues for working nurses. According to the research, Others remain unexplored and unsolved, despite considerable evidence-based findings for epidemiology and prevention. Even though many risk factors for nursing injury remain neglected, there is much room for improvement. Increasing nurse safety has many advantages, including maintaining existing nurses and attracting new ones. Too much work can harm a nurse’s health, resulting in poor patient care. These resources must be leveraged to promote staff safety as well. In the long run, these changes will help patients by making nurses healthier and more productive.

Source: Trinkoff, A. M., Geiger-Brown, J. M., Caruso, C. C., Lipscomb, J. A., Johantgen, M., Nelson, A. L., … & Selby, V. L. (2008). Personal safety for nurses. Patient safety and quality: An evidence-based handbook for nurses.
NEUTRAL
 

Summary:

 

The link between nurse-to-patient ratios and patient outcomes is likely due to increased effort, stress, and potential nursing burnout. Nurses are at risk of making errors due to their high-intensity work. Human factors engineering principles mandate that when performing a complex operation, such as providing medication to a hospitalized patient, the work environment be as favorable as possible. However, operational concerns such as disruptions or equipment malfunctions may limit nurses’ ability to conduct their work safely and effectively. These interruptions have been associated with a higher risk of medication mistakes. However, the association between interruptions and errors shows how flaws in a nurse’s regular work environment undermine patient safety.

Source: Phillips, J., Malliaris, A., MSN, & Bakerjian, D. (2021). Nursing and patient safety. PSNet. https://psnet.ahrq.gov/primer/nursing-and-patient-safety
POSITION STATEMENT
 

Nurses owe a duty to care for their patients, so they should put their patient’s safety before their own.

 

 

 

Case Study: Social determinants of Health Assignment

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Case Study: Social determinants of Health Assignment

Case Study: Social determinants of Health

Maria Santos is an 85-year-old, Spanish-speaking, Venezuelan immigrant. She lives with her husband, who also only speaks Spanish, on a farm on the outskirts of a small town comprised mostly of migrant farm workers. The downtown area has a grocery store, a gas station, and a small Hispanic restaurant. 

Two days ago, Maria’s husband arrived by taxi to the hospital to pick her up. She was being discharged after a 9-day stay. Her primary diagnosis was “viral pneumonia.” She has secondary diagnoses of “dysphagia” and “osteoporosis,” and she ambulates using a walker. During the hospital discharge process, the respiratory therapist, along with a language interpreter, ensured that Maria could adequately breathe the room air. The nurse ensured that the correct oral and inhaler prescriptions were issued. Maria would receive a follow-up appointment with the primary doctor and a referral for home care services. Case Study: Social determinants of Health Assignment

After Maria arrived home, her prescriptions were never filled and she ate very little. Today, when the home care nurse arrives at the farm home, Maria is in bed and breathing with labored breaths. The nurse notices that Maria’s husband is acting odd. He appears to have early dementia. Clearly, the husband is incapable of assisting Maria with even the most basic tasks for daily living. Maria’s discharge plan failed.

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Nurses need to understand how social, economic, and environmental factors, also known as social determinants of health (SDOH), impact chronic morbidity, survival, and the well-being of older adults. In Maria’s case, obvious and unique health challenges are present in her environment. Support systems, personal lifestyle, cultural beliefs, and language barriers impact her health behaviors.

  1. Identify two socioeconomic-related questions that the nurse could have asked Maria that fall under the umbrella of SDOH.

 

  1. Describe how the nurse could have addressed one of the following areas to better prepare Maria for discharge.

 

  • Language/literacy
  • Culture
  • Social norms and attitudes (e.g., discrimination, racism, and distrust of government)
  • Socioeconomic conditions (e.g., concentrated poverty and the stressful conditions that accompany it)
  • Access to healthcare services
  • Availability of community-based resources in support of community living and opportunities for recreational and leisure-time activities
  • Transportation options
  • Public safety
  • Social support
  • Exposure to crime, violence, and social disorder (e.g., presence of trash and lack of cooperation in a community)
  • Residential segregation
  • Access to mass media and emerging technologies (e.g., cell phones, the Internet, and social media)
  • Culture

 

  1. Discuss a health policy currently in place or a health policy that is needed that would support Maria as she transitions back to her home environment. Case Study: Social determinants of Health Assignment

Socioeconomic-related questions

Social Support – The nurse should have asked Maria whether there is someone at home, whether a family member or friends, whom she can fully rely on to help her take her medication on a regular basis.

Language/Literacy – The second question that the nurse should have asked her is whether her language barrier may act as a hindrance in the administration of her medication while at home.

 

Social Support

If the nurse had asked Maria the first question posted above concerning social support, he or she would have discovered that the patient’s husband is suffering from dementia. She would also seek to find out whether there is someone else besides the patient’s husband that was capable of helping her meet her basic needs. According to this particular scenario, Maria only lives with her husband, who is the immediate source of social support. In this case, however, he has been deemed incapable of providing the adequate support needed for Maria’s successful recovery.

A social support network would be the most appropriate route for the nurse to take. This network may comprise of friends, other members of the family and peers (sometimes coworkers). It is not necessarily a support group, which is more of a structured meeting headed by a mental health professional or lay leader. A social support network helps relieve the patient from stressful situations since they are surrounded by people who love and care for them (Cherry).

In Maria’s case, the nurse should have contacted her next of kin or close friends who live near her. On the other hand, those who live far from her may also offer moral support by contacting her regularly. Friends and members of the family that live close to Maria’s home may take turns to visit them (Maria and her Husband) to ensure that she has taken her medication and has had something to eat.

Transition Policy

Discharge planning, when conducted effectively, plays a crucial role in the continuity of care after patients have been discharged. There are several procedures and activities associated with the discharge planning process. These take place on admission, during admission, at least 48 hours before discharge, day of discharge, and follow-up care (Waring et al.). Case Study: Social determinants of Health Assignment

On admission, nurses are required to prepare an accurate and detailed patient record. They should also review assessment information and come up with a plausible date of discharge. During admission, they should conduct multidisciplinary assessments of the patient’s condition so as to classify and assess the conditions of discharge. The patient and their family should also be informed of the ongoing needs. At least 48 hours to discharge, the multidisciplinary team should be informed of the estimated date of discharge. The nurse should then initiate referrals to social care agencies. Any agencies concerned with ordering or installing medical equipment at home or conducting home modifications should also be contacted. On the day of discharge, the nurse in charge of the patient should contact the patient’s family or carers to confirm matters related to the follow-up arrangements, to ensure the completion of medical documentation, and to confirm transport. During follow-up care, the nurse should assess the continuing health-care package. When necessary, they should consult with a general practitioner (GP) (Waring et al.)

 

Works Cited

Cherry, Kendra. “Social Support Is Imperative for Health and Well-Being.” Verywell Mind, 2018, www.verywellmind.com/social-support-for-psychological-health-4119970. Accessed 10 Mar. 2021.

Waring, Justin, et al. “Hospital Discharge and Patient Safety: Reviews of the Literature.” Nih.gov, NIHR Journals Library, Sept. 2014, www.ncbi.nlm.nih.gov/books/NBK259995/. Accessed 10 Mar. 2021. Case Study: Social determinants of Health

Findings of a Quantitative Study

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Findings of a Quantitative Study

APPENDIX F

Appraisal Guide:

Findings of a Quantitative Study

Citation:

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___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Synopsis

What was the purpose of the study (research questions, purposes, and hypotheses)?

How was the sample obtained?

What inclusion or exclusion criteria were used?

Who from the sample actually participated or contributed data (demographic or clinical profile and dropout rate)?

What methods were used to collect data (e.g., sequence, timing, types of data, and measures)?

Was an intervention tested?                                             Yes   No

  1. How was the sample size determined?
  2. Were patients randomly assigned to treatment groups?

What are the main findings?

Credibility

Is the study published in a source
that required peer review?                                                Yes   No   Not clear

*Did the data obtained and the
analysis conducted answer the
research question?                                                            Yes   No   Not clear

Were the measuring instruments
reliable and valid?                                                            Yes   No   Not clear

*Were important extraneous
variables and bias controlled?                                          Yes   No   Not clear

*If an intervention was tested,
answer the following five questions:                                Yes   No   Not clear

  1. Were participants randomly
    assigned to groups and were
    the two groups similar at the
    start (before the intervention)?  Yes   No   Not clear
  2. Were the interventions well
    defined and consistently
    delivered?  Yes   No   Not clear
  3. Were the groups treated
    equally other than the
    difference in interventions?                                      Yes   No   Not clear
  4. If no difference was found, was
    the sample size large enough
    to detect a difference if one existed?                      Yes   No   Not clear
  5. If a difference was found, are
    you confident it was due to the
    intervention?  Yes   No   Not clear

Are the findings consistent with
findings from other studies?                                      Yes   Some   No   Not clear

Are the findings credible?                          Yes All   Yes Some   No

Clinical Significance

Note any difference in means, r2s, or measures of clinical effects (ABI, NNT, RR, OR)

*Is the target population clearly
described?                                                                        Yes   No   Not clear

*Is the frequency, association, or
treatment effect impressive enough
for you to be confident that the finding
would make a clinical difference if used
as the basis for care?                                                         Yes   No   Not clear

Are the findings
clinically significant?                                 Yes All   Yes Some   No

* = Important criteria

Comments

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

BHA-FPX4004 Assessment 3 Instructions Assignment

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BHA-FPX4004 Assessment 3 Instructions Assignment

BHA-FPX4004 Assessment 3 Instructions Assignment

Assessment 3 Instructions: Collaborate on Quality: Issue Analysis and Leadership Action Plan

Prepare an issue analysis of an incident that occurred in a health care organization and create a leadership action plan (8-10 pages) that will help to address the specific incident but will also help to drive safety and quality improvements throughout the organization.

In this third assessment in the course, you will assume the role of a newly promoted quality manager at your local hospital. This role requires you to address deficiencies by improving organizational culture, providing leadership oversight, and cultivating staff relationships within the organization. While you have many priorities in this new role, one of your first is to analyze a recent incident that occurred within the organization and to create a leadership action plan with recommended strategies and tactics to address not just the specific incident, but to drive safety and quality improvement throughout the organization. BHA-FPX4004 Assessment 3 Instructions Assignment

This assessment differs from the first assessment in that with this assessment, as the quality manager, your focus is broader. Rather than focusing only on identifying specific actions the organization can take to remedy a

particular incident that occurred, you are concentrating on what steps you will take as the quality manager to influence the organization’s leadership to cultivate a fair and just culture. You will determine what departments, what leaders, and what personnel you will collaborate with to improve quality for the whole organization. In this type of culture, safety is at the forefront of everyone’s job and all associates welcome the opportunity to highlight issues— without fear of reprisal—so that they can be addressed at a systemic level throughout the organization. BHA-FPX4004 Assessment 3 Instructions Assignment

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You may find it useful to review the short document CQI Importance and Features [PDF] as you gather your thoughts about the key elements you want to include in your assessment, Issue Analysis and Leadership Action Plan.

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 4: Apply leadership strategies to quality improvement in a health care organization.

Apply the IHI Triple Aim to develop a health care leadership strategy that focuses on optimizing health care system performance.

Propose evidence-based leadership strategies that will help to establish a safety and quality culture. Propose evidence-based leadership and collaboration strategies to enlist the aid of key organizational leaders in establishing a safety and quality culture.

Determine opportunities to enlist the governing board’s aid in fostering a fair and just culture. Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with health care professionals.

Write a clear, organized, persuasive, and generally error-free issue analysis and leadership action plan that promotes a culture of safety and quality and is reflective of professional communication in the health care field.

Provide citations and title and reference pages that conform to APA style and format.

 

Preparation

To help prepare for successfully completing this assessment:

Select one of the three incidents from the Vila Health: Patient Safety simulation you completed in Assessment 1. These are common incidents you are likely to encounter in the health care field. These included a patient identification error, a medication error, and a HIPAA/privacy violation. You may select one of the incidents you worked with in the previous assessments or select another one. Pick one that holds the most interest for you. BHA-FPX4004 Assessment 3 Instructions Assignment

Consider these analysis questions once you have selected the incident on which you will focus:

What information do you possess about the issue? (Note: You may not be able to answer all of these questions; just include the information you know.) Consider:

Who was involved?

During what process (clinical, communication, operational) did the issue occur? When did the issue occur? During a particular shift? On a particular day? During peak hours? Under certain clinical circumstances?

Where did the issue occur?

What additional data about the incident would you like to collect and analyze?

Which best practices may not have been adhered to that may have contributed to the issue? (Note: This information will prove useful to you as you complete your analysis and leadership action plan.)

Instructions – BHA-FPX4004 Assessment 3 Instructions Assignment

Write an analysis and leadership action plan for the issue you selected that will enable you to address the issue on an organization-wide basis. Please make sure to include all of the following headings and answer all of the questions underneath each heading.

Issue Summary

How would you summarize the key elements of the incident that occurred? What is your goal in addressing the issue?

Which two to three key items will be your focus? For example, you may elect to focus on nursing staffing levels if being short staffed in nursing is contributing to compromises to patient safety.

IHI Triple Aim

What is the IHI Triple AIM?

How does the IHI Triple Aim apply to this specific incident?

What IHI Triple Aim elements will you incorporate into your organizational improvement strategy?

Culture

What is culture?

Why is culture a critical organizational priority for safety and quality?

Based on the knowledge you have about the selected issue, what do you know about the existing organizational culture?

What are some of the evidence-based strategies you are considering you could employ to cultivate a culture of safety?

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Collaboration

Which key departments need to be directly involved with the corrective action process?

What is your rationale for selecting these departments? For example, you may want to involve nursing because many of errors involve nurses and obtaining their buy-in is critical to achieving the organizational priority.

Which specific senior leader, front line staff member, and clinical expert will you include in your action plan and hold accountable for implementation? BHA-FPX4004 Assessment 3 Instructions Assignment

What are the implications of not engaging with all departments toward making safety and quality top of mind?

LeaderHshoiwp might you involve other departments in addressing the specific issue and the cultural issue?

Which specific leaders within the organization could assist you in addressing this issue and in making patient safety and quality top of mind throughout the organization? Examples for you to consider include the chief nursing officer, the chief medical officer, the patient safety officer, et cetera. BHA-FPX4004 Assessment 3 Instructions Assignment

What role do you expect these leaders to play in addressing the specific issue and the issue of culture? What best practices would you employ to enlist their aid in the improvement effort?

What role does the organization’s governing board have in terms of quality and safety in the organization? How could you enlist the governing board’s aid in your improvement initiative?

What additional information could you provide them to increase their involvement in the organization’s safety and quality improvement efforts?

Leadership Action Plan

What are three evidence-based actions you recommend that would help to solve the incident that arose? What are three evidence-based best practices you recommend to address the issue on an organizational level?

Conclusion

How will you summarize your analysis of the incident and your leadership action plan?

Remember that health care is an evidence-based field. You will need to cite a minimum of two credible references to support your analysis and action planning process.

In addition, in the health care field, your analysis and action plan would not typically be written in APA format. Do ensure that it is clear, persuasive, concise, organized, and without errors in grammar, punctuation, and spelling. Do provide citations and title and reference pages in APA format. Other leaders in your organization are going to want to know what sources you relied on to prepare your analysis and action plan.

Additional Requirements

Length: Your incident analysis and leadership action plan will be 8–10 double-spaced pages, not including title and reference pages.

Font: Times New Roman, 12-point. BHA-FPX4004 Assessment 3 Instructions Assignment

APA Format: Your citations and title and reference pages need to be in APA format. The body of your analysis does not need to be written in APA format. It does need to be well written, include the headings specified in the instructions, and address the questions listed under each heading.

Scoring Guide: Please review this assessment’s scoring guide to ensure you understand how your faculty member will evaluate your work.

SCORING GUIDE

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

Importance and Features of Continuous Quality Improvement (CQI)

Depending on the organization, continuous quality improvement (CQI) programs differ in size and scope. Likewise, they may be called a variety of names, such as quality and performance improvement, quality management, regulatory compliance, and quality improvement (Sollecito & Johnson, 2013). Despite the progress in CQI, health care quality improvement requires greater continued efforts due to the health care environment’s vibrant and complex nature.

CQI is a “structured organizational process for involving personnel in planning and executing a continuous flow of improvements to provide quality health care that meets or exceeds expectations” (Sollecito & Johnson, 2013, p. 4). A common set of features characterizes CQI, which includes the following (Sollecito & Johnson, 2013, pp. 4–5):

  • A link to key elements of the organization’s strategic
  • A quality council made up of the institution’s top
  • Training programs for
  • Mechanisms for selecting improvement
  • Formation of process improvement
  • Staff support for process analysis and
  • Personnel policies that motivate and support staff participation in process
  • Application of the most current and rigorous techniques of the scientific method and statistical process

For CQI to flourish within an organization, it needs to be rooted in the organization’s culture. Culture is the combination of shared attitudes, values, competencies, goals and behaviors that define the organization’s practices (Silva, Barbosa, Padilha, & Malik, 2016). All stakeholders within the organization are responsible for health care quality and safety.

Leaders who wish to create a safety culture must first assess their organization’s readiness to implement the necessary safety practices. In addition, the Agency for Healthcare Research and Quality (AHRQ) has created culture assessment tools that allow organizations to identify benchmarks to establish a culture of safety in comparison to similar hospitals or hospital units. The fair and just culture concept encourages leaders to ask what happened instead of who made the error (Pelletier & Beaudin, 2018). Additionally, a fair and just culture aids in making the system safer. Stakeholders understand errors are inevitable and that all errors need to be reported, even when events may not cause patient harm (Pelletier & Beaudin, 2018). BHA-FPX4004 Assessment 3 Instructions Assignment

Pelletier and Beaudin emphasize how critical it is for leaders to assume responsibility for driving improved patient safety practices throughout the organization (2018). To demonstrate this, leaders need to incorporate health care safety practices as a part of the organization’s strategic direction and to develop goals to guarantee adoption and measurement of safe practices. The governing body or board of directors is responsible for endorsing and upholding quality of care and preserving safety. Quality oversight is recognized more clearly as a core fiduciary duty relating not only to financial health and reputation but to safety and quality of care (Pelletier & Beaudin, 2018). BHA-FPX4004 Assessment 3 Instructions Assignment

References

Pelletier, L. R., & Beaudin, C. L. (2018) HQ solutions: Resource for the healthcare quality professional (4th ed.). Philadelphia, PA: Wolters Kluwer.

Silva, Natasha Dejigov Monteiro da, Barbosa, A. P., Padilha, K. G., & Malik, A. M. (2016).

Patient safety in organizational culture as perceived by leaderships of hospital institutions with different types of administration. Revista Da Escola De Enfermagem Da U S P, 50(3), 490-497.

Sollecito, W. A., & Johnson, J. K. (2013). Mclaughlin and Kaluzny’s continuous quality improvement in health care (4th ed.). Burlington, MA: Jones & Bartlett Learning. BHA-FPX4004 Assessment 3 Instructions Assignment

Nursing homework help

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Nursing homework help

Post 1:

Individuals in the impacted community may experience a range of emotions in the aftermath of a disaster. When a crisis strikes, it’s natural for the community to be in a state of panic (Falkner, 2018). Following a calamity, there are a variety of psychological impacts. Some level of distress is normal; nonetheless, long-term depression, anxiety, and post-traumatic stress disorder (PTSD) can impact people for years after a disaster (Falkner, 2018). In locations where people are particularly susceptible, such as high-poverty areas, people’s capacity to manage and recover economically and psychosocially after a disaster may be severely hampered (Falkner, 2018).

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Hurricanes, blizzards, mudslides, earthquakes, tsunamis, diseases, and fire are examples of natural catastrophes (Falkner, 2018). In many areas, licensed nurses are required to assist as first responders in emergencies. In Florida, for example, licensed medical practitioners who want to administer emergency first aid must do so for free and under the auspices of an organization like the American Red Cross (“Disaster Nursing & Emergency preparedness”, 2022).

In 2009-2010, a wide range of catastrophes happened around the world, including train disasters, mud or snow avalanches, earthquakes, tsunamis, hurricanes, flooding, train, plane, and multi-vehicle crashes, as well as wartime disasters, terrorism, and multiple and random killings (Turale, 2010). The most recent disaster has been disastrous. On January 12, 2010, the Caribbean island of Haiti was struck by a magnitude-7 earthquake, the biggest in 200 years, which was followed by numerous aftershocks (Turale, 2010). Food and clean water supplies were severely delayed, particularly in Port-au-Prince, where clean drinking water was at a critical level even before the crisis (Turale, 2010).

Nurses, the largest group of healthcare professionals, are usually at the forefront of disasters (“Disaster Nursing & Emergency preparedness”, 2022). People are mentally and physically affected by disasters, depending on their scope, severity, and duration. During this difficult time, nurses must be compassionate with bereaved family members, putting their personal biases, cultural ideas, and belief systems aside. Nurses working with victims should advocate for patients’ spiritual needs by locating the chaplain whenever possible and facilitating the adoption of spiritual practices that do not jeopardize patient safety or treatment to bring relief (Falkner, 2018). The community health nurse should be sensitive to cultural differences and approach each victim with respect, letting them grieve, react, and behave in their way, as far as they are not self-injuring or harming others. Spiritual and emotional supports are paramount in helping victims of natural or man-made disasters to return to a state of normalcy.

 

References

Disaster Nursing & Emergency preparedness. (2022, April 29). Retrieved May 3, 2022, from https://www.ucf.edu/online/healthcare/news/disaster-nursing-emergency-preparedness/

Falkner, A. (2018). Community and Public Health: The Future of Health Care. Disaster Management. Retrieved from https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/chapter/5

Turale, S. (2010). Nurses: Are we ready for a disaster?. J Nurs Sci Vol, 28(1).

 

 

Post 2:

In a disaster situation, individuals are faced with the dangers of death or physical injury (Evi et al., 2022). Individuals might also lose their home, possessions, and community, such stressful situations put people at high risk for emotional and physical health problems (Evi et al., 2022). Certain spiritual needs can be considered for everyone who has been impacted with disaster, stress reactions after a disaster look very much like the common reactions seen after any type of trauma. Severe geo-physical or climatic events, such as volcanic eruptions, floods, cyclones and fires that are life threatening, threaten people’s property, are termed as natural disasters (Liu & Oluyomi, 2021). Man-made disasters are events that are caused by human activities for example industrial chemical accidents and oil spills (Evi et al., 2022). Natural disasters can have huge environmental impacts as well, even when human communities are relatively unaffected. How well the impact of a disaster event is absorbed has much to do with the intensity of the impact and the level of preparedness and resilience of the subject impacted (Rossello et al,. 2020). Nurses are educated to offer spiritual care to individuals who are facing or surrounded by situations such as disaster. Nursing is most important for nurses to respond immediately in disaster situations, deliver first aid care, meet pharmacological needs, assess the condition of victims, and monitor psychological health care needs without fear and anxiety.

References

 

Evi Susanti Tasri, Kasman Karimi, & Irwan Muslim.(2022). The effect of economic variables on natural disasters and the impact of disasters on economic variables. Heliyon, 8(1). https://doi-org.lopes.idm.oclc.org/10.1016/j.heliyon.2021.e08678

Liu, S., & Oluyomi, A. (2021). Natural Disasters, TheirHealth Effects, and the Significance of Disaster Epidemiology: A Review. Texas Public Health Journal, 73(1), 10–14.

Rosselló,J., Becken, S., & Santana-Gallego, M. (2020). The effects of natural disasters on international tourism: A global analysis. Tourism Management, 79.https://doi-org.lopes.idm.oclc.org/10.1016/j.tourman.2020.104080

 

Post 3:

A disaster is described as a “sudden, calamitous event that seriously disrupts the functioning of a community or society and causes human, material and economic or environmental losses that exceed the community’s or society’s ability to cope using its own resources,” (International Federation of Red Cross and Red Cresent Societies, n.d.). There are two types of disasters man-made and natural. Man-made disasters include terrorism, transportation accidents, food and water contamination and collapsed buildings. Natural disasters include hurricanes, blizzards, mudslides, earthquakes, epidemics, fires, and tsunamis. (Falkner, 2018)

Any type of disaster can have short- or long-term effects on communities and the individuals involved. During these times spiritual care is vital. Nurses working with disaster victims can advocate for the spiritual needs of patients by locating a chaplain who is available. Some patients may experience comfort by adding spiritual practices into their care, this can be encouraged by the care team if the patient’s care and safety isn’t interfered with.

Cultural consideration must be accounted for when taking care of survivors or preparing for disasters. Different cultures may respond differently to traumatic events. Public health nurses should be aware of cultural differences and care for each patient with sensitivity and respect. Resources that are needed by a community or patients should also be advocated for by the healthcare team.

 

Offering patients spiritual care can help to provide positive outcomes. Spiritual wellbeing has many benefits including a greater tolerance to emotional and physical demands of an illness, decreasing pain and negative emotions, and lowers the risk of depression and suicide. Patients who receive adequate spiritual care are also reportedly more satisfied with their care and overall treatment (Harrad et al, 2019).

 

Falkner, A. (2018). Disaster Management. Community & Public Health: The Future of Health Care https://lc.gcumedia.com/nrs427vn/community-and-public-healththe-future-of-health-care/v1.1/#/chapter/5.

Harrad, R., Cosentino, C., Keasley, R., & Sulla, F. (2019). Spiritual care in nursing: an overview of the measures used to assess spiritual care provision and related factors amongst nurses. Acta bio-medica : Atenei Parmensis, 90(4-S), 44–55. https://doi.org/10.23750/abm.v90i4-S.8300

International Federation of Red Cross and Red Crescent Societies. (n.d.). What is a disaster? Retrieved from http://www.ifrc.org/en/what-we-do/disaster-management/about-disasters/what-is-a-disaster/

 

 

Post 4:

Spirituality can be described as a person’s sense of purpose in life and how they relate to God, transcendence, or the supreme power that transcends religion. Every person on some level has a set of beliefs that guide them, regardless if they have any religious preference or beliefs. The spirituality of everyone is shaken by disaster, which is frequently abrupt and unexpected. Individuals and groups are the most impacted since there is immediate loss. The individual may experience feelings of remorse, despair, and hopelessness. It is not uncommon for people to see disasters as punishments or lack of protection, as well as even doubt God’s existence. The entire community may be shocked, questioning their ideas and religion, and feeling angry or numb. Spiritually healthy and grounded people, hopefully may be able to connect to a higher force and find purpose in their lives.

Consider a tsunami; imagine a large number of individuals losing their loved ones, their homes, and all they had, even hope. Physical, psychological, and spiritual recovery from a natural disaster takes a long time. Spiritual care is assisting someone who is going through a spiritual crisis in order to help them discover purpose, hope, and strength in their situation. In disaster assistance, a community health nurse plays a critical role. She / he has the ability to offer spiritual care to individuals, the community, and coworkers, as well as to herself. She also has the ability to lead others well by thinking critically and has managerial skills to direct the needed efforts of volunteers until organizations can step in.

Individual:

They can be dealing with loss and faith. Make plans to satisfy your physical requirements. Be understanding. Pay attention to what they’re saying. It’s enough if you simply show up. Encourage them to communicate. Empathize with others. Assist them in meeting and interacting with survivors. Assist them in finding a spiritual care provider if necessary. Assist them in finding strength and optimism in their situation.

Community:

Determine and satisfy their physical requirements. Assist survivors in making connections. Determine their spiritual requirements, such as meeting locations, performing rituals, connecting with others, and so on, and make accommodations.

Coworkers:

After witnessing the disaster’s impacts, employees may be weary and spiritually distressed. Assist them in debriefing. Assist them in keeping in touch with their relatives. Assist them in forming support groups, such as a prayer team. Assist them in performing their religious rites.

To self:

Have a spiritually healthy individual to lean on. Let that individual know how you’re feeling. Pray with one another. Make contact with your family. Maintain your rituals, such as reading the Bible, praying, and conversing in a good manner.

Harrad, R., Cosentino, C., Keasley, R., & Sulla, F. (2019). Spiritual care in nursing: an overview of the measures used to assess spiritual care provision and related factors amongst nurses. Acta bio-medica : Atenei Parmensis, 90(4-S), 44–55. https://doi.org/10.23750/abm.v90i4-S.8300

Josephine Attard, Mohd Arif Atarhim, Beata Dobrowolska, Julie Jomeen, Joanne Pike, Jacqueline Whelan, Competence 2: Interpersonal Spirituality, Enhancing Nurses’ and Midwives’ Competence in Providing Spiritual Care, 10.1007/978-3-030-65888-5, (95-109), (2021).Crossref

 

Area of Interest Power Point Presentation

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Area of Interest Power Point Presentation

Week 6: Area of Interest Power Point Presentation

Purpose 

The process for affecting positive change to improve practice outcomes can start with either the identification of an area of interest or the identification of a potential or existing practice problem. Selecting an area of interest helps to define a direction for further inquiry. The purpose of this assessment is for students to identify and discuss an area of interest specific to advanced practice nursing. Students will identify a common practice problem related to the selected area of interest and provide a recommendation to affect positive change. Students will build on this project in later courses.

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Note: The purpose of the MSN project is to translate evidence currently found in the literature into practice within the chosen specialty track. Due to the research complexity, time involvement, and implications regarding human subjects, drug studies are not acceptable areas of interest for an MSN project. 

Activity Learning Outcomes 

Through this assignment, the student will demonstrate the ability to: 

  1. Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care. (CO1)  
  2. Analyze essential skills needed to lead within the context of complex systems. (CO3) 
  3. Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings. (CO4) 

Due Date:  

Assignment should be submitted to the Week 6 Area of Interest Powerpoint Presentation dropbox by Sunday 11:59 p.m. MST at the end of Week 6. The week 6 assignment will not go through Turnitin. 

This assignment will follow the late assignment policy specified in the course syllabus. 

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. 

In the event of a situation that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending. 

 Total Points Possible:  175 

Requirements: 

Criteria for Content 

For this presentation, select an area of nurse practitioner (NP) practice that is of interest to you and in which you would like to see a practice change occur. Conduct a review of literature to see what is currently known about the topic and to find research support for the practice change you are recommending.  You may use a topic from the list at the link below or may investigate a topic of your choice as long as it pertains to NP practice. If you are unsure of your topic, please reach out to your instructor.  Be sure to provide speaker’s notes for all slides except the title and reference slides.  

List of Possible Topics

Creating a Professional Presentation

Create an 8-12 slide PowerPoint Presentation that includes the following: 

  1. Introduction: slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered. 
  2. Evidence-based projects: slide should explain the general importance of master’s-prepared nurses engaging in evidence-based projects related to nursing practice and profession. Provide speaker’s notes with additional detail and support from at least one outside scholarly source (not the textbook or course lesson). 
  3. Conceptual Model: slide should provide an illustration of a conceptual model that could be used to develop an evidence-based project. Possible models include The John’s Hopkins or Advancing Research and Clinical Practice through Close Collaboration (ARCC) Models or you may select another model you find in the literature. In the speaker’s notes, explain how the model would be applied to the development of an evidence-based project. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
  4. Area of Interest: identify an area of interest related to NP practice in which a practice change may be needed. Slide should identify the area of interest and what is currently known on the topic. Speaker’s notes more fully explain what is currently known and should provide rationale for why the area of interest is important to NP practice. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
  5. Issue/concern and recommendation for change: slide should identify a specific concern related to your general area of interest and your recommendation for a practice change. Speaker’s notes should more fully explain the recommended change and rationale for the change. Recommendation should be supported by at least one outside scholarly source (not the textbook or course lesson). 
  6. Factors Influencing Change: slide should identify at least 2 internal and external factors that could impact your ability to implement your recommended change. Speaker’s notes should more fully explain how the factors you’ve identified would support or impede the implementation of your recommendations. Factors may be based on personal experience or on information you found in your research. If the identified factors come from the literature, provide reference citations to support your ideas. 
  7. NONPF Competencies: slide identifies at least two NONPF Competencies that are relevant to an evidence-based project related to your area of interest. Speaker’s notes should explain how the competencies relate to your area of interest. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
  8. Conclusion: slide provides summary points of presentation. Speaker’s notes provide final comments on the topic.  

 Preparing the presentation 

Submission Requirements 

  1. Application: Use Microsoft Power Point™ to create the PowerPoint presentation.  
  2. Length: The PowerPoint presentation must be 8-12 total slides (excluding title and reference slides).   
  3. Speaker notes are used and include in-text citations when applicable. 
  4. A minimum of four (4) scholarly literature references must be used. 
  5. Submission: Submit your file: Last name_First initial_Wk6Assessment_Area of Interest. 

 Best Practices in Preparing the Project 

The following are best practices in preparing this project: 

  1. Review directions thoroughly. 
  2. Follow submission requirements. 
  3. Make sure all elements on the grading rubric are included. 
  4. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing. 
  5. Review the Creating a Professional Presentation located resource.  
  6. Ideas and information that come from scholarly literature must be cited and referenced correctly. 
  7. Abide by CCN academic integrity policy. 
ASSIGNMENT CONTENT 
Category  Points  %  Description 
Introduction  9  5%  Slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered. 
Evidence-based projects  

 

 12  7%  Slide should explain the general importance of master’s-prepared nurses engaging in evidence-based projects related to nursing practice and profession. Provide speaker’s notes with additional detail and support from at least one outside scholarly source (not the textbook or course lesson). 
Conceptual Model  18  10%  Slide should provide an illustration of a conceptual model that could be used to develop an evidence-based project. Possible models include The John’s Hopkins or Advancing Research and Clinical Practice through Close Collaboration (ARCC) Models or you may select another model you find in the literature. In the speaker’s notes, explain how the model would be applied to the development of an evidence-based project. Provide support from at least one outside scholarly source (not the textbook or course lesson). 

 
Area of Interest  35  20%  Identify an area of interest related to NP practice in which a practice change may be needed. Slide should identify the area of interest and what is currently known on the topic. Speaker’s notes more fully explain what is currently known and should provide rationale for why the area of interest is important to NP practice. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
Issue/concern and recommendation for change  35  20%  Slide should identify a specific concern related to your general area of interest and your recommendation for a practice change. Speaker’s notes should more fully explain the recommended change and rationale for the change. Recommendation should be supported by at least one outside scholarly source (not the textbook or course lesson). 

 
Factors Influencing Change  17  10%  Slide should identify at least 2 internal and external factors that could impact your ability to implement your recommended change. Speaker’s notes should more fully explain how the factors you’ve identified would support or impede the implementation of your recommendations. Factors may be based on personal experience or on information you found in your research. If the identified factors come from the literature, provide reference citations to support your ideas. 

 
NONPF Competencies  14  8%  Slide identifies at least two NONPF Competencies that are relevant to an evidence-based project related to your area of interest. Speaker’s notes should explain how the competencies relate to your area of interest. Provide support from at least one outside scholarly source (not the textbook or course lesson). 

 
Conclusion  9  5%  Slide provides summary points of presentation. Speaker’s notes provide final comments on the topic.  
  149  85%  Total CONTENT Points= 149 points 
ASSIGNMENT FORMAT 
Category  Points  %  Description 
APA Formatting  8  5%  1) References on reference slide must be in APA format. May use bullets instead of hanging indents.

2) In-text citations on slides and in speaker’s notes must be in APA format. 
Writing Mechanics  9  5%  Writing mechanics follow the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the current edition of the APA manual. Presentation length meets assignment guidelines. 
Slide Formatting  9  5%  1) Presentation has title slide 

2) Presentation has reference slide(s)  

3) Slides are professional in appearance and tone;  

4) Slides are balanced spatially, including words and graphics. 
  26  15%  Total FORMAT Points= 26 points 
  175  100%  ASSIGNMENT TOTAL=175 points