NURS4050 assessment 3 from Capella University

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NURS4050 assessment 3 from Capella University

Develop a 20-minute presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4-5 pages in length, and record a video of your presentation.

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 2: Collaborate with patients and family to achieve desired outcomes. NURS4050 assessment 3 from Capella University

Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.

Competency 3: Create a satisfying patient experience.

Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.

Competency 4: Defend decisions based on the code of ethics for nursing.

Explain the rationale for coordinated care plans based on ethical decision making.

Competency 5: Explain how health care policies affect patient-centered care.

Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.

Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.

Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation. Script and reference list are not submitted. NURS4050 assessment 3 from Capella University

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Preparation

Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, you will assist them in taking on an expanded role in helping to manage the care coordination process and improve patient outcomes in your community care center.

Instructions

Presentation Format and Length

Create a detailed narrative script for your video presentation, approximately 45 pages in length. Include a reference list at the end of the script.

Supporting Evidence

Cite 35 credible sources from peer-reviewed journals or professional industry publications to support your video. Include your source citations on a references page appended to your narrative script. Explore the resources about effective presentations as you prepare your assessment.

Grading Requirements

The requirements outlined below correspond to the grading criteria in the Care Coordination Presentation to Colleagues Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.

Provide, for example, drug-specific educational interventions, cultural competence strategies.

Include evidence that you have to support your selected strategies.

Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.

Explain the rationale for coordinated care plans based on ethical decision making.

Consider the reasonable implications and consequences of an ethical approach to care and any underlying assumptions that may influence decision making.

Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.

What are the logical implications and consequences of relevant policy provisions?

What evidence do you have to support your conclusions?

Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.

Fine tune the presentation to your audience.

Stay focused on key issues of import with respect to the effects of resources, ethics, and policy on the provision of high-quality, patient-centered care. NURS4050 assessment 3 from Capella University

Assessment 1 Instructions: Health Promotion Plan Assignment

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Assessment 1 Instructions: Health Promotion Plan Assignment

  • Develop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community that you identified from the topic list provided.
    • Bullying.
    • Teen Pregnancy.
    • LGBTQIA + Health.
    • Sudden Infant Death (SID).
    • Immunization.
    • Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation.

Historically, nurses have made significant contributions to community and public health with regard to health promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. Caring for a population involves identifying the factors that place the population’s health at risk and developing specific interventions to address those factors. The community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that investigates causes of various diseases in a specific population (CDC, 2012; Healthy People 2030, n.d.). Assessment 1 Instructions: Health Promotion Plan Assignment

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As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups, and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and the ability understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component to making informed decisions and to the teaching learning process (CDC, 2012; Healthy People 2030, n.d.).

It is essential to develop trust and rapport with community members to accurately identify health needs and help them adopt health promotion, health maintenance, and disease prevention strategies. Cultural, socio-economical, and educational biases need to be taken into consideration when communicating and developing an individualized treatment and educational plan. Social, economic, cultural, and lifestyle behaviors can have an impact on an individual’s health and the health of a community. These behaviors may pose health risks, which may be mitigated through lifestyle/behaviorally-based education. The environment, housing conditions, employment factors, diet, cultural beliefs, and family/support system structure play a role in a person’s levels of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a basis for the development of an individualized plan. The health professional may use a genogram or sociogram in this process.

What is a genogram? A genogram, similar to a family tree, is used to gather detailed information about the quality of relationships and interactions between family members over generations as opposed to lineage. Gender, family relationships, emotional relationships, lifespan, and genetic predisposition to certain health conditions are components of a genogram. A genogram, for instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person has green eyes.

What is a sociogram? A sociogram helps the health professional to develop a greater understanding of these factors by seeing inter-relationships, social links between people or other entities, as well as patterns to identify vulnerable populations and the flow of information within the community. Assessment 1 Instructions: Health Promotion Plan Assignment

References

Centers for Disease Control and Prevention. (2012). Lesson 1: Introduction to epidemiology. In Principles of Epidemiology in Public Health Practice (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section1.html

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

Demonstration of Proficiency

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

  • Competency 1: Analyze health risks and health care needs among distinct populations.
  • Analyze a community health concern that is the focus of a health promotion plan.
  • Competency 2: Propose health promotion strategies to improve the health of populations.
  • Explain why a health concern is important for health promotion within a specific population.
  • Establish agreed-upon health goals in collaboration with participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
  • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Note: Assessment 1 must be completed first before you are able to submit Assessment 4.

Preparation

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a hypothetical clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment is the foundation for the implementation of your health promotion educational plan (Assessment 4).

You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assessment (Assessment 4).

To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern, and hypothetical individuals or groups living in the community. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.

For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility. You may choose any health issues from the list provided in the instructions. Assessment 1 Instructions: Health Promotion Plan Assignment

In the Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.

Please choose one of the topics below:

  • Bullying.
  • Teen Pregnancy.
  • LGBTQIA + Health.
  • Sudden Infant Death (SID).
  • Immunizations.
  • Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation.

In addition, you are encouraged to:

  • Complete the Vila Health: Effective Interpersonal Communications simulation.
  • Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.
  • Review the MacLeod article, “Making SMART Goals Smarter.”

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

Instructions

Health Promotion Plan

  • Choose a specific health concern as the focus of your hypothetical health promotion plan. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.
  • Bullying.
  • Teen Pregnancy.
  • LGBTQIA + Health.
  • Sudden Infant Death (SID).
  • Immunizations.
  • Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation.
  • Describe in detail the characteristics of your chosen hypothetical individual or group for this activity.
  • Discuss why your chosen population is predisposed to this health concern and why they can benefit from a health promotion educational plan.
  • Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.
  • Identify their potential learning needs.
  • Identify expectations for this educational session and offer suggestions for how the individual or group needs can be met.
  • Health promotion goals need to be clear, measurable, and appropriate for this activity.

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Document Format and Length

Your health promotion plan should be 3–4 pages in length.

Supporting Evidence

Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format.

Graded Requirements

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. Assessment 1 Instructions: Health Promotion Plan Assignment

  • Analyze the health concern that is the focus of your health promotion plan.
  • Consider underlying assumptions and points of uncertainty in your analysis.
  • Explain why a health concern is important for health promotion within a specific population.
  • Examine current population health data.
  • Consider the factors that contribute to health, health disparities, and access to services.
  • Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.
  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
  • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
  • Write with a specific purpose and audience in mind.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan. Assessment 1 Instructions: Health Promotion Plan Assignment

Professional Capstone and Practicum Reflective Journal Assignment

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Professional Capstone and Practicum Reflective Journal Assignment

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

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This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s). Professional Capstone and Practicum Reflective Journal Assignment

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

  1. New practice approaches
  2. Interprofessional collaboration
  3. Health care delivery and clinical systems
  4. Ethical considerations in health care
  5. Practices of culturally sensitive care
  6. Ensuring the integrity of human dignity in the care of all patients
  7. Population health concerns
  8. The role of technology in improving health care outcomes
  9. Health policy
  10. Leadership and economic models
  11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite. Professional Capstone and Practicum Reflective Journal Assignment

Assessment 3 Instructions: Disaster Recovery Plan

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Assessment 3 Instructions: Disaster Recovery Plan

Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster

  • Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team.

As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Professional Context

Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community. Assessment 3 Instructions: Disaster Recovery Plan

Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.

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To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.

Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).

An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).

This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on evacuation, extended displacement periods, and contact tracing based on the disaster scenario provided. Assessment 3 Instructions: Disaster Recovery Plan

Demonstration of Proficiency

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

  • Competency 1: Analyze health risks and health care needs among distinct populations.
  • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
  • Competency 2: Propose health promotion strategies to improve the health of populations.
  • Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
  • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
  • Explain how health and governmental policy affect disaster recovery efforts.
  • Competency 4: Integrate principles of social justice in community health interventions.
  • Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
  • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

Note: Complete the assessments in this course in the order in which they are presented.

Preparation

When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, the quality of the trace-mapping, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.

In this assessment, you are a community task force member responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team. Assessment 3 Instructions: Disaster Recovery Plan

To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation.

In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Begin thinking about:

  • Community needs.
  • Resources, personnel, budget, and community makeup.
  • People accountable for implementation of the disaster recovery plan.
  • Healthy People 2020 goals and 2030 objectives.
  • A timeline for the recovery effort.

You may also wish to:

  • Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
  • Mobilize collaborative partners.
  • Assess community needs.
  • Plan to lessen health disparities and improve access to services.
  • Implement a plan to reach Healthy People 2020 goals or 2030 objectives.
  • Track community progress.
  • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.

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

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

Instructions

Every 10 years, The U.S. Department of Health and Human Services and the Office of Disease Prevention and Health Promotion release information on health indicators, public health issues, and current trends. At the end of 2020, Healthy People 2030 was released to provide information for the next 10 years. Healthy People 2030 provides the most updated content when it comes to prioritizing public health issues; however, there are historical contents that offer a better understanding of some topics. Disaster preparedness is addressed in Healthy People 2030, but a more robust understanding of MAP-IT, triage, and recovery efforts is found in Healthy People 2020. For this reason, you will find references to both Healthy People 2020 and Healthy People 2030 in this course. Assessment 3 Instructions: Disaster Recovery Plan

Complete the following:

  1. Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community.
    1. Assess community needs.
    1. Consider resources, personnel, budget, and community makeup.
    1. Identify the people accountable for implementation of the plan and describe their roles.
    1. Focus on specific Healthy People 2020 goals and 2030 objectives.
    1. Include a timeline for the recovery effort.
    1. Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
      1. Mobilize collaborative partners.
      1. Assess community needs.
        1. Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.
        1. Include in your plan the equitable allocation of services for the diverse community.
        1. Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.
        1. Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.
      1. Plan to lessen health disparities and improve access to services.
      1. Implement a plan to reach Healthy People 2020 goals and 2030 objectives.
      1. Track and trace-map community progress.
        1. Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing.
        1. Describe the plan for contact tracing during the disaster and recovery phase.
    1. Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team. Be sure to also include speaker notes.

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Presentation Format and Length

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

Be sure that your slide deck includes the following slides:

  • Title slide.
  • Recovery plan title.
  • Your name.
  • Date.
  • Course number and title.
  • References (at the end of your presentation).

Your slide deck should consist of 10–12 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. The speaker notes should match your recorded voice-over. Make sure to review the Microsoft PowerPoint tutorial for directions for inserting your speaker notes.

The following resources will help you create and deliver an effective presentation:

  • Record a Slide Show With Narration and Slide Timings.
  • This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
  • Microsoft Office Software.
  • This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
  • PowerPoint Presentations Library Guide.
  • This library guide provides links to PowerPoint and other presentation software resources.
  • SoNHS Professional Presentation Guidelines [PPTX].
  • This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.

Supporting Evidence

Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan. Assessment 3 Instructions: Disaster Recovery Plan

Graded Requirements

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:

  • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
  • Consider the interrelationships among these factors.
  • Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
  • Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
  • Explain how health and governmental policy impact disaster recovery efforts.
  • Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
  • Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
  • Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
  • Include evidence to support your strategies.
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
  • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
  • Develop your presentation with a specific purpose and audience in mind.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Additional Requirements

Before submitting your assessment, proofread all elements to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation. Assessment 3 Instructions: Disaster Recovery Plan

NURS 4060 Capella University Professional ePortfolio and Resume Paper

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NURS 4060 Capella University Professional ePortfolio and Resume Paper

Develop a professional ePortfolio and resume.

This is your final assessment for the course.

For this assessment, you will create a professional ePortfolio and resume to showcase your achievements and competence in various areas for job search or advancement conversations.

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DEMONSTRATION OF PROFICIENCY
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Explain how at least 2 chosen artifacts illustrate personal growth and achievements in leading people and processes to improve patient, systems, and population outcomes.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Explain how at least 2 chosen artifacts illustrate personal growth and achievements in transforming processes to improve quality, enhance patient safety, and reduce the cost of care.
Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
Explain how at least 2 chosen artifacts illustrate personal growth and achievements in interprofessional collaboration to improve patient and population outcomes. NURS 4060 Capella University Professional ePortfolio and Resume Paper
Competency 8: Integrate professional standards and values into practice.
Explain how chosen at least 2 artifacts and a professional resume illustrate personal growth and achievements in the area of integrating professional standards and values into practice.
Present a well-organized ePortfolio in a clear and professional manner, using correct grammar, spelling, and APA style. NURS 4060 Capella University Professional ePortfolio and Resume Paper
You should complete this assessment last.

PROFESSIONAL CONTEXT
A portfolio is a great way to for nurses to “record and provide evidence of skills, achievements, experience, development and learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers” (Green, Wyllie, & Jackson, 2014, p. 8). As you collect the artifacts that best showcase your strengths, you begin to track, reflect on, and evaluate your own learning and growth over time.

PREPARATION
For this assessment, you will be creating a professional ePortfolio and resume to take with you after completing your program. To help you complete this assessment, review the following resources as needed:

ePortfolio.
Getting Started with Pathbrite ePortfolio [PDF].
Capella University Career Center – Building an Effective Resume.
INSTRUCTIONS
For this assessment, your ePortfolio will focus on showcasing your growth and accomplishments in the context of the following course competencies:

Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
Competency 8: Integrate professional standards and values into practice.
For each competency, complete the following in your ePortfolio:

Create an area in your ePortfolio for the competency and label it with the course competency number or the competency language.
Select the two artifacts (assessments) that you feel best showcase your accomplishments or growth relative to the competency and place them in the corresponding ePortfolio area.
For each competency, write 2–3 paragraphs detailing the ways in the artifacts illustrate your accomplishments or growth in the competency so reviewers can easily understand your achievements and strengths. Place this in the corresponding ePortfolio area with your chosen artifacts.
For the Competency 8 section of your ePortfolio, include a professional resume that highlights your professional standards and values. Consult the resources in the Capella University Career Center, such as the Capella Career Center: Resume Rubric.

Please study the scoring guide carefully so you will know what is needed for a distinguished score:

Explain how at least two chosen artifacts illustrate personal growth and achievements in the area of leading people and processes to improve patient, systems, and population outcomes.
Explain how at least two chosen artifacts illustrate personal growth and achievements in the area of transforming processes to improve quality, enhance patient safety, and reduce the cost of care
Explain how at least two chosen artifacts illustrate personal growth and achievements in interprofessional collaboration to improve patient and population outcomes.
Explain how at last two chosen artifacts and a professional resume illustrate personal growth and achievements in the area of integrating professional standards and values into practice.
Communicate ePortfolio in a clear and well-organized manner, using correct grammar and spelling. NURS 4060 Capella University Professional ePortfolio and Resume Paper

attachment_1
attachment_2Health Promotion Program
Canes Lebrun

Introduction

The primary objective of health promotion programs is to enhance the health of individuals. Health promotion seeks to engage and empower people and the community to adopt healthy behaviors and changes that minimize the risk of developing chronic illnesses or other morbidities. Health promotion is mostly meant to address health social determinants, which entails modifiable health behaviors. The focus would be on health promotion that seeks to prevent falls among the elderly. In implementing a plan, various participants would be vital. The participants involve are Licensed Practical Nurses working in elderly nursing homes. LPNs would be important in reaching out to in various nursing home settings and identifying the elderly needs of intervention to prevent possible falls. LPN deal with over 15 to 30 patients depending on facility rules. Falls happen often due to extremely high nurse patient ratio. Collaborating with the Director of Nursing and implementing a plan that would help lower the number of fall incidents. Examples like hiring extra staff, require extra rounding to high fall risk patients, and even purchasing new beds with bed exit alarms. These are specific objectives that would improve the quality of lives for the elderly, reducing fall-related injuries.

Best practices for health improvement

Falls are termed as one of the leading causes of non-fatal and unintentional injury deaths among a specific category of individuals. Various evidence-based practices can be taken to reduce the rate of falls among the selected individuals. Firstly, community-based interventions are one of the measures that can reduce falls. It would involve Licensed Practical Nurses who would be vital in providing information about the program’s target. For fall prevention messages to gain grassroots in communities, there should be efforts to reach out service network for that particular group and incorporate the public health system (Frieson et al., 2018). The community setting is the starting point where people prone to high risk of falls are identified and put into the learning process. Attaining the health promotion program’s objectives would be to use trained individuals to reach the program’s targeted population. NURS 4060 Capella University Professional ePortfolio and Resume Paper

Secondly, efforts associated with clinical integration and intervention would be vital in preventing falls. In many cases, the people who are prone to falls interact with the healthcare providers, medical professionals, and the general healthcare system. There the integration of community prevention efforts can be successful since all the members. Based on the recommendation offered by medical professionals, the community members can learn critical approaches to reducing or preventing falls.

Thirdly, the establishment of policies and systems would be essential in preventing falls. Since various measures are taken to avoid or reduce falls, a lack of systems or procedures to support the prevention strategies makes the efforts unfruitful. The prevention system includes coordination of activities initiated by associations or bodies representing the targeted population. The collaboration between various multidisciplinary agencies facilitates the smooth implementation of strategies formulated to curb falls.

Population affected by the health concern

The health program targets older individuals who are 65 years and above. Falls and fall-related injuries are a global health issue associated with senior citizens aged 65 years and above. Falls account for a considerable number of older adult’s deaths. In case the falls fail to cause death, they cause reduced mobility, hospitalization, injury, loss of independence, early death, and placement in nursing homes—one in four Americans aged 65 years and above experiences a fall annually. About 2.8 million cases of falls are treated annually in the emergency department, 800000 hospitalized, and 27000 deaths are reported (Frieson et al., 2018). Besides affecting the older individuals, falls also affect the society as the immediate family members are required to take care of the injured person.

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Importance of establishing health goals in collaboration with hypothetical participants

The fall prevention program was based on the primary purpose of establishing evidence practices that would minimize falls and fall-related injuries among senior citizens within the community. Various aspects can be addressed through the health promotion program. A systematic review would be selected to collect and summarize the evidence created from the proposed practices. The provision of education would be organized alongside the existing bodies representing the aged. Stopping Elderly Accidents, Deaths, and Injuries (STEADI) Toolkit is vital in addressing falls among the elderly (Houry et al., 2016). The toolkit was developed by the Centers for Disease Control and Prevention (CDC). People in organizations advocating for the rights of older should understand that the tool kit is applied to guarantee the targeted group’s safety. NURS 4060 Capella University Professional ePortfolio and Resume Paper

The program’s purpose would be guided by objectives such as prevention of falls, reduction of deaths emanating from falls, education on the aged, and other safety goals. The program would seek to integrate the care providers. In many cases, old people often visit healthcare services; therefore, incorporating the clinicians would a vital step in reducing the rate of falls. For example, the care providers can be urged to guide older people on safety mechanisms such as wearing appropriate shoes and calling for assistance when they experience a fall. NURS 4060 Capella University Professional ePortfolio and Resume

References

Frieson, C. W., Tan, M., Ory, M., & Smith, L. (2018). Editorial: Evidence-Based Practices to Reduce Falls and Fall-Related Injuries Among Older Adults. 22(6), 3-7. DOI:10.3389/fpubh.2018.00222

Houry, D., Curtis, F., Baldwin, G., & Stevens, J. (2016). The CDC Injury Center’s Response to the Growing Public Health Problem of Falls Among Older Adults. American Journal of Lifestyle Medicine, 10(1). DOI:10.1177/155982761560013

Phelan, E. A., Aerts, S., Dowler, D., Eckstrom, E., & Casey, C. (2016). Adoption of Evidence-Based Fall Prevention Practices in Primary Care for Older Adults with a History of Falls. Front Public Health, 190(4). DOI:10.3389/fpubh.2016.00190. NURS 4060 Capella University Professional ePortfolio and Resume Paper

NURS 6051 Week 8 Assignment: Literature Review: The Use of Clinical Systems to Improve Outcomes and Efficiencies

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NURS 6051 Week 8 Assignment: Literature Review: The Use of Clinical Systems to Improve Outcomes and Efficiencies

New technology—and the application of existing technology—only appears in healthcare settings after careful and significant research. The stakes are high, and new clinical systems need to offer evidence of positive impact on outcomes or efficiencies.

Nurse informaticists and healthcare leaders formulate clinical system strategies. As these strategies are often based on technology trends, informaticists and others have then benefited from consulting existing research to inform their thinking.

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In this Assignment, you will review existing research focused on the application of clinical systems. After reviewing, you will summarize your findings. NURS 6051 Week 8 Assignment: Literature Review: The Use of Clinical Systems to Improve Outcomes and Efficiencies

To Prepare:

  • Review the Resources and reflect on the impact of clinical systems on outcomes and efficiencies within the context of nursing practice and healthcare delivery. NURS 6051 Week 8 Assignment: Literature Review: The Use of Clinical Systems to Improve Outcomes and Efficiencies.
  • Conduct a search for recent (within the last 5 years) research focused on the application of clinical systems. The research should provide evidence to support the use of one type of clinical system to improve outcomes and/or efficiencies, such as “the use of personal health records or portals to support patients newly diagnosed with diabetes.”
  • Identify and select 5 peer-reviewed articles from your research.

The Assignment: (4-5 pages)

In a 4- to 5-page paper, synthesize the peer-reviewed research you reviewed. Be sure to address the following:

  • Identify the 5 peer-reviewed articles you reviewed, citing each in APA format.
  • Summarize each study, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described. Be specific and provide examples.

Assignment: Literature Review: The Use of Clinical Systems to Improve Outcomes and Efficiencies

New technology—and the application of existing technology—only appears in healthcare settings after careful and significant research. The stakes are high, and new clinical systems need to offer evidence of positive impact on outcomes or efficiencies. NURS 6051 Week 8 Assignment: Literature Review: The Use of Clinical Systems to Improve Outcomes and Efficiencies.

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Nurse informaticists and healthcare leaders formulate clinical system strategies. As these strategies are often based on technology trends, informaticists and others have then benefited from consulting existing research to inform their thinking.

In this Assignment, you will review existing research focused on the application of clinical systems. After reviewing, you will summarize your findings.

To Prepare:

  • Review the Resources and reflect on the impact of clinical systems on outcomes and efficiencies within the context of nursing practice and healthcare delivery.
  • Conduct a search for recent (within the last 5 years) research focused on the application of clinical systems. The research should provide evidence to support the use of one type of clinical system to improve outcomes and/or efficiencies, such as “the use of personal health records or portals to support patients newly diagnosed with diabetes.” NURS 6051 Week 8 Assignment: Literature Review: The Use of Clinical Systems to Improve Outcomes and Efficiencies.
  • Identify and select 5 peer-reviewed articles from your research.

The Assignment: (4-5 pages)

In a 4- to 5-page paper, synthesize the peer-reviewed research you reviewed. Be sure to address the following:

  • Identify the 5 peer-reviewed articles you reviewed, citing each in APA format.
  • Summarize each study, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described. Be specific and provide examples. NURS 6051 Week 8 Assignment: Literature Review: The Use of Clinical Systems to Improve Outcomes and Efficiencies

Analyze the impact of health care technology on the diabetic patient and diabetic specialize nurses, and family, population

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Analyze the impact of health care technology on the diabetic patient and diabetic specialize nurses, and family, population

Cite evidence from the literature that addresses the advantages and disadvantages of specific technologies, including research studies that present opposing views.

Determine whether the evidence is consistent with technology use you see in your nursing practice.

Identify potential barriers and costs associated with the use of specific technologies and how those technologies are applied within the context of this problem.

Explain how care coordination and the utilization of community resources can be used to address the patient, family, or population problem.

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Cite evidence from the literature that addresses the benefits of care coordination and the utilization of community resources, including research studies that present opposing views.

Determine whether the evidence is consistent with how you see care coordination and community resources used in your nursing practice.

Identify barriers to the use of care coordination and community resources in the context of this problem. Analyze state board nursing practice standards and/or organizational or governmental policies associated with health care technology, care coordination, and community resources. Analyze the impact of health care technology on the diabetic patient and diabetic specialize nurses, and family, population

NURS FPX 4010 Assessment 1 Collaboration and Leadership Reflection Video

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NURS FPX 4010 Assessment 1 Collaboration and Leadership Reflection Video

Description

 

Assessment #1 Instructions: Running head: Collaboration and Leadership Reflection Video.

  • For this assessment you will create a 5-10 minute video reflection on an experience in which you collaborated interprofessionally, as well as a brief discussion of an interprofessional collaboration scenario and how it could have been better approached.Interprofessional collaboration is a critical aspect of a nurse’s work. Through interprofessional collaboration, practitioners and patients share information and consider each other’s perspectives to better understand and address the many factors that contribute to health and well-being (Sullivan et al., 2015). Essentially, by collaborating, health care practitioners and patients can have better health outcomes. Nurses, who are often at the frontlines of interacting with various groups and records, are full partners in this approach to health care.Reflection is a key part of building interprofessional competence, as it allows you to look critically at experiences and actions through specific lenses. From the standpoint of interprofessional collaboration, reflection can help you consider potential reasons for and causes of people’s actions and behaviors (Saunders et al., 2016). It also can provide opportunities to examine the roles team members adopted in a given situation as well as how the team could have worked more effectively.As you begin to prepare this assessment you are encouraged to complete the What is Reflective Practice? activity. The activity consists of five questions that will allow you the opportunity to practice self-reflection. The information gained from completing this formative will help with your success on the Collaboration and Leadership Reflection Video assessment. Completing formatives is also a way to demonstrate course engagementNote: The Example Kaltura Reflection demonstrates how to cite sources appropriately in an oral presentation/video. The Example Kaltura Reflection video is not a reflection on the Vila Health activity. Your reflection assessment will focus on both your professional experience and the Vila Health activity as described in the scenario. NURS FPX 4010 Assessment 1 Collaboration and Leadership Reflection Video

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  • References

    Saunders, R., Singer, R., Dugmore, H., Seaman, K., & Lake, F. (2016). Nursing students’ reflections on an interprofessional placement in ambulatory care. Reflective Practice, 17(4), 393–402.Sullivan, M., Kiovsky, R., Mason, D., Hill, C., & Duke, C. (2015). Interprofessional collaboration and education. American Journal of Nursing, 115(3), 47–54.

  • DEMONSTRATION OF PROFICIENCY

    • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
      • Identify how poor collaboration can result in inefficient management of human and financial resources supported by evidence from the literature.
    • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
      • Reflect on an interdisciplinary collaboration experience noting ways in which it was successful and unsuccessful in achieving desired outcomes.
      • Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work more effectively together. NURS FPX 4010 Assessment 1 Collaboration and Leadership Reflection Video
    • Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
      • Identify best-practice leadership strategies from the literature, which would improve an interdisciplinary team’s ability to achieve its goals.
    • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
      • Communicate in a professional manner that is easily audible and uses proper grammar. Format reference list in current APA style.

    PROFESSIONAL CONTEXT

    This assessment will help you to become a reflective practitioner. By considering your own successes and shortcomings in interprofessional collaboration, you will increase awareness of your problem-solving abilities. You will create a video of your reflections, including a discussion of best practices of interprofessional collaboration and leadership strategies, cited in the literature.

    SCENARIO

    As part of an initiative to build effective collaboration at your Vila Health site, where you are a nurse, you have been asked to reflect on a project or experience in which you collaborated interprofessionally and examine what happened during the collaboration, identifying positive aspects and areas for improvement.You have also been asked to review a series of events that took place at another Vila Health location and research interprofessional collaboration best practices and use the lessons learned from your experiences to make recommendations for improving interprofessional collaboration among their team. Your task is to create a 5–10 minute video reflection with suggestions for the Vila Health team that can be shared with leadership as well as Vila Health colleagues at your site. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment.

    INSTRUCTIONS

    Using Kaltura, record a 5–10 minute video reflection on an interprofessional collaboration experience from your personal practice, proposing suggestions on how to improve the collaboration presented in the Vila Health: Collaboration for Change activity. Be sure that your assessment addresses the following criteria. Please study the scoring guide carefully so you will know what is needed for a distinguished score:

    • Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes.
    • Identify how poor collaboration can result in inefficient management of human and financial resources, citing supporting evidence from the literature.
    • Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one author from the literature.
    • Identify best-practice interdisciplinary collaboration strategies to help a team achieve its goals and work together, citing the work of at least one author.
    • Communicate in a profe ssional manner, is easily audible, and uses proper grammar. Format reference list in current APA style. NURS FPX 4010 Assessment 1 Collaboration and Leadership Reflection Video

    You will need to relate an experience that you have had collaborating on a project. This could be at your current or former place of practice, or another relevant project that will enable you to address the requirements. In addition to describing your experience, you should explain aspects of the collaboration that helped the team make progress toward relevant goals or outcomes, as well as aspects of the collaboration that could have been improved.A simplified gap-analysis approach may be useful:

    • What happened?
    • What went well?
    • What did not go well?
      • What should have happened?

    After your personal reflection, examine the scenario in the Vila Health activity and discuss the ways in which the interdisciplinary team did not collaborate effectively and the negative implications for the human and financial resources of the interdisciplinary team and the organization as a whole.Building on this investigation, identify at least one leadership best practice or strategy that you believe would improve the team’s ability to achieve their goals. Be sure to identify the strategy and its source or author and provide a brief rationale for your choice of strategy.Additionally, identify at least one interdisciplinary collaboration best practice or strategy to help the team achieve its goals and work more effectively together. Again, identify the strategy, its source, and reasons why you think it will be effective.You are encouraged to integrate lessons learned from your self-reflection to support and enrich your discussion of the Vila Health activity.You are required to submit an APA-formatted reference list for any sources that you cited specifically in your video or used to inform your presentation. The Example Kaltura Reflection will show you how to cite scholarly sources in the context of an oral presentation.Refer to the Campus tutorial Using Kaltura [PDF] as needed to record and upload your reflection. NURS FPX 4010 Assessment 1 Collaboration and Leadership Reflection Video

    ADDITIONAL REQUIREMENTS

    • References: Cite at least 3 professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.
    • APA Reference Page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video.
      • You may wish to refer to the Campus APA Module for more information on applying APA style.

    Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

  • SCORING GUIDE

    Use the scoring guide to understand how your assessment will be evaluated. NURS FPX 4010 Assessment 1 Collaboration and Leadership Reflection Video

 

NURS FPX 4040 Assessment 4 Informatics and Nursing Sensitive Quality Indicators

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NURS FPX 4040 Assessment 4 Informatics and Nursing Sensitive Quality Indicators

Today, we will be discussing the Importance of Nursing-Sensitive Quality Indicators;

Safety culture and patient outcomes can be greatly influenced by the quality of nursing care delivered.  In 1998, the American Nursing Association founded the National Database of Nursing Quality Indicators, a national database charged with providing annual and quarterly reports of the process, structure, and outcomes to assess patient care at the unit level. Before its establishment, there existed a link between nurse staffing and patient outcomes, but more information and reporting were required to assess other indicators of nursing care at the unit level. The National Database of Nursing Quality Indicators (NDNQI) became the first national database to collect data on the unit level. Today, the database supplies healthcare centers with performance reports that permit hospital administrators to compare their data with other important information, national averages, and percentile rankings. An important part of the equation as regards the establishment of evidence-based practice guidelines is the nursing-sensitive quality indicators (NSIs). Nursing-sensitive quality indicators are criteria for alterations in the health condition of a person that can be directly affected by the nursing care and form the basis for evaluating the quality of patient care. These indicators identify the structure of care and care processes that eventually affect nursing care outcomes.  NURS FPX 4040 Assessment 4 Informatics and Nursing Sensitive Quality Indicators

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Initially, the American Nursing Association identified 10 nursing quality sensitive indicators such as patient falls, pressure ulcers, patient satisfaction with nursing care, and nurse job satisfaction among others. Since then, this list has been refined and expanded countless times with new indicators coming in yearly. In this tutorial training, I will be discussing the nursing quality sensitive indicator of patient falls which reflects the aspects of process and outcome nursing care. I work in an acute care setting in which patient falls and its associated injuries are not only devastating to clinicians and patients but also the entire healthcare system.  In the United States, about 700k-1Million falls occur in hospitals and cost the healthcare system about $50 billion. According to Tzeng and Yin (2017), patients who have fallen are more likely to spend 6.3 days more days in the hospital compared to their unfallen counterparts. Clinically, the client may have endured a break or may no longer be stable after this fall. In terms of health, falls can lead to a lesser quality of life for the elderly, cause disabilities, functional decline, and reduce independence. Financially, the healthcare organization is liable for any surgeries, tests, or x-rays that happen due to a patient’s fall. In this view, it is important to implement a monitoring system to reduce incidences of patient fall and the amount spent for a patient sitter. In the words of Rheaume and Fruh (2015), those at risk-fall patients should be identified, closely monitored and requests for help should be responded to fast.  A recent study by Spring Abor University (2019) has shown that one-third of hospital falls can be prevented and nurses have a crucial role to play in patient safety. As new nurses, you should be familiar with falls when providing patient care as falls can lead to lacerations, internal bleeding, fractures, and other injuries that can burden medical care use.

One important principle of quality measurement is that if you cannot measure it, then you cannot improve it. As part of a quality improvement program, therefore, fall rates, as well as fall prevention practices, should be counted and monitored. By monitoring performance, we can ascertain whether nursing care is improving, worsening, or staying the same in order to formulate efforts to alter the practice. Besides, monitoring will help us understand where we are starting from and whether our gains are sustainable. At provident, we regularly count the number of falls and the number of occupied bed days on the unit, fall risk factors and actions taken to lower the risk, and monitoring for interdisciplinary involvement in the implementation team. Since patients within this facility come and go quickly, we use the hospital information system to calculate the average daily census on the unit or hospital at large for a specific period. The hospital has implemented the Fall Prevention Program (FPP) and uses the Tracking Record for Improving Patient Safety (TRIPS) tool to measure falls, patients who fall, and patients with multiple falls and serious injuries related to falls. The nurse uses the information recorded on the TRIPS form to identify fall-related trends. On rare occasions, nurses are asked to choose a point in time daily that is convenient to check the number of occupied beds in their units and record that number daily which is then tallied.

The management at Provident hospital disseminates the information obtained on patient falls to the unit staff and major stakeholders. Monthly rates are usually posted in areas where all healthcare staff can see how well the unit is performing. More so, reports are sent to organizational leadership for strategic decision-making. The hospital understands that the dissemination of information is critical to quality improvement efforts. Another way the hospital uses data is by investigating what caused the occurrence of each fall, especially those that caused an injury. Root cause analysis is used to understand the reasons for a failure in the system. Two types of root cause analyses are done at our facility: individual and aggregate. Root cause analysis at the individual level is conducted by the unit team immediately following a fall. With aggregate root cause analysis, the implementation team reviews all fall that happened on a quarterly and yearly basis. The team then determines the primary causes of falls within the healthcare setting or on units by use of incident report information gathered in a standard fashion. Thereafter, changes to curb these causes are implemented. Reports that can be reviewed as part of an aggregate root cause analysis are prepared by staff from the hospital’s Quality Management department.

Nurses at Provident play a pivotal role in supporting accurate reporting and high-quality results. First, nurses are directly involved in nearly all elements of hospital quality, including but not limited to bedside and medication management, helping with surgeries, collecting and reporting patient data, and patient care. Besides, nurses oversee other healthcare providers such as caregivers, LPNs, and patient care technicians. More so, nurses are tasked with assessing and monitoring clients as well as doing immediate interventions to prevent or lower the risk of health complications. Lastly, nurses on shift or rather attending nurse helps educate patients and their family members and provide discharge guidelines before leaving the facility.  Because of this, all efforts to train them and retain their value need to be dealt with. in the end, nurses will pass the same care and value to their clients.

References

Afaneh, T., Abu-Moghli, F., & Ahmad, M. (2021). Nursing-sensitive indicators: a concept analysis. Nursing Management, 28(3).

Lucero, R. J., Lindberg, D. S., Fehlberg, E. A., Bjarnadottir, R. I., Li, Y., Cimiotti, J. P., … & Prosperi, M. (2019). A data-driven and practice-based approach to identify risk factors associated with hospital-acquired falls: applying manual and semi-and fully-automated methods. International journal of medical informatics, 122, 63-69.

Montalvo, I. (2007). The national database of nursing quality indicators (NDNQI®). OJIN: The Online Journal of Issues in Nursing, 12(3), 112-214.

Moser, S. (2021). Fall Prevention: Remote Video Monitoring.

Rheaume, J., & Fruh, S. (2015). Retrospective case reviews of adult inpatient fall in the acute care setting. Medsurg Nursing, 24(5), 318-325.

Spring Arbor University. (2019). Fall prevention precautions: The nurse’s role | Spring arbor University. Online Masters Programs | Spring Arbor University Online. https://online.arbor.edu/news/advanced-nursing-and-your-role-fall-prevention#:~:text=Fall

Tzeng, H. M., & Yin, C. Y. (2017). A multihospital survey on effective interventions to prevent hospital falls in adults. Nursing Economics, 35(6), 304-314. NURS FPX 4040 Assessment 4 Informatics and Nursing Sensitive Quality Indicators

NURS FPX 4060 Assessment 2 Community Resources

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NURS FPX 4060 Assessment 2 Community Resources

The World Health Organization (WHO) is a specialized working branch of the United Naitons that plays a vital role in promoting the public health and health workers’ safety.  The goal of the WHO is help all the people in the world to attain highest levels of health. The WHO’s headquarter is in Geneva, Switzerland with more than 150 officers worldwide. The WHO provides resources, assets, and guidance to healthcare professionals to promote health to make the world a safer and better place (Aryeetey, 2018).

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Mission and Vision of the World Health Organization  

The mandate of the WHO is to contribute worldwide to promote citizens’ health and serve the vulnerable populations to ensure wellbeing. The WHO has been playing a leading role in public health goals to eradicate HIV AIDS, COVID-19, and malaria, etc. The mission of the organization is to enhance the health level of populations including rural and urban global populations. This goal is to be achieved through education, outreach, research, awareness, and by providing financial and technological resources. Moreover, the long-term vision of the WHO is to develop and implement public health solutions and resources to help health are professional increase their competencies to promote safe workplaces and to improve the life quality of people.

How the WHO Promotes Public Health and Safety

The efforts of the WHO have been adorable for health promotion that ensures the control of citizens over harmful diseases by focusing on individual behaviors and environmental interventions. The emphasis of the WHO is on strengthening the infrastructure of global healthcare organizations to improve their financial stability and promote healthcare quality in urban areas. Moreover, the organization has improved the capacity for health promotion by creating many promoting programs and settings in the United States and also improved school-based health programs in Western Pacific regions (Schneider, 2020). For instance, the organization’s Northern Health Pacific Promotion Leadership (ProLEAD) program has helped to improve the life-quality of many vulnerable mothers and children through workshops.  Moreover, the Regional Action Plan for Health Promotion in Sustainable Development Goals 2030is the vital publication that focus on the goals of improving urban health to produce healthy cities. The WHO Collaboration Center for Healthy Cities Urban and Rural have been doing significant policy research in Republic of Korea, China, and Japan.  Furthermore, since the 1980s, the idea of creating supportive environments with a focus on health has helped the organization to promote infrastructure. The Global Conference on Health in China in 2016 helped the organization to increase the role of sustainable development goals’ achievement. Therefore, organizational development is the key initiative of the WHO to improve its administration and management (Matricardi, 2020). NURS FPX 4060 Assessment 2 Community Resources

Moreover, the Global Patient Safety Collaborative by the WHO also considers and ranks patient’s safety to help organizations boost their quality outcomes. The organization stresses on building integrative leadership, promoting nursing education, and embracing technologies to fight a range of diseases. The scale vaccination schemes of the WHO also helped through National Health Programs to fight people from polio and malaria.

Organization’s Ability to Promote Equal Opportunity and Improve Life Quality 

NURS FPX 4060 Assessment 2 Community Resources

The purpose and main objective of the WHO is to create sustainable societies in the middle of COVID-19 and other deadly diseases like cancer and HIV AIDS. The organization suggests considering cultural factors as the key to grow more inclusive healthcare systems. Due to several social, polities, encomic, and linguistic problems, accessing healthcare services for people in difficult. This is the reason people in Asia and African continent often fail to receive equal and fair healthcare services and resources in many public or private residential care centres. The WHO has advocated the philosophy of promoting equality and equal opportunity to support the vulnerable populations of children and adults. This implies that WHO’s efforts support people’s rights which should be respected and protected by healthcare organizations and nurses.  For instance, a few programs relate to advocating against discrimination and provide psychological support to people of different cultures with integration of cultural mediators (Matricardi, 2020). Therefore, the organization helps to reduce racism and gender stereotypes through educational programs and also helps fight cultural barriers to save people from complex healthcare issues. The organization promotes the concepts of justice and equality in everyone’s lives and strives to reach refugee populations in America, Africa, and across borders to help migrant workers.  Moreover, the organization has broken the barriers toward creating more equitable healthcare systems by improving access to child and material health care services. The organization stresses creating gender and discriminatory laws and policies to impede HIV and gender inequality in hospitals (Harkened et al.,2019). The WHO suggests that countries must consider health inequalities important and learn how gender norms and unequal power can ruin health care systems. Therefore, ethnic minorities in America have benefited from the WHO’s initiatives to help low-income women regain health. NURS FPX 4060 Assessment 2 Community Resources

The Impact of Funding Sources, Policy, and Legislation on Services 

Legislations, rules, and policies are important which provide laws and standard to people and organizations to follow. The WHO can follow a course of action by fulfilling its legislative commitments.  The financial resources of the WHO are derived from the United States with almost $853 million in 2019. The second largest donor of resources is the United Kingdom with $464 million in 2018 in addition to Bill and Melinda Gates Foundation funding $455 million in 2019 (Budd, 2020). The organization uses government contracts and grants to arrange funds for charitable causes and improving health and safety of people and workplaces. Some countries pay assessed contributions to remain the member of the WHO. In addition, the voluntary contributions from member states and their partners have been vital from Norway, Belgium, France, Luxemburg, Spain, Netherlands, Austria, and Sweden to ensure the public health safety. This funding helped the WHO to reduce the impact of substance abuse, smallpox, malaria, and HIV in less developed countries.

Moreover, the non-member countries also offer resources to the WHO in South Asian countries to enhance the education of public health workers. Lately, there has been a struggle of policy-makers for formulating viable budgets to help the WHO and UNICEF achieve their goals.  The Prime Minister of Finland has helped the organization to create a welfare society in Finland to reinforce economic structures for the enhancement of public health and sustainable growth.

How the WHO Promotes Public Health and Safety of Local Community

NURS FPX 4060 Assessment 2 Community Resources

The WHO as a vital part of the UN also made a 10-year collaboration plan for improving mental growth of adolescents in the United States. The organization plays a mammoth role in in improving overall education, healthcare, and training of public. The national regulatory organizations implement WHO’s policies. For instance, the Global Safety Action Plan of 2021-2030 helps to promote health care and safety as a part of sustainable development goals.  The organization works under the robust agendas of the national government to adopt viable policies. For instance, the maternal health promotional programs helped thousands of women to improve the childcare and their own health by reducing the growing rates of child mortality (Beaglehole, 2004). The organization’s efforts have also helped communities to overcome the challenge of malnutrition in Africa and America to enhance the health of vulnerable people. This is supported by the viable Food Security Initiative that allows everyone to have access to proper food.

How Nurses Might Become Involved with the Organization

As vital players and advocates of healthcare, nurses can help the WHO and benefit from its guidelines and policies to enhance safe and efficient patient care. The WHO has almost 70% female workforce who can work in collaborative and autonomous care setups. The WHO helps them to know the right medication and drug administration procedures to improve community’s health. Nurses can benefit from free training programs to learn more about healthcare models and techniques based on technologies. Finally, nurses can gain understanding of nursing policies and plan new ways to improve professions like maternal care and dentistry (Aryeetey, 2018).

References 

Aryeetey, R., & Dykes, F. (2018). Global implications of the new WHO and UNICEF implementation guidance on the revised Baby‐Friendly Hospital Initiative. Maternal & child nutrition, 14(3), e12637.

NURS FPX 4060 Assessment 2 Community Resources

Beaglehole, R., & Bonita, R. (2004). Public health at the crossroads: achievements and prospects. Cambridge University Press.

Budd, J., Miller, B. S., Manning, E. M., Lampos, V., Zhuang, M., Edelstein, M., … & McKendry, R. A. (2020). Digital technologies in the public-health response to COVID-19. Nature medicine, 26(8), 1183-1192.

Härkänen, M., Vehviläinen-Julkunen, K., Murrells, T., Rafferty, A.M. and Franklin, B.D. (2019). Medication administration errors and mortality: incidents reported in England and Wales between 2007 ̶ 2016. Research in Social and Administrative Pharmacy, 15(7), pp.858-863.

Matricardi, P. M., Dal Negro, R. W., & Nisini, R. (2020). The first, holistic immunological model of COVID‐19: implications for prevention, diagnosis, and public health measures. Pediatric Allergy and Immunology, 31(5), 454-470.

Schneider, M. J. (2020). Introduction to public health. Jones & Bartlett Learning. NURS FPX 4060 Assessment 2 Community Resources

 

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