1-In having an idea on improving patient care and wanting to approach upper management for support, one could approach management using the following communications tools. Prior to approaching upper management with a quality improvement idea using oral communication, one would have to conduct research on the topic gathering all facts and necessary data. One could reach out to upper management using written business communication via e-mail requesting a meeting to present the idea (GCU, 2018). The e-mail should be clear, short, and concise containing a brief explanation stating the reason for the meeting in which one will briefly present the quality improvement idea, background information and the importance of why action and support is needed, including how this will improve patient outcomes (GCU, 2018).

During the initial meeting with upper management, one would use both verbal communication, and technology, by the use of a PowerPoint presentation, in order to gain support (GCU, 2018) all while trying to remain calm and focused while speaking in front of a group. The PowerPoint presentation should include the objectives of the idea/project, any supported data based on evidence-based practice, what the idea consists of and why it would improve patient care, the support and/or funds required, and projected patient and financial outcomes.

It may take a few meetings prior to management agreeing with the project. They may come back at you with different ideas and/or suggestions of how one should proceed, however if you believe in your project you will choose your battles and hold firm on aspects of the project that you believe to be true. We must not forget that we work on the unit, we know the staff, we know the routine, and we know what is, and what is not being done on the unit.

Reference

Grand Canyon University [GCU] (2018). NRS-451V Lecture 2: Roles and Responsibilities in Leadership and Management. Retrieved from

https:// lc-upgrad3.gcu.edu/learningPlatform

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2-Effective communication is essential for understanding and interpreting information, perceptions, and meaning from person to person (Huber, 2014). When proposing an idea to upper management to support and fund, the style of communication will need to be direct and strategic for your vision to be seriously considered. After researching your audience and preferred style of presentation, you will develop the proper medium for your presentation to be most effective. Strategic planning and a written plan are used to determine how to maximize the delivered message (Huber, 2014). Many people choose to do a powerpoint presentation, utilize visual boards, or make handouts that will allow the management to share your vision. Benefits to using a visual medium will be that management will have a clear idea of what you are proposing and will be able to take home and ponder the issue. Including evidence based research and positive outcomes can be utilized as leverage for your proposal. Tools that are effective for getting the management team to share your vision would be using strategies such as persuasion and negotiation. According to Huber (2014), people are more willing to commit themselves when they see personal benefits. If you can prove that your idea will not only help the unit, but also benefit the upper management team, they will likely support and fund your idea.

Huber, D. (2014). Leadership and nursing care management (5 th ed.). St. Louis: Elsevier

3-Patient safety is one of our high reliability organization (HRO) topics of concern in today’s healthcare.  From the many ways to improve patient safety, I would pick one idea to bring to the upper management to support and fund.  First I would research the latest evidence base practice with statistics and outcomes: collect strong facts and data to support your idea.  Then discuss the idea with my manager to bring a change in our unit through effective communication. Get to the point; be clear and specific so that your listeners don’t get impatience.  Managers want to know the benefits for the patient and not just data (Grant, 2017). As a caring person and nurse, I would be a servant leader and want and have the desire to serve my patients. 

I would communicate my idea for patient safety to the upper management through a power point presentation.  I believe this is the best approach for managers to see my proposal clearly and to succeed in their support and funding. I will present with empathy by listening to comments and recommendations.  Emotional intelligence and stewardship plays an important to built trust and promise for our patients.  My mission and values will be clearly identified to lead to higher satisfaction of patient care/safety by creating goals and facilitating decision making contribution to my organization (Lecture 3, 2013).

Each color slide with diagrams, pictures, graphs and charts will contain:

1. Reason      for an improvement
2. State      the current practice
3. State      the improved evidence base practice
4. State      patient improve outcomes
5. State      the objectives
6. Give      a time frame
7. Piloting      the idea on one unit at a time
8. Evaluation      and feedback of practice

I would also make my power point presentation into a handbook for members of management and coworkers for any suggestions, comments or changes.

References

Grant. A (2016) Your Guide to Communicating with Upper Management. Fast Company. Retrieved from https://www.fastcompany.com/3049998/your-guide-to-communicating-with-upper-management

Lecture 3 NRS-451VN. (2013). Applying Servant Leadership in Practice.  Retrieved from gcu.edu/student portal

Watch the “Diary of Medical Mission Trip” videos dealing with the catastrophic earthquake in Haiti in 2010. Reflect on this natural disaster by answering the following questions:

1. Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention. Provide innovative examples that have not been discussed by previous students.
2. Under which phase of the disaster do the three proposed interventions fall? Explain why you chose that phase.
3. With what people or agencies would you work in facilitating the proposed interventions and why?

One of the most challenging aspects of EBP is to actually identify the answerable question.
—Karen Sue Davies

Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.

In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions.

To prepare:

• Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.

• Review the section beginning on page 75 of the course text, titled, “Developing and Refining Research Problems” in the course text,( Marquis & Huston) which focuses on analyzing the feasibility of a research problem.

• Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem. (Refer to the PICOT question you earlier formulated for me on handwashing)

• Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.

• Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question? (once again refer to the PICO question you earlier formulated for me on: Does hand washing and appropriate staff dressing among the surgical ward nurses reduce cross infection during patient management)

• Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.

  To complete:

  Write a  4-page paper that includes the following:

• (1) A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice

• (2) The 5 questions you have generated and a description of how you analyzed them for feasibility

• (3) Your preliminary PICOT question and a description of each PICOT variable relevant to your question

• (4) At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections

   

  Reference:
  Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

   

  Readings

  • Polit, D. F., & Beck, C. T. (2012).  Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
    • Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 27–34)
    • Chapter 5, “Literature Reviews: Finding and Critiquing Evidence”

      In this chapter, you focus on conducting a literature review. Topics include how to identify the relevant literature on a given topic and then how to critique the strengths and weaknesses of the literature that you have found. Finally, the chapter examines how to synthesize the research findings into a written literature review.

  • Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12.
    Retrieved from the Walden Library databases.  

    This article emphasizes the importance of systematic reviews of literature. The authors present an overview of resources that may assist in conducting systematic reviews.

  • Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195.
    Retrieved from the Walden Library databases.

    This article reviews the features of the TREAD Evidence-Based Practice Model. In particular, the authors of this article stress how the model emphasizes the use of standardized critical appraisal tools and Level I evidence.

  • Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95.
    Retrieved from the Walden Library databases.

    This article describes a hierarchy of pre-processed evidence and how it is adapted to the public health setting. The authors identify a range of resources with relevant public health content.

  • Barker, J. (n.d.) Basic search tips and advanced Boolean explained. Retrieved August 3, 2012, from
    http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf

    This resource provides a graphical representation of different approaches to research and gives examples of each.

  • Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

    This article reviews the frameworks commonly used to assist in generating answerable research questions. The author recommends considering the individual elements of the frameworks as interchangeable (depending upon the situation), rather than trying to fit a situation to a specific framework.

  • Walden University Library. (2012). Levels of evidence. Retrieved from http://libraryguides.waldenu.edu/evidencepyramid

    This guide provides a listing of evidence-based clinical resources, including systematic reviews and meta-analyses, critically appraised topics, background information and expert opinions, and unfiltered resources.

  • Indiana State University. (n.d.). Database search strategies. Retrieved July 6, 2012, from
    http://libguides.indstate.edu/content.php?pid=118904&sid=1065428

    In this resource, the most common types of database searches are highlighted. It includes topics such as nesting searches, phrase searches, and using synonyms of key words in the search.

  • Library of Congress Online Catalog. (2008). Boolean searching. Retrieved from
    http://catalog.loc.gov/help/boolean.htm

    This web page provides a basic overview of Boolean searches and provides simple examples of key search terms.

  • Walden University. (n.d.b.). Searching and retrieving materials in the research databases. Retrieved August 10, 2012, from http://libraryguides.waldenu.edu/content.php?pid=162865&sid=1375878

    This resource provides tips for searching in the Walden Library. It includes a guide to keyword searches, an explanation of Boolean searches, and tips on locating specific journals or articles.

  • Document: Course Project Overview (Word document)
  •  

  Media

  • Laureate Education, Inc. (Executive Producer). (2012e). Finding resources for EBP. Baltimore, MD: Author. 

    Note: The approximate length of this media piece is 6 minutes.

    In this video, Dr. Marianne Chulay identifies sources where nurses can find evidence to support their practices. She provides several examples of resources that provide specific information about best practices in health care.
  • Laureate Education, Inc. (Executive Producer). (2012f). Finding sources of evidence. Baltimore, MD: Author. 

    Note: The approximate length of this media piece is 9 minutes.

    Dr. Kristen Mauk explains the process of performing a literature review in this video. She provides advice for nursing students in browsing databases and analyzing sources of evidence.
  • Laureate Education, Inc. (Executive Producer). (2012g). Hierarchy of evidence pyramid. Baltimore, MD: Author. 

    This multimedia piece explains the hierarchy of evidence pyramid. The piece offers definitions and key information for each level of the pyramid.

   

   

Competencies

• Analyze the evolution of social media standards and practices and how it relates to the potential need for regulation of social media, along with ethical concerns.
• Evaluate psychological theories and their insights into the widely varying opinions and attitudes that are expressed through social media.
• Compare and contrast new social media marketing trends with more traditional forms of advertising.
• Assess the development of societal standards in relation to social media and how this can alter social norms in everyday life.
• Integrate the positive and negative effects of social media making global communication easily accessible.
• Design a personal plan to use social media to benefit the student both personally and professionally as well as minimize online mistakes and their impact.

Instructions

Social media use is critical to a dynamic and competitive brand, whether that brand is something you sell, a group home, a non-profit organization, or your self-image. This project will get you thinking about effective ways to shape your social media tools to make the most of your brand, to keep consumers talking and thinking about your brand, and to get interaction from those you seek to sell to or to help. You will take a look at what you post to social media, possible responses or reactions you will receive, as well as use social media trends and society controls to keep your brand meeting your goals.

Your final project should include a plan for the following: how you will utilize a minimum of four social media sites; what your target audience will be; your use of contacts, outreach, and advertising best practices; your posting do’s and don’ts; and explanations of your choices using the sources from the course and others you find.

If you have a real business, brand, or site to work on, you can start by putting the site profiles into the four social media sites you have chosen (e.g. Facebook, Twitter, etc.). Screenshots will work for these that you have really made. If you don’t really have a business or brand, you do not need to create faux profiles. However, you should write the information you would include in your profile for each one.

In summary, your plan should contain:

• An introduction to your brand or company
• Your social media goals and general goals for the brand
• An analysis of the market comparables — similar businesses/nonprofits/brands, including what has been successful and what hasn’t worked for at least 3 good comparable brands
• Discussion of societal norms for those comparables. What seem to be the “rules” they follow? Is there open or tacit regulation you’ve noticed? Include how you can expand your influence globally by overcoming potential language and culture barriers 
• An analysis of advertising and its necessity along with the type of advertising you would do and why
• An outline of the audience you intend to reach and how to reach them. Be sure to take into account the factors that are in play when attempting to reach an audience that includes a wide range of ages (consider generational differences)
• A plan for how to use your contacts and add new ones when publicizing and staying connected
• A plan for each of four social media sites, including profile information and posting ideas
• Analysis of any of the theories you would use
• A conclusion

Your project lengths will depend on how much depth you put into your analysis of each section, but to give you a general idea, several paragraphs for most of the bullet points is a good length, and should result in a total of around 10 pages