Policy Proposal Presentation (Ass. 3) (1*) 2025

Record a slide presentation with Script for the presentation, supported by 8–12-slides, for one of the stakeholder groups identified in your Assessment 2 Policy Proposal, which addresses current performance shortfalls, the reasons why new policy and practice guidelines are needed to eliminate those shortfalls, and how the group’s work will benefit from the changes. It is important that health care leaders be able to clearly articulate policy positions and recommendations and garner buy-in and support from stakeholder groups for policy and practice changes in their organizations. Unfortunately, effective communication is often lacking. Consequently, it is important for health care leaders, when leading change, to ensure that clear and open communication is ongoing and informative. An important aspect of change leadership is the ability to address diverse groups of stakeholders and create buy-in and support for your ideas and proposals for change. This assessment provides you with an opportunity to demonstrate and hone these skills. Assessment Instructions Record a slide presentation, with audio voiceover, for one of the stakeholder groups you identified in your Assessment 2 Policy Proposal. Inform the group of current performance shortfalls, introduce the proposed policy, explain why the policy is needed, and present policy-driven practice guidelines to resolve the performance issue. You must also obtain buy-in from the group by explaining the positive effects of the policy and practice guidelines on their work. Note : Remember that you can submit all, or a portion of, your draft presentation to Smarthinking 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. Requirements The presentation requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for presentation format and length and for supporting evidence. Summarize your proposed organizational policy and practice guidelines. Identify applicable local, state, or federal health care policy or law that prescribes relevant performance benchmarks that your policy proposal addresses. Keep your audience in mind when creating this summary. Interpret, for stakeholders, the relevant benchmark metrics that illustrate the need for the proposed policy and practice guidelines. Make sure this is a brief review of the evaluation you completed in your Assessment 1 Dashboard Metrics Evaluation. Make sure you are interpreting the dashboard metrics in a way that is understandable and meaningful to the stakeholders to whom you are presenting. Explain how your proposed policy and practice guidelines will affect how the stakeholder group does its work. How might your proposal alter certain tasks or how the stakeholder group performs them? How might your proposal affect the stakeholder group’s workload? How might your proposal alter the responsibilities of the stakeholder group? How might your proposal improve working conditions for the stakeholder group? Explain how your proposed policy and practice guidelines will improve quality and outcomes for the stakeholder group. How are your proposed changes going to improve the quality of the stakeholder group’s work? How will these improvements enable the stakeholder group to be more successful? What evidence supports your conclusions or presents alternative perspectives? Present strategies for collaborating with the stakeholder group to implement your proposed policy and practice guidelines. What role will the stakeholder group play in implementing your proposal? Why is the stakeholder group and their collaboration important for successful implementation? Deliver a persuasive, coherent, and effective audiovisual presentation. Address the anticipated needs and concerns of your audience. Stay focused on key policy provisions and the impact of practice guidelines on the group. Adhere to presentation best practices. Proofread your presentation slides to minimize errors that could distract the audience and make it more difficult for them to focus on the substance of your proposed policy and practice guidelines. Example Assessment : You may use the Assessment 3 Example [PDF] to give you an idea of what a Proficient or higher rating on the scoring guide would look like. Presentation Format and Length You may use Microsoft PowerPoint or other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues. If using PowerPoint to create your presentation slides, you may use the SoNHS Professional Presentation Guidelines [PPTX] as a template. Be sure that your slide deck includes the following slides: Title slide. Presentation title. Your name. Date. Course number and title. References (at the end of your presentation). Apply current APA formatting to all citations and references. Your slide deck should consist of 8–12 slides, not including a title and references slide. Note : If you have technical difficulties in recording your audio, you may, in place of the audio, provide a complete script of what you intended to say in the notes section of each slide. If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations. Supporting Evidence Cite 3–5 sources of scholarly, professional, or policy evidence to support your analysis and recommendations. Portfolio Prompt : You may choose to save your presentation to your ePortfolio. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice. Explain how a proposed policy and practice guidelines will affect how a stakeholder group does its work. Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations. Summarize a proposed organizational policy and practice guidelines. Explain how a proposed policy and practice guidelines will improve quality and outcomes for a stakeholder group. Competency 3: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, to inform health care laws and policies for patients, organizations, and populations. Interpret, for stakeholders, the relevant benchmark metrics that illustrate the need for a proposed policy and practice guidelines. Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces. Present strategies for collaborating with a stakeholder group to implement a proposed policy and practice guidelines. Deliver a persuasive, coherent, and effective audiovisual presentation.

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DNP- Direct Practice Improvement (DPI) Project Proposal Chapter 2- Literature Review 2025

This is NOT a Research Project but a Quality Improvement Project Please do not refer to this project as a study but refer to it as a DPI project PLEASE FOLLOW THE SAMPLE OF DPI PROJECT ATTACHED TOPIC: Impact of Medication Administration Errors on 3-4-Year-old Leukemia Patients Chapter 2 of the Direct Practice Improvement (DPI) Project Proposal is titled “Literature Review” and expands upon work you completed in DNP-820 in the Develop a Literature Review assignment. Synthesis of the literature in the Literature Review (Chapter 2) defines the key aspects of the learner’s scholarly project, such as the problem statement, population and location, clinical questions, variables or phenomena (if relevant to the project), methodology and design, purpose statement, data collection, and data analysis approaches. The literature selected must illustrate strong support for the learner’s practice change proposal. General Requirements: Use the following information to ensure successful completion of the assignment: · Locate the “DPI Proposal Template” in the PI Workspace of the DC Network. · Locate the Develop a Literature Review assignment you completed in DNP-820. · Locate the “Research Article Chart” resource in the DC network Course Materials. · Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is 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 required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Directions: Use the “DPI Proposal Template” and the “Develop a Literature Review” assignment from DNP-820 to develop a draft of a literature review (Chapter 2) for your DPI Project Proposal. The literature review (Chapter 2) is required to be a minimum of 20-25 pages including a minimum of 50 scholarly citations . You have already completed some of this review in previous courses. No less than 85% of the articles must have been published in the past 5 years. Articles selected must provide strong, reliable support for the proposal. Use the following DPI proposal template’s criteria to create your draft Literature Review (Chapter 2): 1. Access and review the DPI Project Template for Chapter 2 criteria o Sections of this Chapter include: § Introduction to the Chapter and Background to the Problem § Theoretical Foundations § Review of Literature including Themes and Sub-themes § Summary 2. Using the Clinical Question/PICOT question components, identify at least two themes which will organize the literature review . 3. Identify at least three subthemes that relate to each theme (six subthemes total). 4. Identify at least three empirical or scholarly articles related to each subtheme (18 articles total). At least one article must demonstrate a quantitative methodology. 5. Use the “Research Article Chart” resource as a guide to: (a) analyze and synthesize the literature into your paper, (b) state the article title, (c) identify the author, (d) state the research question(s), (e) identify the research sample, (f) explain the research methodology, (g) identify the limitations in the study, (h) provide the research findings of the study, and (i) identify the opportunities for practice implementation. For scholarly, nonempirical articles, state the article title and author, and provide a brief contextual summary of the article

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Assessment 2025

Discussion question A 33-year-old Hispanic male is admitted and complains of a tingling sensation in his left leg, vertigo, and loss of balance. When you begin to perform intake history, you notice that his speech is slurred, his teeth are in need of repair, and he seems to be very drowsy. What other findings may you find in this individual? What would you think is the underlying cause of this patient’s complaint? How would you proceed with your assessment specifically for this patient?

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Outcome Measures, Issues, and Opportunities 2025

Draft a 6-page report on outcome measures, issues, and opportunities for the executive leadership team or applicable stakeholder group. Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented. SHOW LESS As a nurse leader, you may be called upon to submit a detailed report to your executive leadership team and key stakeholders that describes a quality or safety problem and its effects on outcomes, fully supported by relevant and credible data. This assessment provides an opportunity to draft such a report in which you can call attention to quality and safety issues and opportunities, effectively support your position, and lay out a plan for change. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Analyze quality and safety outcomes from an administrative and systems perspective. Identify typical quality and safety outcomes and their associated measures. Competency 3: Determine how specific organizational functions, policies, processes, procedures, norms, and behaviors can be used to build reliability and high-performing organizations. Analyze organizational functions, processes, and behaviors in high-performing organizations. Determine how organizational functions, processes, and behaviors support and affect outcome measures for an organization. Identify performance issues or opportunities associated with particular organizational functions, processes, and behaviors and the quality and safety outcomes they affect. Competency 4: Synthesize the various aspects of the nurse leader’s role in developing, promoting, and sustaining a culture of quality and safety. Outline a strategy for ensuring that all aspects of patient care are measured and that knowledge is shared with the staff. Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards. Write coherently and with purpose, for a specific audience, using correct grammar and mechanics. Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. Questions to Consider As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment. Organizational functions, processes, and behaviors can include leadership practices, communications, quality processes, financial management, safety and risk management, interprofessional collaboration, strategic planning, using the best available evidence, and questioning the status quo on all levels. What are some examples of organizational functions, processes, and behaviors related to the outcome measures and performance issues discussed in your executive summary? How would you implement change in addressing particular issues and opportunities? In what ways do stakeholders support outcome success? Assessment Instructions This assessment is based on the executive summary you prepared in the previous assessment. Preparation Your executive summary captured the attention and interest of the executive leadership team, who have asked you to provide them with a detailed report addressing outcome measures and performance issues or opportunities, including a strategy for ensuring that all aspects of patient care are measured. Note: Remember that you can submit all or a portion of your draft report to Smarthinking for feedback before you submit the final version for this assessment. However, be mindful of the turnaround time of 24–48 hours for receiving feedback, if you plan on using this free service. Requirements Note: The requirements outlined below correspond to the grading criteria in the Outcome Measures, Issues, and Opportunities Scoring Guide. Be sure that your written analysis addresses each point, at a minimum. You may also want to read the Outcome Measures, Issues, and Opportunities Scoring Guide and Guiding Questions: Outcome Measures, Issues, and Opportunities (linked in the Resources) to better understand how each criterion will be assessed. Drafting the Report Analyze organizational functions, processes, and behaviors in high-performing health care organizations or practice settings. Determine how organizational functions, processes, and behaviors affect outcome measures associated with the systemic problem identified in your gap analysis. Identify the quality and safety outcomes and associated measures relevant to the performance gap you intend to close. Create a spreadsheet showing the outcome measures. Identify performance issues or opportunities associated with particular organizational functions, processes, and behaviors and the quality and safety outcomes they affect. Outline a strategy, using a selected change model, for ensuring that all aspects of patient care are measured and that knowledge is shared with the staff. Writing and Supporting Evidence Write coherently and with purpose, for a specific audience, using correct grammar and mechanics. Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. Additional Requirements Format your document using APA style. Use the APA paper template linked in the resources. Be sure to include: A title page and reference page. An abstract is not required. A running head on all pages. Appropriate section headings. Properly-formatted citations and references. Your report should be 6 pages in length, not including the title page and reference page. Add your Quality and Safety Outcomes spreadsheet to your report as an addendum. Grading Rubric: 1- Analyze organizational functions, processes, and behaviors in high-performing organizations. Passing Grade: Analyzes organizational functions, processes, and behaviors in high-performing organizations, and identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the analysis). 2- Determine how organizational functions, processes, and behaviors support and affect outcome measures for an organization. Passing Grade: Determines how organizational functions, processes, and behaviors support and affect outcome measures for an organization, and identifies assumptions and reasons on which determination is based. 3- Identify typical quality and safety outcomes and their associated measures. Passing Grade: Identifies typical quality and safety outcomes and their associated measures, and evaluates the quality of the data. 4- Identify performance issues or opportunities associated with particular organizational functions, processes, and behaviors and the quality and safety outcomes they affect. Passing Grade: Identifies performance issues or opportunities associated with particular organizational functions, processes, and behaviors and the quality and safety outcomes they affect, and identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty. 5- Outline a strategy for ensuring that all aspects of patient care are measured and that knowledge is shared with the staff. Passing Grade: Outlines a strategy, using a selected change model, for ensuring that all aspects of patient care are measured and that knowledge is shared with the staff, highlighting opportunities for interprofessional collaboration. 6- Write coherently and with purpose, for a specific audience, using correct grammar and mechanics. Passing Grade: Writes coherently and with purpose. Grammar and mechanics are error-free. 7- Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. Passing Grade: Integrates relevant, credible, and convincing sources of evidence to support assertions. Sources are current, and citations and references are error-free.

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Evidence-Based Project, Part 3: Critical Appraisal of Research 2025

Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers. Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action. In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts. To Prepare: Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3. Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3. Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources. The Assignment (Evidence-Based Project) Part 3A: Critical Appraisal of Research Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3. Note : You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented. Part 3B: Critical Appraisal of Research Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research. By Day 6 of Week 7 Submit Part 3A and 3B of your Evidence-Based Project.

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