Reflect upon the learning that you have accomplished throughout the previous weeks, and assess your achievement of each of the five course outcomes.

• CO 1: Discern leadership approaches that facilitate achievement of health outcomes through interprofessional collaborative practice within micro-, meso-, and macro-level systems.
• CO 2: Appraise the role of the MSN-prepared nurse to lead safe, efficient, ethical, high-quality, person-centered healthcare across complex systems.
• CO 3: Integrate communication modalities that convey cultural humility, value the diverse nature of individuals, and cultivate healthful work environments.
• CO 4: Apply change and leadership theories to plan sustainable, evidence-based quality improvement within an atmosphere that supports care for self and others.
• CO 5: Recognize individual strengths and opportunities for enhancement regarding leadership characteristics reflective of a MSN-prepared nurse.

For each course outcome, explain the learning that you accomplished. Include at least specific learning activity or assignment that contributed to your achievement of that outcome, and explain how it supported your learning.

Conclude with your plans for continued professional development of leadership competency within your future MSN role.

Include current, peer-reviewed scholarly support (outside of class resources) to validate your work.

  

Competency

Describe different quality methods within healthcare.

Course Scenario

Chaparral Regional Hospital is a small, urban hospital of approximately 60 beds, and offers the following:

• Emergency room services
• Intensive care
• Surgical care
• Obstetrics
• Diagnostic services
• Some rehabilitation therapies
• Inpatient pharmacy services
• Geriatric services
• Consumer physician referral services

Recently, the CEO has been hearing complaints from both patients and staff, varying from long wait times to rude physicians. You have been hired to design and implement a Quality Improvement Plan to help uncover quality problems and to satisfactorily resolve them.

Instructions

The CEO has received some resistance from the Board on undertaking a QI program. She has asked you to develop a set of talking points on the pros and cons of common measurement techniques used in healthcare that she can use the next time she runs into a Board member.

Talking points are used to quickly explain something by condensing it into a compelling, but easily digestible, list. If the goal is to increase support for a QI program, the talking points must provide the ideas she needs to convey in order to achieve the goal.

Your talking points should be submitted in a Word document minimum 2 pages. Your talking points should include the pros and cons of implementing a QI program.

Upon completion of your talking points, please prepare a PowerPoint presentation 6 slides with narration where you will explain each talking point to the CEO so they clearly understand and can answer questions from the Board. 

APA formatting for the talking points, and proper grammar, punctuation, and form are required.

1. Length of PowerPoint is secondary to the quality of the      presentation as a whole.
2. Highlight specific pros and cons of QI programs.
3. Use the Notes area on each slide as needed to expand on      the key points.

 

The Pacific Healthcare Case Analysis

Procurement Evaluation

Procurement Solutions

Conclusion

Questionnaire

1. What alternatives should Barney Rubble consider when addressing the problem?

2. Should Pacific’s supply policies allow for any medical staff personnel to control sourcing decisions?

3. What are the advantages and disadvantages of staying with Kodak—or changing suppliers? How would you evaluate these?

4. What action could Mr. Rubble have taken prior to Mr. Howell’s death to obtain reduced film prices?

The Professional Capstone and Practicum course requires students to select a course mentor. This mentor is not a preceptor, but an individual who will guide students as they work to complete the practice immersion hour requirements for this course. Students are not required to “shadow” their mentor.

The course mentor should be someone who can provide professional development knowledge and guidance and who possesses a genuine interest in working with students to further their academic goals.

Selection, approval, and retention of a course mentor must be completed as soon as possible at the start of this course, as this individual will be working with the student on each assignment that incorporates practice immersion hours. Working with a course mentor is mandatory.

Once a course mentor has agreed to serve in the role, you must complete and submit the following required documentation so that practice experiences can begin in a timely manner:

1. Field Experience Site Information Form
2. Qualified Mentor/Preceptor Summary Form
3. Mentor’s license, certification, and resume/curriculum vitae

The student is responsible for obtaining all signatures for the paperwork submission. Course faculty will approve all sites and mentors according to student learning needs and specific course objectives.

Do not initiate new work on practice-immersion-hour-based course assignments until your course instructor has approved your course mentor.

Once a course mentor is approved, students should contact the mentor within 1 week of receiving the approval notification. Students are encouraged to make an appointment to meet with their mentor in person and arrange to review the NRS-490 course objectives and the Individual Success Plan (ISP).

For more specific information on the course mentor process and roles and responsibilities, refer to Section Three of the Guidelines for Undergraduate Field Experiences resource.

  

Scholarly Product Development

As noted in previous weeks of the course, collegial collaboration can broaden your perspective and help you to generate new ideas. How might this be true for the development of a scholarly product for dissemination?

In this Discussion, you and your colleagues share insights related to dissemination, including how dissemination relates to your development as a scholar-practitioner and as a nurse leader.

To prepare:

• Reflect      on the process you engaged in (with your Instructor or committee chair) of      selecting the journal or other format for your DNP Project scholarly      product for dissemination. What are the strengths and limitations of the      forum you selected?
• What      insights have you gained through developing this product? (You may also      wish to reflect on insights gained through your oral presentations.)
• What      other forums could be appropriate for disseminating the findings of your      DNP Project? (Consider involvement in professional organizations, for      instance.)
• How      does dissemination relate to your development as a scholar-practitioner      and a nurse leader?

By tomorrow Tuesday 7/30 6 pm write a minimum of 550 words essay in APA format with at least 3 scholarly references. Include the level one headers as numbered below: 

Post a cohesive response that addresses the following:

1) Describe the format/ forum you selected for your DNP Project (electronic health record) scholarly product for dissemination. 

2) Discuss the strengths and limitations of the approach you selected.

3) Describe two or more other ways to disseminate the findings, discussion, and implications of your DNP Project (electronic health record).

4) Explain how dissemination relates to your development as a scholar-practitioner and a nurse leader.

Required Readings

Ousley, A. L., Swarz, J. A., Milliken, E. L., & Ellis, S. (2010). Cancer education and effective dissemination: Information access is not enough. Journal of Cancer Education, 25(2), 196–205.

This article details the results of a Practitioner Information Needs survey that was administered to five different types of practitioners involved in cancer care.

 

Walsh, N. (2010). Dissemination of evidence into practice: Opportunities and threats. Primary Health Care, 20(3), 26–30.

This article reports on research into the perceived barriers that may impede the implementation of evidence-based practice.

Required Media

Laureate Education, Inc. (Executive Producer). (2012a). Developing a scholarly product for dissemination. Baltimore, MD: Author.

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

In this media presentation, Dr. Kris Mauk shares her DNP Project poster created for a presentation at the Association of Rehabilitation Nurses National Conference.