My topic is central line blood infection. APA format , scholar authors only, and 3 paragraphs. This does not include the references. 

Identify a measurable patient-centered practice problem related to quality or safety and relevant to your practice setting that you will also focus on in your Capstone Paper, and post a brief description of the problem and an explanation of why you selected it. Explain how the conversation you had with the key leader in your practice setting impacted your decision to address this particular practice problem. Be sure to support your practice problem with the literature that indicates the relevance of this problem for nursing practice. Provide evidence from your practice area and describe the data that is available.

You will not be collecting any data during the practice experience project; you will use data already available to you in your workplace or other practice setting. Think about the different kinds of data that is shared with you in your work area. For example, data may include patient satisfaction scores, medication error rates, fall, CLABSI or CAUTI rates. Analyzing the data available to you is how you will identify that a quality problem exists. Data identifies potential areas for improvement, and monitors the effectiveness of any changes. It is important to obtain baseline data before beginning a quality improvement project and to analyze results during and at the end of a project. 

Note: The practice problem must be related to patient outcomes. (Staffing cannot be your main practice problem for the completion of the Practice Experience Project and Capstone Paper.)

References:

Spath, P. (2018). Introduction to healthcare quality management (3rd ed.). Chicago, IL: Health Administration Press.
Chapter 1, “Focus on Quality” (pp. 1–12)
Chapter 2, “Quality Management Building Blocks” (pp. 13–34)
Preview Chapter 3, “Measuring Performance” (pp. 43–46)
 

Yoder-Wise, P. S. (2019). Leading and managing in nursing (7th ed.). St. Louis, MO: Mosby.
Chapter 1, “Leading, Managing, and Following” (pp. 1-18)
Chapter 2, “Clinical Safety: The Core of Leading, Managing and Following” (pp. 19-31)

Develop: Newspaper Article

Evaluation Title: Newspaper Article

Knowing the stories behind the people in World War II, write a newspaper article of from the perspective of one of the people during that time.

• You can choose to write from the perspective of one of the following characters:
  • a German soldier
  • a Japanese-American citizen
  • a Russian soldier
  • an American woman working to support the troops
  • a British citizen living in London during the bombings, or
  • a Government Official making decisions about their country’s activity in the war
• What do you want the rest of the world to know about your experience as that person during WWII?
• Explain why you think the way you do as that person.

Please be sure to validate your opinions and ideas with citations and references in APA format.

Estimated time to complete:  2 hours

Rubric

HU240 Unit 2 Assessment – Newspaper ArticleHU240 Unit 2 Assessment – Newspaper ArticleCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContentHU240-CO227.0 ptsLevel 5Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner.24.0 ptsLevel 4Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner with minor weaknesses in one or more of the areas.22.0 ptsLevel 3Partially expresses content knowledge with the assignment purpose. Expresses ideas in a complete, organized, clear, professional, and culturally respectful manner with weaknesses in these area.19.0 ptsLevel 2Partially expresses content knowledge with the assignment purpose. Ideas are partially expressed in an organized, professional, and culturally respectful manner with major weaknesses in these areas.16.0 ptsLevel 1Expresses limited content knowledge with the assignment purpose. Ideas are not expressed in a complete, organized, clear, professional, and/or culturally respectful manner.0.0 ptsLevel 0The assignment was not completed or there are no constructed concepts that demonstrate analytically skills and no evidences to support the content does not align to the assignment instructions27.0 pts
This criterion is linked to a Learning OutcomeAnalysisPRICE-P27.0 ptsLevel 5Constructs concepts related to course content, demonstrating strong analytical skills with strong evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.24.0 ptsLevel 4Constructs concepts related to course content, demonstrating strong analytical skills with evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.22.0 ptsLevel 3Constructs concepts related to course content, demonstrating analytical skills with some evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.19.0 ptsLevel 2Constructs concepts related to course content, demonstrating weak analytical skills with minimal evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.16.0 ptsLevel 1Constructs concepts related to course content, demonstrating inadequate evidence of analytical skills. There is minimal or no evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.0.0 ptsLevel 0The assignment was not completed or there was no evidence of constructed concepts that are supported by professional and personal subject knowledge through details, supporting evidence, and idea differentiation.27.0 pts
This criterion is linked to a Learning OutcomeTechnology15.0 ptsLevel 5Manipulates multiple technological resources to effectively implement all assignment requirements.14.0 ptsLevel 4Manipulates multiple technological resources to effectively implement most assignment requirements.12.0 ptsLevel 3Manipulates multiple technological resources to effectively implement some assignment requirements.11.0 ptsLevel 2Manipulates multiple technological resources for some assignment requirements.9.0 ptsLevel 1Manipulates technological resources to minimally meet some assignment requirements.0.0 ptsLevel 0The assignment was not completed or difficulties with technological manipulation were evident. The assignment submitted does not meet requriements.15.0 pts
This criterion is linked to a Learning OutcomeWriting10.0 ptsLevel 5The assignment exhibits a excellent command of written English language conventions. The assignment has no errors in mechanics, grammar, or spelling.9.0 ptsLevel 4The assignment exhibits a good command of written English language conventions. The assignment has no errors in mechanics, or spelling  with minor grammatical errors that impair the flow of communication.8.0 ptsLevel 3The assignment exhibits a basic command of written English language conventions. The assignment has minor errors in mechanics, grammar, or spelling that impact the flow of communication7.0 ptsLevel 2The assignment exhibits a  limited command of written English language conventions. The assignment has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.6.0 ptsLevel 1The assignment exhibits little command of written English language conventions. The assignment has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.0.0 ptsLevel 0The assignment does not demonstrate command of written English language conventions. The assignment has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.10.0 pts
This criterion is linked to a Learning OutcomeAPAPRICE-I6.0 ptsLevel 5In-text citations of sources and references in proper APA style are included with no errors.5.0 ptsLevel 4In-text citations of sources and references in proper APA style are included but have 1-2 minor APA errors.4.0 ptsLevel 3In-text citations of sources and references in proper APA style are included but have 3 – 4 minor APA errors.3.0 ptsLevel 2In-text citations of sources and references in proper APA style are included but have more than 4 errors.2.0 ptsLevel 1The errors demonstrate limited understanding of in-text citation and reference requirements0.0 ptsLevel 0There are no in-text citations AND/OR references.6.0 pt

 

Analysis of basic components/concepts and major relationships in the theory.  

•  Briefly discuss the theory’s core concepts

•  Use a secondary source like your textbook that covers the selected nursing theory, you must have a minimum of 3 references from nursing literature (only one from a non-article source like a secondary source/text) to support your discussion in this section.  

 

Phase 2: Defining the Problem and the Project Outcome

Table of Contents

Defining the Problem

As you assess the problem or opportunity for improvement, you will find it helpful to be able to concisely and clearly communicate the project focus to your mentor, organizational leaders, and other stakeholders. A concise statement to describe the problem and the opportunity for improvement help you to effectively communicate the problem, and its importance.

Concise Description of the Problem and its Importance

Here are some tips regarding the development of a problem statement to convey your points:

The problem statement or statement of need should:

• Represent a problem which can be solved, or a situation which can be improved
• Clearly describe the problem
• Clearly convey the importance to all stakeholders
• Clarify your intention and what you hope to achieve

When writing a problem statement or statement of need, there is no need to worry about defining a specific outcome or output. Those steps will come later in the planning process. The main idea with a problem statement or statement of need is to communicate in a succinct manner the essence of the problem which you plan to address, and why it is important. As you develop the problem statement, keep in mind the scope of your project and timeframe available.

Helpful Reminders

Components of a well-written problem statement or statement of need include:

• Succinct description of the problem (need, or situation to be improved)
• Location of the problem (unit, organization, etc.)
• Timeframe
• Size/scope/implications of the problem

Another way to envision the problem statement is to consider the following:

• Who – who does the problem affect?
• What – what is the problem/need and its impact?
• When – when does or did the problem/need occur?
• Where – where does this problem/need occur?
• Why – why is it important to fix the problem?

Make the Connection

As you read through the examples provided below, think about the similarities that are shared across each one. For example, while they each address a different problem, they contain similar elements to allow for a succinct, clear description of the problem and its impact on health outcomes and healthcare delivery:

Example A

The ACA established new community benefit requirements for nonprofit hospitals which include a Community Health Needs Assessment (CHNA) to be completed every three years. Priority needs must be determined and a strategic plan implemented to address each of the needs identified. Rural County Hospital must comply with this legislative requirement in order to maintain tax-exempt status. As such, a CHNA and strategic plan must be completed by 12/31/2021 in order to submit to the IRS (Form 990) with taxes for fiscal year 2021.

Note – In this example, there is a legislative mandate which serves as primary rationale for the need. Financial bottom line is the driving factor (maintaining tax-exempt status).

Example B

Unit 6 West reported an increase in CAUTI rates from 11% to 27% during the first quarter (January through March 2020). One of the National Patient Safety Goals is the prevention of infection. The increased infection rate results in additional medical treatment, compromised health status, and in some cases prolonged the hospital stays. As a result, a staff development course is needed regarding guidelines to prevent infections of the urinary tract that are caused by catheters.

Note – In this example, there is an increased rate of infection on the unit and compromised health, coupled with the NPSG, to validate the need.

Example C

At Hillside Hospital, Unit 3 South serves a large patient population suffering from chronic congestive heart failure. During the second quarter (April through June 2020), the 30-day readmission rate for this population increased from 9% to 19%. Recent healthcare legislation (ACA) requires the Centers for Medicare and Medicaid Services (CMS) to reduce reimbursements to hospitals with notable readmission rates within a 30-day period. As a result, Hillside Hospital could experience reimbursement penalties due to extensive readmissions within the 30-day period. A strategic plan to address discharge planning, care coordination, and home maintenance to manage CHF is needed to promote health outcomes and prevent reimbursement penalties.

Note – In this example, there is compromised health and an increased readmission rate, which may result in financial penalties, which serve as validation of need.

Defining the Outcome for the Planned Change Practicum Project

In order to effectively direct planned change, it is imperative that the problem or opportunity for improvement be clearly defined. Equally important is the development of a clear outcome statement to convey the desired end result of the planned change project.

Intended End Result

An outcome statement is a comprehensive statement that conveys the intended end result achieved through the work of the planned change initiative. This end result is most often a reflection of the improvement in health outcomes or improved healthcare delivery that will be realized through the planned change initiative.

Scope and Feasibility

In addition to accurately conveying the intended end-result, project outcomes must align with the time available for project planning, implementation, and evaluation. For example, if you have 8 weeks to plan, implement, and evaluate project outcomes, those outcomes must be do-able within that timeframe. To position the project for success, it is imperative that you establish project outcomes that are feasible to be achieved within the scope of time and resources available.

SMART Criteria

Effective outcome statements include SMART characteristics (Specific, Measureable, Action-oriented, Realistic, and Time-specific). A well-written outcome statement will also:

• Define what you intend to accomplish through the planned change project. This clear statement of the desired result will keep the efforts focused on what you hope to achieve.
• State the target date for the accomplishment to be successfully completed.
• Identify who will be involved.
• Clarify the indicator for successful achievement.

Think About It

Take a look at these examples, and consider – do they demonstrate SMART criteria? Can they be measured to determine successful achievement?

• 20% increase in the number of patients receiving the flu vaccine at Mercy Clinic by 12/31/2020 (baseline = 160 patients accepting the vaccine)
• 25% decrease in the number of patients readmitted with CHF at Fairfield Hospital by the end of the second quarter, 6/30/2020 (baseline = 16 patients readmitted during the first quarter)
• 20% decrease in the number of teen pregnancies at Judson High School by 6/1/2020 (baseline = 15 pregnancies)

Helpful Reminders

As you learn about how to write a clear, effective, and accurate outcome statement, it is also important to note that an outcome is not:

• A description of an activity or intervention which the nurse or other health care professional will implement
• A product or output that will be developed by the nurse or other health care professional (such as a new policy, protocol, or staff development session).

Rather, the outcome statement is a description of the desired end-state which will be achieved through the planned change project.

Practicum Application and Activities

As you clarify the problem revisit the PICOT question that you developed regarding this problem. Does the PICOT question seem appropriate? How might that PICOT question facilitate quality improvement at the microsystem level? How can you “move the needle” to improve quality through this planned change practicum project?

After defining the problem to be addressed through a planned change project, it is essential that you define the intended outcome. As you consider the scope of your practicum experience, you will want to identify an outcome that is measurable and feasible within the time available.

Review the Johns Hopkins Appendix B located in the MSN Toolbox area of the course. Proceed with the following activities. Document your practicum-related activities on the Practicum Log:

• Prepare a plan with specific talking points to meet with faculty (and practicum mentor if available) regarding your definition of the problem and the project outcome.
• Meet with mentor to discuss clarification of the problem and the project outcome.
• Complete Johns Hopkins Appendix B.
• Validate your work on Phase 2 with your faculty (and practicum mentor if available) as needed.
• Revise your work as necessary.
• Submit the Johns Hopkins Appendix B document with your time log, once Phase 2 is completed.

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