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Reflection on Achievement of Outcomes Concept Map – 2025 Requirements The Concept Map must visually connect all of the specified objectives Program Outcomes MSN Essentials

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Reflection on Achievement of Outcomes Concept Map – 2025

Requirements

The Concept Map must visually connect all of the specified objectives  (Program Outcomes, MSN Essentials, and NONPF Competencies) to course work (such as specific discussion board topics, written assignments, exams, lessons, and reading content).
All items should be labeled, for instance, label the objectives and label the course work you select with name of the assignment/reading/discussion board topic and which week it was introduced.
Use Microsoft Word or a PowerPoint to create a Concept Map. You can use the features found on the “Insert” tab of a Word doc (in the horizontal ribbon on the top of a Word doc page). For instance, if you click on “insert” you will see shapes and SmartArt. You can use a PowerPoint slide with shapes and lines to create a concept/mind map. This is not a PowerPoint presentation, but a PowerPoint slide can be used to “draw” the Map.

Outcomes/Competencies to be connected with course learning:

MSN Program Outcome #2:

Create a caring environment for achieving quality health outcomes (Care-Focused).

MSN Essential VIII:

Clinical Prevention and Population Health for Improving Health

National Organization of Nurse Practitioner Competencies #4: Practice Inquiry Competencies

Recognizes that the master’s-prepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations.

Your Concept Map will visually depict how you see the assignments of the course meeting the outcomes above.

Preparing the Assignment

ViewHow to Create a Concept Map (Links to an external site.)

textbook: Curley, A.L. & Vitale, P.A. (2016). Population-Based Nursing: Concepts and Competencies for Advanced Practice (2nd ed.). New York, NY: Springer Publishing.

Description

MSN Program Outcome #2

The Map visually connects the Category to a minimum of two (2) assignments.
Each assignment is clearly labeled with week and content topic.

MSN Essential VIII

The Map visually connects the Category to a minimum of two (2) assignments.
Each assignment is clearly labeled with week and content topic.

NONPF Competencies #4

The Map visually connects the Category to a minimum of two (2) assignments.
Each assignment is clearly labeled with week and content topic.

Assessment 2: 6030 PICOT – 2025 Overview Develop a 5 9 page problem statement that presents information related to the problem intervention comparison outcome time PICOT approach to nursing

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Assessment 2: 6030 PICOT – 2025

Overview:
Develop a 5–9-page problem statement that presents information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research.
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.
For the first section of your final capstone project you will develop a proposal for an intervention plan to fulfill a need within a specific population. This assessment is meant to capture your initial thoughts about the need and impacting factors to help focus your in-depth analysis later on in the course.
First you will brainstorm and crystallize some of your ideas for this assessment, specifically ideas around needs, a target population, and some initial support from the literature and other sources of evidence. The problem statement is an important part of your capstone project as it will help illustrate the importance of your project, as well as help to clarify your project’s scope.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
- Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.
  - Explain an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting.
- Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.
  - Analyze a health promotion, quality improvement, prevention, education, or management need.
  - Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
- Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.
  - Describe a quality improvement method that could impact a patient, population, or systems outcome.
- Competency 4: Design patient- and population-centered care to improve health outcomes.
  - Propose a rough time frame for the development and implementation of an intervention to address an identified need.
- Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care.
  - Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
- Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.
  - Evaluate and synthesize resources from diverse sources illustrating existing health policy, health care technologies, or other communications that could impact the approach taken to address an identified need.
- Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.
  - Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
- Note: You will also be assessed on two additional criteria unaligned to a course competency:
- Communicate problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.
- Demonstrate completion of hours toward the practicum experience.
- See the scoring guide for specific grading criteria related to these additional requirements.
  Competency Map
Assessment Instructions
Instructions
Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.
Your problem statement will focus on presenting information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. You will also present a brief literature review that supports the need you identified in your problem statement and the appropriateness of your broad intervention approach. Provide enough detail so that the faculty member assessing your problem statement will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as into the final draft of your project.
At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and the Guiding Questions: Problem Statement (PICOT) document (linked in the Resources) to better understand how each criterion will be assessed.
Reminder: these instructions are an outline. Your heading for this this section should be titled Problem Statement and not Part 1: Problem Statement.
Your Problem Statement (PICOT) should be structured as follows:
PART 1: PROBLEM STATEMENT (2–3 PAGES)
Need Statement (1 paragraph).
- Analyze a health promotion, quality improvement, prevention, education or management need.
- Population and Setting (1–2 paragraphs).
- Describe a target population and setting in which an identified need will be addressed.
- Intervention Overview (1–2 paragraphs).
- Explain an overview of one or more interventions that would help address an identified need within a target population and setting.
- Comparison of Approaches (1–2 paragraphs).
- Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
- Initial Outcome Draft (1 paragraph).
- Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
- Time Estimate (1 paragraph).
- Propose a rough time frame for the development and implementation of an intervention to address and identified need.
- PART 2: LITERATURE REVIEW (10–15 RESOURCES, 3–6 PAGES)
- Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
- Evaluate and synthesize resource from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need.
- ADDRESS GENERALLY THROUGHOUT
- Communicate problem statement and literature review in way that helps the audience understand the importance and validity of a proposed project.

Evidence-Based Project, Part 1: Identifying Research Methodologies – 2025 PLEASE FOLLOW THE INSTRUCTIONS BELOW 5 REFERENCES ZERO PLAGIARISM Is there a difference between

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Evidence-Based Project, Part 1: Identifying Research Methodologies – 2025

PLEASE FOLLOW THE INSTRUCTIONS BELOW

5 REFERENCES

ZERO PLAGIARISM

Is there a difference between “common practice” and “best practice”?

When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.

To Prepare:

Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.
Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.
Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

Part 1: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

The full citation of each peer-reviewed article in APA format.
A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selec

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

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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.

Get An Edge With The Best Assignment Help

Reflection on Achievement of Outcomes Concept Map – 2025 Requirements The Concept Map must visually connect all of the specified objectives Program Outcomes MSN Essentials

Requirements

Preparing the Assignment

Assessment 2: 6030 PICOT – 2025 Overview Develop a 5 9 page problem statement that presents information related to the problem intervention comparison outcome time PICOT approach to nursing

Evidence-Based Project, Part 1: Identifying Research Methodologies – 2025 PLEASE FOLLOW THE INSTRUCTIONS BELOW 5 REFERENCES ZERO PLAGIARISM Is there a difference between

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

Questions to Consider

Assessment Instructions

Preparation

Requirements

Drafting the Report

Writing and Supporting Evidence

Additional Requirements

Timely Nursing Writes

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