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2025 An effective nurse educator is aware of evidence based teaching strategies and how
by adminEvidence-Based Teaching Strategies 2025
An effective nurse educator is aware of evidence-based teaching strategies and how to use them in an educational setting. The purpose of this assignment is to immerse yourself in the literature to determine relevant and current evidence-based teaching strategies. Using the Topic Materials and your own research on teaching strategies, determine five evidence-based teaching strategies that you plan to utilize in your practicum setting. Use the “Evidence-Based Teaching Strategies” graphic organizer to complete this assignment. Explain how the nurse educator fosters the development of learners in these three areas: cognitive, psychomotor, and affective domains. In-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address. Explanation of how each teaching strategy creates effective learning to foster the development of learners. Explanation of how each teaching strategy aligns to learning styles. An explanation of how each teaching strategy can be used to implement generational lessons. An explanation of how each teaching strategy can be used to implement culturally diverse lessons. This assignment requires two or three peer-reviewed/scholarly resources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. 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. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.
Nursing Assignment Help 2025
2025 Prepare an 8 10 page data analysis and quality improvement initiative proposal based on a health issue of interest Include
by adminData Analysis and Quality Improvement Initiative Proposal 2025
Prepare an 8-10 page data analysis and quality improvement initiative proposal based on a health issue of interest. Include internal and external benchmark data, evidence-based recommendations to improve health care quality and safety, and communication strategies to gain buy-in from all interprofessional team members responsible for implementing the initiative. Health care providers are perpetually striving to improve care quality and patient safety. To accomplish enhanced care, outcomes need to be measured. Next, data measures must be validated. Measurement and validation of information support performance improvement. Health care providers must focus attention on evidence-based best practices to improve patient outcomes. Health informatics, along with new and improved technologies and procedures, are at the core of all quality improvement initiatives. Data analysis begins with provider documentation, researched process improvement models, and recognized quality benchmarks. All of these items work together to improve patient outcomes. Professional nurses must be able to interpret and communicate dashboard information that displays critical care metrics and outcomes along with data collected from the care delivery process. For this assessment, use your current role or assume a role you hope to have. You will develop a quality improvement (QI) initiative proposal based on a health issue of professional interest. To create this proposal, analyze a health care facility’s dashboard metrics and external benchmark data. Include evidence-based recommendations to improve health care quality and safety relating to your selected issue. Successful QI initiatives depend on the support of nursing staff and other members of the interprofessional team. As a result, a key aspect of your proposal will be the communication strategies you plan to use to get buy-in from these team members. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses. Determine whether any adverse event or near-miss data needs to be factored in to outcomes and recommendations. Competency 2: Plan quality improvement initiatives in response to routine data surveillance. Develop a QI initiative proposal based on a selected health issue and supporting data analysis. Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures. Analyze data to identify a health care issue or area of concern. Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost-effectiveness, and work-life quality. Communicate QI initiative proposal based on input of the interdisciplinary team to improve patient safety and quality outcomes and work-life quality. Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care. Determine communication strategies to promote quality improvement of interprofessional care. Communicate QI initiative proposal in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling. Integrate relevant sources to support arguments, correctly formatting citations and references using APA style. Preparation To develop the QI initiative proposal required for this assessment, you must analyze a health care facility’s dashboard metrics. Choose Option 1 or 2 according to your ability to access dashboard metrics for a QI initiative proposal. Option 1 If you have access to dashboard metrics related to a QI initiative proposal of interest to you, complete the following: Analyze data from the health care facility to identify a health care issue or area of concern. You will need access to reports and data related to care quality and patient safety. For example, in a hospital setting, you would contact the quality management department to obtain the needed data. It is your responsibility to determine the appropriate resource to provide the necessary data in your chosen health care setting. If you need help determining how to obtain the needed information, consult your faculty member for guidance. Include in your proposal basic information about the health care setting, size, and specific type of care delivery related to the identified topic. Please abide by Health Insurance Portability and Accountability Act (HIPAA) compliance standards. Option 2 If you do not have access to a dashboard or metrics related to a QI initiative proposal: Use the hospital data set provided in Vila Health: Data Analysis . You will analyze data to identify a health care issue or area of concern. Include in your proposal basic information about the health care setting, size, and specific type of care delivery related to the identified topic. Instructions Use your current role or assume a role you would like to have. Choose a quality improvement initiative of professional interest to you. Your current organization is probably working on quality improvement initiatives that can be evaluated, so consider starting there. To develop your proposal you will: Gather internal and external benchmark data on the subject of your quality improvement initiative proposal. Analyze data you have collected. Make evidence-based recommendations about how to improve health care quality and safety relating to your chosen issue. Remember, your initiative’s success depends on the interprofessional team’s commitment to the QI initiative. Think carefully about these stakeholders and how you plan to include them in the process, as they will help you develop and implement ideas and sustain outcomes. Also, remember how important external stakeholders, such as patients and other health care delivery organizations, are to the process. As you are preparing this assessment, consider carefully the communication strategies you will employ to include the perspectives of all internal and external stakeholders in your proposal. The following numbered points correspond to grading criteria in the scoring guide. The bullets below each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your proposal addresses all of the content below. You may also want to read the scoring guide to better understand the performance levels related to each grading criterion. Analyze data to identify a health care issue or area of concern. Identify the type of data you are analyzing from your institution or from the Vila Health activity. Explain why data matters. What does data show related to outcomes? Analyze the dashboard metrics. What else could the organization measure to enhance knowledge? Present dashboard metrics related to the selected issue that are critical to evaluating outcomes. Assess the institutional ability to sustain processes or outcomes. Evaluate data quality and its implications for outcomes. Determine whether any adverse event or near-miss data needs to be factored in to outcomes and recommendations. Examine the nursing process for variations or performance failures that could lead to an adverse event or near miss. Identify trends, measures, and information needed to critically analyze specific outcomes. Specify desired outcomes related to prevention of adverse events and near misses. Analyze which metrics indicate future quality improvement opportunities. Develop a QI initiative proposal based on a selected health issue and supporting data analysis. Determine benchmarks aligned to existing QI initiatives set by local, state, or federal health care policies or laws. Identify any internal existing QI initiatives in your practice setting or organization related to the selected issue. Explain why they are insufficient. Evaluate external national or international QI initiatives on the selected health issue with existing quality indicators from other facilities, government agencies, and nongovernmental bodies on quality improvement. Define target areas for improvement and the processes to be modified to improve outcomes. Propose evidence-based strategies to improve quality. Analyze challenges that meeting prescribed benchmarks can pose for a health care organization and the interprofessional team. Communicate QI initiative proposal based on interdisciplinary team input to improve patient safety and quality outcomes and work-life quality. Define interprofessional roles and responsibilities relating to data and the QI initiative. Explain how to ensure all relevant interprofessional roles are fully engaged in this effort. Identify how outcomes will be measured and data used to inform interprofessional team performance related to specific tasks. Reflect on the impact of the proposed initiative on work-life quality of the interprofessional team. Describe how the initiative enhances work-life quality due to improved strategies supporting efficiency. Determine communication strategies to promote quality improvement of interprofessional care. Identify interprofessional communication strategies that will help to promote and ensure the success of the QI initiative. Identify communication models, such as SBAR and CUS, to include in your proposal. SBAR stands for Situation, Background, Assessment, Recommendation. CUS stands for “I am C oncerned about my resident’s condition; I am U ncomfortable with my resident’s condition; I believe the S afety of the resident is at risk.” Consult this resource for additional information about these fundamental evidence-based tools to improve interprofessional team communication for patient handoffs: Agency for Healthcare Research and Quality (AHRQ). (n.d.). Module 2: Communicating change in a resident’s condition . Retrieved from https://www.ahrq.gov/professionals/systems/long-term-care/resources/facilities/ptsafety/ltcmod2ap.html Communicate QI initiative proposal in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling. Integrate relevant sources to support arguments, correctly formatting citations and references using APA style. Example Assessment: Refer to QI Initiative Proposal Exemplar [PDF] for an idea of what an assessment given a proficient or higher rating on the scoring guide would look like. Additional Requirements Submission length: 8–10 typed, double-spaced pages of content plus title and reference pages. Font : Times New Roman, 12 points. Number of references: Cite a minimum of 5 current scholarly and/or authoritative sources to support your QI initiative proposal. Current means no older than 5 years unless a seminal work. APA formatting: Citations and references need to adhere to APA style and formatting guidelines. Consult these resources for an APA refresher: APA Style & Format . APA Module . American Psychological Association. (n.d.). APA style . Retrieved from https://www.apastyle.org/
Nursing Assignment Help 2025
2025 Week 9 To prepare Review Gastrointestinal Disorders of the Burns et al text Review and select one of the
by adminWEEKS 9,10,11 2025
Week 9 To prepare: Review “Gastrointestinal Disorders” of the Burns et al. text. Review and select one of the three provided case studies. Analyze the patient information. Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient. Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments. Consider strategies for educating patients and families on the treatment and management of the gastrointestinal disorder By Day 3 Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the gastrointestinal disorder. Case Study 1 Jordan is a 4-year-old with a 1-day history of vomiting and diarrhea. His mother reports he awoke this morning vomiting and his vomitus contained last night’s dinner. He vomited three more times this morning but has not vomited in 5 hours. Approximately one hour ago, he had a large diarrhea stool that did not contain blood or mucus. He has had small sips of sports drinks since this morning. His last urination occurred 3 hours ago and the volume was small and the color dark yellow. Physical examination reveals a quiet and tired child with normal exam except for increased bowel sounds, but no abdominal distension, pain with palpation, or masses. Case Study 2 Victoria is a 15-year-old who complains of chronic sore throat and bad taste in her mouth. Her height and weight are appropriate for age and she remains on the same growth trajectory since infancy. Abdominal examination and chest examination are negative. History reveals frequent burping and occasional feelings of regurgitating food. Diet history reveals she eats a balanced diet, but her primary sources of fluids are coffee, tea, and carbonated drinks. Case Study 3 Trish is a 7-year-old who presents with abdominal pain. Further questioning reveals frequent stool soiling and a history of chronic constipation since infancy. The child does not remember when her last bowel movement was, but her mother reports that she had an ”accident” at a family gathering last night where she defecated in her underwear prior to reaching the bathroom. Physical examination is benign except for the presence of palpable stool in the descending colon and an enlarged rectal vault with hard stool. ________________________________________________________________________________________ Week 10 To prepare: Review “Genitourinary Disorders” in the Burns et al. text. Review and select one of the three provided case studies. Analyze the patient information. Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient. Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments. Consider strategies for educating patients and families on the treatment and management of the genitourinary disorder. By Day 3 Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the genitourinary disorder. Case Study 1 You see a 3-year-old with a 2-day history of complaints of dysuria with frequent episodes of enuresis despite potty training about 7 months ago. She is afebrile and denies vomiting. Physical examination is normal. Dipstick voided urine analysis reveals: specific gravity 1.015, Protein 1+ non-hemolyzed blood, 1+ nitrites, 1+ leukocytes, and glucose-negative. Case Study 2 Mark is a 15-year-old with complaint of acute left scrotal pain with nausea. The pain began approximately 6 hours ago as a dull ache and has gradually worsened to where he can no longer stand without doubling over. He is afebrile and in marked pain. Physical exam is negative except for elevation of the left testicle, diffuse scrotal edema, and the presence of a blue dot sign. Case Study 3 Maya is a 5-year-old who presents for a well-child visit. She is a healthy child with no complaints. Physical examination is normal. Routine urinalysis indicates 2+ proteinuria; specific gravity 1.020; negative for glucose, blood, leukocytes, and nitrites. Her blood pressure is normal, and she is at the 60th percentile for height and weight. ________________________________________________________________________________________ Week 11 To prepare: Review “Neurologic Disorders” and “Musculoskeletal Disorders” in the Burns et al. text. Review and select one of the three provided case studies. Analyze the patient information. Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient. Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments. Consider strategies for educating patients and families on the treatment and management of the musculoskeletal or neurologic disorder. By Day 3 Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the musculoskeletal or neurologic disorder. Case Study 1: Clay is a 7-year-old male who presents in your office with complaints of right thigh pain and a limp. The pain began approximately 1 week ago and has progressively worsened. There is no history of trauma. Physical examination is negative except for pain with flexion and internal rotation of the right hip and limited abduction of the right hip. Limb lengths are equal. Case Study 2: Trevon is an 18-month-old with a 3-day history of upper-respiratory-type symptoms that have progressively worsened over the last 8 hours. His immunizations are up to date. Mom states he spiked a fever to 103.2°F this morning and he has become increasingly fussy. He vomited after drinking a cup of juice this afternoon and has refused PO fluids since then. Pertinent physical exam findings include negative abdominal exam, marked irritability with inconsolable crying, and he cries louder with pupil examination and fights head and neck assessment. You are unable to elicit Kernig’s or Brudzinski’s signs due to patient noncompliance. Case Study 3: Molly is a 12-year-old who comes to your office after hitting her head on the ground during a soccer game. Her mother reports that she did not lose consciousness, but that she seems “loopy” and doesn’t remember what happened immediately following her fall. She was injured when she collided with another player and fell backward, striking her head on the ground. She has no vomiting and denies diplopia but complains of significant headache. Physical examination is negative except for the presence of slight nystagmus. All other neurologic findings including fundoscopic examination are normal. Read a selection of your colleagues’ responses.
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2025 Discuss Topic 1 Based on how you will evaluate your EBP project which independent
by adminDiscuss Topic 1: Based on how you will evaluate your EBP project, which independent and dependent variables do you need to collect? Why? 2025
Discuss Topic 1: Based on how you will evaluate your EBP project, which independent and dependent variables do you need to collect? Why? This is a discussion post, ABOUT 250 WORDS , tittle page not require In- text citation is required original work please, scholarly references are required for this assignment, website source strongly preferred . QUESTION 1 Based on how you will evaluate your EBP project, which independent and dependent variables do you need to collect? Why?
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