Team Work and Critical Thinking 2025

Rubenfeld & Scheffer (2015) suggested that interdisciplinary teamwork and collaboration involves different communication styles and can result in conflict that can negatively affect patient care practices. Discuss how you may be able to use conflict in a positive way to promote interdisciplinary teamwork and collaboration. Bensimon and Neumann, as cited in Rubenfeld & Scheffer (2015), identified the following eight team thinking roles: The definer (voices and creates the team’s reality) The analyst (assesses all of the parts of the issue) The interpreter (provides insight on how team members perceive outcomes) The critic (redefines, reanalyzes and reinterprets) The synthesizer (elicits all thinking perspectives and helps provide linkages for solutions) The disparity monitor (assesses how team members perceive outcomes) The task monitor (removes obstacles to team thinking and facilitates the teamwork) The emotional monitor (address the human, personal, and emotional aspects of team thinking during the thinking process. Choose three (3) of the roles and share an example from your nursing practice of someone fulfilling the roles. Why is this role necessary for the team thinking process to go smoothly? How do other members of the team perceive this person’s role? Please do not include names or personal identifiers in your discussion. Reading and Resources Read Chapters 5 & 8 In Rubenfeld, M. G., & Scheffer, B.K. (2015). Critical thinking TACTICS for nurses: Achieving the IOM competencies (3rd ed.). Sudbury, MA: Jones and Bartlett. Bensimon and Neumann identified the following eight team thinking roles: 1. The definer (voices and creates the team’s reality) 2. The analyst (assesses all of the parts of the issue) 3. The interpreter (provides insight on how team members perceive outcomes) 4. The critic (redefines, reanalyzes and reinterprets) 5. The synthesizer (elicits all thinking perspectives and helps provide linkages for solutions) 6. The disparity monitor (assesses how team members perceive outcomes) 7. The task monitor (removes obstacles to team thinking and facilitates the teamwork) 8. The emotional monitor (address the human, personal, and emotional aspects of team thinking during the thinking process. Choose two of the roles and share an example from your nursing practice of someone fulfilling the roles. Why is this role necessary in order for the team thinking process to go smoothly? How do other members of the team perceive this person’s role?

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Adverse Event or Near-Miss Analysis 2025

Write a comprehensive analysis (5-7 pages) of an adverse event or near miss from your nursing experience. Integrate research and data on the event to propose a quality improvement (QI) initiative to your current organization. Health care organizations strive to create a culture of safety. Despite technological advances, quality care initiatives, oversight, ongoing education and training, legislation, and regulations, medical errors continue to be made. Some are small and easily remedied with the patient unaware of the infraction. Others can be catastrophic and irreversible, altering the lives of patients and their caregivers and unleashing massive reforms and costly litigation. Many errors are attributable to ineffective interprofessional communication. This assessment’s goal is to address a specific event in a health care setting that impacts patient safety and related organizational vulnerabilities with a quality improvement initiative to prevent future incidents. 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. Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety. Analyze the missed steps or protocol deviations related to an adverse event or near miss. Analyze the implications of the adverse event or near miss for all stakeholders. Outline a quality improvement initiative to prevent a similar adverse event or near miss. Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures. Incorporate relevant metrics of the adverse event or near miss incident to support need for improvement. Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care. Communicate analysis and proposed initiative 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. Instructions For this assessment, you will prepare a comprehensive analysis on an adverse event or near miss that you or a peer experienced during your professional nursing career. You will integrate research and data on the event and use this information as the basis for a quality improvement (QI) initiative proposal in your current organization. The following points correspond to the grading criteria in the scoring guide. The subbullets under each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your adverse event or near-miss analysis addresses all of the content below. You may also want to read the scoring guide to better understand the performance levels relating to each grading criterion. Analyze the missed steps or protocol deviations related to an adverse event or near miss. Describe how the event resulted from a patient’s medical management rather than from the underlying condition. Identify and evaluate the missed steps or protocol deviations leading to the event. Explain the extent to which the incident was preventable. Research the impact of the same type of adverse event or near miss in other facilities. Analyze the implications of the adverse event or near miss for all stakeholders. Evaluate the short- and long-term effects on the stakeholders (patient, family, interprofessional team, facility, community). Analyze each stakeholder’s contribution to the event. Analyze the interprofessional team’s responsibilities and actions. Explain what measures each interprofessional team member should have taken to create a culture of safety. Describe any change to process or protocol implemented after the incident. Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety. Analyze the quality improvement technologies put in place to increase patient safety and prevent recurrence of the near miss or adverse event. Determine the appropriateness of the technology application for a specific patient or situation. Research scholarly, evidence-based literature to learn how institutions can integrate solutions to prevent similar events. Incorporate relevant metrics of the adverse event or near-miss incident to support need for improvement. Identify the salient data associated with the adverse event or near miss that is generated from the facility’s dashboard. Note: Dashboard means data generated from the information technology platform that provides integrated operational, financial, clinical, and patient safety data for health care management. Analyze what the relevant metrics show. Explain research or data related to the adverse event or near miss that is available outside of your institution. Compare internal data to external data. Use resources such as the Centers for Disease Control and Prevention (CDC), Agency for Healthcare Research and Quality (AHRQ), Institute for Healthcare Improvement (IHI), and the World Health Organization (WHO). Outline a quality improvement initiative to prevent the recurrence of an adverse event or near miss. Explain, from an evidence-based viewpoint, how your facility now manages or should manage the process or protocol. Evaluate how other institutions addressed similar incidents or events. Analyze QI initiatives developed to prevent similar incidents. Explain why they are successful. Provide evidence of their success. Propose solutions for your selected institution that can be implemented to prevent similar future adverse events or near-miss incidents. Communicate analysis and proposed initiative in a professional, effective manner, writing content 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: You may use the Adverse Event or Near-Miss Analysis Exemplar [PDF] for an idea of what an assessment receiving a proficient or higher evaluation would look like. Additional Requirements Submission length: 5–7 typed, double-spaced pages. Font: Times New Roman, 12 points. Number of references: Cite a minimum of 5 current scholarly and/or authoritative sources to support your evaluation, recommendations, and plans. Current literature is defined as no older than 5 years unless it is a seminal work. APA formatting: Citations and references must 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/ Grading Rubric: 1. Analyze the missed steps or protocol deviations related to an adverse event or near miss. Passing Grade: Analyzes the missed steps or protocol deviations related to an adverse event or near miss. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty where further information could improve the analysis. 2. Analyze the implications of the adverse event or near miss for all stakeholders. Passing Grade: Analyzes the implications of the adverse event or near miss for all stakeholders. Identifies assumptions on which the analysis is based. 3. Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety. Passing Grade: Evaluates quality improvement technologies related to the event that are required to reduce risk and increase patient safety. Identifies criteria by which to evaluate the technologies. 4. Incorporate relevant metrics of the adverse event or near-miss incident to support need for improvement. Passing Grade: Incorporates relevant metrics of the adverse event or near-miss incident to support need for improvement. Evaluates the quality of the data. 5. Outline an evidence-based quality improvement initiative to prevent an adverse event or near miss. Passing Grade: Outlines an evidence-based quality improvement initiative to prevent an adverse event or near miss. Impartially considers conflicting data and other perspectives. 6. Communicate analysis and proposed initiative in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling. Passing Grade: Communicates analysis and proposed initiative in a professional, effective, and error-free manner, writing clearly and logically. 7. Integrate relevant sources to support arguments, correctly formatting citations and references using APA style. Passing Grade: Integrates relevant sources to support arguments, formatting citations and references, using APA style without errors.

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week7 6050 discussion moledule4 2025

Discussion 1: Evidence Base in Design When politics and medical science intersect, there can be much debate. Sometimes anecdotes or hearsay are misused as evidence to support a particular point. Despite these and other challenges, however, evidence-based approaches are increasingly used to inform health policy decision-making regarding causes of disease, intervention strategies, and issues impacting society. One example is the introduction of childhood vaccinations and the use of evidence-based arguments surrounding their safety. In this Discussion, you will identify a recently proposed health policy and share your analysis of the evidence in support of this policy. To Prepare: Review the Congress website provided in the Resources and identify one recent (within the past 5 years) proposed health policy. Review the health policy you identified and reflect on the background and development of this health policy. By Day 3 of Week 7 Post a description of the health policy you selected and a brief background for the problem or issue being addressed. Explain whether you believe there is an evidence base to support the proposed policy and explain why. Be specific and provide examples. Learning Resources Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning. Chapter 5, “Public Policy Design” (pp. 87–95 only) Chapter 8, “The Impact of EHRs, Big Data, and Evidence-Informed Practice” (pp. 137–146) Chapter 9, “Interprofessional Practice” (pp. 152–160 only) Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 183–191 only) American Nurses Association (ANA). (n.d.). Advocacy . Retrieved September 20, 2018, from https://www.nursingworld.org/practice-policy/advocacy/ Centers for Disease Control and Prevention (CDC). (n.d.). Step by step: Evaluating violence and injury prevention policies: Brief 4: Evaluating policy implementation . Retrieved from https://www.cdc.gov/injury/pdfs/policy/Brief%204-a.pdf Congress.gov. (n.d.). Retrieved September 20, 2018, from https://www.congress.gov/ Klein, K. J., & Sorra, J. S. (1996). The challenge of innovation implementation. Academy of Management Review, 21 (4), 1055–1080. doi:10.5465/AMR.1996.9704071863 Note: You will access this article from the Walden Library databases. Sacristán, J., & Dilla, T. D. (2015). No big data without small data: Learning health care systems begin and end with the individual patient. Journal of Evaluation in Clinical Practice, 21 (6), 1014–1017. doi:10.1111/jep.12350 Note: You will access this article from the Walden Library databases. Tummers, L., & Bekkers, V. (2014). Policy implementation, street level bureaucracy, and the importance of discretion. Public Management Review, 16 (4), 527–547. doi:10.1080/14719037.2013.841978. Note: You will access this article from the Walden Library databases. Required Media Laureate Education (Producer). (2018). Getting your Program Designed and Implemented [Video file]. Baltimore, MD: Author. Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript Laureate Education (Producer). (2018). Health policy and politics [Video file]. Baltimore, MD: Author. three sources for the discussion

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EBP module 4: 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 4A: 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 4B: 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.

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