Professional Capstone and Practicum Reflective Journal and Scholarly Activities 2025

Throughout the course, students will engage in weekly reflection and scholarly activities. These assignments are presented in Topic 1 to allow students to plan ahead, and incorporate the deliverables into the Individual Success Plan if they so choose. The weekly reflective journals and scholarly activities will not be submitted in LoudCloud each week; a final, culminating submission will be due in Topic 10. No submission is required until Topic 10. Professional Capstone and Practicum Reflective Journal Students are required to maintain weekly reflective narratives throughout the course to combine into a final, course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course. This course-long journal assignment will be due in Topic 10. In each week’s entry, you should reflect on the personal knowledge and skills gained throughout the Professional Capstone and Practicum course. Your entry should address a variable combination of the following, dependent on the specific practice immersion clinical experiences you encountered that week: New practice approaches Intraprofessional collaboration Health care delivery and clinical systems Ethical considerations in health care Population health concerns The role of technology in improving health care outcomes Health policy Leadership and economic models Health disparities In the Topic 10 submission, each of the areas should be addressed in one or more of the weekly entries. This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how they met competencies and course objectives. Scholarly Activities Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally. You are required to post one scholarly activity while you are in the BSN program, which should be documented by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis. In Topic 10, you will submit a summary report of your scholarly activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment.

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Discussion Week 4- Nurse/Patient Empowerment 2025

☰ Menu × NURS 4005/NURS 4006: Topics in Clinical Nursing Back to Blackboard Syllabus Course Calendar Course Overview Course Information Resource List Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Student Support Walden Links Guidelines and Policies Back to Blackboard Help Currently Reading Week 4: Nurse/Patient Empowerment in Practice Introduction As a registered nurse, you have the power to influence change in patient outcomes. An important aspect of influencing change is identifying areas that need improvement. This is done primarily through measurement of data. There are several different measures to gather data within organizations as well as on a national scale. Some of these measurements include core measures, standards, best practices, evidence-based practices, and the National Database of Nursing Quality Indicators (NDNQI). These support mechanisms have also been discussed as a means for helping nurses to deliver quality care and improve patient safety. Each measurement essentially focuses on providing care that is safe, effective, patient-centered, timely, efficient, and equitable. Although there are several different measurements, NDNQI data is used in the process of attaining Magnet Recognition. Magnet Recognition is the highest honor a health care organization can receive for nursing excellence and high-quality patient care. The nurse-specific measures presented in the NDNQI help inform nursing staffs and their organizations of areas where nursing practices can be improved and where nursing practice efforts are producing positive clinical outcomes. Nurses must be directly involved in developing and implementing action plans based on the data presented by the NDNQI. This week, you will explore the importance of nurse empowerment in effecting change and how action plans are created based on the results of the NDNQI as presented on a dashboard. You will also consider how nurses advocate for patients’ rights, even when that means supporting a patient whose personal choices may have negative health outcomes. Learning Objectives Students will: Evaluate strategies to empower both the nurse and the patient to improve quality of care Analyze the use of National Database of Nursing Quality Indictors for nurse empowerment in practice Analyze nurse empowerment in relation to use of quality improvement data for practice Analyze practice experiences for patient or nurse empowerment Analyze quality improvement dashboards for nursing plans Note: The Assignment related to these Learning Objectives is introduced this week and submitted in Week 5. Photo Credit: [Eva Katalin Kondoros]/[iStock / Getty Images Plus]/Getty Images 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 Brown, D. S., Aydin, C. E., & Donaldson, N. (2008). Quartile dashboards: Translating large data sets into performance improvement priorities. Journal of Healthcare Quality, 30 (6), 18–30. doi: 10.1111/j.1945-1474.2008.tb01166.x Note: You will access this article from the Walden Library databases. Typically, references should be within five to seven years of publication. However, this publication is considered a classical research reference pertaining to quality improvement and the use of data sets. Cole, C., Wellard, S., & Mummery, J. (2014). Problematising autonomy and advocacy in nursing. Nursing Ethics, 21 (5), 576–582. doi: 10.1177/0969733013511362 Note: You will access this article from the Walden Library databases. Garrard, L., Boyle, D. K., Simon, M., Dunton, N., & Gajewski, B. (2016). Reliability and validity of the NDNQI® injury falls measure. Western Journal of Nursing Research, 38 (1), 111–128. doi: 10.1177/019394591454281 Note: You will access this article from the Walden Library databases. Giancarlo, C., Comparcini, D., & Simonetti, V. (2014). Workplace empowerment and nurses’ job satisfaction: A systematic literature review. Journal of Nursing Management, 22 (7), 855–871. doi: 10.1111/jonm.12028 Note: You will access this article from the Walden Library databases. Guglielmi, C. L., Stratton, M., Healy, G. B., Shapiro, D., Duffy, W. J., Dean, B. L., & Groah, L. K. (2014). The growing role of patient engagement: Relationship-based care in a changing health care system. AORN, 99 (4), 517–528. doi: 10.1016/j.aorn.2014.02.007 Note: You will access this article from the Walden Library databases. Rock, M. J., & Hoebeke, R. (2014). Informed consent: Whose duty to inform? MEDSURG Nursing, 23 (3), 189–194. Retrieved from http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=9&sid=273f009b-d8f5-4cd8-8f01-0973c944bcf7%40sessionmgr104&hid=107 Note: You will access this article from the Walden Library databases. American Hospital Association. (2003). The patient care partnership: Understanding expectations, rights and responsibilities . Retrieved from http://www.aha.org/content/00-10/pcp_english_030730.pdf Read through this document created by the American Hospital Association. This document was created for inpatient hospital stays. However, it is applicable to other practice settings as well. Montalvo, I. (2007). The national database of nursing quality indicators. The Online Journal of Issues in Nursing , 12 (3). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume122007/No3Sept07/NursingQualityIndicators.html Institute for Healthcare Improvement. (2016). Retrieved from http://www.ihi.org/Pages/default.aspx The IHI offers numerous resources for improving nursing practice and patient care. Explore a variety of topics and examine some of the resources available. National Quality Forum. (2016b). Retrieved from http://www.qualityforum.org/Home.aspx The National Quality Forum (NQF) strives to improve patient safety and reduce medical errors. Explore the NQF’s endorsed standards and consider how they apply to nursing practice. Document: Dashboard Directions (Word document) Document: Sample Dashboard (Excel spreadsheet) Required Media Laureate Education. (Producer). (2009a). Topics in clinical nursing: Accountability and nursing practice [Video file]. Baltimore, MD: Author. Note: The approximate length of this media piece is 15 minutes. Discussion: Nurse/Patient Empowerment As a nurse, you are the individual who has the ability to empower patients in the decision-making process pertaining to their health care. In addition, you are in a unique position to empower your nursing colleagues to improve job satisfaction and use performance indicator data from dashboards to effect social change. In this week’s Learning Resources, you examined both the National Database of Nursing Quality Indicators (NDNQI) and the key role nurses play as advocates for patient rights. To assist nurses in being better prepared for this role, programs such as Patient Care Partnership provide guidance. For this Discussion, you will analyze the use of quality improvement data and discuss how this data can help empower both patients and nurses. Review the Patient Care Partnership information presented in this week’s Learning Resources. In addition, reflect on the media presentation and the information shared by Ms. Manna on patients’ rights. By Day 3 Respond to the following: What are the best strategies the nurse can employ to empower patients and support patients’ rights to improve quality of care? (Some considerations to keep in mind may include: providing information on effectiveness, risks, and benefits of alternative treatments.) In what ways can NDNQI data from dashboards or quality improvement data be used to support nurse empowerment in practice? How has your institution empowered the nursing staff through the use of quality improvement data? Provide an example of how you have personally empowered either a patient or a fellow nurse. Support your response with references from the professional nursing literature. Note Initial Post: A 3-paragraph (at least 250–350 words) response. Be sure to use evidence from the readings and include in-text citations . Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames . Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually ≤ 5 years old).

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Project Charter and Team Plan for Collaboration 2025

Assignment 1: Team Project Part 1: Project Charter and Team Plan for Collaboration This week you begin working with a team to manage a fictional information technology project being implemented at the Casino Medical Center. Work with your team members to create and submit a Project Charter and Team Plan for Collaboration based on the Team Project Scenario and the Team Project Overview document. Review the details about the Project Charter and Team Plan for Collaboration below: Team Project Scenario Casino Medical Center (CMC) in Las Vegas, a 600-bed hospital, has expanded significantly over the past 3 years. In an effort to respond to the increased workload of all hospital staff, the chief information officer (CIO) and the vice president of patient care services (VP-PCS) at CMC determined the need to analyze hospital processes throughout the organization. The CMC organizational analysis revealed a number of areas that needed improvement. At the same time, broad changes in regulatory requirements required immediate adjustments in processes. The organizational analysis was conducted across all departments and found the following organization-wide issues. · Quality reviews discovered a hospital-wide medication administration error rate of 20% with some tasks identified as redundanttasks. · Complying with new federal reporting requirements has increased the time needed to complete the medication administrationprocess. CMC responded to the problem by purchasing an enterprise-wide health care information system from Topmost, one of the leading enterprise-software vendors in the country. The functionality of the system directly addresses the medication administration issues found in the organizational analysis. Several modules of an electronic health record system (EHRS) have already been implemented, as shown in the table below. As employees of Topmost, you and your team are charged with implementing this medication administration system for CMC, the final phase of the EHRS project. This medication administration system includes an electronic medication administration record (eMAR), Barcode Medication Administration (BCMA), and physical administration of medication. Note: For the remainder of this scenario, this whole process will be referred to as the Medication Administration System (MAS). Module Implementation Status Module in the HIS System Status of Module Implementation Fully implemented Partially implemented In pilot Not yet implemented ADT (Accounting System) X Order Entry/Results Reporting OE/RR) X Billing and Financials X Ambulatory and Acute Care Clinical Documentation System X Module in the HIS System Status of Module Implementation Fully implemented Partially implemented In pilot Not yet implemented Laboratory X Medication Administration System (MAS) X Note that the Medication Administration System (MAS) module has not been implemented. The CIO and VP-PCS relate that there are a number of challenges associated with the CMC health care information system program, including the MAS project. One risk is that the initial implementation of the MAS may result in a temporary increase in medication errors. Another risk is that staff resistance to the new workflows and processes brought about by the MAS may cause delays in the completion of the implementation. In meetings with the CIO and VP, they state that the first task for the team is to develop the project charter. The MAS team is assigned specific elements to be included in the project charter: the mission of the project, the problem statement, the project objectives, key stakeholders, milestones, and risks for the project. A list of the team members and the team’s plan for collaboration on this project also will be integrated into the charter. A new chief medical information officer (CMIO) has been hired. This CMIO does not have the informatics expertise required to lead this critical and large project. However, the CMIO has gained solid experience on small-scale decision-support projects at a former institution while studying informatics in graduate school. The CMIO is looking forward to learning from you and your team. The budget for the MAS project is approved up to $1 million. If more than $1 million is needed to implement the project, the additional expenditure must be justified in a project plan that key stakeholders approve. The software application for the Medication Administration System and necessary hardware have already been purchased, but they have not been delivered. Your team has a timeline of 6 months to complete the MASproject. Project Charter Work with your team to create a project charter that includes the following: Mission of the project Problem statement Project objectives Scope of the project Milestones within the project Deliverables—a defined product produced as part of the project Assumptions List of key stakeholders Project risks List of team members, roles, and a plan for collaboration Much of the information for the project charter can be extrapolated from the Team Project Scenario . As the project moves forward, additional hypothetical situations for the project can be developed by the team members. 2- Team Plan for Collaboration Working as a team, create and submit your team’s plan for collaboration. In this plan, you identify and describe the general guidelines and plan you will follow to work successfully online and optimize your collective skills. Address the following: 1. Team identification : A listing of all team members. ( Susan N., Barbara W., Jaime W .). 2. Team vision : A brief statement that embodies your team’s ideal in completing this project and targets all you want to accomplish together. 3. Processes and expectations for communication : The most effective means of working together from a distance are asynchronous modes that allow team members to express thoughts and share ideas according to their own schedules. You also need to consider the best ways to share any documents or information you may gather from speaking directly to an expert in a field or from a source that is only available to you in hard copy. 4. Determination of roles and division of work for the project : Typical roles include an organizer, who makes sure that everyone stays on track; editors, who take the agreed-upon final contributions of team members and fit them into the team-project deliverable; and a presenter, who uploads the assembled version of the project into the document sharing area and writes a summary introduction. These suggested roles are guidelines . For the purposes of this project, you may discover that different or additional roles that fit the project scenario are most effective. Each team member could be assigned a position title and credentials that match their role in the project scenario. Keep in mind that the team roles may change as requirements change. None of the roles you decide on takes the place of participation when it comes to the content of the project. All team members should contribute to the project content and discussions. ( DO NOT DO THIS PART ) 5. Approaches to conflict and agreement : This item should address the way you would like to see conflicts resolved and determine agreed-upon guidelines or processes you will follow to resolve them. Consider a worst-case scenario and agree to specific actions the team will take should this scenario occur. Include a description of potential negative consequences that may result from the actions. 6. Expectations for participation : One of the biggest objections to working with an online team is the fear that some members will not participate or that one or two members will be burdened with the majority of the work. In this section, determine and agree upon expectations for participation and the measures you will take when someone is not participating as fully as you expect or when someone seems to be doing too much, such as taking over all of the discussions. Have a plan for taking on a team member’s work, should the need arise to do so. To prepare: Review this week’s Learning Resources on project charters. Thoroughly examine the Team Project Overview document in this week’s Learning Resources to familiarize yourself with the requirements of this Assignment. Write a 3- to 4-page document in APA format that includes a project charter and a team plan for collaboration. Cite at least 3 references from the list provided. Include an introduction with a purpose statement (e.g. the purpose of this paper is …), and a summary. Required Readings Biafore, B. (2010). Microsoft Project 2010: The missing manual . Sebastopol, CA: O’Reilly. Chapter 1, “Projects: In the Beginning” “Publicizing a Project and Its Manager” (pp. 35–37) In this section of Chapter 1, the author describes the typical elements of a project charter. The author also provides guidelines for generating stakeholder support using a project charter. Coplan, S., & Masuda, D. (2011). Project management for healthcare information technology . New York, NY: McGraw-Hill. Chapter 3, “Project Management” “Prepare Project Charter” (pp. 42–43) This section of Chapter 3 explains the basic principles of preparing a project charter. The authors summarize a project charter’s key elements. Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK guide) (5th ed.). Newtown Square, PA: Author. Chapter 3, “Project Management Processes” (pp. 47–61) Review this chapter, which supplies information on managing a single project that uses networked processes. The chapter describes project management processes related to each phase of a project. Chapter 4, “Project Integration Management” 4.1, “Develop Project Charter” (pp. 66–72) This section of Chapter 4 details the process of developing a project charter. The text focuses on the inputs, outputs, and tools and techniques of project chartering. Patel, V. N. (2008). Project management [Ebrary version]. Jaipur, India: Oxford. Retrieved from the Walden Library databases. Chapter 2, “Project Origination/Initiation” (pp. 22–74) This chapter explores the initiation phase of a project in great detail. The chapter focuses on the key tasks and performers of this phase. Cortelyou-Ward, K., Noblin, A., & Martin, J. (2011). Electronic health record project initiation and early planning in a community health center. Health Care Manager , 30 (2), 118–124 . Retrieved from the Walden Library databases. This article explores the application of project initiation and early planning in a community health center. The authors delve into the issues of quality improvement, planning, and finance. Kloppenborg, T. (2012). Project selection and initiation questions leading to good risk management [Special section]. PM World Today , 14 (1), 1–5. Retrieved from the Walden Library databases. This article presents questions that project managers may ask to promote effective risk management. The author details questions applicable to the creation of a project charter and the selection of a project. Eurorec.org. (n.d.). Project charter. Retrieved March 12, 2013, from http://www.eurorec.org/files/filesPublic/ehrworkshop/2007/Project%20Charter%20-%20CRFQ%20Pilot.ppt This is one of the three files for this week that are examples of project charters for health care organizations. Hart, S. (2012, July 28). PM-foundations – the project charter [Blog post]. Retrieved from http://pm-foundations.com/2012/07/28/pm-foundations-the-project-charter/ The author of this article reviews the basic elements and considerations of a project charter. In particular, the article explains project charter content, the assignment of charter responsibilities, and six attributes of a good project charter. Karim, S. (2012, May 24). A project with no project charter? [Blog post]. Retrieved from http://blogs.pmi.org/blog/voices_on_project_management/2012/05/a-project-with-no-project-char.html This article focuses on cases in which projects have no corresponding project charter. The author specifies reasons for neglecting a charter and analyzes the potential negative repercussions. Microsoft Corporation. (2012c). Project management goal: Initiate a project. Retrieved from http://office.microsoft.com/en-us/project-help/project-management-goal-initiate-a-project-HA102598143.aspx?CTT=5&origin=HA101978264 This article describes the process of initiating a project. The article provides a large-scale overview of planning a project. Microsoft Corporation. (2012e). The project triangle. Retrieved from http://office.microsoft.com/en-us/project-help/the-project-triangle-HA010351692.aspx?CTT=5&origin=HA010359477 This article examines the impact of time, money, and scope on any project. The article suggests various strategies for balancing these three constraints. Purdue University. (2006). Electronic health record project charter. Retrieved from http://www.docstoc.com/docs/136685338/EHR-Project-Charter This is one of the three files for this week that are examples of project charters for health care organizations. University of Wisconsin-Madison. (2006). Course guides on the web: Project charter (Version 2.2). Retrieved from http://psst.doit.wisc.edu/Uploads/258_Course%20Guide%20Charter%20V2.2%5B1%5D.doc This is one of the three files for this week that are examples of project charters for health care organizations. Document: Team Project Scenario (PDF) (SEE ATTACHED FILE ) This document contains the scenario you will use for your Team Project. Document: Team Project Overview (PDF) This document provides an overview of the Team Project you will work on throughout this course. (SEE ATTACHED FILE) Required Media Laureate Education (Producer). (2013f). Project initiation [Video file]. Retrieved from https://class.waldenu.edu Note: The approximate length of this media piece is 13 minutes. In this video, roundtable participants Dr. Mimi Hassett, Dr. Judy Murphy, and Dr. Susan Newbold discuss how a project gets off the ground, who and what should be included in initial planning, the consideration of project risks, and the crucial role communication plays throughout the process.

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Evidence-Based Project, Part 4: Critical Appraisal of Research 2025

To Prepare: Review the Resources and consider the importance of critically appraising research evidence. Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3. Review and download the Critical Appraisal Tools document 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 and analyzed by completing the Critical Appraisal Tools document. Be sure to include: An evaluation table A levels of evidence table An outcomes synthesis table 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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case study 11 2025

Case Study, Chapter 11, Health Care of the Older Adult 1. The nurse working at the senior center notices Mrs. Jones, a 78-year-old, crying. The nurse approaches Mrs. Jones and asks if she needs help. Mrs. Jones states “I am so embarrassed. I had another accident and my pants are all wet. It’s like I’m a baby. I never should have come to the senior center.” What factors may be contributing to the urinary incontinence? How should the nurse respond to Mrs. Jones? 2. The nurse is completing the admission assessment for a patient scheduled for cataract surgery in the outpatient center. Because the patient is over the age of 70 and has several chronic conditions, including hypertension and congestive heart failure, the nurse focuses on completing a thorough medication history. What questions should the nurse include in the medication history? The patient states that she stopped taking one of her medications due to cost, since her health insurance would not reimburse for the medication. What are other reasons that older adults may be noncompliant with ordered medications? How does aging affect drug absorption, metabolism, distribution, and excretion?

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