Data 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/

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Transition to practice: professional goal statement 2025

Part 1: Goals and Objectives Create a table with 3 short-term goals (1-2 years), 3 intermediate-term goals (3-5 years), and 3 long-term goals (6-10 years) related to your career path as a nurse practitioner. Include at least TWO strategies for how you will meet each goal and at least one objective measure that will evaluate success.

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Advocacy Through Legislation 2025

Nurses often become motivated to change aspects within the larger health care system based on their real-world experience. As such, many nurses take on an advocacy role to influence a change in regulations, policies, and laws that govern the larger health care system. For this assignment, identify a problem or concern in your state(ILLINOIS), community, or organization that has the capacity for advocacy through legislation. Research the issue and use the “Advocacy Through Legislation” template to complete this assignment. You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide. 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

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Respiratory Alterations 2025

Respiratory Alterations In clinical settings, patients often present with various respiratory symptoms such as congestion, coughing, and wheezing. While identifying a symptom’s underlying illness can be challenging, it is essential because even basic symptoms such as persistent coughing can be a sign of a more severe disorder. Advanced practice nurses must be able to differentiate between moderate and severe respiratory disorders, as well as properly diagnose and prescribe treatment for their patients. For this reason, you must have an understanding of the pathophysiology of respiratory disorders. Consider the following three scenarios: Scenario 1: Ms. Teel brings in her 7-month-old infant for evaluation. She is afraid that the baby might have respiratory syncytial virus (RSV) because she seems to be coughing a lot, and Ms. Teel heard that RSV is a common condition for infants. A detailed patient history reveals that the infant has been coughing consistently for several months. It’s never seemed all that bad. Ms. Teel thought it was just a normal thing, but then she read about RSV. Closer evaluation indicates that the infant coughs mostly at night; and, in fact, most nights the baby coughs to some extent. Additionally, Ms. Teel confirms that the infant seems to cough more when she cries. Physical examination reveals an apparently healthy age- and weight-appropriate, 7-month-old infant with breath sounds that are clear to auscultation. The infant’s medical history is significant only for eczema that was actually quite bad a few months back. Otherwise, the only remarkable history is an allergic reaction to amoxicillin that she experienced 3 months ago when she had an ear infection. Scenario 2: Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough. His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record. Scenario 3: Maria is a 36-year-old who presents for evaluation of a cough. She is normally a healthy young lady with no significant medical history. She takes no medications and does not smoke. She reports that she was in her usual state of good health until approximately 3 weeks ago when she developed a “really bad cold.” The cold is characterized by a profound, deep, mucus-producing cough. She denies any rhinorrhea or rhinitis—the primary problem is the cough. She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Maria has tried over-the-counter cough medicines but has not had much relief. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves. To Prepare – Review the three scenarios, as well as Chapter 27 and Chapter 28 in the Huether and McCance text. – Select one of the scenarios and consider the respiratory disorder and underlying alteration associated with the type of cough described. – Identify the pathophysiology of the alteration that you associated with the cough. – Select two of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the disorder. Post a description of the disorder and underlying respiratory alteration associated with the type of cough in your selected scenario. Then, explain the pathophysiology of the respiratory alteration. Finally, explain how the factors you selected might impact the disorder. LEARNING RESOURCES Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby. Chapter 26, “Structure and Function of the Pulmonary System” This chapter provides information relating to the structure and function of the pulmonary system to illustrate normal pulmonary function. It focuses on gas transport to build the foundation for examining alterations of pulmonary function. Chapter 27, “Alterations of Pulmonary Function” This chapter examines clinical manifestations of pulmonary alterations and disorders of the chest wall and pleura. It covers the pathophysiology, clinical manifestations, evaluation, and treatment of obstructive lung diseases such as asthma, chronic obstructive pulmonary disease (COPD), chronic bronchitis, and emphysema. Chapter 28, “Alterations of Pulmonary Function in Children” This chapter focuses on alterations of pulmonary function that affect children. These alterations include disorders of the upper and lower airways. Hammer, G. G. , & McPhee, S. (2014). Pathophysiology of disease: An introduction to clinical medicine . (7th ed.) New York, NY: McGraw-Hill Education. Chapter 9, “Pulmonary Disease” This chapter begins with an overview of normal structure and function of the lungs to provide a foundation for examining various lung diseases such as asthma and chronic obstructive pulmonary disease (COPD). ** American Lung Association. (2012). Retrieved from http://www.lung.org/ ** Asthma and Allergy Foundation of America. (2012). Retrieved from http://www.aafa.org ** Cystic Fibrosis Foundation. (2012). Retrieved from http://www.cff.org/ Instructor Requirements As advanced practice nurses, we are scholars, nurse researchers and scientists. As such, please use Peer-Reviewed scholarly articles and websites designed for health professionals (not designed for patients) for your references. Students should be using the original citation in Up to Date and go to that literature as a reference. The following are examples (not all inclusive) of resources/websites deemed inadmissible for scholarly reference: 1. Up to Date (must use original articles from Up to Date as a resource) 2. Wikipedia 3. Cdc.gov- non healthcare professionals section 4. Webmd.com 5. Mayoclinic.com – This work should have Introduction and Conclusion – It should have at least 3 current references – APA format This paper should have Introduction and Conclusion

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NUR3045 Module 1 Quiz – Chapter 3 2017 2025

Question 1 Statistics for 2008 to 2009 indicated that 20 . 7% of children lived in poverty . What health implications can be drawn from this statistic? Select all that apply . 1. These children run a higher risk of poor overall health status. 2. Public health clinics can provide preventive care. 3. Medicaid assistance can enable these children to receive health care. 4. Increased funding for children’s health has resulted from these statistics. Question 2 Which criterion limits access to health care? 1. No public transportation 2. Employment opportunities 3. Transition programs for newly arrived legal residents 4. Advocacy groups for immigrants Question 3 A patient in the Emergency Department is concerned about the cost of treatment because of no financial income . What areas would the nurse include when assessing this patient? Select all that apply . 1. Preventive care 2. Nutritional status 3. Number of accidents 4. Shelter 5. Status of current immunizations Question 4 While taking the health history, a Black Hispanic patient tells the nurse about having difficulty finding employment . The nurse realizes that which is a factor that causes income disparity within this segment of the population? 1. Shift to labor requiring higher technological skills 2. Increase in the real minimum wage potential 3. Increase in traditional labor skills for these groups 4. Shift of skilled jobs to unskilled labor Question 5 The nurse notes that a larger number of foreign-born patients are being seen in the hospital . From which countries are the majority of foreign-born legal permanent residents? Select all that apply . 1. Mexico 2. China 3. India 4. Europe 5. South America Question 6 A patient explains how a former job has been outsourced to another country . What impact has globalization had on the economy? 1. Increased income inequality for some groups in the United States 2. Improved income for all minority groups in the United States 3. Increased membership in labor unions 4. Decreased immigration Question 7 Legal permanent residents tend to initially settle in urban areas . What can be inferred from this? 1. Employment may be found but will probably be in lesser-paying jobs. 2. Unemployment will not be a concern. 3. Employment is easy to obtain in urban areas. 4. Income earning potential is higher. Question 8 A foreign-born patient tells the nurse about preparing for the naturalization exam . What kinds of questions will be on this exam? Select all that apply . 1. Questions about the Constitution 2. Parts of the US government 3. Who makes federal laws 4. The number of justices on the Supreme Court 5. Words of the US national anthem Question 9 While shifts in the population profile are occurring, what is an important consideration to address in health care? 1. Cultural health needs of varying groups must be considered. 2. Health care needs to be streamlined for consistent care delivery. 3. More physicians need to be trained to deliver health care. 4. Health care providers need to be younger to care for an aging population. Question 10 According to the 2010 Census, the percentage of the 65+ population of White non-Hispanics is at 13% . How will health planning needs be affected by this percentage? 1. This population will have greater demands on the health care system as it ages. 2. Planning needs for other segments of the population can be revised downwards. 3. There is no need to increase manufacture of childhood immunizations. 4. Cultural accommodations for other minority groups can be decreased. Question 11 A patient tells the nurse that she lives in Section 8 housing . The nurse realizes that eligibility for this program is determined by: 1. Low-income guidelines 2. Family size 3. Geographic address 4. Employment history Question 12 A patient, an immigrant from another country, is waiting to be seen in the Emergency Department . What difficulties is this patient dealing with since coming to a new country? Select all that apply . 1. Learning a new language 2. Adapting to a new climate 3. Eating new foods 4. Fitting in with the new culture 5. Rejecting old customs in favor of new ones Question 13 The nurse is comparing the patient population at a health care organization with the US Bureau of the Census population statistics . Which statement would the nurse use to make this comparison? 1. The percentage of US citizens who were people of color in 2010 was 36.3% of the population. 2. The percentage of Black Americans dropped considerably between 2000 and 2010. 3. People of color are the majority population within the United States. 4. People of color as a percentage of the overall US population are decreasing. Question 14 Prior to completing an admission assessment, a foreign-born patient provides the nurse with a green card . What does this green card represent? Select all that apply . 1. Proof of legal permanent residency 2. All rights of a US citizen with exceptions 3. Inability to vote 4. Restrictions to become a citizen 5. Automatic US citizenship Question 15 When determining health care needs for a patient population, the health care organization analyzes the percentage of races represented within the organization with those of the US Census . What was the change in the White population between the 2000 and 2010 censuses? 1. 2.7% 2. 1.2% 3. 0.3% 4. 3.8% Question 16 While completing demographics for a new admission, the nurse notes that there are separate categories for race and Hispanic origin . What influenced this change to occur in demographic data reporting? 1. Federal guidelines written in 1997 separated race and Hispanic origin as two separate concepts. 2. The number of people identified as non-White was increasing out of proportion to the population. 3. Identifies which health plans the patient is eligible to enroll in 4. Better differentiates categories within the African-American group Question 17 How might immigration contribute to income inequality in the United States? 1. Many immigrants’ willingness to do jobs for less money than native-born residents 2. Being the primary income earners in the family 3. Advocating for higher minimum wages 4. A willingness to join labor unions as in previous immigrant trends Question 18 Which characteristic would the nurse assess in a family experiencing multi-generational poverty? 1. Repeated cycles of decreased educational opportunities leading to poorer income potential and poorer health outcomes 2. Members not wishing to improve their life circumstances 3. Decreased interest by lawmakers in reducing poverty circumstances 4. Increased government efforts to provide money to improve incomes Question 19 The health care administrator is comparing the 2000 Census Bureau data with patient demographic data . Which cultural group represented 12 . 5% of the population in 2000? 1. Hispanic or Latino 2. Asian 3. African American 4. American Indian and Alaskan Native Question 20 What does the nurse identify as reasons why income influences health? Select all that apply . 1. Increases access to health care 2. Enables people to live in better neighborhoods 3. Enables people to afford better housing 4. Enables people to live in areas without environmental hazards 5. Reduces despair

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