Competency

Explain the basic models of quality improvement in healthcare.

Course Scenario

Chaparral Regional Hospital is a small, urban hospital of approximately 60 beds, and offers the following:

• Emergency room      services
• Intensive care
• Surgical care
• Obstetrics
• Diagnostic      services
• Some      rehabilitation therapies
• Inpatient      pharmacy services
• Geriatric      services
• Consumer      physician referral services

Recently, the CEO has been hearing complaints from both patients and staff, varying from long wait times to rude physicians. You have been hired to design and implement a Quality Improvement Plan to help uncover quality problems and to satisfactorily resolve them.

Scenario Continued

The CEO has met with you to let you know that some members of the Board of Directors are questioning the value of developing a quality improvement plan. She has asked you to create an executive summary and an information sheet to be included in the next Board packet.

Instructions

Topics for the executive summary should include:

1. What is a Quality Improvement plan?

2. Why do healthcare facilities create improvement plans?

3. Why would you recommend the facility create and implement a QI plan?

4.Identify purpose of QI plan and supporting details

NOTE – APA formatting for the reference list, and proper grammar, punctuation, and form required.

  After completing the Executive Summary, you will create a one-page information sheet for the Board that they can use to answer questions about QI plans.

a. The information sheet should give your CEO and the Board of Directors enough information to have an educated conversation with patients and other stakeholders on the value of QI plans.

b. Make sure to use audience-specific language and tone on your information sheet. Remember, you are writing this information sheet for your CEO and the Board of Directors.

c. Be creative, and make your information sheet fun and organized.

  

Scholarly Product Development

As noted in previous weeks of the course, collegial collaboration can broaden your perspective and help you to generate new ideas. How might this be true for the development of a scholarly product for dissemination?

In this Discussion, you and your colleagues share insights related to dissemination, including how dissemination relates to your development as a scholar-practitioner and as a nurse leader.

To prepare:

• Reflect      on the process you engaged in (with your Instructor or committee chair) of      selecting the journal or other format for your DNP Project scholarly      product for dissemination. What are the strengths and limitations of the      forum you selected?
• What      insights have you gained through developing this product? (You may also      wish to reflect on insights gained through your oral presentations.)
• What      other forums could be appropriate for disseminating the findings of your      DNP Project? (Consider involvement in professional organizations, for      instance.)
• How      does dissemination relate to your development as a scholar-practitioner      and a nurse leader?

By tomorrow Tuesday 7/30 6 pm write a minimum of 550 words essay in APA format with at least 3 scholarly references. Include the level one headers as numbered below: 

Post a cohesive response that addresses the following:

1) Describe the format/ forum you selected for your DNP Project (electronic health record) scholarly product for dissemination. 

2) Discuss the strengths and limitations of the approach you selected.

3) Describe two or more other ways to disseminate the findings, discussion, and implications of your DNP Project (electronic health record).

4) Explain how dissemination relates to your development as a scholar-practitioner and a nurse leader.

Required Readings

Ousley, A. L., Swarz, J. A., Milliken, E. L., & Ellis, S. (2010). Cancer education and effective dissemination: Information access is not enough. Journal of Cancer Education, 25(2), 196–205.

This article details the results of a Practitioner Information Needs survey that was administered to five different types of practitioners involved in cancer care.

 

Walsh, N. (2010). Dissemination of evidence into practice: Opportunities and threats. Primary Health Care, 20(3), 26–30.

This article reports on research into the perceived barriers that may impede the implementation of evidence-based practice.

Required Media

Laureate Education, Inc. (Executive Producer). (2012a). Developing a scholarly product for dissemination. Baltimore, MD: Author.

Note: The approximate length of this media piece is 6 minutes.

In this media presentation, Dr. Kris Mauk shares her DNP Project poster created for a presentation at the Association of Rehabilitation Nurses National Conference.

The Professional Capstone and Practicum course requires students to select a course mentor. This mentor is not a preceptor, but an individual who will guide students as they work to complete the practice immersion hour requirements for this course. Students are not required to “shadow” their mentor.

The course mentor should be someone who can provide professional development knowledge and guidance and who possesses a genuine interest in working with students to further their academic goals.

Selection, approval, and retention of a course mentor must be completed as soon as possible at the start of this course, as this individual will be working with the student on each assignment that incorporates practice immersion hours. Working with a course mentor is mandatory.

Once a course mentor has agreed to serve in the role, you must complete and submit the following required documentation so that practice experiences can begin in a timely manner:

1. Field Experience Site Information Form
2. Qualified Mentor/Preceptor Summary Form
3. Mentor’s license, certification, and resume/curriculum vitae

The student is responsible for obtaining all signatures for the paperwork submission. Course faculty will approve all sites and mentors according to student learning needs and specific course objectives.

Do not initiate new work on practice-immersion-hour-based course assignments until your course instructor has approved your course mentor.

Once a course mentor is approved, students should contact the mentor within 1 week of receiving the approval notification. Students are encouraged to make an appointment to meet with their mentor in person and arrange to review the NRS-490 course objectives and the Individual Success Plan (ISP).

For more specific information on the course mentor process and roles and responsibilities, refer to Section Three of the Guidelines for Undergraduate Field Experiences resource.

 

The Pacific Healthcare Case Analysis

Procurement Evaluation

Procurement Solutions

Conclusion

Questionnaire

1. What alternatives should Barney Rubble consider when addressing the problem?

2. Should Pacific’s supply policies allow for any medical staff personnel to control sourcing decisions?

3. What are the advantages and disadvantages of staying with Kodak—or changing suppliers? How would you evaluate these?

4. What action could Mr. Rubble have taken prior to Mr. Howell’s death to obtain reduced film prices?

  

Assignment (4 pages, not including title and reference pages):

75-year-old non-English speaking female recently diagnosed with breast cancer

Adult Health Case:
Include the following:

· An explanation of the health issues and risks that are relevant to the person you were assigned.

· Describe additional information you would need in order to further assess his or her weight-related health.

· Identify and describe any risks and consider what further information you would need to gain a full understanding of the adult’s health. Think about how you could gather this information in a sensitive fashion.

· Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information.

· Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their adults’s health and weight.

· Based on the risks you identified, consider what further information you would need to gain a full understanding of the patient’s health. Think about how you could gather this information in a sensitive fashion.

· Consider how you could encourage the patient or caregivers to be proactive toward the patient’s health.