NURS6521 Week 7 Midterm Exam (Updated)/NURS6521 Week 7 Midterm Exam (Updated)/NURS6521 Week 7 Midterm Exam (Updated) – 2025 Question 1 Following an assessment by her primary care provider a 70 year old

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NURS6521 Week 7 Midterm Exam (Updated)/NURS6521 Week 7 Midterm Exam (Updated)/NURS6521 Week 7 Midterm Exam (Updated) – 2025

  

Question 1 

Following an assessment by her primary care provider, a 70-year-old resident of an assisted living facility has begun taking daily oral doses of levothyroxine. Which of the following assessment findings should prompt the nurse to withhold a scheduled dose of levothyroxine? 

A) The resident has not eaten breakfast because of a recent loss of appetite

B) The resident’s apical heart rate is 112 beats/minute with a regular rhythm

C) The resident had a fall during the night while transferring from her bed to her bathroom

D) The resident received her annual influenza vaccination the previous day

Question 2 

A 33-year-old woman has irritable bowel syndrome (IBS). The physician has prescribed simethicone (Mylicon) for her discomfort. Which of the following will the nurse monitor most closely during the patient’s drug therapy?

A) drug toxicity
B) anorexia
C) increased abdominal pain and vomiting
D) increased urine output

Question 3  

The lower respiratory system utilizes a number of different mechanisms that confer protection and maintain homeostasis. Which of the following physiological processes protects the lower respiratory system?

A) goblet cells throughout the lower airways produce phagocytes that trap particles and microorganisms
B) the carina, where the trachea bifurcates into two bronchi, closes off the lower airway in response to noxious stimuli

C) The alveoli produce positive pressure in order to expel particles that have been inhaled
D) cilia sweep foreign material and mucus upward toward the trachea and larynx where they can then be swallowed

Question 4 

Which of the following patients is most likely to benefit from the administration of an adrenergic agonist?  

A) A man who is in cardiogenic shock following a myocardial infarction
B) A man who has a diagnosis of primary hypertension
C) A woman who has been admitted with a suspected ischemic stroke
D) A woman who is in labor and may require a caesarean section

Question 5 

The APRN is treating a 56 year old male with diagnosed atrial fibrillation. He is complaining of being light headed. His vital signs are BP 100/68 HR 144 RR 22. The best choice of medication to treat this patient is: 

A) Amiodarone
B) Dronedarone
C) Esmolol
D) Flecainide
E) Metoprolol

Clinical Skills Self-Assessment – 2025 Before embarking on any professional or academic activity it is important to understand the background knowledge and experience you

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Clinical Skills Self-Assessment – 2025

Before embarking on any professional or academic activity, it is important to understand the background, knowledge, and experience you bring to it. You might ask yourself, “What do I already know? What do I need to know? And what do I want to know?” This critical self-reflection is especially important for developing clinical skills such as those for advanced practice nursing.  

The Psychiatric-Mental Health Nurse Practitioner (PMHNP) Clinical Skills List and Clinical Skills Self-Assessment Form provided in the Learning Resources can be used to celebrate your progress throughout your practicum and identify skills gaps. The list covers all the necessary skills you should demonstrate during your practicum experiences.

Just as you did in PRAC 6635, for this Assignment, you assess where you are now in your clinical skill development and make plans for this practicum. Specifically, you will identify strengths and opportunities for improvement regarding the required practicum skills. In this practicum experience, when developing your goals and objectives, be sure to keep assessment and diagnostic reasoning in mind.

To Prepare

  • Review the resources and clinical skills in the PMHNP Clinical Skills List document. It is recommended that you print out this document to serve as a guide throughout your practicum.  
  • Review the “Developing SMART Goals” resource on how to develop goals and objectives that follow the SMART framework. 
  • Review the resources on nursing competencies and nursing theory and consider how these inform your practice. 
  • Download the Clinical Skills Self-Assessment Form to complete this Assignment. 

Assignment

Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:   

  • Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form.  
  • Based on your ratings, summarize your strengths and opportunities for improvement.   
  • Based on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form.  

Discussion: Maintaining Academic Integrity – 2025 Discussion Directions Maintaining your own integrity as a professional nurse is an

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Discussion: Maintaining Academic Integrity – 2025

 

Discussion Directions 

Maintaining your own integrity as a professional nurse is an essential part of your career. Despite knowing the consequences for an academic integrity infraction, why do some students still falsify their work?

What are the most challenging APA formatting issues for you? Why do you find these areas so challenging? What resources will you use to overcome these challenges?

 Example of another student’s discussion in the same class————–

As a professional nurse, working in the clinical setting, maintaining integrity is vital in the relationship with my patients and their families. As mentioned in the American Associates of College of Nursing [AACN] Essentials of Baccalaureate Education (2008) “Through this connection, the nurse and patient work toward and understanding of a wide variety or physical, psychosocial, cultural, and spiritual needs, health-illness decisions and life changes.” (p.27) Patients rely on their healthcare team to give accurate information regarding their health; therefore, they can make educated decisions. Another area where integrity is important is between the nurse and doctor. In the clinic setting, I work with one cardiologist. On a day-to-day basis, he is calling with orders and relies on me to carry them out and follow up to make sure the patients have gotten the testing completed. By working together, we can give the patients the best treatment and get better compliance from patients and families.

In the future, I hope to use the foundations of what I have learned and continue to learn, by staying up to date on trials or new medications, in my nursing practice to be able to give my patients continued education on their illness or chronic health issues.

I believe the students, who know about the consequences of an academic integrity infraction, still do it because they feel the pressure of failure. Students face demands daily. An article in Nurse Education today, talked about academic integrity in nursing where students found it necessary to cheat to have success in nursing school. (Bultas et al., 2017)

The most challenging APA formatting issues that I have is correctly documenting the sources in the text and making sure that I have all the information in the reference. I find documenting the sources challenging because there are many components that make it up.

The resources that I will use to overcome these challenges are seeking help from my professor, Chamberlain writing center, and using my APA textbook.

References:

American Associates of College of Nursing: Essentials of Baccalaureate Education: p. 27, 2008.

Bultas,M., Davis, R., Palmer,J., & Schmuke,A., (2017) Crossing the “line”: College students and academic integrity in nursing. Nurse Education Today, 56, 57-62. www.elsevier.com/locate/nedt

Patient Compliance and Patient Education – 2025 Topic 1 DQ 1 Compliance of a patient is one key to successful medication by

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Patient Compliance and Patient Education – 2025

 Topic 1 DQ 1

Compliance of a patient is one key to successful medication by therapists. Therefore, in a case like that of Alma, a healthcare professional has first to find a way to overcome the non-compliant nature of Alma so that the pelvic procedure will be carried out successfully. In helping to provide a solution to the non-compliant nature of Alma, the health care professional has first to focus on finding out the root cause of the behavior. In this case, the cause of the non-compliance might be illiteracy, or maybe economic hardships, or an array of other issues which are personal to the patient. Therefore, after getting causes of the root cause of the non-compliance, the real solution will be looking at patterns of care and utilization. By taking a care route, the health care professional will be able to solve the non-compliance problem of Alma. Some of the strategies to adopt for the health care professional for successful solvation of non-compliance will be maintaining their rationality, placing responsibility where it belongs, setting reasonable limits in addressing the problem, and not focusing more on the negative aspects.

In the case of Alma, patient education will have to come in. Patient education encompasses three aspects, which determine the approach one can take: the educator, the non-compliant patient, and the healthcare setting. For the educator, a high degree of familiarity with the case of the patient is needed. Familiarity, in this case, means that whatever might be meaningful to the patient regarding the diagnosis should be made known to them through appropriate methodologies. For the patient, for complete compliance, they should be convinced enough that the procedure of treatment that is set to them will help avoid the adverse condition they are facing. Regarding the healthcare setting, the educator should look for an appropriate environment that will enhance communication between the healthcare professional and the non-compliance professional.

 

Alma Faulkenberger is an 85-year-old female outpatient sitting in the waiting room awaiting an invasive pelvic procedure. The health care professional who will assist in her procedure enters the room and calls “Alma.” There is no reply so the professional retreats to the work area. Fifteen minutes later the professional returns and calls “Alma Frankenberg.” Still no reply, so he leaves again. Another 15 minutes pass and the professional approaches Alma and shouts in her ear, “Are you Alma Frankenberg?” She replies, “No I am not, and I am not deaf either, and when you get my name correct I will answer you.”

Using the topic 1 materials, develop a plan to help Alma be compliant with the procedure and post-treatment medication. Also, describe the approach you would take to patient education in this case.

  

Using 200-300 words APA format with at least two references. Sources must be published within the last 5 years

1000 word essay due tomorrow @ 5:00 eastern standard time – 2025 Interview three families from different cultures One family should be from your own culture Compare

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1000 word essay due tomorrow @ 5:00 eastern standard time – 2025

Interview three families from different cultures. One family should be from your own culture. Compare the differences in health traditions between these cultures.

Assess the three families using the “Heritage Assessment Tool.” In 1,000-1,500 words discuss the usefulness of applying a heritage assessment to evaluate the needs of families and develop plans for health maintenance, health protection, and health restoration. Include the following:

Perform a heritage assessment on three families. One of these families should be from your own culture. See questionna of three family’s attached.

use this information. To compare evaluate and discuss. 

Identify common health traditions based on cultural heritage. Evaluate and discuss how the families subscribe to these traditions and practices. Address health maintenance, health protection, and health restoration as they relate to your assessment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

must be 1000-1500 words not plagiarism. On time tomorrow 

Case Study: Through the Eyes of the Patient and the Health Care Professional – 2025 Allied health professionals are confronted with different death and dying practices An effective allied health professional recognizes the importance

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Case Study: Through the Eyes of the Patient and the Health Care Professional – 2025

Allied health professionals are confronted with different death and dying practices. An effective allied health professional recognizes the importance of understanding different cultural practices, and learns how to evaluate the death, dying, and spiritual beliefs and practices across the cultures.

Read the two specified case histories and choose one for this assignment.

Chapter 4, “Stories of Abby: An Ojibwa Journey” and Chapter 14, “Stories of Shanti: Culture and Karma,” by Gelfland, Raspa, and Sherylyn, from End-of-Life Stories: Crossing Disciplinary Boundaries (2005), from the GCU Library. 

http://ebookcentral.proquest.com.lopes.idm.oclc.org/lib/gcu/detail.action?docID=423235

Identify your role as a health care professional in supporting Abby’s or Shanti’s dying rituals, and in creating strategies for displaying respect while still providing quality care. Identify communication strategies necessary in caring for your select person. Integrate your strategies as you develop a care plan describing how you would approach the situation and care for the patient. Review the “Care Plan” template prior to beginning.

Include the following in your care plan:

1-Communication: family and patient

2-Treatment options that align with the specific culture

3-Education: family and patient

4-Family roles in the process

5-Spiritual beliefs

6-Barriers

7-Cultural responses

8-Any additional components that you feel would need to be addressed (from your perspective as a health care professional)

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

HLT-310V Module 2 DQ 1 The Death of Ivan Ilych by Tolstoy – 2025 Refer to the GCU Introduction The Death of Ivan Ilych by Tolstoy and the

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HLT-310V Module 2 DQ 1 The Death of Ivan Ilych by Tolstoy – 2025

  

Refer to the GCU Introduction, The Death of Ivan Ilych by Tolstoy and the three concepts of the “healing environment” found in chapters 7-9 of Called to Care: A Christian Worldview for Nursing. What is the phenomenology of illness and disease (i.e. the personal “what it is like”)? Cite references from your reading to support your answer.

What is a personal analysis of your own experience with illness and disease and how several factors colored that experience? How can you relate to The Death of Ivan Ilych?

pharmacology class FNP – 2025 Discussion Prompt Post your answers to the 6 questions corresponding to this

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pharmacology class FNP – 2025

 

Discussion Prompt

Post your answers to the 6 questions corresponding to this week’s content on primary care medication management. Provide your responses and rationales. Support your rationales with high-level evidence. (See Post Expectations)

A 70-year-old woman is in your office complaining of recently having trouble maintaining her balance after taking diazepam (valium). She occasionally takes diazepam when she feels anxious and has trouble sleeping. She has a 15-year history of taking diazepam.

Q1. Explain the cause of this patient’s difficulty in maintaining her balance?

Q2. Diazepam experiences a significant first-pass effect. What is the first-pass effect, and how can first-pass metabolism be circumvented?

A 75-year-old woman develops symptoms of a cold and buys an over-the-counter cold medication at the grocery store. The medication contains diphenhydramine, acetaminophen, and phenylephrine. She takes the recommended adult dose but soon after taking the medication she becomes very confused and disoriented.

Q3. What is likely causing the signs of confusion?

A 26-year-old woman who has never been pregnant is seeking preconception care as she is planning to pursue pregnancy in a couple of months. Currently, she has no symptoms to report and on review of body systems, there were no concerns. Her past medical history is significant for a history of rheumatic fever as a child. She subsequently underwent valve replacement with a mechanical heart valve. She is followed by a cardiologist who has already evaluated her cardiac function and she has received clearance from her cardiologist to pursue pregnancy. Records from her cardiologist include a recent cardiac echocardiography report that reveals a normal ejection fraction indicating normal cardiac function.

She has no alterations in her daily activities related to her heart. She has no other significant medical or surgical history. She is a non-smoker, drinks occasionally but has stopped as she is attempting to conceive, and does not use any non-prescription drugs.

Current Medications: Her current medications include only prenatal vitamins, which she has begun in anticipation of pregnancy, and warfarin. She has no known drug allergies.

Vital Signs: On examination, her pulse is 80 beats per minute, blood pressure is 115/70 mm Hg, respiratory rate is 18 breaths per minute, and she is afebrile.

Measurements: Weight = 152 pounds, Height = 5′5 ″, BMI= 25.29

Q4. How is warfarin metabolized? Does warfarin cross the placental barrier?

Q5. Explain the hepatic drug metabolism of children 1 year and older. How do they compare with the hepatic drug metabolism of infants and adults?

Q6. Explain protein binding in the neonate.

PLEASE PROVIDE A HIGH LEVEL OF EXPLANATION FOR EACH QUESTION

Formulating the Evidence Based Practice Question – 2025 Course Project Introduction to Course Project Evidence based practice involves a great deal more than simply reading nursing periodicals

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Formulating the Evidence Based Practice Question – 2025

Course Project: Introduction to Course Project

Evidence-based practice involves a great deal more than simply reading nursing periodicals on a regular basis. Nurses can take a more proactive approach to evidence-based practice by identifying authentic problems and concerns, and then using that to guide their inquiries into current research. In this way, nurses can connect the results of relevant research studies to their nursing practice.

For the Course Project, you identify and apply relevant research to a specific nursing topic or problem. You begin by formulating an answerable question that is relevant to nursing and evidence-based practice. In later weeks of this course, you continue the Course Project by conducting a literature review and then determining how the evidence from the literature can be applied to nursing practice.

Before you begin, review the Course Project Overview document located in this week’s Learning Resources.

Note: This Course Project will serve as the Portfolio Assignment for the course. In addition to submitting portions of this Project in Weeks 2 and 5, you will turn in all three deliverables in Week 10.

Course Project: Part 1—Identifying a Researchable Problem

One of the most challenging aspects of EBP is to actually identify the answerable question.

—Karen Sue Davies

 

Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.

In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions.

To prepare:

1.     Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.

2.     Review the section beginning on page 71 of the course text, titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.

3.     Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.

4.     Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.

5.     Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question?

Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.

Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.

To complete:

Write a 3- to 4-page paper that includes the following:

1.     A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice

2.     The 5 questions you have generated and a description of how you analyzed them for feasibility

3.     Your preliminary PICOT question and a description of each PICOT variable relevant to your question

4.     At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections

 

Submit your Project. It will also be a component of your Portfolio Assignment for this course, which is due by Day 7 of Week 10.

Reference: 

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

 

Learning Resources

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31)

Chapter 5, “Literature Reviews: Finding and Critiquing Evidence”

In this chapter, you focus on conducting a literature review. Topics include how to identify the relevant literature on a given topic and then how to critique the strengths and weaknesses of the literature that you have found. Finally, the chapter examines how to synthesize the research findings into a written literature review.

 

Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12.

 

This article emphasizes the importance of systematic reviews of literature. The authors present an overview of resources that may assist in conducting systematic reviews.

 

Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195.

This article reviews the features of the TREAD Evidence-Based Practice Model. In particular, the authors of this article stress how the model emphasizes the use of standardized critical appraisal tools and Level I evidence.

 

Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95.

This article describes a hierarchy of pre-processed evidence and how it is adapted to the public health setting. The authors identify a range of resources with relevant public health content.

 Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360

 

Barker, J. (n.d.) Basic search tips and advanced Boolean explained. Retrieved August 3, 2012, from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf

 This resource provides a graphical representation of different approaches to research and gives examples of each.

 

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

This article reviews the frameworks commonly used to assist in generating answerable research questions. The author recommends considering the individual elements of the frameworks as interchangeable (depending upon the situation), rather than trying to fit a situation to a specific framework.

 

Walden University Library. (2012). Levels of evidence. Retrieved from http://academicguides.waldenu.edu/c.php?g=80240&p=523225

This guide provides a listing of evidence-based clinical resources, including systematic reviews and meta-analyses, critically appraised topics, background information and expert opinions, and unfiltered resources.

 

Indiana State University. (n.d.). Database search strategies. Retrieved July 6, 2012, from http://libguides.indstate.edu/content.php?pid=118904&sid=1065428

In this resource, the most common types of database searches are highlighted. It includes topics such as nesting searches, phrase searches, and using synonyms of key words in the search.

 

 Library of Congress Online Catalog. (2008). Boolean searching. Retrieved from http://catalog.loc.gov/help/boolean.htm

This web page provides a basic overview of Boolean searches and provides simple examples of key search terms.

 

Walden University. (n.d.b.). Searching and retrieving materials in the research databases. Retrieved August 10, 2012, from http://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving

This resource provides tips for searching in the Walden Library. It includes a guide to keyword searches, an explanation of Boolean searches, and tips on locating specific journals or articles.

 Document: Course Project Overview (Word document)

Note: You will use this document to complete the Project throughout this course.

Media

Laureate Education (Producer). (2012e). Finding resources for EBP. Baltimore, MD: Author.

In this video, Dr. Marianne Chulay identifies sources where nurses can find evidence to support their practices. She provides several examples of resources that provide specific information about best practices in health care.

 

Laureate Education (Producer). (2012f). Finding sources of evidence. Baltimore, MD: Author.

Dr. Kristen Mauk explains the process of performing a literature review in this video. She provides advice for nursing students in browsing databases and analyzing sources of evidence.

 

 Laureate Education (Producer). (2012g). Hierarchy of evidence pyramid. Baltimore, MD: Author.

This multimedia piece explains the hierarchy of evidence pyramid. The piece offers definitions and key information for each level of the pyramid.

 

 

 

Assessment 2 Instructions: Quality Improvement Initiative Evaluation – 2025 Deliver to the interprofessional team a presentation 20 minutes 12 15 slides that

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Assessment 2 Instructions: Quality Improvement Initiative Evaluation – 2025

 

Deliver to the interprofessional team a presentation (20 minutes; 12-15 slides) that analyzes an existing workplace quality improvement initiative related to a specific disease, condition, or public health issue of interest. The presentation’s purpose is to inform and get buy-in from the interprofessional team.

Introduction

Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—various groups talking among themselves about results and enhancements. Nurses are critical to the delivery of high-quality, efficient health care. As a result, they must develop their skills in reviewing and evaluating performance reports. They also need to be able to communicate outcome measures related to quality initiatives effectively. Patient safety and positive institutional health care outcomes mandate collaboration among nursing staff members to ensure the integration of their perspectives in all quality care initiatives.

In this assessment, you will have the opportunity to analyze a quality improvement initiative in your workplace. You will then present your analysis to a group of nurses and other health care professionals. The purpose of your presentation is to inform and enlist support for the initiative from your audience.

Preparation

Quality Initiative Selection

In this assessment you will deliver an analysis of an ongoing quality improvement initiative in your workplace. The initiative you analyze must relate to a specific disease, condition, or public health issue of personal or professional interest to you. The purpose of your analysis is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics. Your audience consists of nurses and selected health care professionals with specializations or interest in your selected condition, disease, or issue. You hope to inform and garner support for the initiative from your audience.

Recording Your Presentation

To prepare to record a voice-over for your presentation:

  • Set up and test your microphone or headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.
  • Practice using the equipment to ensure the audio quality is sufficient.
  • Consult Using Kaltura for guidance on how to record your presentation and upload it in the courseroom.
  • Microsoft PowerPoint also allows you to record your narration with your slides. If you choose this option, simply submit your presentation to the appropriate area of the courseroom. Your narration will be included with your slides.
  • Remember to practice delivering and recording your presentation multiple times to ensure effective delivery.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services at [email protected] to request accommodations.

Instructions

The optional QI Initiative Evaluation Presentation Template [PPTX] is provided to help you prepare your slides. If you choose to work without the template, consider referring to Guidelines for Effective PowerPoint Presentations [PPTX].

In your presentation, you will:

  • Analyze a current quality improvement initiative in a health care or practice setting according to strategic organizational initiatives.
    • Explain the rationale behind the QI improvement initiative. What prompted the initiative?
    • Detail problems that were not addressed and any issues that arose from the initiative.
  • Evaluate the success of a current quality improvement initiative according to recognized national benchmarks.
    • Analyze the benchmarks used to evaluate success. Which aspects of the initiative were most successful? What outcome measures are missing or could be added?
    • Incorporate one appropriate supporting visual (such as a graph or chart) that showcases the most critical aspect of this presentation.
  • Incorporate interprofessional perspectives related to initiative functionality and outcomes.
  • Integrate the perspectives of interprofessional team members involved in the initiative. Who did you talk to? What are their professions? How did their perspectives impact your analysis?
  • Recommend additional indicators and protocols to improve and expand outcomes of a quality initiative.
    • Identify specific process or protocol changes as well as technologies that would improve quality outcomes.
  • Ensure slides are easy to read and error free. Provide detailed speaker notes. Also ensure audio is clear, organized, and professionally presented.
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).