NR451 – Capstone Project Milestone #2: Draft Design for Change Assignment Guide/Rubric PURPOSE Creation of a draft “Design for Change” proposal inclusive of your PICOT and Literature review information from your Course Project Milestone #1. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced. In the event you are not currently working as a nurse, please use a hypothetical clinical situation you experienced in nursing school, or nursing education issue you identified in your nursing program. COURSE OUTCOMES This assignment enables the student to meet the following course outcomes: CO1: Applies the theories and principles of nursing and related disciplines to individuals, families, aggregates, and communities from entry to the healthcare system through long-term planning. (PO #1) CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities.
I will be able to understand that the interests of the patient are primary in my career. I will need to include the patient in the planning of care provision and ensure that there is no conflict of interest, enhance collaboration and create professional boundaries at all times. I will be keen on bringing in key professional traits from the American Nurse Association’ code of ethics. One of the key traits is being responsible to the public and as such I should be aware of any health threats to the public (Reed, 2006). The second trait is the facilitation of a healthy work environment based on moral virtues and values.
Dynamics, 17(1), 8-11. This article addresses the strategies used by ICU nurses to reduce the incidence of VAP. It outlines how VAP is started, from the aspiration of secretions from the esophagus/pharynx to the lungs. Oral health and diligent care from the nurses is demonstrated as one of the important things to prevent the patient from developing an infection. Evidenced based care is stressed an the development of protocols and care standards in the ICU is encouraged.
The concept of team building will be the central of the discussion of these nursing meetings and coordinate patient care with interdisciplinary action. After the initial meetings, the nurses will then design a polices and procedure protocol which will be related to catheterization, it will be evidence –based practice guidelines summarize from the review of literature and research gathered for the PICO project (Nazarko, 2010). Since catheterization time is directly linked with CAUTIs (Wilson, 2011). Issues related to early removal of catheter, reduce unnecessary cases of catheterization and entrust responsible to staff for monitoring and ensuring that patient catheter is removed as soon as it not
News Release: Patient Safety Organization Selects ECRI Institute PSO to Analyze Adverse Events, Improve Culture of Safety. Retrieved from https://www.ecri.org/Press/Pages/Virginia-Patient-Safety-Organization-Selects-ECRI-Institute-PSO-to-Analyze-Adverse-Events,-Improve-Culture-of-Safety.aspx Harris, R. M., Manavizadeh, J., McPherson, D. J., & Smith, L. (2011). Do you hear bells? : The increasing problem of alarm fatigue. Pennsylvania Nurse, 66(1), 10-13.
Bloom's Taxonomy and Nursing Education NUR/427 March 18, 2013 Effectively caring for and educating patients with chronic illnesses involves understanding the patient’s unique health situation and concerns. Benjamin Bloom and his colleagues developed Bloom’s Taxonomy a classification of learning objectives within education. Using Bloom’s Taxonomy as a framework to develop a lesson plan and measurable educational objectives will ensure that all facets of the patient’s health needs are addressed in the educational phase of nursing care. The taxonomy consists of three domains; cognitive, affective, and psychomotor that must be followed in a step-by-step process to ensure mastery of each domain. Bloom’s Taxonomy According to Merriam-Webster, taxonomy refers to the classifications of general principles (Merriam-Webster, 2013).
These are principles instilled in us throughout nursing school, and guide nurses in our practice. Nursing-sensitive indicators are formulated to allow for better patient outcomes. These guidelines identify specific practices nurses can utilize to achieve safer and optimal patient-centered care. According to Beth Ann Swan, author of the article Making Nursing-Sensitive Quality Indicators Real in Ambulatory Care (2008), “Leaders in ambulatory care nursing must articulate the value of nurses’ contributions, as has been accomplished through the development of indicators of quality patient care and nursing-sensitive outcomes for other venues where nursing care is delivered (1).” On the flip side however, these same indicators can also be used to identify issues that can interfere with or hinder the patient care process. Some of the specific indicators identified in this scenario that impede patient care include: 1) complications such as pressure ulcers, 2) restraint use leading to neglect and patient injury, 3) Patient falls related to or resulting from use of sedatives or narcotic administration, 4) safe patient transfer 5) use of urinal instead of ambulating, and 6) creating a situation for a negative patient/family member experience by not being culturally sensitive to the patient’s needs.
Educational Plan NUR 590AB Educational Plan Educational Plan Evaluating the survey responses and forming a need assessment indicated that an educational plan to assist the Emergency Room staff with identifying stress and nursing burnout is necessary. The following will outline the objectives and contents of the information to be included in the educational plan. 1. List learner objectives a. List topic areas to be covered and provide outline handout of content to staff with estimated time frame and teaching method.
Components of good documentation are the same as Watson’s theory and nursing process; assessment, plan of action, intervention, and evaluation. A caring nurse will want to be able to improve and become more efficient with documentation so that they are able to provide more direct nursing care to their patients. Carative factor number seven in Watson’s theory call for the promotion of interpersonal teaching-learning. This describes “the caring nurses as one that must focus on the learning process as much as the teaching process” (Current Nursing, 2012, para. 3).
This reflective essay will discuss a role play activity within an education setting in which I participated in as the narrator and the Ward manager in the Accident emergency unit. This reflection will be centred on a multidisciplinary team (MDT) meeting. The aim of this reflection is to critically reflect on the case scenario activity, as well as to identifying my further learning needs that will provide evidence based care in the further. In order to structure this reflection I have chosen to use Driscoll’s model (driscoll, 2000). Any names that are used will be changed to maintain confidentiality in line with the, Nursing and Midwifery Council code of practise (NMC, 2008).