Tag: Clinical-Nursing

The Path from BSN to MSN-NP Online

The journey from a registered nurse to a Family Nurse Practitioner (FNP) has never been more accessible. With the healthcare industry facing a critical shortage of primary care providers, universities have streamlined the transition from a Bachelor of Science in Nursing (BSN) to a Master of Science in Nursing (MSN). For those starting with an Associate Degree in Nursing (ADN), specialized 
ADN to FNP programs online
 provide a “bridge” that allows nurses to earn their master’s without first completing a separate bachelor’s degree, saving both time and tuition.

This means that the transition from a Registered Nurse (RN) to an advanced practice role represents one of the most significant professional leaps in the nursing field. As the demand for primary care providers grows, the path to becoming a Family Nurse Practitioner (FNP) has become more diverse, offering specialized routes for nurses at different educational starting points.
 

ADN to FNP Programs Online

For nurses holding an Associate Degree in Nursing (ADN), the “bridge” or “RN-to-MSN” pathway offers a streamlined route to advanced practice without requiring a separate, standalone Bachelor of Science in Nursing (BSN) degree. These 
ADN to FNP programs online
 are designed to integrate essential baccalaureate-level nursing concepts with graduate-level advanced practice training. This “all-in-one” approach often reduces the total credit load by overlapping undergraduate and graduate requirements, allowing students to earn their Master of Science in Nursing (MSN) in a single, continuous journey.
 

Shortest RN to FNP Online Programs
 

Speed is a primary motivator for many working professionals. The 
shortest RN to FNP online programs
 can often be completed in as little as 
20 to 24 months
 of full-time study. Some of the fastest specialized tracks include:
 

University of Texas at Arlington
: Offers an accelerated RN to MSN–FNP that allows students to progress faster than traditional separate degree paths.

Liberty University
: Their RN to BSN to MSN track is structured with 8-week courses, enabling completion in approximately 
2.5 years
.

Arizona State University (ASU)
: Known for one of the quickest routes, requiring only 36 credits after two foundational bridge courses.
 

Best BSN to MSN Programs Online

For nurses who already hold a BSN, the 
best BSN to MSN programs online
 are typically evaluated based on clinical pass rates, faculty expertise, and student support. Highly-regarded institutions frequently appearing in rankings for 2026 include:
 

Rutgers University
: Consistently ranked as a top program for its rigorous clinical preparation.

Chamberlain University
: Recognized for its large-scale online infrastructure and “Practicum Pledge” support.

Western Governors University (WGU)
: Offers a highly flexible, competency-based model that allows students to move through familiar material at their own pace.
 

RN to NP Programs Online Accredited
 

Regardless of speed or cost, ensuring a program is 
accredited
 is critical for professional licensure and board certification. Prospective students should verify that their chosen program is recognized by one of the two primary national accrediting bodies:
 

Commission on Collegiate Nursing Education (CCNE)
.

Accreditation Commission for Education in Nursing (ACEN)
.
 

Accreditation ensures the curriculum meets national standards established by organizations like the 
American Association of Colleges of Nursing (AACN)
. Graduation from an accredited program is a mandatory requirement to sit for national certification exams provided by the 
American Association of Nurse Practitioners (AANP)
 or the 
American Nurses Credentialing Center (ANCC)
.
 

Online FNP and BSN to MSN Programs Near Me

Modern 
Online FNP
 programs, such as those from 
WGU
 and 
Franklin University
, allow students to complete theoretical coursework entirely online while conducting clinical rotations in their own communities. When searching for 
BSN to MSN programs near you
, many students prioritize hybrid models or online programs with local clinical placement assistance to balance a full-time job with advanced study. Institutions like 
Sacred Heart University
 offer integrated pathways that bridge the gap from RN to MSN in a single, continuous curriculum.

Accelerated and Fast-Track Pathways

For nurses aiming for the most rapid advancement, 
accelerated BSN to MSN programs online
 condense the traditional 2–3 year timeline into a more intensive schedule.

12-Month FNP Programs Online
: While rare due to clinical hour requirements, specialized 
12-month FNP programs
 exist for highly motivated students who may already have some graduate-level credits or are enrolled in intensive, full-time “fast-track” options.

1-Year BSN to MSN Programs
: These tracks typically focus on non-clinical MSN specialties like leadership or education, though some accelerated NP tracks can be completed in approximately 12–15 months if prerequisites are met and students attend year-round.

Alternative Speed Options
: Most “fast” NP programs, such as those at 
Herzing University
, still typically require closer to 20–24 months to ensure all clinical competencies are mastered.

Professional Impact and Requirements

The shift from BSN to MSN-NP is not just about speed; it is about expanded autonomy and significant financial gain, with MSN-prepared nurses earning a median of approximately $129,210 annually compared to $93,600 for BSN-prepared RNs. To succeed in these rigorous 
accelerated BSN to MSN programs
, students must maintain a strong GPA (often 3.0+) and secure clinical hours in diverse primary care settings. Regardless of the timeline, ensuring the program is 
CCNE or ACEN accredited
 is essential for national board certification and professional licensure.

The Landscape of BSN to MSN-NP Programs

Modern 
BSN to MSN-NP programs
 are designed to transform clinical nurses into diagnostic providers. These programs typically consist of 40 to 50 credits and require a minimum of 500 to 650 supervised clinical hours. While the curriculum covers advanced pharmacology and pathophysiology, the core focus is on a specialty, most commonly the Family Nurse Practitioner (FNP) track, which allows graduates to treat patients across the lifespan.

Speed and Efficiency: Accelerated and Fast-Track Options

For many working nurses, the primary barrier to graduate school is time. This has led to the rise of 
BSN to MSN accelerated programs
 and 
BSN to MSN online fast-track
 options.

Traditional Timeline:
 Typically 24 to 36 months.

Fast-Track Timeline:
 Can be completed in as little as 
15 to 20 months
.
Programs like those at 
Herzing University
 or 
Capella University
 often use 8-week course formats or competency-based models. These allow students to leverage their existing clinical knowledge to move through foundational material quickly, focusing their time instead on complex clinical rotations.

Balancing the Budget: BSN to MSN Cost

Financial planning is a critical component of the path to NP status. The total 
BSN to MSN cost
 varies wildly based on the institution’s prestige and location.

Private Universities:
 Can range from $40,000 to over $100,000.

Public State Schools:
 Often fall between $20,000 and $40,000.

For those seeking the 
cheapest BSN to MSN online
, institutions like 
Western Governors University (WGU)
 
and 
Fitchburg State University
 are frequently cited as top choices. WGU, for example, uses a flat-rate tuition model per six-month term (approximately $4,500), meaning the faster a student completes the work, the less they pay for the degree. Other affordable options include 
Georgia College & State University
 and 
UT Arlington
, which offer competitive per-credit rates for out-of-state online learners.

Family nurse practitioner (fnp) programs near new jersey

Several universities in and near New Jersey offer accredited Family Nurse Practitioner (FNP) programs, ranging from Master of Science in Nursing (MSN) to Doctor of Nursing Practice (DNP) degrees. These programs are available in online, hybrid, and on-campus formats to accommodate working registered nurses.
 

Top FNP Programs in New Jersey

Rutgers University (Newark & New Brunswick)
: Offers a highly-ranked 
Post-Baccalaureate DNP
 in Family Nurse Practitioner. The program consists of 73–75 credits and requires at least 1,000 combined clinical and project hours. A specialized 
Family Nurse Practitioner in Emergency Care
 DNP is also available.

Seton Hall University (South Orange)
: Features a 
100% online MSN-FNP
 program designed for working nurses. It is a 48-credit program including 600 supervised clinical hours. Seton Hall’s online graduate nursing programs are ranked as some of the best in the state.

The College of New Jersey (TCNJ – Ewing)
: Provides an 
online MSN-FNP
 that can be completed in two years. The curriculum is 43–47 credits and includes 585 practicum hours.

Monmouth University (West Long Branch)
: Offers an 
online asynchronous MSN-FNP
track. This 43-credit program focuses on lifespan care and allows students to continue working full-time Family nurse practitioner (fnp) programs near new jersey

William Paterson University (Wayne)
: Known for an affordable 
online MSN-FNP
 program. It requires 47 credit hours and 680 clinical hours, with a total tuition cost of approximately $37,882.
 

Additional Noteworthy NJ Programs

School
 

Format

Program Type

Clinical Hours

Stockton University

Hybrid/Online

BSN to MSN / BSN to DNP

Varies

Rowan University

Hybrid

BSN to MSN

Felician University

Online

MSN-FNP

650–750 hours

Fairleigh Dickinson University

Online

MSN-FNP

640–750 hours

Rider University

Online

MSN-FNP

700 hours

Ramapo College

Hybrid

BSN to MSN

Nearby Out-of-State Programs (NY)

For those near northern New Jersey, several New York institutions offer FNP programs:
 

Pace University (New York City)
: Offers a traditional, non-online MSN-FNP.

University of Mount Saint Vincent (Bronx)
: Offers an online MSN-FNP program.

Dominican University (Orangeburg)

: Provides on-campus FNP options near the NJ border.

Mercy University (Dobbs Ferry)

: Offers an accredited MSN-FNP program.
 

Franklin University

Admission Requirements

Most programs share several core requirements:
 

Seton Hall University
 +1

BSN degree
 from an accredited program.

Current RN license
 (NJ license may be required for clinicals performed within the state).

Minimum GPA
 (typically 3.0 or higher).

Professional experience
 (often one year of full-time nursing experience).

Letters of recommendation
 and a personal statement

Family nurse practitioner (fnp) programs near new jersey

Capstone PICOT Research Paper Example

In this Capstone PICOT Research Paper assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

Students will develop a 1,250-1,500 word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

1. Background

2. Problem statement

3. Purpose of the change proposal

4. PICOT

5. Literature search strategy employed

6. Evaluation of the literature

7. Applicable change or nursing theory utilized

8. Proposed implementation plan with outcome measures

9. Identification of potential barriers to plan implementation, and a discussion of how these could be overcome

10. Appendix section, if tables, graphs, surveys, educational materials, etc. are created

Review the feedback from your instructor on the Topic 3 assignment, PICOT Statement Paper, and Topic 6 assignment, Literature Review. Use the feedback to make appropriate revisions to the portfolio components before submitting.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Also here example of how needs to be set up

Problem Identification

Problem Impact

Significance to Nursing

Literature Review

Theory

The theory can be either a nursing theory or borrowed theory. An example of a borrowed theory is a change theory or Adult learning theory. It is up to you

Implementation Plan

Proposed solution and rationale – be specific on what you are going to be doing. If doing education, be sure and have objectives and be specific as to the education. May want to put in an appendix

Methods for Approval and Resources – who, what, where and when on how approval for the project will occur

Barriers – all projects have barriers. Capstone PICOT Research Paper Example

Evaluation Plan

Methods: how will you obtain the outcomes listed in the PICOT. Who will gather the data, who will collate the data.

Dissemination Plan

Internal Stakeholders – how will you disseminate the plan to people within the organization. I would highly suggest that you include the bedside nurses

External Stakeholders – how will you provide the results outside of the organization. A lot of students go to large regulatory bodies, which is really not dissemination. How will you disseminate the results to other nurses? A poster presentation at a local conference is always a good idea.

Conclusion

References

Appendices

Appendix A must be the literature evaluation table (this table is completed I will attach in files)

 

Capstone PICOT Research Paper Example

Capstone PICOT Research Paper

Abstract

COPD is a chronic respiratory disease that is typified by the progressive limitation of the airflow and cannot be fully reversed and the 3
rd
leading cause of readmissions in hospitals within the US. The readmission rate among COPD patients is relatively high and it increases morbidity and mortality, and healthcare costs as well. Risk factors to COPD readmission include low health literacy on how to manage the disease and medication devices such as inhalers and lack of information on the possible environmental irritants. The purpose of the proposed change is to educate patients on the correct use of inhalers and oxygen and also educate them about the possible environmental irritants that trigger exacerbations in patients with COPD in order to improve patient self-management skills and health literacy on how to use oxygen and inhalers and avoid environmental triggers after hospital discharge. Databases used during the literature search included PubMed, CINAHL, Wiley library, and Web of science and the Lowa model will be used to implement the change. The project is projected to take about 3-month to ensure full implementation. Potential barriers likely to hinder the implementation of the project include resistance from some of the nursing staff members to support the project due to time limitations and problems with accepting new ideas. Change champions and change agents will be used to educate the staff about the importance of the proposed change and convince them to support and embrace the project.

PLACE YOUR ORDER HERE

Capstone PICOT Research Paper

Background

COPD is a chronic respiratory disease that is typified by the progressive limitation of the airflow and cannot be fully reversed. According to Portillo et al., (2018) COPD is the 3
rd
leading cause of readmissions in hospitals within the US. Acute exacerbations in COPD are associated with high morbidity and mortality rates which are major public health issues. A majority of patients with COPD and the associated exacerbations experienced a reduced quality of life, depressive symptoms, and some death, one year after hospital discharge (Shah et al., 2016). In the US, hospitalizations for acute exacerbation associated with COPD account for approximately $13.2 billion. The disturbing concern is that 1 in 5 patients with COPD is readmitted within 30 days after hospital discharge. The early and frequent readmissions increase both the morbidity and mortality rate among the patients and also leads to a significant economic burden. Risk factors associated with high readmission rates include low health literacy, long-term oxygen therapy, reduce the quality of life, socioeconomic status, worsening lung function, substance abuse, among other factors (Portillo et al., 2018). Therefore, it is necessary to conduct research regarding the appropriate interventions that can reduce the readmission.

Problem Statement

The readmission rate among COPD patients is relatively high. A high number of patients with COPD are readmitted in 30 days after hospital discharge. The readmission rate increases morbidity and mortality as well, and also significantly increases healthcare costs (Portillo et al., 2018). Risk factors such as low health literacy on how to manage the disease and medication devices such as inhalers, along with lack of information regarding the possible environmental irritants have been associated with preventable exacerbations in COPD. Portillo et al., (2018) explain that about 10% to 55% of readmissions in patients with COPD can be prevented. Furthermore, evidence indicates that the majority of patients with COPD do not know how to use their inhalers and hence they require evidence-based education to correct the misuse of the inhalers. In addition, patients with COPD need to be educated on how to avoid environmental stimuli that cause exacerbations in COPD.

Purpose of the Change Proposal

The purpose of the proposed change is to educate patients regarding the correct use of inhalers and oxygen and also educate them about the possible environmental irritants that trigger exacerbations in patients with COPD. Accordingly, the proposed change will improve patient self-management skills and improve health literacy on how to use oxygen and inhalers and avoid environmental triggers after hospital discharge. This will reduce the likely COPD exacerbations post-discharge and thus reduce the readmission rate for this patient population.

PICOT Question

In COPD patients (P), does patient education on correct inhaler and oxygen use together with the reduction in environmental stimuli (I) compared to no education/reduction of environmental stimuli (C) reduce hospital readmissions (O) over a period of six months (T)

Literature Search Strategy

A detailed and comprehensive literature search was carried out in order to identify suitable studies to be used in this research project. The search was conducted in various databases that are available electronically. The specific databases used during the literature search included PubMed, CINAHL, Wiley library, and Web of science. The comprehensive search was performed to ensure that an adequate number of high-quality research studies were located to answer the PICOT question (Grewal et al, 2016). In addition, a further search was also conducted in the university’s library. The list of references for all research articles retrieved was reviewed thoroughly to see if they met the inclusion criteria and were relevant to the study topic. The search in this study was carried out by breaking the PICOT question into various search terms Capstone PICOT Research Paper Example.

Evaluation of the Literature

The retrieved articles were evaluated according to the set inclusion and exclusion criteria. according to the inclusion criteria, only articles published after 2015 and in the English language were included in the study. In addition, only articles relevant to the study topic were included. The CASP tool was used to evaluate and appraise all studies that met the inclusion criteria. CASP tool ensured that only high-quality literature and robust evidence was included in the research project (Harrison et al., 2017).

The Change Model

The Lowa model will be used to implement the change. The first step involved selecting the topic for the change. The topic for the change was reducing the readmission rate for COPD patients using patient education on correct inhaler and oxygen use and reducing environmental stimuli. The research topic is a priority problem because of the high readmission rate for COPD patients and associated morbidity and mortality. The second step is to form a team whose responsibility will be to develop, implement and evaluate the change (Berwick, 2015). The third step involves a brainstorming session where the relevant evidence to be used is retrieved. The fourth step is to grade the evidence by evaluating and examining the quality of the retrieved evidence. this step ensures that the evidence and retrieved studies are latest and reliable (Pravikoff, et al, 2015). The next step in the Lowa model involves establishing recommendations for practice basing on the decisions from all the members of the team formed. Implementation of the proposed evidence-based practice while involving all the relevant stakeholders, then follows (Nutbeam, 2018). The last step of the Lowa model is to assess and impact of the implemented change. In this case, this step will involve assessing if the readmission rate among the COPD patients reduced after patient education and reduction of the environmental stimuli.

Proposed Implementation Plan with Outcome Measures

The project is projected to take about 3-month to ensure full implementation. The first step will involve sensitizing the relevant stakeholders and training nurses who will take part in educating patients during discharge regarding correct inhaler and oxygen use and reducing environmental stimuli.  The resources that will be needed to ensure successful implementation of the project included human resources, as well as training materials and equipment, and the training venue. The trained nurses will then provide patient education to the admitted patients with COPD and their families, and especially during their discharge. The readmission rate before and post-project implementation will then be evaluated. After the project implementation, the pre and post-project implementation data will be entered into an excel spreadsheet to analyze and compare the readmission rate of patients with COPD before and after the implementation of the project.

Potential Barriers to Plan Implementation

The potential barriers likely to hinder the implementation of this research project include resistance from some of the nursing staff members to support the project due to time limitations and problems with accepting new ideas. The main reason behind this barrier is the high workload within the organization and therefore the nursing staff may lack the required time to attend the training sessions and providing comprehensive patient education to patients with COPD.

Barriers to effective implementation of the proposed change include using change champions and change agents within the organization. The change champions and agents will enlighten and emphasize to the staff members about the importance of providing patient education about the proper use of inhaler and oxygen and reduction of environmental stimuli in lowering the readmission rates among the patients with COPD. The change champions and agents will successfully change the attitudes of the staff members who might be resisting the change and thus there will be minimal resistance (Fischer et al., 2016). Another strategy to overcome this barrier is requesting the administration to provide an adequate number of the nursing staff to lower the workload and also ensure that adequate resources are allocated to this project in order to ensure the successful implementation of the project Capstone PICOT Research Paper Example.

 

References

Berwick DM (2015). Disseminating innovations in health care.
JAMA
, 289(15), 1969–75.

Fischer F, Lange K, Klose K, Greiner W & Kraemer A. (2016). Barriers and Strategies in Guideline Implementation—A Scoping Review.
Healthcare (Basel),
4(3), 36.

Grewal, A., Kataria, H & Ira, D. (2016). A literature search for research planning and identification of research problem,
Indian J Anaesth,
60(9), pp.635–639

Harrison, J., Quinn, T., Reid, J., and Shenkin, S. (2017). Using quality assessment tools to critically appraise aging research: a guide for clinicians.
Age Ageing
, 46(3), pp.359–365

Nutbeam D. (2018). Evaluating health promotion: progress, problems, and solutions.
Health Promot Int
. 13(1): 27–44

Pravikoff, D. S., Tanner, A. B., & Pierce, S. T. (2015). The readiness of U.S. nurses for evidence-based practice.
American Journal of Nursing
, 105(9). 40–51.

Portillo, E. C., Wilcox, A., Seckel, E., Margolis, A., Montgomery, J., Balasubramanian, P., … Kakumanu, S. (2018). Reducing COPD Readmission Rates: Using a COPD Care Service During Care Transitions.
Federal practitioner: for the health care professionals of the VA, DoD, and PHS
,
35
(11), 30–36.

Shah, T., Press, V. G., Huisingh-Scheetz, M., & White, S. R. (2016). COPD Readmissions: Addressing COPD in the Era of Value-based Health Care.
Chest
,
150
(4), 916–926 Capstone PICOT Research Paper Example . doi:10.1016/j.chest.2016.05.002.

Formulate a PICOT statement for your capstone project -Research Critiques and PICOT Statement Paper

Please use this article and the question guide I attached to create a Picot critique qualitative question. Please follow those guidelines questions to answer it and add 2 more resources. My previous order 2 years ago was perfect. Log into my account if you want to see how it was done.

 

PICOT Question Based on Article on Burnout in Nurses at the Time of the Covid-19 Pandemic 

The Covid-19 pandemic that erupted towards the end of the year 2019 was one of the most devastating events to hit the medical world and the healthcare industry as a whole in the 21
st
century. Nurses as the frontline healthcare employees were some of the most affected healthcare players by the pandemic. The viral respiratory infection was neither known nor had any known cure/ vaccine. Because of the high number of deaths and the enormous risk of infection that the nurses placed themselves in day in day out, stress levels were very high and burnout became a very constant event. The article by Ghassemi (2022) talked about the need for evidence-based risk assessment for burnout and supportive interventions.

PICOT Question

In nurses working during the Covid-19 pandemic (P), did the application of evidence-based risk assessment for burnout and supportive interventions (I) compared to no action (C) result in many nurses getting help and continuing to working a high-stress environment (O) within the timeframe of two years (T)?

Article Title

The title of Ghassemi (2022) indeed accurately describes the study that was carried out in terms of the need for evidence-based risk assessment for burnout and supportive interventions (Melnyk & Fineout-Overholt, 2019). It mentions burnout in nurses and goes ahead to specify the kind of interventions that were needed at the time to forestall burnout and help nurses continue performing their duties despite the heavy workload and stress. The exact title was “Burnout in nurses during the COVID-19 pandemic: The rising need for development of evidence-based risk assessment and supportive interventions.” Formulate a PICOT statement for your capstone project

Problem/ Purpose Statement

This was a commentary on Galanis et al. (2021) which was a systematic review on burnout in nurses and its associated risk factors during the Covid-19 pandemic. As such, being a commentary means that it was an opinion on what should actually have been done to reduce the high levels of burnout in nurses during the Covid-19 pandemic. This is to say that the purpose was not clearly stated since it was just a commentary and opinion. However, extrapolating from the main study by Galanis et al. (2021), the purpose would be to look for evidence-based interventions that would help reduce the high levels of work-related stress and burnout among nurses at the height of the pandemic.

Literature Review

In Galanis et al. (2021) upon which the commentary by Ghassemi (2022) is based, indeed appropriate references are cited supporting the quantitative work. At the same time, supporting and opposing studies are also cited appropriately in the study’s literature review. The review also makes use of current literature published within the last 5 years. An excerpt of the review is given here below.

Nurses exhibit mild to severe burnout syndromes, according to a number of systematic reviews and meta-analyses (Adriaenssens et al., 2015; De la Fuente-Solana et al., 2019; GómezUrquiza et al., 2016; López-López et al., 2019; Owuor et al., 2020; Pradas-Hernández et Varied geographic areas and professional specialties have different levels of burnout syndrome frequency.

In particular, Sub-Saharan Africa had the highest prevalence of burnout symptoms, while Central Asia and Europe had the lowest (Owuor et al., 2020; Woo et al., 2020). The largest prevalence of burnout symptoms was seen among nurses working in pediatrics, cancer, and emergency departments (Gómez-Urquiza et al., 2016, 2017; Parola et al., 2017; Pradas-Hernández et al., 2018). Nursing burnout is a serious and common health problem that affects not just nurses but also patients, coworkers, and healthcare organizations negatively.

Since they are the frontline healthcare professionals who are directly involved in the treatment and care of patients, nurses are crucial to the health systems’ response to the COVID-19 epidemic (Hu et al., 2020; Liu et al., 2020; Zhan et al., 2020). Since nurses are particularly vulnerable to the threat of SARS-CoV-2 infection, they are subjected to intense and ongoing psychological pressure. As a result, they experience overwhelming fear for the safety of their own health, the health of their immediate family members, and the patients they care for.

In these conditions, nurses encounter severe psychological and mental issues that may cause burnout, which could subsequently result in decreased productivity, mistakes in clinical settings, and a lack of compassion for patients (Al Maqbali et al., 2021; Pappa et al., 2020; Salari et al., 2020). Nursing staff exhaustion in healthcare facilities is the worst case scenario as the second wave of COVID-19 spreads around the world. As far as we are aware, there is no systematic review that specifically addresses nursing burnout during the COVID-19 pandemic. A thorough examination of the nurses’ burnout during the COVID-19 pandemic is also required given the exponential growth in studies in this field of study.

Method

The role of the researcher in Galanis et al. (2021) is indeed stated very clearly, as it was a systematic review. However, as already stated above Ghassemi (2022) is a commentary on the same. As such, the role of the researcher is stated in the former as being to search for the articles to be reviewed in databases namely PubMed, Scopus, ProQuest, Cochrane COVID-19 registry, CINAHL and pre-print services (medRχiv and PsyArXiv). The authors were to search these from January 1, 2020 to November 15, 2020 and then to remove duplicates. They were then to use the following strategy by making use of the Boolean operator “AND”: ((nurs* OR “nursing staff” OR “health personnel” OR “healthcare workers” OR “healthcare personnel” OR “health care personnel” OR “health care workers”) AND (COVID-19 OR SARS-COV-2)) AND (burnout). Also, they were then to search the full reference lists of all selected articles. In the article, the quantitative method is indeed clearly stated as a systematic review and meta-analysis.

Participants

The target population in Galanis et al. (2021) is indeed clearly stated. The selection procedures are also clearly described in the article and the participant protection is also discussed, as had been applicable in the studies being reviewed. Informed consent was not necessary to obtain as required because this was a systematic review of studies that were already done. As such, what can be considered as “participants” in this case are the individual articles selected for the review. In that perspective, the “participants” were selected through an elaborate process that is described in the article. However, there is no mention of the Institutional Review Board or IRB. This is not surprising given that it was a systematic review that did not involve dealing with human subjects directly Formulate a PICOT statement for your capstone project.

The selection through the literature search was in accordance with PRISMA recommendations. Through computerized databases, authors initially discovered 439 prospective entries; 270 remained after eliminating duplicates. After reviewing the titles and abstracts, they eliminated 212 items and added four additional that were discovered when scanning the reference lists. Finally, they included 16 studies (Aydin Sayilan et al., 2020; Buselli et al., 2020; Chen et al., 2020a; Chor et al., 2020; Cortina-Rodrguez & Afanador, 2020; Ferry et al., 2020; Hoseinabadi et al., 2020; Jalili et al., 2020; Khasne et al., 2020) in this systematic review that met their inclusion criteria and among them six studies in the meta-analysis that included the appropriate data.

Data Collection

The data collection procedures are well stated. That means the how, where, and when the data was collected. The period of time is also stated clearly as from January 1, 2020 to November 15, 2020. Indeed, during the discussion there is an explanation of how themes were extracted during the time that the data was being analyzed. The authors state that information about the reviewed articles such as authors, location, gender, age, sample size, sampling technique, assessment tool, response rate, data collection time, publication (journal or pre-print service), number of nurses with burnout, scores on burnout scales, factors associated with burnout, and level of analysis were among the information we extracted from each study using structured forms (univariate or multivariable).

Results

In the study results, the research purpose is answered, the limitations are discussed, and recommendations are made to replicate or even revise the study. I all, the recommendations and findings are generally reliable and generalizable to the wider population. For instance, according to the MBI, they discovered a sizable prevalence of nurse burnout during the COVID-19 pandemic. Particularly, significant degrees of emotional tiredness, low personal accomplishment, and depersonalization were reported by 34.1%, 15.2%, and 12.6% of nurses, respectively. Even among nurses working in a very difficult situation like palliative care, these levels of burnout were far greater; the incidence of emotional tiredness, low personal accomplishment, and depersonalization is 19.5%, 9.3%, and 8.2%, respectively. A different meta-analysis, which used data from 49 countries, discovered that 11.23% of nurses worldwide reported experiencing burnout symptoms.

The research found a link between increased nurse burnout during the COVID-19 pandemic and a decline in social support. The psychological help that HCWs got during and after a pandemic can have a substantial impact on how well they are able to manage their moods and emotions while dealing with the aftereffects of such a terrible occurrence. The authors also discovered that burnout among nurses is exacerbated by prolonged confinement. Studies with nurses who operate in quarantine zones during epidemics, where loneliness has been identified as a key stressor, verified this conclusion. When nurses are required to live away from their families and in specific hospitals, as was the case in Wuhan, China, loneliness is exacerbated. A crucial tool for nurses to combat the psychological discomfort that arises during epidemic outbreaks is family and social support.

Application to Nursing

The implications for
nursing
are indeed clear. Looking at the results, they are indeed applicable to patients in clinical practice. The implications to practice according to Ghassemi (2022) are:

The risk and protective variables for burnout during widespread epidemics must be identified, and multilevel evidence-based public health solutions must be used to increase nurses’ adaptive coping abilities, lessen their emotional and physical tiredness, and improve their function.

To develop specialized training for nurses, prepare the healthcare systems and nurses, future research should focus on a thorough assessment of the detrimental impacts of pandemic on nurses’ mental health and risk factors for burnout.

References

Galanis, P., Vraka, I., Fragkou, D., Bilali, A., & Kaitelidou, D. (2021). Nurses’ burnout and associated risk factors during the COVID‐19 pandemic: A systematic review and meta‐analysis.
Journal of Advanced Nursing, 0
(0), 1-17. 
https://doi.org/10.1111/jan.14839

Ghassemi, A.E. (2022). Burnout in nurses during the COVID-19 pandemic: The rising need for development of evidence-based risk assessment and supportive interventions.
BMJ Journals, 25
(3), 94.
http://dx.doi.org/10.1136/ebnurs-2021-103438

Melnyk, B.M., & Fineout-Overholt, E. (2019).
Evidence-based practice in nursing & healthcare: A guide to best practice, 4
th
ed
. Wolters Kluwer. Formulate a PICOT statement for your capstone project

Create an Innovation (Benchmark Assignment)

Evaluate the internal processes or strategies within an organization in which you are involved, such as your workplace, school, church, or community group, in order to identify a problem that provides an opportunity for innovation. Then, determine an innovative solution for addressing that problem. Examples of potential solutions are entering a new market, implementing a new practice or process, or even changing management structures. The ultimate goal of your solution should be to increase the diffusion of innovation within the organization and contribute to a culture that appreciates innovation as a key to competitive advantage and organizational success.

Though your final Create an Innovation (Benchmark Assignment) paper will not be due until the end of the course, you should identify your problem and generate potential solutions early on. Begin drafting your implementation plan in stages as you work through the course topics. As with your CLC project, you should research and select a model for evaluating both the feasibility of your idea and the implementation plan.

1. Describe the problem your innovation targets. What is the scope of the problem and which stakeholders, both within the organization and without, does it impact?

2. Describe your innovation and explain how it addresses the problem. 3. How will it meet the needs of the organization and all stakeholders involved?

4. How does the innovation contribute to the organization’s competitive advantage? Create an Innovation (Benchmark Assignment)

5. Develop an implementation plan for effectively diffusing the innovation within the organization. Make sure the plan addresses potential resistance and obstacles, including people and processes.

Identify an appropriate method that could be used for measuring the impact of the innovation on the organization. Explain why you think this is a relevant measure.

6. Finally, assume your innovation is adopted by the organization. Make recommendations for additional improvements within in this organization (in processes, practices, structures, etc.) that could create and sustain momentum for innovation.

Include at least eight in-text citations from at least five secondary resources from your research.

Prepare this assignment according to the guidelines found in the APA Style Guide,

Create an Innovation (Benchmark Assignment)

Creating an innovation

Describing the problem the innovation targets

The problem has been identified as people arriving late for the church services so that the scheduled program is not followed as intended. In this case, the pews are noted to fill up as later as 30 minutes after the scheduled beginning of the service. For that matter, most of the congregation only gets to attend part of the teaching. This ends up interfering with both the service leaders and congregation as the church presents two Sunday morning services with the delay in the first service extending to the second service and even affecting the afternoon service. It interferes with the service leaders since they must delay the service to accommodate the late attendees. It interferes with the congregation since the service ends up running over to account for the late arrivals. Interestingly enough, the root cause of the lateness among the congregation has been identified as the habit of perfectionism whereby the members of the congregation seek to squeeze in as many activities as possible before going to church. Still, there are church members who are late because of genuine hindrances such as getting their children ready for church and directing them to the right Sunday school rooms, parking problems, and heavy traffic. Also, there are those who arrive late because they are newcomers to the church and do not know where the church is located. Regardless of the reason, the congregation members arriving for service late presents a problem for the church.

Describing the innovation and how it addresses the problem.

The problem is that the congregation members arrive late for church service. The innovation identified for the problem is to restructure the church services so that the more exciting portions are placed at the beginning. This is anticipated to motivate the church members to arrive on time in order to participate in the exciting segments of the church service.

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How the innovation meets the need of the organization and all stakeholders involved

The proposed innovation meets the needs of the organization by motivating the congregation to arrive for the service on time. In this case, the exciting segments of the service are placed early. Given that the congregation wants to participate in the exciting segments of the service, they are forced to arrive for the service early. To be more precise, an engaging service opener that rivals the congregation’s expectations (such as having an engaging praise and worship session at the beginning of the service) is anticipated to be incentive enough for the congregation to arrive in church. In addition, the innovation improves the church’s competitive capacity by encouraging the congregation to attend service on time, and this will create a ripple effect that influences other members of the public to attend services at the church (Kim & Mauborgne, 2015).

Innovation’s contribution to the church’s competitive advantage

Applying the presented innovation is anticipate to contribute to the church’s competitive advantage. Firstly, it indicates that the church has a genuine concern for its congregation and values people thereby placing it in a superior and favorable position. In this case, this would be something that the church does better than other churches by beginning its services with exciting segments that engage the congregation thus motivating them to arrive for the services on time (Roetzer, 2014). Secondly, it ensures that the church pews are filled as the church begins so that persons who attend the church for the first time can see that the church is filled and are encouraged to continue attending the church in future occasions. In fact, this helps the church to create the right impressions with the public (Mitra, 2017). Thirdly, this is an innovative solution that does not require much in terms of resources and input. The church only needs to restructure the order of service to actualize the innovation. Fourthly, it allows the church to play to its strengths, by focusing on segments that it considered exciting and in which it already performs well. Finally, it presents the church as ready to change and adapt to the prevailing conditions (Hussain & Coleman, 2015) Create an Innovation (Benchmark Assignment). As such, the innovation contributes to the church’s competitive advantage.

Implementation plan

A four-step implementation plan has been identified for effectively diffusing the innovation with the church as an organization. The first step is to identify the goals and strategies of the innovation. This entails preparing the problem and goals statements before presenting them to the church stakeholders who would be affected by the innovation. In addition, this step would engage the stakeholders in discussing the innovation and convincing them that it is necessary to address the problem of late arrivals. This step is intended to convince the stakeholders to buy into the innovation and support its application even as their concerns are addressed. The second step is to identify the application approach. This includes identifying the team responsible for applying the innovation in terms of their names, departments and role in the team. Also, this step presents the activities associated with the innovation and communication strategy. The third step is to present the resource needs for the innovation to include the estimated time and expenses, as well as approvals needed. The final step is to measure the performance of the innovation through comparing the church attendance and later arrivals before and after the innovation was implemented (Hisrich & Kearney, 2014; Mathews & Brueggemann, 2015).

Recommendation for improvement

Although the innovation is anticipated to improve early church service attendance figures among the congregation, this would only work for the members who have the habit of perfectionism and choose to be late to church. For the church members who are late because of genuine hindrances such as getting their children ready for church and directing them to the right Sunday school rooms and parking problems, there is a need to engage more support personnel to assist them. This innovation would further reduce the number of late attendance Create an Innovation (Benchmark Assignment)

 

References

Hisrich, R. & Kearney, C. (2014).
Managing innovation and entrepreneurship
. Thousand Oaks, CA: SAGE Publications, Inc.

Hussain, T. & Coleman, S. (2015).
Design and development of training games: practical guidelines from a multidisciplinary perspective
. New York, NY: Cambridge University Press.

Kim, W. & Mauborgne, R. (2015).
Blue ocean strategy: how to create uncontested market space and make the competition irrelevant
. Boston, MA: Harvard Business Review Press.

Mathews, C. & Brueggemann, R. (2015).
Innovation and entrepreneurship: a competency framework
. New York, NY: Routledge.

Mitra, J. (2017).
The business of innovation
. Thousand Oaks, CA: SAGE Publications Inc.

Roetzer, P. (2014
). The marketing performance blueprint: strategies and technologies to build and measure business success
. Hoboken, NJ: John Wiley & Sons. Create an Innovation (Benchmark Assignment)

POSTER PRESENTATION – Implementing Evidence-Based Practice

Create a POSTER PRESENTATION to communicate an implementation plan to bridge the gap between the evidence you will research and clinical practice. You will then record audio of no more than five minutes presenting your poster.

Introduction

Master’s-level nurses need to be able to think critically about the evidence, outcomes data, and other relevant information they encounter throughout their daily practice. Often the evidence or information that a nurse encounters, researches, or studies is not presented in the exact context of that nurse’s practice. A key skill of the master’s-level nurse is to transfer evidence from the context in which it was presented and apply it to a different context in order to maximize the benefit to patients in that new context.

Professional Context

Master’s-level nurses understand the importance of utilizing evidence-based practice in their healthcare setting. The challenge is bridging the gap between the evidence and clinical practice. “This is the way we’ve always done it,” is a common response and may not indicate evidence-based practice is being utilized. Furthermore, when a practice problem is identified, what are the steps to communicate the need for change with the interprofessional team?

One way to communicate the need for quality improvements, as well as your plans for achieving specific changes, is through a presentation poster. This type of communication tool is used both in the workplace and at professional and academic conferences. Being able to convey the essence and value of a project in a compelling and succinct way is a valuable skill, and it is vital within the constraints of a single poster.

Scenario

You have been asked to give a poster presentation based around your work and research on a clinical problem in your practice setting. The purpose is to lay out the evidence and a potential implementation plan to your colleagues in order to bridge the gap between the evidence and the practice to improve the quality and outcomes of care.

Instructions

Identify a clinical problem in your work setting and develop an implementation plan to carry out your evidence-based practice proposal using a poster presentation. You may use the Poster Presentation Template [PPTX] to help structure and organize your assessment submission.

Your Implementation Plan should include the following:

Background on the clinical problem.

PICOT question.

Stakeholders that will be impacted.

Action plan for implementation.

Potential barriers to project implementation.

Baseline data that will be needed to evaluate outcomes.

Search strategy and databases used.

Summary of the evidence with a critical appraisal of its quality.

The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your poster presentation addresses all of them.

Develop a PICOT question for a chosen clinical problem.

Include a graphic that is relevant to the clinical problem.

Provide a background on the clinical problem identified.

Outline an action plan to implement the EBP project that includes:

The recommended practice change.

Proposed timeline for implementation.

The tools or resources that will be needed to support the project.

Identify the stakeholders and potential barriers to project implementation.

Who are the stakeholders that will be impacted?

What are the potential barriers, such as a lack of knowledge, time, skill level, motivation, or resources that could impact project implementation?

Propose outcome criteria to evaluate the evidence-based practice project.

How will outcomes be measured?

How do your outcomes align with the Quadruple Aim?

Evaluate the evidence that supports the need for practice change.

In the notes section of your poster presentation:

Describe your search strategy and databases that were used.

Summarize your findings with a critical appraisal of the quality and relevance of your resources.

Convey purpose of the poster presentation in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

Integrates relevant and credible sources of evidence to support assertions, using current APA style.

If you choose not to use the provided template, there are templates in PowerPoint or on the Internet that can help you get a start designing your poster.

Before starting to record your presentation make sure you have:

Set up and tested your microphone and headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear or 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 stories.

Remember to practice delivering and recording your presentation multiple times to ensure effective delivery.

Font and font size: Appropriate size and weight for a presentation, generally 24–28 points for headings; no smaller than 18 points for bullet-point text. Use a suitable professional typeface, such as Times or Arial, throughout the presentation.

Length of presentation: No more than five minutes.

Number of references: Cite a minimum of 3–5 sources of current scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work.

APA formatting: Resources and citations are formatted according to current APA style.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

Competency 1: Apply evidence-based practice to plan patient-centered care.

Outline an action plan to implement the evidence-based practice project that includes the recommendations for practice change, a timeline, and tools or resources needed.

Competency 2: Apply evidence-based practice to design interventions to improve population health.

Identify the stakeholders and potential barriers to project implementation.

Competency 3: Evaluate outcomes of evidence-based interventions.

Develop a PICOT question for a chosen clinical problem.

PICOT Question Mental Health Examples

• P: Adult population in psychiatric care;

• I: The introduction of daily RS questionnaire;

• C: Units without the daily survey;

• O: The reduced number of RS utilization;

POSTER PRESENTATION – Implementing Evidence-Based Practice

• T: 6 months.

 

Propose outcome criteria for evaluating the evidence-based practice project and how the outcomes will be measured.

Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.

Evaluate the value and relevance of the evidence that supports the need for a practice change.

Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.

Convey purpose of the poster presentation in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

******Make sure you are adding the following to the notes section.

Describe your search strategy and databases that were used.

Summarize your findings with a critical appraisal of the quality and relevance of your resources.

Notes on why the Action Plan is reasonable and realistic.

Notes on specific actions that could be taken to overcome barriers.Â

Notes that explain how the outcome measures align to the Quadruple Aim.Â

POSTER PRESENTATION – Implementing Evidence-Based Practice

Practicum and Experience Reflection

Practicum experience

Throughout my telehealth informatics project, I have gained much practical experience and gained experience in outpatient nursing care. This field helped me gain knowledge on the technological part of nursing, the informatics part that is very helpful when dealing with the electronic records of the patients, both in and outpatient. It is a field that helps make the work of a nurse easier by allowing easy access to a patient’s health history and other helpful information necessary before diagnosing (Gibson et al., 2020). I learnt a lot of things practically, supplementing the theory I had learnt. It also increased my morale and ten desire to be a good nurse to serve the community members out there well to the best of my ability. During the time I have been undergoing my practicum experience, I learnt more benefits of nursing informatics, particularly telehealth. They included its ability to reduce the strain experienced in most healthcare systems by allowing orderly scheduling of appointments with specialists and physicians and helping those patients without the ability to move much due to body issues or transport challenges Practicum and Experience Reflection.

The preceptor to whom I was assigned was very friendly and supportive. He was determined to ensure that I gained all the necessary experience before completing my practicum project in telehealth support. He demonstrated his broad knowledge in the field to help gain maximum benefit (Aboshaiqah et al., 2018). He made sure that every question I asked him was answered clearly and more precisely and was ready to listen and accept any conflicting idea I had different from his. His guidance enabled me to remain on track always and clarified the class theory practically. With his guidance, I conducted more research on outpatient care and the full benefits of technology deployment in healthcare, including evidence-based practice (Aboshaiqah et al., 2018). I came up with a suggestion for introducing a communication system that would ensure there is no confusion experienced between the healthcare providers regarding care delivery. The system would allow the nurses on the next shift to easily pick up and continue where their colleagues left off without consulting. I also recommended several projects upon review of the literature on telehealth technology.

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How the preceptor facilitates his role as a mentor and site supervisor

At the site, I was supervised by a preceptor who, in my opinion, was qualified, supportive, and skilled. I dedicate myself to the preceptor and follow in his footsteps to ensure that I attain the best by the end of the practicum. Since the preceptor was so understanding, he played a crucial role in assisting me in achieving my goals and objectives. He assessed every bit of my work, and his friendly nature made me ask him several essential questions concerning my field. His mode of supervision and communication was excellent; through this, he helped translate the theories I learned in school into a practical aspect. The preceptor was ever honest and straightforward in correcting mistakes and providing feedback as required. His work ethic was unbelievable; thus, I adored how he engaged with fellow staff and me. I grabbed several work ethics, skills and qualities which I believe will help me in my next journey as a professional, thanks to the preceptor.

Evaluation of the goals and objectives for the practicum experience

The site, outpatient clinic- OB/GYN, will play an essential role in supporting my goals and objectives. I had set three objectives for my project related to my topic, Telehealth support -Informatics. My first objective was to analyze telehealth’s role in improving patient outcomes. Secondly, I had to determine the extent to which telehealth enhances patient engagement. The last objective was to identify how telehealth support reduces the cost of care. The site has competent and skilled staff that offered to help me in achieving my goals. The location made it easier to carry out practical lessons by providing the necessary equipment. Using the equipment, I was taught practical lessons matching my objectives and goals. The experience from the site will also play a significant role in my future goals and objectives.

Challenges and accomplishments met to improve health outcomes

Like every other occupation, I observed accomplishments and challenges met to improve health outcomes. Not every patient was conversant with the complexity brought by the various telehealth technology. It was, therefore, crucial for the site to provide interpretation and translation services to such patients. Another challenge was employees working with the technology to offer care services and information (Cahill & Matsui, 2021). However, the site managed to accomplish several projects related to telehealth which aided in improving health outcomes. Practicum and Experience Reflection

References

Aboshaiqah, A., & Qasim, A. (2018). Nursing interns’ perception of clinical competence upon completion of preceptorship experience in Saudi Arabia. Nurse education today, 68, 53-60.

Cahill, A., & Matsui, E. C. (2021). Telehealth in the Post Pandemic Era. 
Telehealth and Medicine Today
.

Gibson, N., Arends, R., Voss, J., Marckstadt, S., & Nissen, M. K. (2020). Reinforcing telehealth competence through nurse practitioner student clinical experiences. Journal of Nursing Education, 59(7), 413-417 Practicum and Experience Reflection

NURS FPX 6011 ASSESSMENT 2: Evidence-Based Population Health Improvement Plan Capella University

Community Data Evaluation

Baltimore is a massive metropolitan community located in Maryland.

Blacks comprise almost 63%, whites 28%, Hispanic 5%, and Asian 2.5% of the population.

After a thorough evaluation, obesity is a major health concern in this community.

Environmental factors change illness patterns

They comprise sex, social-economic factors, alcohol consumption, food availability, and racial identity

These factors lead to decreased access to healthcare.

Level II

Evidence is reasonably consistent and can be used to make deductions.

Obesity is excessive fat assemblage presenting a health threat. A grown-up individual with a BMI of 30 or more is considered obese. In the United States, the condition is viewed as significant. According to CDC, the condition’s prevalence was 41.9% in 2017- 2020, March (CDC, 2022). Diabetes has been a critical issue in the United States and has some linked conditions like stroke, heart disease, type 2 diabetes, and some cancers. Experts claim that in 2019, the medical expenses related to obesity were $173 billion (CDC, 2022). Further, the condition affects some groups more than others. For instance, blacks are more affected by the condition, and in Baltimore, 44% of the adult black population is affected (Elflein, 2022) NURS FPX 6011 ASSESSMENT 2: Evidence-Based Population Health Improvement Plan Capella University.

Environmental health entails personal and community well-being. Environmental factors lead to modifying illness patterns making more people in the community susceptible to diseases.

The evidence used to deduce the data used is Level II which is reasonably reliable and consistent, meaning it can be used to make valid conclusions.

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Meeting Community Needs

Population Health Improvement Plan

The plan will encompass the following:

The objective is to reduce the number of obese adults in half within two years

The strategy will include educating the community on gains of healthy living

The action required comprises monthly outreach events, education programs aired on popular media, and free screening.

Potential Barriers
:

Cultural beliefs

Access to gyms for physical activities

Food availability

The black community faces many issues. For example, unemployment rates are higher among the community than among whites (Poteat et al., 2020). Some of the proximate causes of this unemployment comprise education and skills. These skills and education are significant determinants of earnings and education. Blacks lag whites in educational attainment, meaning they are more likely to lack employment opportunities. Also, food availability and transportation are environmental factors. Other issues entail entrenched poverty and economic biases.

Some of the interventions comprise enhancing the education system, which may encompass availing student loans to people with felony convictions. This may offer black people the chance to further their education.

Cultural beliefs will likely be hurdles within the community when dealing with obesity. For instance, the community valued soul food enjoyed by families and passed down to generations. This food contains elevated levels of sugar, fat, and salt.

 

Measuring Outcomes

The community will have increased their understanding and consumption of healthy food

Increased access to healthy food within the community in one year

Members will have elevated physical activities (30 minutes daily for three days)

When people access educational data on healthy living, there will be a reduction in junk and soul food consumption (Qobadi & Payton, 2017). This means that healthy food consumption will increase, reducing the prevalence of obesity in the community. Consumption sounds easy, but without access, the problem may persist. Thus, partnering with local stakeholders on availing healthy foods in stores is critical. Further, physical activity assists in managing and preventing illnesses like diabetes and cardiovascular diseases.

 

Communication Plan

Community Stakeholders

Overweight and obese black adults

Family and friends

Public health advocacy groups

Local hospitals

Communication Strategy

Verbal and visual

Non-verbal

Through one-on-one communication

Promotion of feedback

Communication is a critical element that can make or break a plan. Having a one-on-one session with obese people will help people to open up, leading to better understanding. This strategy can help when sharing confidential data. Further, in communication, feedback is vital. Information should flow from all directions because it will make communication effective.

 

Value & Relevance of Evidence

Relevance and Value to Community Health Concern:

The data is relevant and trusted

Passes CRAAP test

Resource Alignment to Health Improvement Plan:

Better healthcare results

EBP interventions

The CRAAP test scrutinized the data’s relevance, currency, purposes, and accuracy. With a lot of existing data, there is a need to verify data by using relevant tools.

Evidence-based education of obese people is also viewed as an EBP intervention that can help people deal with being overweight and obese.

References

CDC. (2022, May 17).
Adult obesity facts
. Centers for Disease Control and Prevention. Retrieved February 23, 2023, from https://www.cdc.gov/obesity/data/adult.html

Elflein, J. (2022, November 3).
Obesity rates Maryland adults by race/ethnicity 2021
. Statista. Retrieved February 23, 2023, from https://www.statista.com/statistics/207395/overweight-and-obesity-rates-for-adults-in-maryland-by-ethnicity/

Poteat, T., Millett, G. A., Nelson, L. E., & Beyrer, C. (2020). Understanding COVID-19 risks and vulnerabilities among black communities in America: the lethal force of syndemics. 
Annals of epidemiology
, 
47
, 1-3.

Qobadi, M., & Payton, M. (2017). Racial disparities in obesity prevalence in Mississippi: Role of socio-demographic characteristics and physical activity. 
International Journal of Environmental Research and Public Health
, 
14
(3), 258.

 

NURS FPX 6011 ASSESSMENT 2: Evidence-Based Population Health Improvement Plan Capella University

Create a 5-7 slide PowerPoint presentation about an evidence-based population health improvement plan.

Introduction

Master’s-level nurses need to be able to think critically about the evidence, outcomes data, and other relevant information they encounter throughout their daily practice. Often the evidence or information that a nurse encounters, researches, or studies is not presented in the exact context of that nurse’s practice. A key skill of the master’s-level nurse is to transfer evidence from the context in which it was presented and apply it to a different context in order to maximize the benefit to patients in that new context.

Professional Context

Master’s-level nurses need to be able to think beyond the bedside. It is important to research, synthesize, and apply evidence that will result in improved health outcomes for the communities and populations that are part of your care setting. Improving outcomes at a community or population level, even incrementally, can create noticeably significant, aggregate health improvements for patients across all of a care setting.

Scenario

Your organization has created an initiative to improve one of the pervasive and chronic health concerns in the community. Some examples of possibilities for health improvement initiatives include type 2 diabetes, HIV, obesity, and communicable diseases. You will need to do your own research to gather and evaluate the relevant data for your chosen issue.

Once you have created a presentation for the initiative, you have been asked to present to a group of community stakeholders. The purpose of your presentation is to inform and enlist support for the initiative from your audience.

Instructions

The optional Evidence-Based Population Health Improvement Plan Presentation Template [PPTX] is provided to help you prepare your slides. If you choose to work without the template, consider referring to Creating a Presentation: A Guide to Writing and Speaking and Guidelines for Effective PowerPoint Presentations [PPTX].

The suggested headings for your presentation are:

Community Data Evaluation.

Meeting Community Needs.

Measuring Outcomes.

Communication Plan.

Evidence.

In your presentation, you will:

Evaluate the environmental and epidemiological data about your community so that you can determine a population health issue within a chosen community.

Identify the relevant data. This can be communicated in a table or chart.

Describe the major population health issue suggested by the data within your community.

Explain how environmental factors affect the health of community residents.

Identify the level of evidence, validity, and reliability for each source.

Develop an ethical health improvement plan with outcome criteria that addresses the population health issue that you identified in your evaluation.

Consider the environmental realities and challenges existing in the community.

Include interventions that will meet community needs.

Address potential barriers or misunderstandings related to various cultures prevalent in the community.

Propose criteria that can be used to evaluate the achievement of the plan’s outcomes for your population health improvement.

Explain why your proposed criteria are appropriate and useful measures of success.

Explain how you plan to apply strategies for communicating with community stakeholders and community members in an ethical, culturally sensitive, and inclusive way about the development and administering of your population health improvement plan. NURS FPX 6011 ASSESSMENT 2: Evidence-Based Population Health Improvement Plan Capella University

Identify the community stakeholders that are relevant to your Evidence-Based Population Health Improvement Plan.

Develop a clear communication strategy that is mindful of the cultural and ethical expectations of colleagues and community members regarding data privacy.

Ensure that your strategy enables you to make complex medical terms and concepts understandable to members of the community regardless of disabilities, language, or level of education.

Explain the value and relevance of the resources you used as the basis for your population health improvement plan.

Explain why the evidence is valuable and relevant to the community health concern you are addressing.

Explain why each piece of evidence is appropriate and informs the goal of improving the health of the community.

Communicate the Evidence-Based Population Health Improvement Plan in a professional, effective manner that encourages the community stakeholders to implement and sustain change.

Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

Submission Requirements

Length of submission: 5–7 slides. Balance text with visuals. Avoid text-heavy slides. Use speaker’s notes for additional content.

Font and font size: Appropriate size and weight for a presentation, generally 24–28 points for headings; no smaller than 18 points for bullet-point text. Use a suitable professional typeface, such as Times or Arial, throughout the presentation.

Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work.

APA formatting: Resources and citations are formatted according to current APA style.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

Competency 2: Apply evidence-based practice to design interventions to improve population health.

Evaluate the environmental and epidemiological data about a community to determine a population health issue.

Competency 3: Evaluate outcomes of evidence-based interventions.

Develop an ethical health improvement plan with outcome criteria that addresses the population health issue identified in the evaluation.

Explain the value and relevance of the resources used as the basis of a population health improvement plan.

Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.

Explain a plan to apply strategies for communicating with community stakeholders and community members in an ethical, culturally sensitive, and inclusive way about the development and implementation of the population health improvement plan.

Communicate the Evidence-Based Population Health Improvement Plan in a professional, effective manner that engages the community stakeholders to implement and sustain change.

Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. NURS FPX 6011 ASSESSMENT 2: Evidence-Based Population Health Improvement Plan Capella University

Evidence-Based Patient-Centered Concept Map Example

Concept Map Narrative Schizophrenia Patient

A concept map is a crucial visual tool that portrays the links between various ideas. This map is created to dig into the details of a specific subject. Also, it assists in organizing thoughts and comprehending the association between different concepts of a particular topic. Nursing trainers must improve students’ thinking skills and judgment, and the use of this mapping is vital. Additionally, with the suitability of the concept map, the patient’s therapy team can examine progress, advanced symptoms, and interventions and suggest changes in the care plan if needed. The concept map was developed for Judith, a 22-year-old female of European and Native American descent. Judith is a college student diagnosed with schizophrenia. She is experiencing hallucinations and delusions and contends that she lacks family and friends’ support. This concept map was created to tackle Judith’s needs and raise compliance with the care plan.

Evidence-Based Patient-Centered Concept Map Example

Patient Analysis

During the interview with her parents, it was noted that the patient was diagnosed with schizophrenia when she was 19. This is after she joined college. Before then, she had an everyday daily life. The family is strongly affected by their cultural and spiritual beliefs. It was deduced that after the first diagnosis at 19 years, the family consulted tribe elders, who decided that Judith would not need to be admitted or any drugs administered. The tribal elders concluded that the girl was communicating with her ancestors. This communication with ancestors is a significant part of Native spirituality. However, where is the line drawn to differentiate between schizophrenia symptoms and hearing voices. Thus, Judith’s parents opted to stay with their daughter for a few months, and after the symptoms subsided, they sent her back to college. Her parents needed to be educated about the signs and symptoms of this mental condition and its management. Nonetheless, cultural beliefs hindered them. They did not know that hallucinations and withdrawal were some signs of the illness. Even though the parents are strict cultural adherents, the family is well-off and has insurance. This implies the family can afford medical services.

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Further, the patient and her parents must be initiated to resources that employ cultural and medical requirements because of their strong cultural beliefs. In Indigenous communities, the tribe and family play a vital function in decision-making regarding many issues, including some medical situations. Therefore, including the parents, elders, and Judith in the decision-making process will help the patient to get the necessary help. They should be educated on adhering to the care plan and the risk factors for developing schizophrenia Evidence-Based Patient-Centered Concept Map Example.

Justification of the Value and Relevance of the Evidence Used

Utilizing evidence-based practice (EBP) assists healthcare providers in designing care plans for individual clients and traditional beliefs. Evidence-based practice is founded on critical thinking and assessment proof. Also, healthcare professional experience is an advantage in EBP. It encompasses the utilization of proven research to generate measurable outcomes.

The issue facing Judith is schizophrenia, which was first diagnosed when she was 19 but went untreated because of the cultural beliefs of her family. This means that her cultural beliefs are essential in establishing how to treat her illness. The family’s lack of understanding of schizophrenia threatens Judith, and if left untreated, she can develop Obsessive Compulsive Disorder (OCD) (Stein et al., 2019). However, EBP shows that planning one-on-one family activities and not arguing about her cultural beliefs are significant components in averting the development of OCD and other related disorders. Evidence-Based Patient-Centered Concept Map Example Since Indigenous Americans believe that she is communicating with her ancestors, offering the patient and her parent measurable outcomes like social interaction and reduced anxiety can aid in adhering to the care plan.

Further, to guarantee that Judith manages her condition fully, her thought process and impaired social interaction can be tackled by establishing a support system within the family and the community. The three nurse diagnoses were vital in assessing her hallucinations and sensory perception. The nursing interventions helped develop improved social skills and reduced anxiety and hallucinations.

Relevant and Measurable Criteria for Assessing the Level of Desired Outcomes

During the interview, the parents and the patient contend that she likes board games and taking walks. Thus, a walking plan must be formulated, and a close relative or friend can accompany her. Also, since she is now living at home, the family should formulate game nights. Furthermore, since the episode happened in college, the patient can take some time off and rearrange her learning goals. The patient should be allowed to complete her activities at her pace to avoid increasing the pressure that may lead to anxiety. Notably, touching the patient has proven to avoid instances of outbursts.

Communicating Aspects of the Concept Map

The patient and her parents must meet the care providers involved in the treatment. This will ensure that the patient and her guardians comprehend the concept map. When making any communication, the healthcare providers must remember her cultural background. This communication must be honest and open, meaning that the providers must communicate the dangers of missing medication or other interventions. Trust is significant during this communication (Ward, 2018). If there are any existing risk factors, the patient must be told Evidence-Based Patient-Centered Concept Map Example.

Further, how to avert future episodes must also be communicated to the parents and Judith. The communication must be patient-centered, meaning the care providers must allow the patient to ask all relevant questions. All medical jargon should be explained to all parties ably. Moreover, the doctor and patient should get privacy if Judith feels the parents are intruding on her privacy.

References

Stein, D. J., Costa, D. L., Lochner, C., Miguel, E. C., Reddy, Y. J., Shavitt, R. G., … & Simpson, H. B. (2019).Obsessive–compulsive disorder. 
Nature reviews Disease primers
, 
5
(1), 52.

Ward, P. (2018). Trust and communication in a doctor-patient relationship: a literature review. 
Arch Med
, 
3
(3), 36.

 

Evidence-Based Patient-Centered Concept Map Example

Create a patient-centered concept map and write a 3-5 page narrative in which you explain the process and considerations that went into creating your concept map.

Introduction

Evidence-based practice is a key skill in the tool kit of the master’s-prepared nurse. Its goal is to ensure that health care practitioners are using the best available evidence to ensure that patients are receiving the best care possible (Godshall, 2020). In essence, evidence-based practice is all about ensuring quality care.

In this assessment, you will apply evidence-based practice and personalized care concepts to ensure quality care and improve the health of a single patient. The concept map that you will create is an example of a visual tool that you can use for patient and family education.

Reference

Godshall, M. (2020). Fast facts for evidence-based practice in nursing (3rd ed.). Springer Publishing Company.

Professional Context

Concept maps are widely used in nursing care. They can be effective tools for organizing workload, prioritizing patient care strategies, and developing personalized care approaches. In addition to organizing care, they can aid in ensuring that the patient’s care is individualized to not only their health conditions, but also their familial, cultural, and environmental situations.

Scenario

The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. By utilizing a concept map, a nurse can simplify the connection between disease pathways and emotional, cultural, socioeconomic, and personality considerations that impact a patient’s health.

Instructions

Develop a patient-centered concept map for a chosen condition. This could be a disease, or a disorder based upon the best available evidence that has been individualized to treat your patient’s health, economic, and cultural needs. Write a brief 3–5 page narrative that explains why the resources cited in the concept map and narrative are valuable and relevant. Describe how you incorporated the patient’s individual culture, identity, abilities, and beliefs into the plan of care. Also, be clear about your specific communication strategies for relating information to the patient and their family.

The bullet points below correspond to grading criteria in the scoring guide. Be sure that your map and narrative address all of the bullets below, at minimum.

Part 1: Concept Map

Visit Healthy People 2030’s Browse Objectives page and select a topic.

• Design a patient-centered concept map based upon the best available evidence for treating a patient’s specific health, economic, and cultural needs.

o Include objective and subjective assessment findings to support three nursing diagnoses.

o Include interventions that will meet your patient’s individual needs.

o Include measurable outcomes for each nursing diagnosis using SMART goals: (S)pecific, (M)easurable, (A)chievable, (R)elevant, and (T)ime-bound.

Part 2: Supporting the Concept Map

• Analyze the needs of a patient, and those of their family, to ensure that the interventions in the concept map will be relevant and appropriate for their beliefs, values, and lifestyle.

o Explain how you incorporated the patient’s individual culture, identity, abilities, and beliefs into the plan of care.

o Consider how your patient’s economic situation and relevant environmental factors may have contributed to your patient’s current condition or could affect future health.

o Consider how your patient’s culture or family should inform your concept map.

• Apply strategies for communicating with the patient and their family in an ethical, culturally sensitive, and inclusive way.

o Explain how you will communicate the proposed interventions and evaluation plan in an ethical, culturally sensitive, and inclusive way. Ensure that your strategies:

 Promote honest communications.

 Facilitate sharing only the information you are required and permitted to share.

 Enable you to make complex medical terms and concepts understandable to your patient and their family regardless of language, abilities, or educational level.

• Explain the value and relevance of the resources you used as the basis for your patient-centered concept map.

o Explain why your evidence is valuable and relevant to your patient’s case Evidence-Based Patient-Centered Concept Map Example

 Include a critique of the resources you used and specify the level of evidence.

o Explain why each piece of evidence is appropriate for the health issue you are addressing and for the unique situation of your patient and the family.

 Include how the evidence was used to plan your interventions.

• Convey purpose of the assessment narrative in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

o Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

The suggested headings for your paper are:

• Patient Needs Analysis.

• Communication Strategies.

• Value and Relevance of Resources.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

• Concept Map Exemplar [DOCX].

• Concept Map Narrative Exemplar [DOCX].

Submission Requirements

• Length of narrative: 3–5 double-spaced, typed pages. Your narrative should be succinct yet substantive.

• Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work. Be sure you are citing evidence in both parts.

• APA formatting: Resources and citations are formatted according to current APA style.

• Please submit both your concept map and your narrative as separate documents in the assessment submissions area.

o You must submit both documents at the same time. Make sure both documents are attached before submitting your assessment.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 1: Apply evidence-based practice to plan patient-centered care.

o Design an individualized, patient-centered concept map, based upon the best available evidence for treating a patient’s specific health, economic, and cultural needs.

o Analyze the needs of a patient, and those of their family, to ensure that the intervention in the concept map will be relevant and appropriate for their beliefs, values, and lifestyle.

Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.

o Explain the value and relevance of the resources used as the basis for a patient-centered concept map.

Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.

o Apply strategies for communicating with the patient and their family in an ethical, culturally sensitive, and inclusive way.

o Convey purpose of the assessment narrative in an appropriate tone and style, incorporating supporting evidence, and adhering to organizational, professional, and scholarly communication standards Evidence-Based Patient-Centered Concept Map Example

( Mental Health topic preferably)

Western Medical Enterprises Applicant Questionnaire Sample

Leadership and Collaborative Experience

Self-assessment is critical to a person’s growth. An excellent leader must comprehend the self-evaluation procedure, mainly for the success of trust, morality, and the general health of workers, firms, and partnerships.

Section 1: Leadership and Collaborative Experience

Two months ago, I had a chance to head a team at a home health organization I had been working for about six months. The organization’s vision was to convey patient care even in the comfort of their home. Its strategy comprised of providing critical education to patients and caregivers to reduce the prospects of visiting health facilities. Many people who require services from home health agencies are senior citizens who are housebound and encounter chronic medical problems (Cleary et al., 2018). Nonetheless, they rely on Medicare as the main source of insurance, and the organization’s management tracked reimbursement. Because of many readmissions, the facility encounters reimbursement challenges. The institution’s management resolved to create a team to explore the origin of readmission. The facility management assigned me the coordinator function. The duty encompassed motivating and supervising team members to work together to attain set goals.

Additionally, I was responsible for reporting team progress to the facility management. I ensured the group operated within the set parameters and evaluated and endorsed timesheets and outliers. Further, I was mandated to train members and tackle any queries concerning the program. A group coordinator must adhere to project strategies, coordinate team trials, and partner with the group to accomplish departmental and administrative goals, which I achieved (Karam et al., 2018).

I am a transformational leader. This means I inspire my team to accomplish remarkable and unexpected outcomes. I offer team members independence over particular tasks and the power to make resolutions once training is over. The style is effective because it helps set higher and more challenging targets. I would meet the team twice a week, and in our initial meeting, I communicated our vision. The vision advocated for enhancements in patient care through retraining staff members. This communication was to ensure the team understood its purpose. My leadership style was successful since it permitted members to provide their postulations and suggest a process we could follow to decipher the rehospitalization challenge. As a result, the group had to convey their best since they suggested the procedure. I believe this was an excellent resolution.

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Perspective to Promoting Collaboration and Motivation

Through the partnership leadership model, I employed a few methods to guarantee group members participated in finding resolutions together. Firstly, I precluded making all decisions for them; instead, I empowered the team members to make critical resolutions. Access to data was handy, meaning it was not only availed when needed. I created mutual respect, trust, and support instead of concentrating on my interests. Lastly, I affirmed to motivate the participation of everybody to operate as a team. This led to team members responding successfully and generating various beneficial recommendations that helped resolve the issue. Information-based decision-making and technology were some of the endeavors I used for this project, and they assisted members in realizing the vision. The technology action used comprised emails and conference calls. These actions were practical since the approach and idea to attain were stuck in the minds of each member. Further, information-based decision-making ensures that all resolutions are supported by proof, not conjecture Western Medical Enterprises Applicant Questionnaire Sample.

Section Two: Ethics and Experience

As the team coordinator, I faced ethical issues which impacted the lives of the team and clients. I addressed these issues through a code of ethics. James Childress and Tom Beauchamp generated them via their biomedical ethics philosophies. They configured a design of attitudes helpful to healthcare professionals in managing ethical challenges with honesty. The guide has four principles: autonomy, justice, beneficence, and nonmaleficence. If two principles are in dispute, they lead to an ethical situation. When I encountered a moral issue during the period, I employed the LEADS formula, which depicts leading self, engaging others, accomplishing outcomes, developing partnerships, and changing the system toward due process (Levitt, 2014). This formula provides expertise, understanding, and capabilities that leaders follow in their style.

My ethical encounter as a coordinator at the facility was when two people in the team overpriced a medication service. It was supposed to cost $35, but they double-charged it. Since these members visited the client’s homes alone, it took the management some time to notice this issue. One client I had attended to before contacted me. The patient wanted to enquire about the price rise of that treatment. This was the moment I recognized the ethical challenge. I used the moral philosophies starting from justice which highlighted a fair distribution of drug resources. Another principle, nonmaleficence, recommends that healthcare safeguard the client’s well-being regardless of any restrictions. Upon informing management about the two team members, they defended themselves by asserting that they made these increased prices because their houses were far from the organization, yet the institution provided no transport allowance. Since the two philosophies of nonmaleficence and justice conflicted, an ethical dilemma arose.

The facility’s management appointed me as a team coordinator to resolve the problem. I communicated the aim of the challenge, and the team formulated recommendations for solving the predicament. After careful and thoughtful deliberations, the group suggested that the facility management give all employees a transport allowance whenever they conduct work-related tasks. Hence, the particular medical cost remained at $35. Nonetheless, the two employees were fired because they did not involve management.

In conclusion, leaders must have an excellent style of leadership, communication skills, and decision-making approaches. Such attributes would help a leader to successfully stimulate and lead s group by linking them to the facility’s goals. The leader also follows ethical schedules to portray to the group the significance of moral decision-making yardstick. This may assist those involved with the compensation of motivation and joint work. Notably, communication is vital, and it must be ethical and sound. As leaders, we are responsible for the partnership of team members, the prospects of the facility, and the wellness of the patients. Possessing a definite ethics process sets an excellent instance for team members and the whole organization about the significance of ethical decision-making.

References

Cleary, S., Toit, A. D., Scott, V., & Gilson, L. (2018). Enabling relational leadership in primary healthcare settings: lessons from the DIALHS collaboration. 
Health Policy and Planning
, 
33
(suppl_2), ii65-ii74.

Karam, M., Brault, I., Van Durme, T., & Macq, J. (2018). Comparing interprofessional and inter-organizational collaboration in healthcare: A systematic review of the qualitative research. 
International journal of nursing studies
, 
79
, 70-83.

Levitt, D. (2014, July). Ethical decision-making in a caring environment: The four principles and LEADS. In 
Healthcare Management Forum
 (Vol. 27, No. 2, pp. 105-107). Sage CA: Los Angeles, CA: SAGE Publications.

 

Western Medical Enterprises Applicant Questionnaire

Directions
: Please provide responses to the two sections below. The expectation is that each response is from 1–2 pages in length (not including the information already present in this document which is approximately one page). You are expected to support your assertions, ideas, or opinions with at least two scholarly or professional resources where appropriate using current APA style and formatting.

Section 1: Leadership and Collaboration Experience

Briefly describe an instance where you were required to lead and motivate a team of professionals to collaborate. It does not need to be in a health care setting. If you have not lead a team of professionals before, use a different example.

Next, analyze your approach to the challenge using specific examples. It is not important whether or not your efforts were successful. What is important is the approach you take to
appraising your leadership
and collaboration decisions and actions. Western Medical Enterprises Applicant Questionnaire Sample Do the following:

Analyze your leadership of the project. Consider the following:

What was the purpose or shared vision of the team?

The effectiveness of your leadership approach and style. Did you get “buy in” from stakeholders?

Decision making processes and outcomes? What were your good decisions? What would you have done differently?

How did you communication your vision, values, decisions, information, et cetera?

Analyze your approach to fostering collaboration and motivation among stakeholders. Consider:

How well you facilitated member or participant collaboration and engagement with one another. Did participants communicate effectively?

Actions you took to motivate people to realize your vision or tactics. Did the team or participants feel motivated and energized by you? Why or why not?

[Enter Your Response for Section 2 Here]

Section 2: Ethics Experience

Briefly describe an ethical dilemma that that demonstrates your application of ethical principles in the health care setting. Next, analyze your response or actions (even if there were none) to the event against one of the reference points below. Were your inactions or choices supported by the chosen framework? Be specific and include two references citing one or more of the following.

Any workplace code of ethics (consider choosing one from a place you work or have worked).

The professional code of ethics for your profession.

AND one of the following:

Levitt, D. (2014).
Ethical decision-making in a caring environment: The four principles and LEADS
.
Healthcare Management Forum, 27
(2), 105–107.

American College of Healthcare Executives. (n.d.).
ACHE code of ethics
. https://www.ache.org/about-ache/our-story/our-commitments/ethics/ache-code-of-ethics

 

Western Medical Enterprises Applicant Questionnaire Sample

Write a 3-4 page response to an employment questionnaire requiring a self-evaluation of your leadership, collaboration, and ethical experiences.

Introduction

An understanding of one’s own approaches to leadership, motivation, collaboration, and ethical situations is important to the evolution of an effective leader. An introspective lens can help emerging leaders better understand and hone these important skills.

Preparation

Use the 
Western Medical Enterprises Questionnaire [DOCX]
to complete this assessment.

Scenario

Imagine that over the past few months you have participated in several organizational projects and met many new people. The opportunities to collaborate and demonstrate your emerging skills as a leader prompted you to think about applying for a new position. After exploring online job postings, you prepared a resume and submitted the application to Western Medical Enterprises. A few days later you received the following email:

Dear applicant,

Thank you for your interest in employment at Western Medical Enterprises. We have received your application packet. The next step for all potential employees is to provide a narrative response to the questions in the attached document. Please return your completed document to me by replying to this email.

Once we receive your responses, we will review them and notify you of the next steps.

Good luck!

Sincerely,

Thomas Hardy

Human Resources Recruiter

Western Medical Enterprises

Instructions

Respond to the scenario by completing the
Western Medical Enterprises Questionnaire [DOCX]
. Be sure to follow the prompts in the document and, when complete, submit it for this assignment.

You will use one of the following to complete Section 2 of the questionnaire:

Levitt, D. (2014). 
Ethical decision-making in a caring environment: The four principles and LEADS
. 
Healthcare Management Forum, 27
(2)
, 
105–107.

American College of Healthcare Executives. (n.d.). 
ACHE code of ethics
. https://www.ache.org/about-ache/our-story/our-commitments/ethics/ache-code-of-ethics

Please refer to the scoring guide for details on how your assessment will be evaluated. Western Medical Enterprises Applicant Questionnaire Sample

Example Assessment
: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Assessment 4 Example [PDF]
.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Apply qualities, skills, and practices used by effective health care leaders.

Analyze one’s own leadership qualities and actions relative to a specific experience, using personal core values of one’s profession.

Competency 2: Apply practices that facilitate effective interprofessional collaboration.

Analyze one’s own leadership and motivational techniques used to foster collaboration among stakeholders.

Competency 3: Apply ethical codes and diversity best practices in health care organizations.

Analyze actions taken in response to an ethical dilemma, using an ethical code.

Competency 4: Produce clear, coherent, and professional written work, in accordance with Capella writing standards.

Convey clear meaning in active voice, with minimal issues in grammar, usage, word choice, spelling, or mechanical errors.

Western Medical Enterprises Applicant Questionnaire Sample