Tag: Clinical-Nursing

NURS-FPX4045 Assessment 6 Exploring the Need for Informatics Expertise in Healthcare

Submit your proposal to create a new nurse informaticist position.

Introduction

In today’s complex healthcare environment, nurse leaders play a critical role in addressing quality and safety challenges through evidence-based practice and strategic decision-making. This assessment examines a specific healthcare issue, evaluates contributing factors, and proposes targeted improvement strategies grounded in current research. Emphasis is placed on leadership competencies, interdisciplinary collaboration, and organizational impact, with the goal of promoting sustainable improvements in patient outcomes and care delivery processes.

 

Preparation

As you begin to prepare this assessment, you are encouraged to have completed the Team Perspectives of the Nurse Informaticist activity from Assessment 1. Completion of this will help you succeed with the assessment as you explore the nurse informaticist’s role from the different perspectives of the health care team. Completing activities is also a way to demonstrate engagement.

To successfully prepare for this assessment, you will need to complete these preparatory activities:

Review assessment resources and activities.

Conduct independent research on the nursing knowledge and skills necessary to interact with health information and patient care technology.

Focus your research on current resources available through peer-reviewed articles, professional websites, government websites, professional blogs, wikis, job boards, and so on.

Consult the 
Bachelor of Science in Nursing (BSN) Program Library Guide
 for help in identifying scholarly and authoritative sources.

Interview peers in your network who are considered information technology experts.

Ask them about how information technology advances are impacting patient care at the bedside, at the organizational level, and beyond.

Scenario

For this assessment, assume you are a nurse attending a meeting of your state’s nurses association. A nurse informaticist conducted a presentation on their role and its impact on positive patient and organizational outcomes in their workplace. You realize that your organization is undergoing many technological changes. You believe this type of role could provide many benefits to your organization.

Review the focus of the new nurse informaticist position you will propose by examining the 
Assessment 06 – Nursing Informatics in Healthcare [PDF]
 resource.

You decide to pursue proposing a nurse informaticist role in your organization. You speak to your chief nursing officer (CNO) and human resources (HR) manager, who ask you to prepare a 4–5 page evidence-based proposal to support the new role. In this way, they can make an informed decision as to whether the addition of such a role could justify the return on investment (ROI). They need your proposal before an upcoming fiscal meeting. 
This is not an essay, but instead, it is a proposal to create a new nurse informaticist position.

One important part of this assessment is the justification of the need for a nurse informaticist in a healthcare organization and references from relevant and timely scholarly or professional resources to support the justification for creating this nurse informaticist position relates to the Nursing Sensitive Quality Indicator you discussed in Assessment 3. The term justify means to show or prove that the nurse informaticist position brings value to the organization. This justification must include evidence from the literature to support that this position will provide a return on investment for the organization.

Proposal Format

The chief nursing officer (CNO) and human resources (HR) manager have asked you to include the headings below in your proposal and to be sure to address the bullets following each heading. Remember that you will emphasize the focus of the new nurse informaticist position as described in the 
Assessment 06 – Nursing Informatics in Healthcare [PDF]
resource NURS-FPX4045 Assessment 6 Exploring the Need for Informatics Expertise in Healthcare.

Nursing Informatics and the Nurse Informaticist

What is nursing informatics?

What is the role of the nurse informaticist?

Highlight one influential nurse informaticist and their contributions to nursing.

Nurse Informaticists and Other Healthcare Organizations

What is the experience of other healthcare organizations with
nurse informaticist
s?

How do these nurse informaticists collaborate with the rest of the nursing staff and the interdisciplinary team?

Impact of Full Nurse Engagement in Healthcare Technology

How does fully engaging nurses in healthcare technology impact:

Patient car?

Protected health information (security, privacy, and confidentiality)?

In this section, you will explain evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients’ protected health information, particularly privacy, security, and confidentiality. Evidence-based means that they are supported by evidence from scholarly sources.

Workflow?

Costs and return on investment?

Impact of Nursing Informatics on NSQIs

How do informaticist play a role in collecting and analyzing data to support the improvement of the Nursing Sensitive Quality Indicator you selected in Assessment 3?

Discuss:

Data collection.

Data analysis.

Process Improvement.

New technology needs for improvement.

Opportunities and Challenges

What are the opportunities and challenges for nurses and the interdisciplinary team with the addition of a nurse informaticist role?

How can the interdisciplinary team collaborate to improve quality care outcomes through technology?

Summary of Recommendations

What are 3–4 key takeaways from your proposal about the recommended nurse informaticist role that you want the CNO and the HR manager to remember?

This is the section where the justification for the implementation of the nursing informaticist role is addressed. Remember to include evidence from the literature to support your recommendation.

Additional Requirements

Written communication
: Ensure written communication is free of errors that detract from the overall message.

Submission length
: 4–5 double-spaced pages, in addition to title and references pages.

Font
: Times New Roman, 12 point.

Citations
 
and
 
References
: Cite a minimum of three current scholarly and/or authoritative sources to support your ideas. In addition, cite a minimum of one current professional blog or website to support your central ideas. Current means no more than five years old.

APA
 
formatting
: Be sure to follow APA formatting and style guidelines for citations and references. For an APA refresher, consult the Evidence and APA page on Campus.

Competencies Measured

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

Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.

Define nursing informatics and the role of the nurse informaticist, highlighting the contributions of an influential nurse informaticist.

Explain how the nurse collaborates with the interdisciplinary team, including technologists, to improve the quality of patient care.

Justify the need for a nurse informaticist in a healthcare organization.

Competency 2: Demonstrate evidence based strategies to effectively manage protected health information.

Explain evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients’ protected health information (privacy, security, and confidentiality).

Competency 3: Evaluate the impact of patient care technologies on desired outcomes.

Explain the impact of full nurse engagement in healthcare technology, including the opportunities and challenges.

Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.

Analyze how patient care technologies influence clinical decision-making, patient safety, and health outcomes, including both benefits and potential risks.

Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.

Follow APA style and formatting guidelines for citations and references.

Create a clear, well-organized, and professional proposal that is generally free from errors in grammar, punctuation, and spelling.

NURS-FPX4045 Assessment 6 Exploring the Need for Informatics Expertise in Healthcare Scoring Guide

Use the scoring guide to understand how your assessment will be evaluated.

Collapse All

Criterion 1

Define nursing informatics and the role of the nurse informaticist, highlighting the contributions of an influential nurse informaticist.

Distinguished

Defines nursing informatics and the role of the nurse informaticist, highlighting the contributions of an influential nurse informaticist. References current data, evidence, or standards to support and refine definition.

Proficient

Defines nursing informatics and the role of the nurse informaticist, highlighting the contributions of an influential nurse informaticist.

Basic

Defines nursing informatics and the role of the nurse informaticist, but without highlighting the contributions of an influential nurse informaticist.

Non Performance

Does not define nursing informatics and the role of the nurse informaticist or highlight the contributions of an influential nurse informaticist.

Criterion 2

Explain how the nurse collaborates with the interdisciplinary team, including technologists, to improve the quality of patient care.

Distinguished

Explains how the nurse informaticist collaborates with the interdisciplinary team, including technologists, to improve the quality of patient care. Makes explicit reference to scholarly or professional resources to support explanation.

Proficient

Explains how the nurse informaticist collaborates with the interdisciplinary team, including technologists, to improve the quality of patient care.

Basic

Identifies but does not explain how the nurse informaticist collaborates with the interdisciplinary team, including technologists, to improve the quality of patient care.

Non Performance

Does not explain how the nurse informaticist collaborates with the interdisciplinary team, including technologists, to improve the quality of patient care.

Criterion 3

Explain evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients’ protected health information (privacy, security, and confidentiality).

Distinguished

Explains evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients’ protected health information (privacy, security, and confidentiality), with reference to specific data, evidence, or standards to support the explanation.

Proficient

Explains evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients’ protected health information (privacy, security, and confidentiality).

Basic

Describes but does not explain evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients’ protected health information (privacy, security, and confidentiality).

Non Performance

Does not explain evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients’ protected health information (privacy, security, and confidentiality).

Criterion 4

Explain the impact of full nurse engagement in healthcare technology, including the opportunities and challenges.

Distinguished

Explains the impact of full nurse engagement in healthcare technology, including the opportunities and challenges. Provides specific examples.

Proficient

Explains the impact of full nurse engagement in healthcare technology, including the opportunities and challenges.

Basic

Explains some of the impact of full nurse engagement in healthcare technology, though the explanation may not include the impact to patient care, workflow, costs, opportunities or challenges.

Non Performance

Does not explain the impact of full nurse engagement in healthcare technology, including the opportunities and challenges.

Criterion 5

Justify the need for a nurse informaticist in a healthcare organization NURS-FPX4045 Assessment 6 Exploring the Need for Informatics Expertise in Healthcare

Distinguished

Justifies the need for a nurse informaticist in a healthcare organization and references relevant and timely scholarly or professional resources to support the justification.

Proficient

Justifies the need for a nurse informaticist in a healthcare organization.

Basic

Proposes but does not justify the need for a nurse informaticist in a healthcare organization.

Non Performance

Does not justify the need for a nurse informaticist in a healthcare organization

Criterion 6

Analyze how patient care technologies influence clinical decision-making, patient safety, and health outcomes, including both benefits and potential risks.

Distinguished

Provides a comprehensive and well-supported analysis of how patient care technologies influence clinical decision-making, patient safety, and health outcomes. Clearly evaluates both benefits and potential risks, incorporating specific examples and/or evidence to demonstrate depth of understanding.

Proficient

Analyzes how patient care technologies influence clinical decision-making, patient safety, and health outcomes, including both benefits and potential risks.

Basic

Describes patient care technologies but provides a limited or unclear analysis of their influence on clinical decision-making, patient safety, or health outcomes. Discussion of benefits or risks is incomplete, superficial, or inaccurate.

Non Performance

Does not analyze how patient care technologies influence clinical decision-making, patient safety, or health outcomes. Fails to address benefits or potential risks.

Criterion 7

Follow APA style and formatting guidelines for citations and references.

Distinguished

Follows APA style and formatting guidelines for citations and references with flawless precision and accuracy.

Proficient

Follows APA style and formatting guidelines for citations and references.

Basic

Partially follows APA style and formatting guidelines for citations and references.

Non Performance

Does not follow APA style and formatting guidelines for citations and references.

Criterion 8

Create a clear, well-organized, and professional proposal that is generally free from errors in grammar, punctuation, and spelling.

Distinguished

Creates a clear, comprehensive, well-organized, and professional proposal that is error-free in grammar, punctuation, and spelling.

Proficient

Creates a clear, well-organized, and professional proposal that is generally free from errors in grammar, punctuation, and spelling.

Basic

Creates a proposal that lacks clarity and/or has errors in grammar, punctuation, and spelling.

Non Performance

Does not create a clear, well-organized, and professional proposal that is generally free from errors in grammar, punctuation, and spelling.

NURS-FPX4045 Assessment 6 Exploring the Need for Informatics Expertise in Healthcare

NURS-8114 Theoretical and Scientific Foundations of Nursing Syllabus

Theoretical and Scientific Foundations of Nursing

Syllabus

Student Support and Calendar Information

So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:

This Syllabus

Support Resources

Credit Hours

5 credit in 11 weeks

Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content.

Course Description

In this course, students focus on the integration of scientific, philosophical, and theoretical concepts as the basis for the highest level of nursing practice. They examine the scientific underpinnings for nursing practice, including middle range nursing and interdisciplinary theories, and they explore the interrelationship among knowledge, research, and practice. Students also explore clinical inquiry, models of evidence-based practice, implementation science, and translation of evidence for practice change and quality improvement. Students explore their role as a DNP-prepared nurse in the translation of evidence to promote social change and address Social Determinants of Health (SDOH). Students utilize Johns Hopkins Translation of Evidence Tools to address a gap in practice and to appraise and synthesize evidence. Students also develop their own personal philosophy of nursing practice.

Course Prerequisites

•    NURS 8002/8006 can be co-requisite.

Course Outcomes

By the end of this course, you should be able to:

Integrate the scientific principles and philosophical underpinnings of nursing practice in the clinical setting.

Evaluate the application of nursing theory to promote positive nursing practice.

Apply concepts, models, and theories to current issues in health and nursing practice.

Appraise clinical scholarship for the translation and application of evidence to improve nursing practice and healthcare delivery.

Develop translation of evidence tools to address a gap in practice.

Evaluate the role of the DNP-prepared nurse in the translation of evidence to promote social change and address Social Determinants of Health (SDOH).

To access the Outcomes and Alignment Chart that applies to your course of study:

Document:
 
NURS 8114 Outcomes and Alignment Chart (PDF)
Download NURS 8114 Outcomes and Alignment Chart (PDF)

Course Materials

Please visit the university bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included.

Course Texts

Bissett, K., Ascenzi, J., & Whalen, M. (2025). 
Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines
 (5th ed.). Sigma Theta Tau International.

Note: 
You previously purchased this text for NURS 8002 or NURS8006 and it will be used throughout the program.

McEwen, M., & Wills, E. M. (2022). 
Theoretical basis for nursing
 (6th ed.). Wolters Kluwer.

White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2024). 
Translation of evidence into nursing and healthcare
 (4th ed.). Springer.

Note:
 You will use these texts in this course and throughout your DNP program. You only need to purchase them once.

Also Note:
 If the print edition of these book are referenced here, electronic versions also may be available and may be acceptable for use in this course. If an electronic version is listed, no print version is available.

Media

Assigned course media elements may be found in one or more weeks of the course and are available via a streaming media player or a hyperlink to the individual item.

Primary and Secondary Sources

Review the following information prior to selecting resources for assignments.

Primary:
 A primary source is an original document that is the first account of what happened. A research report is primary, and you can tell because it includes materials and methods demonstrating how the research was done. Some creative work is also primary, such as poetry, novels, and interviews of people who experienced something firsthand. In nursing, which is an evidence-based discipline, we strive to use primary research that is published in scholarly, peer-reviewed journals.

Scholarly, 
peer-reviewed
 journal:
 Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The focus of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary and secondary papers, the former usually noted as original research and the latter as reviews and commentaries. Letters to the editor may also be published but should be recognized as opinion pieces.

Note:
 When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years.

Secondary:
 A secondary source is one step removed from the original source. This work interprets and often compiles other work, and it includes review articles, textbooks, fact sheets, and commentaries about a topic. It also includes news reports of original research. Secondary work is more prone to error and bias than primary work because it is being filtered through an additional person or persons. Review papers can be useful to glean information about a topic and to find other sources from the reference list, but it is the original, primary research that should be relied on most heavily in demonstrating scholarship, depth, and validation of factual information.

Course Assignments

1. 
Discussions:
 The exchange of ideas among colleagues engaged in scholarly inquiry is a key aspect of learning and is a requisite activity in this course. You are expected to participate each by posting a response to a prompt or question in the Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in the postings of other class members. You may ask questions or offer further information or links about the subject. Please pay attention to grammar and spelling, as consistently poorly written posts will receive grade penalties. In grading the required Discussion postings, your Instructor will be using the Discussion Posting and Response Rubric.

2. 
Blogs:
 The Blogs in this course follow a similar format to the Discussions, explained above. The difference is that Blogs aim to be more open-ended and informal in terms of sharing perspectives, thoughts, and experiences on a given prompt.

Note: 
Unless otherwise noted, initial postings to Blogs and Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.

3. 
Assignments:
 The Assignments provide you with the opportunity to apply the skills and knowledge gained through the Learning Resources. See the Assignment area of specific weeks for detailed descriptions of the assignments. In grading the required Assignments, your Instructor will be using rubrics.

Note: 
The course Assignments will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible, outside and course specific resources (i.e. video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your Assignment responses.

Academic Integrity Originality Policy

Walden encourages students to use critical thinking to produce original thoughts in Discussion posts, Assignments, and other scholarly work. 
This “…will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible, outside and course specific resources (i.e., video, required readings, textbook); when comparing different points of view, highlighting similarities, differences, and connections; and/or when lending support to your responses.” 
Using too many direct quotes or ineffective paraphrasing does not demonstrate originality.

To demonstrate originality requires the use of paraphrasing. According to the Walden Writing Center (n.d.), “Paraphrasing in academic writing is an effective way to restate, condense, or clarify another author’s ideas while also providing credibility to your own argument or analysis” (“Introduction to Paraphrasing”). “As you discuss those sources, paraphrasing allows you to use your own words and sentence structure to talk about the information you gleaned from those sources.” (Walden Writing Center, n.d., “Introduction to Paraphrasing”).

“Ineffective paraphrasing occurs when authors paraphrase a source but do not use their own sentence structure or vocabulary to effectively reword that source. The issue here is often that the student’s paraphrase simply uses synonyms for the source’s original wording and is not different enough from the original source’s wording. Ineffective paraphrasing can occur when an author does not use his or her own wording or voice to paraphrase entire paragraphs or individual sentences.” (Walden Writing Center, n.d., “Examples of Paraphrasing,” slide 10).

For more information, refer to the 
Writing Center’s Introduction to Plagiarism & Intellectual Property
Links to an external site.
.

Assignments, Discussion, Blog posts, or other scholarly work that does not demonstrate originality will receive a grade reduction of up to 20%.

grading criteria and total components of a grade

Course grades will be based on participation (postings) and completion of assignments listed below.

 

Assignment

Total Points

Percent of Grade

Blog*

(4 @ 50 points)

200

20%

Discussion*

(6 @ 60 points)

360

36%

Assignment

(1 @ 130 points)

(1 @ 150 points)

(1 @ 160 points)

440

44%

Total

1000

100%

* Each Blog and Discussion requires that you make one initial posting and at least two response postings to colleagues. See the Blog and Discussion rubrics for details.

At the end of the course, you will earn a grade based on the following scale:

Grading Scale for Final Grade

A = 89.5% or better

B = 79.5%–89.4%

C = 69.5%–79.4%

F = 69.4% or below

Please see below for the policy on Incomplete (I) grades.

Incomplete Grades

Walden strongly discourages grades of “I” (Incomplete). However, Walden understands that there are certain circumstances under which a grade of “I” (Incomplete) is appropriate.

Grades of “I” (Incomplete) are given at the discretion of the instructor, but normally are granted only if students have acceptably completed the majority of the coursework, including discussions and assignments, prior to the last day of the class. Students must request a grade of “I” (Incomplete) prior to the last day of the course. Such a request should include a list of missing assignments and a date and plan for submission of missing assignments no later than 80 calendar days from the last date of the course. Discussion assignments may not be made up after the last date of class. Coursework submitted within the allowed time period, not to exceed 80 calendar days from the last day of classes, will be graded and included in the computation of an overall course grade that will replace the “I” grade. Failure to complete the specified coursework within the allowed time will cause the grade of “I” to default to an “F” (Fail) or “U” (Unsatisfactory), depending on the course grading scheme.

Instructor Feedback Schedule

The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the Grades area, the Discussion area, Assignment area, and/or the Announcements page.

You can expect your weekly assignment grades to be posted within 10 calendar days of a due date. Instructor feedback and explanation is provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the Grades area. The goal of your Instructor is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade.

Course Procedures

Here are the steps to follow to begin this course successfully:

All class Discussions take place in the weekly Discussion areas.

You are encouraged to post course-related questions to the Class Café area as they may be of interest to all; however, if your question is urgent, it is often best to email the Instructor. If your emailed question is thought to be of benefit to all, it may be responded to by the Instructor via email to all or posted as an announcement.

Instructor feedback on content and writing issues that is thought to be of benefit to the entire class may be posted to the Class Café area; however, most personal critique will be done privately in the Grade Center. Be sure to check the Grades area for comments every week even if you received full credit.

Please feel free to use the Class Café to initiate and participate in conversations not directly related to the course. This is an excellent opportunity to get to know other students better. The Instructor will browse the Class Café occasionally but generally will not respond to conversations posted there unless students have specific questions for him or her.

Check the email account you use for official Walden University business on a regular basis. The expectation is that you are checking this email account daily during the week. If you experience difficulty sending or receiving Walden email, please contact the Customer Care Team right away. Contact information for the Customer Care Team is located in the Guidelines and Policies area of the course home page.

Review all course materials.

Note on NURS-8114 Theoretical and Scientific Foundations of Nursing Syllabus Assignment Attempts: Students are expected to review their work and submissions of work carefully prior to due dates. Unless otherwise approved by the faculty, students are allowed one submission of graded work per assignment. While the classroom allows for multiple submissions, once an assignment is graded, submissions will no longer be accepted unless approved by the faculty. If an assignment is submitted prior to the assignment deadline and has not yet been graded, then students may submit a revised assignment prior to the assignment deadline. However, once the deadline has passed or the assignment has been graded, resubmission is not permitted unless approved by the faculty member.

 

Note:
 There are Optional Readings located within the Learning Resources section of each week in the course. You are encouraged to explore these readings, as needed, in order to enhance your understanding of the course content.

Preferred Methods for Delivering Assignments

Be sure that you post to the correct Discussion area each week. Do not email postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads Main Question Post. For your responses to others’ response postings, make sure that the first sentence of your response reads Response. These actions will ensure easily identifiable subject lines for your postings and responses.

Assignments are submitted to the Turnitin link and named according to the week in which the Assignment is submitted. Directions for naming each Assignment are included in each week’s Assignment area. Please be sure that all written Assignments are saved and submitted as a “.doc” file.

All email correspondence must contain in the subject line “ABCD 1234-XX-NAME” (ABCD = course prefix, 1234 = course number, XX = section number) followed by a brief description of the subject. This subject line convention ensures that your email will be easily identified and responded to in a timely manner. It is required that the email contain a signature that matches the official name used in the course.

Late Assignment Policy

Students are expected to submit assignments by the due dates noted in the course. In extenuating circumstances, such as illness, the student must contact the Instructor as soon as possible to discuss the situation. In those circumstances, Faculty will determine the appropriate course of action for the student. Depending on the situation, these actions may include recommendations to drop the course (if within the university drop/withdrawal period), acceptance of some or all of the overdue assignments with or without penalties, or failure to accept assignments NURS-8114 Theoretical and Scientific Foundations of Nursing Syllabus.

Assignments submitted late without the prior agreement of the Instructor, outside of an emergency absence, or in violation of agreements for late submission, will receive a grade reduction for the assignment amounting up to 20%. Each day late with result in a 4%-point deduction up to day 5. After 5 days, the assignment will be graded a zero. Students should be aware that late assignments may not receive the same level of written feedback as do assignments submitted on time.

The 
late policy for discussion boards and blogs
 is different from that for course assignments and is as follows:

Students are expected to complete the discussion boards and blogs by the due dates noted in the course. If students do not complete the discussion boards by the due date, their grade will be a zero. In the event of an extenuating circumstance, students must notify the instructor.

Keeping Your Coursework

You will have access to the course and your coursework from the course start date until one year after the course’s end date. After this time, you will no longer be able to access the course or related materials. 
For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep.
 The University is not responsible for lost or missing coursework.

Student Evaluation of Learning and Teaching

Two weeks before the end of the course, you will receive an invitation to submit an online evaluation of the course and instruction. Each submitted Student Evaluation of Learning and Teaching is confidential, and only aggregate data and comments will be shared with the Instructor and Program Director. Your feedback is vitally important to Walden University in its efforts to continuously improve programs.

Office Of Student Disability Services (OSDS)

The OSDS are committed to providing equal access to educational opportunities for qualified students with disabilities in accordance with government, state, and local laws as applicable to the student’s program and location. All accommodations requested are reviewed on an individual basis to determine what is reasonable and appropriate. The student should understand the process is an interactive one that takes time.

If you are looking to receive services through the OSDS, we want to support you. To start the process, email 
disability@mail.waldenu.edu
. You may also reach the office by phone to schedule an appointment at 
855-229-0848
.  International students may request a meeting through Teams. You may also fax your request to 
630.596.1651
.

If you require other accessibility needs to experience the call, please indicate that in your email.

Accessibility Note: 
In this course, you may be asked to upload videos and your peers may be asked to review them. Our goal is to make those materials accessible to everyone regardless of disability. You may be asked to provide a transcript of your video for the use of your peers in the event that they cannot watch or hear the videos due to a disability.

Classroom Participation

In accordance with U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your myWalden academic page.

Assignments submitted prior to the official start date 
will not
 count toward your participation. 

Financial Aid cannot be released without class participation as defined above. 

Students who 
are taking their first class with Walden
 and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university.

Students who have already taken and successfully completed 
at least one
 or more class(es) with Walden, and who 
do not participate
 within the first 7 days, will be dropped from that class.

If you have any questions about your assignments, or you are unable to complete your assignments, please contact your Faculty Member.

Time Zone

For complete details on discussions and assignments, please refer to each week of the course. Walden University has established 10:59pm Central Time (CT) as the official submission time for all courses. All assignments and discussions are due by 10:59pm CT on the day indicated in the assignment or discussion instructions.

The time stamp in Canvas will show Central Time as the default. You may choose to adjust the settings in Canvas to reflect your local time zone for submission time. For example, if you reside in Pacific Time (PT), you can adjust the settings in Canvas to show what time in your local area the assignment or discussion is due. If the discussion is due Wednesday at 10:59pm CT, then you can adjust your settings to show the discussion is due Wednesday at 8:59pm PT.

 

Course Summary:

Course Summary

Date

Details

Due

Wed Sep 2, 2026

Discussion Topic
 
Week 1: Discussion

due by 10:59pm

Wed Sep 9, 2026

Discussion Topic
 
Week 2: Discussion

due by 10:59pm

Wed Sep 16, 2026

Discussion Topic
 
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NURS-8114 Theoretical and Scientific Foundations of Nursing Syllabus

NURS-FPX4045 Assessment 5: Technology‑Driven Strategies to Improve Patient Outcomes Exam

Assessment 5: Technology‑Driven Strategies to Improve Patient Outcomes Exam

Due
 
No due date

Points
 
25

Questions
 
25

Available
 
after Jul 13 at 12am

Time Limit
 
25 Minutes

Allowed Attempts
 
3

Instructions

After reviewing the Assessment 5 resources and completing the activities, take the Assessment 5: Technology‑Driven Strategies to Improve Patient Outcomes Exam.

Quiz Instructions

This quiz covers technology‑driven strategies to improve patient outcomes in the field of healthcare.

You are allowed 
three
 attempts (there may be a slight delay between attempts).

Each attempt presents a different variation of the exam.

The highest score counts.

NURS-FPX4045 Assessment 5: Technology‑Driven Strategies to Improve Patient Outcomes Exam

Allocate sufficient time to ensure you will be able to complete the exam.

Remember that you cannot stop and restart the test. You must answer all of the questions within one session; you cannot log out of the exam in the middle of taking it and then go back in later to finish it.

You must answer all of the questions within one session; you cannot log out of the exam in the middle of taking it and then go back in later to finish it.

Competencies Measured

By successfully completing this exam, you will demonstrate your proficiency in the following course competency and  criteria:

Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.

Accurately select appropriate technologies that enhance safety and quality, based on quiz responses.

Instructions 

After reviewing the Assessment 5 resources and completing the activities, take the Assessment 5: Technology‑Driven Strategies to Improve Patient Outcomes Exam. Assessment 5 covers Competency 5: Recommend the use of a technology to enhance quality and safety standards for patients.

Introduction

As healthcare systems continue to integrate advanced technologies and data-driven processes, the need for specialized informatics expertise has become increasingly important. Nurse informaticists play a vital role in bridging the gap between clinical practice and information technology, ensuring that health information systems support safe, efficient, and high-quality patient care. For Bachelor of Science in Nursing (BSN) students, understanding the value of this role is essential as they navigate complex care environments that rely on accurate data management, effective communication, and evidence-based decision-making. The integration of informatics expertise can enhance patient outcomes, strengthen data security, improve workflow efficiency, and support organizational goals. Recognizing these benefits, nurses are well positioned to advocate for the development of informatics roles that drive innovation and improve both patient and system-level outcomes.

 

Resources

Use the resources linked below to help complete this assessment.

Assessment 5 Resources

Technology and Nursing Education

Virtual reality and high-fidelity simulators are just two examples of how
technology
is being integrated into nursing education. Through these new technologies, student nurses can experience situations they would be unlikely to in the clinical setting and can make mistakes without fear of harming a patient.

Assessment 5: Technology and Nursing Education
Links to an external site.
.

What Does the Future Hold?

There have been so many changes to healthcare brought on by technology—telehealth, remote patient monitoring, and patient-worn sensors are just a few. The list is extensive. What changes are in store next?

Assessment 5: What Does the Future Hold
Links to an external site.
.

NURS-FPX4045 Assessment 5: Technology‑Driven Strategies to Improve Patient Outcomes Exam

Artificial Intelligence (AI) in Education

Introduction

The integration of Artificial Intelligence (AI) into educational settings represents one of the most significant pedagogical shifts of the twenty-first century. As generative AI tools become increasingly embedded in academic workflows, institutions of higher learning face the dual challenge of harnessing AI’s transformative potential while safeguarding the intellectual and ethical foundations of scholarship. This essay articulates a comprehensive framework for the responsible integration of AI in education, organized around seven interdependent principles: a human-centered approach, ethical and transparent use, learning with AI rather than from AI alone, the cultivation of AI literacy, a partnership model between humans and AI, a commitment to continuous improvement, and the fostering of a community of care. Together, these principles offer not merely a set of prohibitions or permissions, but a coherent philosophy for navigating the evolving relationship between human cognition and machine intelligence in academic life.

1. Human-Centered Approach

At the foundation of any responsible AI integration strategy lies the principle that human cognition, creativity, and judgment must remain central to the educational enterprise. AI tools, however sophisticated, are instruments that augment human capability; they are not substitutes for the intellectual labor that defines authentic learning. This distinction is not merely semantic but carries profound implications for how educational institutions design curricula, assess student work, and cultivate critical thinking.

A human-centered approach insists that the learner’s own ideas, reasoning processes, and voice must originate and remain primary throughout any AI-assisted task. When a student engages with an AI tool to brainstorm a thesis statement, explore a counterargument, or refine prose, the underlying intellectual contribution—the selection of a topic, the formulation of an argument, the evaluation of evidence, and the ultimate judgment about what to include or discard—must remain the student’s own. AI may function as a sounding board or a generative aid, but the epistemic authority over the final product rests with the human author.

This principle draws on a long tradition in educational theory emphasizing the primacy of active, constructive learning. Scholars of cognitive development, from Piaget to Vygotsky, have long argued that genuine understanding arises through active engagement with material rather than passive reception of information. AI, if used uncritically, risks short-circuiting this constructive process, allowing students to bypass the productive struggle that is often essential to deep learning. A human-centered approach therefore requires that educators design assignments and assessments that necessarily engage students’ critical faculties, ensuring that AI serves as a scaffold rather than a substitute for cognitive effort.

Moreover, a human-centered approach recognizes that education is fundamentally about the cultivation of the person—their capacity for reasoned judgment, their ethical sensibilities, and their creative voice. AI systems, regardless of their sophistication, lack the lived experience, contextual understanding, and moral agency that underpin authentic human expression. Preserving space for the human voice in academic work is therefore not a matter of resistance to technological change, but a recognition that the goals of education extend beyond the production of polished text to the formation of capable, thoughtful individuals.

2. Ethical and Transparent Use

The second pillar of responsible AI integration concerns the ethical use of these technologies, with transparency serving as its principal safeguard. As AI tools become more capable of producing text, solving problems, and generating ideas that closely approximate human output, the boundary between AI assistance and academic dishonesty can become blurred without clear disclosure norms. Ethical use, therefore, is inseparable from transparent use: students and educators alike bear a responsibility to disclose the nature and extent of AI’s contribution to any given piece of work.

Transparency in this context operates on multiple levels. At the individual level, it requires that students accurately represent which portions of their work were generated, suggested, or substantially shaped by AI tools, and which reflect their own independent effort. This might take the form of a methodological statement appended to an assignment, an annotation within the text itself, or adherence to a citation convention analogous to those used for other sources of intellectual contribution. At the institutional level, transparency requires that universities and colleges articulate clear, accessible policies regarding acceptable AI use, ensuring that expectations are neither ambiguous nor inconsistently enforced across departments and courses.

The ethical dimension of AI use extends beyond disclosure to encompass broader questions of academic integrity, equity, and intellectual honesty. Because access to advanced AI tools is not uniformly distributed across student populations, institutions must consider how differential access might exacerbate existing educational inequities. Furthermore, ethical use requires vigilance regarding the accuracy and reliability of AI-generated content, given the well-documented tendency of generative models to produce plausible-sounding but factually incorrect information—a phenomenon often termed “hallucination” in the technical literature. Students must be taught not only to disclose AI use but to critically evaluate AI outputs before incorporating them into their work, verifying claims against credible sources rather than accepting AI-generated content at face value.

Ultimately, ethical and transparent use functions as the connective tissue binding the other principles articulated in this essay. Without a foundation of honesty about how, when, and why AI tools are employed, the human-centered approach described above becomes difficult to verify, and the trust that underpins the educational relationship between student, instructor, and institution begins to erode.

3. Learning with AI, Not from AI Alone

A crucial distinction underlying responsible AI integration is the difference between learning
with
AI and learning
from
AI alone. This distinction reframes AI not as a repository of authoritative knowledge to be passively consumed, but as an interactive tool that can support—without supplanting—the traditional academic skills that remain indispensable to intellectual development.

AI’s generative capabilities make it well-suited to certain supportive functions within the learning process: brainstorming initial ideas, offering alternative phrasings, surfacing counterarguments, summarizing complex material for preliminary orientation, or providing explanations of unfamiliar concepts. Used in this capacity, AI can function similarly to a study partner or research assistant, expanding the range of perspectives and resources available to a learner and potentially reducing barriers to entry for students who might otherwise struggle to initiate a task.

However, this supportive function must not be mistaken for a replacement of the foundational academic competencies that AI cannot authentically replicate. Close reading, for instance, requires sustained attention to textual nuance, argumentative structure, and rhetorical strategy—a process of interpretive engagement that cannot be outsourced without loss of the interpretive skill itself. Similarly, the act of writing is not merely the production of grammatically correct sentences but a recursive process of thinking-through-writing, wherein the writer discovers and refines their own understanding through the act of composition. When students delegate this process entirely to AI, they forfeit the cognitive benefits that arise from the struggle of articulation.

Reflection, too, occupies a place that AI cannot fully substitute. The capacity to critically evaluate one’s own reasoning, to recognize the limitations of one’s argument, and to integrate new information into an evolving understanding of a subject is a metacognitive skill developed through sustained practice, not through the consumption of AI-generated summaries. Educational research consistently demonstrates that retrieval practice, elaborative interrogation, and self-explanation—all effortful cognitive processes—produce more durable learning than passive review of pre-digested material. AI tools that provide instant, complete answers risk undermining these effortful processes if not deployed judiciously.

The principle of learning with AI, not from AI alone, therefore calls for a pedagogical posture in which AI is positioned as a complement to, rather than a replacement for, the traditional labor of scholarship. Educators bear responsibility for designing learning experiences that preserve opportunities for the productive struggle essential to skill development, even as they permit judicious AI assistance in appropriate contexts.

4. Developing AI Literacy

As AI systems become increasingly woven into academic, professional, and civic life, the cultivation of AI literacy emerges as an essential educational objective in its own right—comparable in importance to the traditional literacies of reading, writing, and numeracy. AI literacy encompasses not only the technical competence to operate AI tools effectively, but also the critical and ethical judgment required to use them responsibly.

At a foundational level, AI literacy requires understanding, in broad terms, how generative AI systems function: that they operate through statistical pattern recognition trained on large corpora of text, that they generate output through probabilistic prediction rather than genuine comprehension, and that their outputs, however fluent, do not carry inherent guarantees of accuracy, originality, or appropriateness. This foundational understanding equips students to approach AI outputs with appropriate skepticism rather than uncritical deference.

Beyond this technical foundation, AI literacy encompasses the practical skills of effective prompting, iterative refinement, and critical evaluation of AI-generated content. Students must learn to formulate queries that elicit useful responses, to recognize the limitations and biases embedded in AI outputs, and to cross-verify AI-generated claims against authoritative sources. These competencies parallel the information literacy skills long emphasized in library and research instruction, extended to accommodate the particular characteristics of generative AI systems.

AI literacy also carries an ethical dimension, requiring that students understand the broader implications of AI use—including questions of data privacy, intellectual property, algorithmic bias, and the environmental costs associated with training and operating large-scale AI systems. A genuinely literate AI user is one who can situate their individual use of these tools within a broader awareness of their societal implications.

Institutions bear significant responsibility for cultivating AI literacy through deliberate curricular design. This may involve dedicated instructional modules on responsible AI use, integration of AI literacy objectives across disciplinary curricula, and ongoing professional development for faculty to ensure that pedagogical practices keep pace with technological change. Given the rapid evolution of AI capabilities, AI literacy cannot be treated as a fixed competency acquired once and retained indefinitely; rather, it must be understood as an ongoing developmental process requiring continual updating and refinement.

5. Partnership Between Humans and AI

The relationship between human learners and AI tools is most productively conceived not as one of substitution but of partnership—a collaborative arrangement in which each party contributes distinct capabilities toward a shared objective. This partnership model positions AI as an enhancing force within the educational process while preserving the indispensable role of human judgment, oversight, and refinement.

In practical terms, a partnership model implies that AI-generated content, suggestions, or analyses are never accepted as final or authoritative without human review. Whether a student uses AI to generate an initial draft outline, an educator uses AI to develop supplementary instructional materials, or a researcher uses AI to assist with literature review, the human party retains ultimate responsibility for evaluating, refining, and validating the AI’s contribution. This principle of human oversight serves multiple functions: it guards against the propagation of inaccuracies inherent in AI systems, it ensures that outputs align with the specific pedagogical or intellectual objectives of the task at hand, and it preserves the accountability structures that underpin academic and professional integrity.

The partnership model also implies a bidirectional relationship in which human feedback shapes and refines the ongoing use of AI tools within an educational context. Just as a human collaborator’s contributions are shaped by dialogue and iterative exchange, effective use of AI often involves multiple rounds of prompting, evaluation, and refinement, wherein the human user guides the AI toward increasingly useful and accurate outputs. This iterative process itself constitutes a valuable form of engagement, requiring the human party to articulate their objectives with increasing precision and to critically assess the adequacy of successive AI responses.

Importantly, the partnership metaphor should not be understood as implying parity of agency or authority between human and machine. AI systems, however capable, lack genuine understanding, intentionality, and accountability. The partnership between humans and AI is therefore asymmetric by design: humans direct, evaluate, and bear responsibility for the outcomes of AI-assisted work, while AI serves an instrumental function within a process that remains fundamentally human-directed.

6. Commitment to Continuous Improvement

Given the rapid pace of technological development characterizing the field of artificial intelligence, any institutional or individual approach to AI in education must incorporate a sustained commitment to continuous improvement. Policies, pedagogical practices, and literacy frameworks that are appropriate today may prove inadequate or obsolete within a relatively short period, as AI capabilities continue to evolve and as the educational community’s understanding of best practices deepens through accumulated experience.

Continuous improvement in this context operates across several dimensions. First, it requires ongoing institutional evaluation of AI-related policies, incorporating feedback from students, faculty, and staff to identify gaps, ambiguities, or unintended consequences arising from current practices. Such evaluation should be grounded in empirical evidence regarding the actual effects of AI integration on learning outcomes, academic integrity, and student well-being, rather than relying solely on anecdotal impressions or reactive policy-making.

Second, continuous improvement requires that pedagogical approaches to AI integration remain responsive to emerging research in the learning sciences regarding the cognitive and developmental effects of AI-assisted learning. As empirical understanding of how AI use affects skill acquisition, critical thinking, and long-term retention continues to develop, educators must be prepared to revise their instructional strategies accordingly, adopting practices that are supported by evidence while discarding those that prove counterproductive.

Third, continuous improvement necessitates ongoing professional development for educators, ensuring that faculty possess both the technical familiarity and pedagogical sophistication required to guide students in the responsible use of rapidly evolving AI tools. This is a nontrivial undertaking, given the pace at which new AI capabilities are introduced and the corresponding need for educators to continually update their own understanding and practices.

Finally, a commitment to continuous improvement implies humility regarding the current state of knowledge in this domain. The relationship between AI and education remains an active area of inquiry, and premature certainty regarding best practices risks foreclosing valuable adaptations as understanding deepens. Institutions and individuals alike must therefore approach AI integration as an ongoing, iterative process rather than a fixed destination.

7. Community of Care

The final principle articulated in this framework situates AI integration within a broader ethic of care, empathy, and cultural sensitivity. This principle recognizes that decisions regarding AI use in education are not merely technical or procedural matters, but carry significant implications for the well-being, dignity, and inclusion of diverse learners.

A community of care requires attentiveness to the differential impacts that AI integration may have across varied student populations. Students from under-resourced backgrounds may have unequal access to premium AI tools, potentially exacerbating existing achievement gaps if institutions fail to provide equitable access to necessary resources. Multilingual learners and students from diverse cultural backgrounds may experience AI tools differently, given that many generative AI systems are trained predominantly on English-language data reflecting particular cultural assumptions and communicative norms. A caring approach to AI integration attends to these disparities, working proactively to ensure that AI tools serve to narrow rather than widen educational inequities.

Empathy within this framework also requires sensitivity to the anxieties and uncertainties that rapid technological change can provoke among students and educators alike. For some, AI tools represent an exciting expansion of academic possibility; for others, they raise legitimate concerns regarding academic integrity, job displacement, the erosion of traditional skills, or the depersonalization of the educational experience. A community of care listens to and addresses these concerns with genuine attentiveness, rather than dismissing them as mere resistance to inevitable technological progress.

Cultural sensitivity further requires recognition that norms regarding collaboration, authorship, and the appropriate use of external assistance vary across cultural and disciplinary contexts. What constitutes acceptable AI assistance in one cultural or disciplinary tradition may be viewed differently in another, and a genuinely caring approach to AI policy avoids imposing a single, culturally particular standard without regard for this diversity of perspective.

Ultimately, the principle of community of care serves as a reminder that the integration of AI into education is not merely a technical challenge to be solved through policy and training, but a human endeavor that must be approached with compassion, humility, and a genuine commitment to the flourishing of every member of the educational community.

Conclusion

The seven principles articulated in this essay—human-centered approach, ethical and transparent use, learning with AI rather than from AI alone, the cultivation of AI literacy, partnership between humans and AI, commitment to continuous improvement, and community of care—together constitute a comprehensive and coherent framework for navigating the integration of artificial intelligence into educational practice. Rather than treating AI as either an unqualified boon to be embraced without reservation or an existential threat to be resisted at all costs, this framework charts a middle path: one that recognizes AI’s genuine potential to enhance learning while insisting that this potential be realized in service of, rather than at the expense of, the human capacities, ethical commitments, and communal values that education has always sought to cultivate. As AI technologies continue to evolve, the enduring value of this framework lies not in any particular technical prescription, but in its underlying insistence that human judgment, integrity, and care remain the touchstones by which all technological integration in education must ultimately be measured.

NURS-FPX4045 Assessment 4 Leveraging Health Technology to Improve Patient Outcomes

Instructions

After reviewing the Assessment 4 resources, take the Assessment 4: Leveraging Health Technology to Improve Patient Outcomes Exam. Assessment 4 covers Competency 3: Evaluate the impact of patient care technologies on desired outcomes.

Introduction

In today’s rapidly evolving healthcare environment, technology plays a critical role in shaping patient safety, quality of care, and clinical outcomes. From telehealth and remote monitoring to simulation and decision-support tools, advancements in patient care technology are transforming how nurses deliver care and interact with patients across settings. For Bachelor of Science in Nursing (BSN) students, developing the ability to critically evaluate these technologies is essential to determining their effectiveness, potential risks, and overall impact on patient outcomes. Equally important is the capacity to recommend appropriate, evidence-based technologies that enhance quality and safety standards. By strengthening these competencies, nurses are better prepared to make informed decisions about technology use, advocate for meaningful innovations, and contribute to improved patient outcomes and organizational performance.

Use the resources linked below to help complete this assessment.

Assessment 4 Resources

Benefits and Challenges of Health Information Technology​

The benefits of health information technology are clear—increased patient safety, improved efficiency, and the collection of data that can be used in research. Unfortunately, not all technology is created equally, and some can hinder the workflow of staff.

Assessment 4: Benefit and Challenges of Health Information Technology.
Links to an external site.

Patient Portal Considerations and Sustained Utilization

Patient portals provide patients with access to their health records at any time from anywhere. This on-demand access can improve patients’ awareness of their health and increase involvement in their healthcare. Getting patients to use portals is a challenge.

Assessment 4: Patient Portal Considerations and Sustained Utilization
Links to an external site.
.

Workflow and Data Mining

So much data is collected while caring for patients. We have only just begun to understand how this data can be used to improve care. Big data and data mining are the next frontier in healthcare.

Assessment 4: Workflow and Data Mining
Links to an external site.
.

Informatics and Public Health

Social media, big data, data science, and data exchanges are all ways
informatics
are integrated into public health. Timely access to data is key to a good public health infrastructure. This became abundantly clear during the COVID-19 pandemic.

Assessment 4: Informatics and Public Health
Links to an external site.
. NURS-FPX4045 Assessment 4 Leveraging Health Technology to Improve Patient Outcomes

Walden University NURS-8002 Week 1 discussion Blog: strategies for empowerment

By Day 3 of Week 1

Address the following in your Blog entry:

Describe at least one strategy you have used (academically and/or professionally) in the past that empowered you in one or more of the following areas: planning, time management, studying, or effective technology use, and explain how this strategy may help ensure your success in your program of study and in completing your DNP degree requirements. Be specific and provide examples.

Describe at least one strategy you have not yet used and explain why. Explain how this strategy may be beneficial to you, given your personal strengths and areas in need of improvement. Be specific and provide examples.

 

                                                      Strategies for Success in My Graduate Program
 

One strategy that has empowered me professionally and academically is 
structured planning and time management
. As a Psychiatric-Mental Health Nurse Practitioner (PMHNP), I have learned that effective patient care requires careful organization and prioritization. My responsibilities include preparing patient appointments, reviewing medical and psychiatric histories, completing assessments, managing medications, documenting encounters, coordinating follow-up care, and completing continuing education. To manage these responsibilities, I use calendars, reminders, task lists, and designated blocks of time to organize my workload.
 

For example, when I have multiple patient appointments and documentation requirements, I prioritize time-sensitive responsibilities first and establish specific periods for completing clinical documentation. I have found that breaking larger responsibilities into smaller tasks makes them more manageable and prevents me from becoming overwhelmed. I plan to apply this same approach to my graduate studies by reviewing course requirements at the beginning of each week, identifying assignment deadlines, and scheduling dedicated time for readings, discussion posts, research, and written assignments. (AACN,2026).
 

Technology has also been an important part of my professional practice. My experience with telehealth and electronic health records has strengthened my ability to efficiently use digital platforms for communication, documentation, accessing clinical information, and managing patient care. These skills will be valuable throughout my graduate education because DNP preparation requires extensive use of online databases, scholarly literature, electronic learning platforms, and evidence-based resources. I also recognize that completing a DNP degree will require me to manage academic responsibilities while continuing to develop professionally. Creating a consistent schedule and using technology to track deadlines will help me remain accountable and reduce procrastination.
 

GET WRITING HELP HERE

One strategy I have 
not consistently used in the past is the 
timeboxing technique
 combined with a weekly academic planning session, where I manage my time by having breaks work into 25-minute focused intervals followed by 5-minute short breaks. I
 have typically preferred working on tasks for extended periods until they are completed. However, I recognize that graduate-level education will require sustained concentration, extensive reading, scholarly writing, and critical analysis. Using structured study intervals could help me maintain focus and prevent mental fatigue.
 

For example, I could dedicate 50 minutes to focused studying followed by a 10-minute break and repeat this process for several sessions. During one session, I might read and annotate a research article; during another, I could outline an assignment; and during a third, I could work on scholarly writing. At the end of each week, I could spend 30 minutes reviewing completed work, identifying upcoming deadlines, and adjusting my schedule.
 

In my need to improve consistently and protect dedicated study time. Combining the strategies I already use with innovative approaches to focused studying and weekly planning will help me remain organized, manage competing responsibilities, and successfully progress through my graduate program and complete my DNP degree requirements. Walden University. (n.d.).
 

                                                                    
 Reference
 

          American Association of Colleges of Nursing. (2026). 
The essentials: Core competencies for professional nursing education
. site.
 
https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2026.pdf
 

 

Walden University. (n.d.). 
Walden University student catalog
. 
https://academicguides.waldenu.edu/catalog/doctor-nursing-practice

 

Walden University NURS-8002 Week 1 discussion Blog: strategies for empowerment sample 2

Blog: 
Strategies for Empowerment 

Strategy Used: Structured Task Tracking & Time-Anchored Reminders

Strategy & Implementation:

A foundational strategy that has consistently empowered me in planning and time management is active, documented task tracking through physical/digital to-do lists, calendar integration, and scheduled alarms. Because complex responsibilities can easily lead to oversight, I have mastered the practice of immediately externalizing tasks and deadlines.

Academically:
 Throughout my undergraduate and graduate studies, I systematically logged every assignment, project phase, and submission deadline upon receiving course syllabi. By mapping these milestones in advance, I established proactive workflows that allowed me to initiate work well ahead of deadlines, avoiding the pressure of last-minute completion.

Professionally:
 In clinical practice, I utilize an hourly “cheat sheet” during shifts to structure patient care, medication administration, and routine evaluations. To safeguard critical tasks during high-acuity or unpredictable shifts when checking a physical list isn’t immediately feasible, I set targeted alarms as hard stop reminders.

Application to DNP Success
:

Balancing clinical practice with Doctor of Nursing Practice (DNP) requirements demands rigorous organization. Applying this strategy will ensure success across several core areas:

Managing Complex Deliverables
: The DNP program requires navigating multi-phase scholarly projects, institutional review board (IRB) approvals, and extensive literature reviews alongside rigorous coursework. Maintaining a detailed calendar and micro-task list ensures long-term projects are broken into manageable daily objectives.

Fulfilling Clinical & Practicum Hours
: Tracking practicum objectives and clinical hours in real time via daily logs prevents backlog and ensures all degree requirements are met systematically.

Sustaining Accountability
: Combining hourly prioritization with time-anchored reminders builds the discipline needed to maintain high-quality scholarly output while continuing to deliver safe, effective patient care.

Strategy Not Yet Used: Time-Blocking paired with the Pomodoro Technique

Strategy & Reason for Non-Use:

A strategy I have not yet fully implemented is time-blocking combined with structured focus intervals (e.g., the Pomodoro Technique)—allocating dedicated, specific time blocks of uninterrupted study followed by short, intentional breaks. In past academic studies, my approach focused mainly on completing tasks on deadline rather than on structuring the internal rhythm of long study blocks Walden University NURS-8002 Week 1 discussion Blog: strategies for empowerment

Potential Benefits, Strengths, and Areas for Improvement:

Capitalizing on Personal Strengths:
 My key strengths include strong self-discipline, goal orientation, and thorough execution once a task is initiated. Time-blocking builds on these strengths by creating dedicated, appointment-like windows for deep analytical work.

Addressing Areas for Improvement
: One area for improvement is managing cognitive fatigue during extended writing and research sessions. Continuous, unstructured study blocks can lead to diminishing returns in focus and retention over time.

Application in the DNP Program
: Utilizing structured focus intervals will be highly beneficial when drafting long-form doctoral project manuscripts, analyzing data sets, and arranging complex evidence-based literature. Breaking high-quality scholarly work into focused, timed intervals will enhance mental clarity, maintain high productivity, and prevent burnout throughout the program.

 

Walden University NURS-8002 Week 1 discussion Blog: strategies for empowerment sample 3

Blog: 
Strategies for Empowerment 

Strategy Used: Structured Task Tracking & Time-Anchored Reminders

Strategy & Implementation:

A foundational strategy that has consistently empowered me in planning and time management is active, documented task tracking through physical/digital to-do lists, calendar integration, and scheduled alarms. Because complex responsibilities can easily lead to oversight, I have mastered the practice of immediately externalizing tasks and deadlines.

Academically:
 Throughout my undergraduate and graduate studies, I systematically logged every assignment, project phase, and submission deadline upon receiving course syllabi. By mapping these milestones in advance, I established proactive workflows that allowed me to initiate work well ahead of deadlines, avoiding the pressure of last-minute completion.

Professionally:
 In clinical practice, I utilize an hourly “cheat sheet” during shifts to structure patient care, medication administration, and routine evaluations. To safeguard critical tasks during high-acuity or unpredictable shifts when checking a physical list isn’t immediately feasible, I set targeted alarms as hard stop reminders.

Application to DNP Success
:

Balancing clinical practice with Doctor of Nursing Practice (DNP) requirements demands rigorous organization. Applying this strategy will ensure success across several core areas:

Managing Complex Deliverables
: The DNP program requires navigating multi-phase scholarly projects, institutional review board (IRB) approvals, and extensive literature reviews alongside rigorous coursework. Maintaining a detailed calendar and micro-task list ensures long-term projects are broken into manageable daily objectives.

Fulfilling Clinical & Practicum Hours
: Tracking practicum objectives and clinical hours in real time via daily logs prevents backlog and ensures all degree requirements are met systematically.

Sustaining Accountability
: Combining hourly prioritization with time-anchored reminders builds the discipline needed to maintain high-quality scholarly output while continuing to deliver safe, effective patient care.

Strategy Not Yet Used: Time-Blocking paired with the Pomodoro Technique

Strategy & Reason for Non-Use:

A strategy I have not yet fully implemented is time-blocking combined with structured focus intervals (e.g., the Pomodoro Technique)—allocating dedicated, specific time blocks of uninterrupted study followed by short, intentional breaks. In past academic studies, my approach focused mainly on completing tasks on deadline rather than on structuring the internal rhythm of long study blocks.

Potential Benefits, Strengths, and Areas for Improvement:

Capitalizing on Personal Strengths:
 My key strengths include strong self-discipline, goal orientation, and thorough execution once a task is initiated. Time-blocking builds on these strengths by creating dedicated, appointment-like windows for deep analytical work.

Addressing Areas for Improvement
: One area for improvement is managing cognitive fatigue during extended writing and research sessions. Continuous, unstructured study blocks can lead to diminishing returns in focus and retention over time.

Application in the DNP Program
: Utilizing structured focus intervals will be highly beneficial when drafting long-form doctoral project manuscripts, analyzing data sets, and arranging complex evidence-based literature. Breaking high-quality scholarly work into focused, timed intervals will enhance mental clarity, maintain high productivity, and prevent burnout throughout the program.

 

Walden University NURS-8002 Week 1 discussion Blog: strategies for empowerment sample 4

 

Strategies for Empowerment as an Online Doctoral Student

Starting a doctoral program is an important step in my academic and professional development. It requires commitment, organization, and the willingness to continue learning while managing other responsibilities. As an online doctoral student, I understand that I will need to be intentional about how I approach my coursework and maintain my motivation throughout the program. My previous academic and professional experiences have helped me develop strategies that I can continue using as I work toward completing my Doctor of Nursing Practice (DNP) degree.

One strategy that has empowered me academically and professionally is learning through teaching others. Throughout my nursing experience, I have found that explaining a concept to another person helps me determine how well I understand the information myself. Nursing requires frequent communication and education with patients, families, students, and members of the healthcare team. When I teach someone else, I have to organize the information, identify the most important points, and make sure that what I am communicating is accurate and understandable.

I have also applied this strategy to my academic studies. When I encounter a difficult nursing concept, I try to explain it in my own words rather than simply memorizing information from a textbook. For example, when studying a disease process, treatment approach, or evidence based intervention, I can explain the concept as if I were teaching it to another nurse or patient. If I have difficulty explaining the material without looking back at my notes, I recognize that I need to spend more time studying that topic. This approach has helped me focus on understanding information and applying it to clinical situations rather than simply remembering facts for an examination or assignment.

Learning through teaching will be particularly valuable as I progress through the DNP program. Doctoral nursing education requires students to evaluate evidence, communicate effectively, and apply knowledge to improve healthcare practice. The American Association of Colleges of Nursing (AACN, 2026) identifies competencies related to scholarship, communication, leadership, and the application of nursing knowledge. My ability to explain complex information clearly can help me participate in scholarly discussions, communicate with colleagues, and present evidence in a way that is meaningful to different audiences.

This strategy will also support my DNP project. A practice focused doctoral project requires more than identifying a problem. I will need to explain why the problem is important, identify evidence that supports a proposed intervention, and communicate the purpose of the project to stakeholders. Being able to explain the problem and proposed intervention in clear language can help others understand the importance of the project and participate in the practice change. Teaching others can therefore strengthen both my understanding and my ability to communicate as a doctoral prepared nurse.

A strategy I have not consistently used is maintaining a formal system for reflecting on my academic progress and identifying areas where I need improvement. Although I review assignments and consider whether I have met course expectations, I have not always set aside specific time to evaluate what I have learned, what challenges I encountered, and what I could do differently in the future. Developing a regular reflection practice could help me become more intentional about my academic growth.

For example, at the end of each week, I could spend a few minutes reviewing the work I completed and asking myself several questions: What did I learn this week? What concept was most difficult for me? What strategy helped me understand the material? What do I need to improve before moving forward? I could also reflect on feedback from faculty and use it to make specific changes in future assignments. This practice could help me recognize patterns in my learning and address challenges before they become larger problems.

Reflection would be especially useful throughout the DNP program because doctoral education requires continuous growth and the ability to evaluate one’s own practice. The AACN (2023) describes the DNP as a practice focused doctoral degree that prepares nurses to use advanced knowledge to improve healthcare practice and outcomes. Regular reflection can help me connect what I am learning in the classroom with my professional experiences and identify how I can apply new knowledge to patient care and healthcare improvement.

As I begin this doctoral journey, I recognize that empowerment comes from being actively involved in my own learning. My previous experience with learning through teaching has shown me that understanding a concept well enough to explain it to someone else is a powerful way to strengthen my knowledge. At the same time, developing a consistent reflection practice will give me another tool for evaluating my progress and identifying opportunities for improvement. These strategies can help me become a more confident learner, communicator, and nursing professional.

The DNP journey will require persistence, flexibility, and a willingness to continue developing both academically and professionally. By building on strategies that have worked for me while remaining open to new approaches, I can better manage the demands of doctoral education. My goal is not simply to complete the requirements of the program, but to develop the knowledge, communication skills, and reflective habits needed to contribute meaningfully to nursing practice and improve outcomes for the patients and communities I serve.

References

American Association of Colleges of Nursing. (2023, June). 
AACN fact sheet: DNP
. 
https://www.aacnnursing.org/news-data/fact-sheets/dnp-fact-sheet

American Association of Colleges of Nursing. (2026). 
The essentials: Core competencies for professional nursing education
. 
https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2026.pdf

Kuo, Y. C., Belland, B. R., & Kuo, Y. T. (2017). Learning through blogging: Students’ perspectives in collaborative blog enhanced learning communities. 
Educational Technology & Society, 20
(2), 37–50 Walden University NURS-8002 Week 1 discussion Blog: strategies for empowerment

NURS-FPX4045 Assessment 3 Informatics and Nursing-Sensitive Quality Indicators

Prepare an 8–10 minute audio training tutorial (video is optional) for new nurses on the importance of nursing-sensitive quality indicators.

 

Introduction

This assessment focuses on how informatics supports the monitoring of nursing-sensitive quality indicator data. You will develop an 8–10 minute audio (or video) training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization. Your recording will address how data are collected and disseminated across the organization along with the nurse’s role in supporting accurate reporting and high-quality results. You will use this topic in your final assessment.

Professional Context

The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI®) in 1998 to track and report on quality indicators heavily influenced by nursing action.

NDNQI was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.

The quality indicators that NDNQI monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality healthcare focused on the links between quality outcomes and the structures and processes of care (Grove et al., 2018).

Nurses must be knowledgeable about the indicators that their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes.

Preparation

As you begin to prepare this assessment, you are encouraged to complete the Donabedian Quality Assessment Framework activity. Quality healthcare delivery requires systematic action. Completion of this activity will help you succeed with the assessment as you consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes.

This assessment requires you to prepare an 8–10 minute narrated tutorial (with optional video) for new nurses on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:

Review the nursing-sensitive quality indicators presented in the 
Assessment 03 – Informatics and Nursing Sensitive Quality Indicators [PDF]
 resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.

Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.

Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:

What is your experience with collecting data and entering it into a database?

What challenges have you experienced?

How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?

What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?

Recording Your Presentation

To prepare to record your presentation, complete the following:

Set up and test your microphone or headset and webcam using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.

Practice using the equipment to ensure the audio and video quality is sufficient.

Review 
Using Kaltura
 to record your presentation.

View 
Creating a Presentation: A Guide to Writing and Speaking
. This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.

Practice presenting using PowerPoint, Keynote, Slides, Canva or another presentation platform.

Notes:

You may use other tools to record your tutorial. You will, however, need to consult 
Using Kaltura
 for instructions on how to upload your recorded tutorial into the courseroom, or you must provide a working link your faculty can easily access.

If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact 
DisabilityServices@Capella.edu
 to request accommodations.

Instructions

For this assessment, first review the nursing-sensitive quality indicators presented in the 
Assessment 03 – Informatics and Nursing Sensitive Quality Indicators [PDF]
 resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.

Next, imagine you are a member of a Quality Improvement Council at any type of healthcare system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

The council prefers a recorded presentation using PowerPoint or a similar application. This will allow the education department to show the presentation during new hire training.

As a result of this need, you offer to create a presentation orienting new hires to these topics. You know that you will need speakers notes to guide your recording. You plan to incorporate the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data.

You determine that you will cover the following topics in your presentation:

Introduction: Nursing-Sensitive Quality Indicator

What is the National Database of Nursing-Sensitive Quality Indicators?

What are nursing-sensitive quality indicators?

Which particular quality indicator did you select to address in your tutorial?

Why is this quality indicator important to monitor?

Be sure to address the impact of this indicator on the quality of care and patient safety.

Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

Collection and Distribution of Quality Indicator Data

According to your interview and other resources, how does your organization collect data on this quality indicator?

How does the organization disseminate aggregate data?

What role do nurses play in supporting accurate reporting and high-quality results?

As an example, consider the importance of accurately entering data regarding nursing interventions.

Enhancing Outcomes

Explain how your healthcare organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

Describe how a nursing-sensitive quality indicator guides evidence-based practice for nurses using patient care technologies to improve patient safety, satisfaction, and outcomes.

After building your presentation in PowerPoint, Keynote, Slides, Canva, or another presentation platform, practice delivering your tutorial several times before recording. When you record your presentation be sure your slides are visible in the recording. Important: Record your narrated presentation in Kaltura. (Do not record and submit the narration in PowerPoint because your file will become too large to upload.) NURS-FPX4045 Assessment 3 Informatics and Nursing-Sensitive Quality Indicators

Additional Requirements

Communication
: Deliver a professional, effective tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.

Length
: 8–10 minute recording. Use Kaltura to record the narration and upload your recording to the courseroom or provide a working link your faculty can access.

Script
: A separate document with the script or speaker’s notes is required. Important: Submissions that do not include the script or speaker’s notes will be returned as a non-performance.

References
: Cite a minimum of three scholarly and/or authoritative sources.

APA
: Submit, along with the recording, a separate reference page that follows APA style and formatting guidelines. For an APA refresher, consult the Evidence and APA page on Campus.

Reference

Grove, S. K., Gray, J. R., Jay, G. W., Jay, H. M., & Burns, N. (2018). 
Understanding nursing research: Building an evidence-based practice
 (7th ed.). Elsevier.

Competencies Measured

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

Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.

Describe nursing-sensitive quality indicators in general and explain the importance of a selected indicator to the quality of care and patient safety.

Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports, including the data that currently exists about a quality indicator.

Competency 3: Evaluate the impact of patient care technologies on desired outcomes.

Explain how a healthcare organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.

Describe how a nursing-sensitive quality indicator guides evidence-based practice for nurses using patient care technologies to improve patient safety, satisfaction, and outcomes.

Competency 5: Apply professional, scholarly communication to facilitate use of
health information
and patient care technologies.

Deliver a professional, effective tutorial along with speaker notes on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion. Submission includes a reference list with at least three scholarly references.

Follow APA style and formatting guidelines for citations and references.

NURS-FPX4045 Assessment 3 Informatics and Nursing-Sensitive Quality IndicatorsScoring Guide

Use the scoring guide to understand how your assessment will be evaluated.

Collapse All

Criterion 1

Describe nursing-sensitive quality indicators in general and explain the importance of a selected indicator to the quality of care and patient safety.

Distinguished

Describes nursing-sensitive quality indicators in general and explains the importance of a selected indicator to the quality of care and patient safety, providing examples.

Proficient

Describes nursing-sensitive quality indicators in general and explains the importance of a selected indicator to the quality of care and patient safety.

Basic

Describes nursing-sensitive quality indicators in general.

Non Performance

Does not describe nursing-sensitive quality indicators in general, or explain the importance of a selected indicator to the quality of care and patient safety.

Criterion 2

Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports, including the data that currently exists about a quality indicator.

Distinguished

Describes the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports, including the data that currently exists about a quality indicator. Offers insight into the impact of the interdisciplinary team on data collection.

Proficient

Describes the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports, including the data that currently exists about a quality indicator.

Basic

Identifies the interdisciplinary team’s role in collecting and reporting quality indicator data.

Non Performance

Does not describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports, including the data that currently exists about a quality indicator.

Criterion 3

Explain how a healthcare organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

Distinguished

Provides a comprehensive explanation for how a healthcare organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports, giving examples.

Proficient

Explains how a healthcare organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

Basic

Describes the use of nursing-sensitive quality indicators within a healthcare organization, but without a clear explanation of how their use is tied to enhancing patient safety, patient care outcomes, and organizational performance reports.

Non Performance

Does not explain how a healthcare organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

Criterion 4

Describe how a nursing-sensitive quality indicator guides evidence-based practice for nurses using patient care technologies to improve patient safety, satisfaction, and outcomes.

Distinguished

Describes how a nursing-sensitive quality indicator guides evidence-based practice for nurses using patient care technologies to improve patient safety, satisfaction, and outcomes, providing examples.

Proficient

Describes how a nursing-sensitive quality indicator guides evidence-based practice for nurses using patient care technologies to improve patient safety, satisfaction, and outcomes.

Basic

Describes a nursing-sensitive quality indicator, though it’s not clear how it establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.

Non Performance

Does not describe how a nursing-sensitive quality indicator guides evidence-based practice for nurses using patient care technologies to improve patient safety, satisfaction, and outcomes.

Criterion 5

Deliver a professional, effective tutorial along with speaker notes on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion. Submission includes a reference list with at least three scholarly references.

Distinguished

Delivers a polished, professional, effective tutorial along with speaker notes on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion. Submission includes a reference list with more than three scholarly references.

Proficient

Delivers a professional, effective tutorial along with speaker notes on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion. Submission includes a reference list with at least three scholarly references

Basic

Provides a script or speaker’s notes of a tutorial without a presentation on a selected quality indicator, or the tutorial lacks purpose, coherence, or focus or has technical issues that distract from the presentation.

Non Performance

Does not deliver a professional, effective tutorial along with speaker notes on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion. Submission does not include a reference list with at least three scholarly references.

Criterion 6

Follow APA style and formatting guidelines for citations and references.

Distinguished

Follows APA style and formatting guidelines for citations and references with flawless precision and accuracy.

Proficient

Follows APA style and formatting guidelines for citations and references. Academic citations and references are largely error-free.

Basic

Partially follows APA style and formatting guidelines for citations and references.

Non Performance

Does not follow APA style and formatting guidelines for citations and references.

NURS-FPX4045 Assessment 3 Informatics and Nursing-Sensitive Quality Indicators

Socratic problem-solving activity assignment

Socratic Problem-solving

QUESTION 1 of 4

Step 1: Identify the elements of the problem, issue, or question. Did the response adequately include this step? Yes or No? If no, what was missing?

Yes. An issue arises when trying to determine whether nurture or nature has a greater role in shaping an individual’s personality. It is generally accepted that our human nature is inextricably linked to nature. Nature is affected by elements such as genetic heritage as well as other aspects of biology. A person may be said to be the product of their surroundings, the lessons they have learned throughout their lives, and the experiences they’ve had throughout their lives. This is what is meant by the term “nurture.” Nature and nurture, in my view, both have a role in determining who we are as individuals. I believe that a person’s nurture may have a significant impact on their development but does not fully determine who they will become. In my opinion, if the environment we were raised in makes us vulnerable to certain challenges, then our natural inclination is eventually what will enable us to triumph over those challenges.  The behavioralist theoretical approach maintains that a person’s personality may be shaped by being taught certain ways of thinking and feeling.

QUESTION 2 of 4

Step 2: Analyze/ define/ frame the problem, issue, or question. Did the response adequately include this step? Yes or No? If no, what was missing?

Yes. This step involves doing an analysis of the issue. The first thing to do when trying to solve a problem is to pinpoint exactly what the issue is that needs to be fixed. Second, after the issue has been established, it’s time to come up with as many potential remedies as feasible. Third, after generating a list of potential solutions, it is time to evaluate those options and settle on a single one. Step four comprises putting the solution developed in the first three phases into action.

QUESTION 3 of 4

Step 3: Consider solutions, responses, or answers. Did the response adequately include this step? Yes or No? If no, what was missing?

No. The pieces of evidence only fit together loosely. The idea that the vast majority of individuals are adept at the actions necessary to achieve in life is both a viewpoint and a premise that is not substantiated. A conclusion may be drawn from the fact that the conditions in which many individuals find themselves make it very improbable that they would achieve success in life. There is no proof from the course materials or academic publications to back up the claims made in the response.

QUESTION 4 of 4

Step 4: Choose a solution, response, or answer. Did the response adequately include this step? Yes or No? If no, what was missing?

Yes. The lack of proper reasoning in Step 3 undermines the validity of the argument. While the author’s arguments are reasonable, they lack an explanation of the theory of behaviorism that serves as the basis for those arguments.

 

Socratic problem solving activity assignment

Preparation:

Study the following information – Learn to Apply a Socratic Approach to Problem Solving.

http://www.capella.edu/iGuidePA/criticalThinking/pdfs/SocraticApproachtoProblemSolving.pdf

In this activity, we are going to review the assignment provided below and then analyze whether the Socratic Approach was applied adequately in the sample response provided below.

Socratic problem solving activity assignment Assignment:

In considering how personality develops, the impact of the child’s environment, as well as the child’s innate characteristics, must be taken into consideration. Assess the nature versus nurture controversy. Assess your views on how each affects a child’s personality and moral development. Provide supporting evidence or reasoning. Which theoretical perspective on personality and moral development most closely represents your view?

Sample Response:

In the context of the nature versus nurture controversy, nature means one’s genetic inheritance of traits such as intelligence, physical characteristics, and personality tendencies (Vander Zanden, Crandell, & Crandell, 2009). Nurture means the influence of environment, including parenting, schooling, physical environment, culture, and other factors (Vander Zanden et al., 2009). In the past, social scientists and others argued which factor—nature or nurture —was responsible in a given situation, but it is more common today to ask either how much is due to nature versus nurture, or how they interact (Vander Zanden et al., 2009). Vander Zanden et al. (2009) therefore characterize the current nature versus nurture controversy as asking either how or how much, rather than which.

While there are many theories that address the nature-nurture controversy, behaviorism most closely represents my view. Most of the behaviors needed to succeed in life are within the capabilities of most people, but some people’s environments make success unlikely for them. If a person is raised in an environment that does not support educational activities, that person is unlikely to become a physicist, even if he or she was born with the intelligence traits of an Einstein. Similarly, those raised in a violent environment are more likely to be violent, such as those who were abused as children may subsequently abuse their own children.

Reference: Vander Zanden, J. W., Crandell, T. L., & Crandell, C. H. (2009). Human development (9th ed.). Boston: McGraw-Hill Higher Education Socratic problem solving activity assignment

NURS-FPX 4010 Assessment 1 Instructions: Collaboration and Leadership Reflection Video

Inter-Professional Collaboration

Collaboration is critical to ensure smooth coordination between human and other resources utilized at a workplace. In any workplace, human resource is the most vital yet complicated of all resources. In health setups, various professionals are expected to collaborate and coordinate to ensure that the health needs of patients are sufficiently handled in line with providing ace in elevation of the quality of health in people deriving health services at the Vila health Site. In this presentation, reflections on various scenarios and experiences will be highlighted together with spotlighting the best approaches to ensure that the diverse professions within this health setup collaborate professionally during their daily routines o handling patients.

Case Scenario

Mark, a 57-year-old diabetic patient, handed in a complaint last month indicating that he had been given the wrong prescription to the health facility’s medical superintendent. This complaint increased the number of faulty prescription cases to 25 in the past two months. After probing and investigations, the management confronted the nurses for the wrong documentation. However, the nurses indicated that they correctly recorded information as received from the patients and blamed the pharmacists for the incorrect prescriptions. The pharmacists said nurses lack adequate knowledge when feeding patients’ details into the computer system. From that, the management identified poor collaboration as a significant cause of wrong prescriptions in this facility. For the following weeks, we were encouraged to ensure that all the patients were subjected to multidisciplinary care. Nurses discussed the patients’ issues with the pharmacists before giving prescriptions. This also involved the stuff at the reception. The cases of wrongful medications dropped to zero at the end of that week.

From the above case, the number of patients complaining of being mishandled was escalating, and this could gravely subject the facility to medical-legal issues. In a hospital setting, different professions, including doctors, nurses, lab technicians, nutritionists, orthopedics, and pharmacists, are expected to work together comprehensively to deal with the patients simultaneously (Alrabie, 2020) NURS-FPX 4010 Assessment 1 Instructions: Collaboration and Leadership Reflection Video. However, a breakage in this coordination could subject the patient to poor services, leading to unsatisfactory results. With that in mind, the cases of the wrong prescription had been on the rise, and both nurses and pharmacists were blaming each other.

ORDER A HUMAN-WRITTEN PAPER 

The Success and Unsuccessful Outcome of the Experiences

Some of the successes recorded after the interprofessional collaboration was a significantly reduced number of wrongful prescriptions at the Vila Health facility. First, cross-checking the validity and accuracy of the patient’s details at the reception assisted the nurses in verifying whether or not the vital information about the patient was captured. For instance, some patients could forget to mention they have diabetes, so the nurses could end up misdiagnosing the patient. On the other hand, pharmacists had developed a habit of just dispensing drugs without cross-checking whether the nurses’ vital information had been captured in the prescription sheet.

Despite the responsible departments working coherently, they lacked the unison and healthy collaboration to ensure efficiency and effective health services were given to the patients. Additionally, the degree of productivity and rate of handling the patients immensely increased since unnecessary delays were eliminated from such an experience. Collaboration between various stakeholders within a working setup enhances the workflow rate and is also critical when sharing the limited resources available in the facility (Kanai & Kumazawa, 2021).

Even though collaboration significantly reduced the cases of wrong prescriptions, other significant aspects directly affected service delivery in the health facility. In essence, personal differences between employees greatly sabotaged the effectiveness of professional collaboration. For instance, unique personality traits such as antisocial employees had a rough time participating in this experience. Hence, other methods must be implemented to ensure cohesion among the task force. Other issues such as computer illiteracy, poor time management, and incompetency could predispose workplace errors, yet a lack of collaboration does not directly champion them.

Best Leadership Strategies to Improve Collaboration

The management of any task force is entitled to ensure that its task force has the highest degree of collaboration. Despite the manager being a symbol of unity to all the subordinates, several strategies could be employed to ensure enhanced cooperation in this task force (Sørensen et al., 2018). Firstly, the management is expected to ensure that open communication practices are being practiced at the workplace. When all the professionals working in a particular setup have an attitude that they are relevant and their issues are seriously taken into consideration by the management, it eliminates communication and bias among the subordinates leading to unity and cohesion NURS-FPX 4010 Assessment 1 Instructions: Collaboration and Leadership Reflection Video. Therefore, one of the best strategies to employ is to ensure that all the departments have open communication channels to and from the management.

Secondly, building and fostering employee partnership skills is critical in promoting good collaboration. In many workplaces, for instance, at Vila health Site, minimal joint activities are practiced, hence limited interdepartmental coordination. With that in mind, the management could organize a retreat whereby all the employees in the organization will interact and have fun, get to know each other, and build friendships and familiarity (Kanai & Kumazawa, 2021). The relationship will be professional from such activities and allow more open communication throughout the task force. On the other hand, initiating joint partnership activities such as conducting local research by professionals from different departments is vital in creating opportunities for individuals to interact.

Inter-Disciplinary Collaboration Strategies for This Team

Apart from Vila Health Site, many facilities face similar collaboration and coordination challenges. With that in mind, the management needs to develop a clear sense of clarity and purpose for their respective task force. In many cases, employees tend to avoid extra work since they believe it is not within their jurisdiction and the errors occurring are not their fault (Sørensen et al., 2018). With that, nobody entirely takes responsibility for the mistakes at the workplace. However, the whole task force should be educated on the vision and mission of the health facility, together with highlighting how each profession is crucial in managing the patients.

More so, regular performance appraisals for the various departments and rewarding the best-performing team will foster healthy competition and instill a spirit of interdependency in the departments since no team would win without the other (Sørensen et al., 2018). Such approaches lead to well collaborating taskforce with open and reliable communication channels at subordinate and management levels. Nonetheless, human and financial resources are conveniently utilized, leading to minimal wastage, especially when fighting resistance within the task force. In addition, esprit de corps virtues should be reinforced in this team. In such cases, sabotaging individual goals and embracing the team’s joint goal is critical.

The management, through the relevant channels, should devise a mechanism to intrinsically motivate the employees to work harder while gradually eliminating selfish interests of seeking to be the best by destroying collaboration among the team (van Oortmerssen et al., 2022). As a profession, advising the team to stipulate measurable objectives would propel the entire group to work together towards achieving the expected, creating an urgent yet consistent need for collaboration (Sulistiyani & Ferdinand, 2018). The management should also be guided on appropriate schemes to model employees’ behaviors and change management. Sometimes, poor change management techniques leave employees stranded, leading to insufficient collaboration, inferiority, and low productivity.

In conclusion, professional inter-collaboration forms the backbone of performance and productivity in any organization. Therefore, the reported cases of illegal prescriptions were significantly reduced after the entire task force was subjected to the multidisciplinary management of patients. The management is encouraged to create opportunities for employees to mingle and interact at personal levels, as it helps build healthy workplace relationships. From such an experience, we learn that encouraging employees to work as a team yields better results than working in their respective departments. However, regular appraisals will assist in spotlighting some professional deficiencies that could predispose this team to such insufficiencies.

References

Alrabie, N. (2020). Integrating professionals in French multi-professional health homes: fostering collaboration beyond the walls.
Health Services Management Research
,
33
(2), 86-95.

Kanai, H., & Kumazawa, A. (2021). An Information Sharing System for Multi-Professional Collaboration in the community-based integrated healthcare system.
International Journal of Informatics, Information System and Computer Engineering (INJIISCOM)
,
2
(1), 1-14.

Sørensen, M., Stenberg, U., & Garnweidner-Holme, L. (2018). A scoping review of facilitators of multi-professional collaboration in primary care.
International journal of integrated care
,
18
(3) NURS-FPX 4010 Assessment 1 Instructions: Collaboration and Leadership Reflection Video.

Sulistiyani, E., & Ferdinand, A. T. (2018). Value-oriented developmental interaction capability: A driver for teamwork performance.
Verslas: Teorija ir praktika/Business: Theory and Practice
,
19
, 300-308.

van Oortmerssen, L. A., Caniëls, M. C., Stynen, D., & van Ritbergen, A. (2022). Boosting team flow through collective efficacy beliefs: A multilevel study in real‐life organizational teams.
Journal of Applied Social Psychology
.

 

NURS-FPX 4010 Assessment 1 Instructions: Collaboration and Leadership Reflection Video Instructions 

Assessment 1 Instructions: Collaboration and Leadership Reflection Video

For this assessment you will create a 5-10 minute video reflection on an experience in which you collaborated interprofessionally, as well as a brief discussion of an interprofessional collaboration scenario and how it could have been better approached.

Interprofessional collaboration is a critical aspect of a nurse’s work. Through interprofessional collaboration, practitioners and patients share information and consider each other’s perspectives to better understand and address the many factors that contribute to health and well-being (Sullivan et al., 2015). Essentially, by collaborating, health care practitioners and patients can have better health outcomes. Nurses, who are often at the frontlines of interacting with various groups and records, are full partners in this approach to health care.

Reflection is a key part of building interprofessional competence, as it allows you to look critically at experiences and actions through specific lenses. From the standpoint of interprofessional collaboration, reflection can help you consider potential reasons for and causes of people’s actions and behaviors (Saunders et al., 2016). It also can provide opportunities to examine the roles team members adopted in a given situation as well as how the team could have worked more effectively.

As you begin to prepare this assessment you are encouraged to complete the What is Reflective Practice? activity. The activity consists of five questions that will allow you the opportunity to practice self-reflection. The information gained from completing this formative will help with your success on the Collaboration and Leadership Reflection Video assessment. Completing formatives is also a way to demonstrate course engagement

Note: The Example Kaltura Reflection demonstrates how to cite sources appropriately in an oral presentation/video. The Example Kaltura Reflection video is not a reflection on the Vila Health activity. Your reflection assessment will focus on both your professional experience and the Vila Health activity as described in the scenario NURS-FPX 4010 Assessment 1 Instructions: Collaboration and Leadership Reflection Video.

References

Saunders, R., Singer, R., Dugmore, H., Seaman, K., & Lake, F. (2016). Nursing students’ reflections on an interprofessional placement in ambulatory care. 
Reflective Practice, 17
(4), 393–402.

Sullivan, M., Kiovsky, R., Mason, D., Hill, C., Duke, C. (2015). Interprofessional collaboration and education. 
American Journal of Nursing, 115
(3), 47–54.

Demonstration of Proficiency

Competency 1: Explain strategies for managing human and financial resources to promote organizational health.

Identify how poor collaboration can result in inefficient management of human and financial resources supported by evidence from the literature.

Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.

Reflect on an interdisciplinary collaboration experience noting ways in which it was successful and unsuccessful in achieving desired outcomes.

Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work more effectively together.

Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.

Identify best-practice leadership strategies from the literature, which would improve an interdisciplinary team’s ability to achieve its goals.

Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.

Communicate via video with clear sound and light.

The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting nearly flawless adherence to APA format.

Professional Context

This assessment will help you to become a reflective practitioner. By considering your own successes and shortcomings in interprofessional collaboration, you will increase awareness of your problem-solving abilities. You will create a video of your reflections, including a discussion of best practices of interprofessional collaboration and leadership strategies, cited in the literature.

Scenario

As part of an initiative to build effective collaboration at your Vila Health site, where you are a nurse, you have been asked to reflect on a project or experience in which you collaborated interprofessionally and examine what happened during the collaboration, identifying positive aspects and areas for improvement.

You have also been asked to review a series of events that took place at another Vila Health location and research interprofessional collaboration best practices and use the lessons learned from your experiences to make recommendations for improving interprofessional collaboration among their team. Your task is to create a 5–10 minute video reflection with suggestions for the Vila Health team that can be shared with leadership as well as Vila Health colleagues at your site. 
Note:
 If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact 
DisabilityServices@Capella.edu
 to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment.

Instructions

Using Kaltura, record a 5–10 minute video reflection on an interprofessional collaboration experience from your personal practice, proposing suggestions on how to improve the collaboration presented in the 
Vila Health: Collaboration for Change
 activity.

Be sure that your assessment addresses the following criteria. Please study the scoring guide carefully so you will know what is needed for a distinguished score:

Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes.

Identify how poor collaboration can result in inefficient management of human and financial resources, citing supporting evidence from the literature.

Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one author from the literature.

Identify best-practice interdisciplinary collaboration strategies to help a team achieve its goals and work together, citing the work of at least one author.

Communicate in a professional manner, is easily audible, and uses proper grammar. Format reference list in current APA style.

You will need to relate an experience that you have had collaborating on a project. This could be at your current or former place of practice, or another relevant project that will enable you to address the requirements
NURS-FPX 4010
Assessment 1 Instructions: Collaboration and Leadership Reflection Video. In addition to describing your experience, you should explain aspects of the collaboration that helped the team make progress toward relevant goals or outcomes, as well as aspects of the collaboration that could have been improved.

A simplified gap-analysis approach may be useful:

What happened?

What went well?

What did not go well?

What should have happened?

After your personal reflection, examine the scenario in the Vila Health activity and discuss the ways in which the interdisciplinary team did not collaborate effectively and the negative implications for the human and financial resources of the interdisciplinary team and the organization as a whole.

Building on this investigation, identify at least one leadership best practice or strategy that you believe would improve the team’s ability to achieve their goals. Be sure to identify the strategy and its source or author and provide a brief rationale for your choice of strategy.

Additionally, identify at least one interdisciplinary collaboration best practice or strategy to help the team achieve its goals and work more effectively together. Again, identify the strategy, its source, and reasons why you think it will be effective.

You are encouraged to integrate lessons learned from your self-reflection to support and enrich your discussion of the Vila Health activity.

You are required to submit an APA-formatted reference list for any sources that you cited specifically in your video or used to inform your presentation. The 
Example Kaltura Reflection
 will show you how to cite scholarly sources in the context of an oral presentation.

Refer to the Campus tutorial 
Using Kaltura [PDF]
 as needed to record and upload your reflection.

Additional Requirements

References: Cite at least 3 professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.

APA Reference Page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video.

You may wish to refer to the Campus 
APA Module
 for more information on applying APA style.

NURS-FPX 4010 Assessment 1 Instructions: Collaboration and Leadership Reflection Video Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

NHS FPX 4000 Assessment 4 Instructions: Analyzing a Current Health Care Problem or Issue

Analyzing a Current Health Care Problem or Issue

Medication errors constitute the major causes of death in both the United States and the rest of the world. This poses a serious threat to public health. Determining the common causes of medication errors has proven to be difficult for the public health system. Medication errors are described as unintended consequences of a patient obtaining or consuming the incorrect dose or medication that might have been avoided with proper care. This puts the patient’s safety at risk. The goal of this paper is to examine the issue of medication errors in healthcare in detail. A breakdown of this issue’s elements and contextualization of its relevance within the healthcare system will be included. The paper goes on to talk about how to fix the problem of medication errors, which solution works best, what the ethical implications of that solution will be, and how to implement that solution.

Elements of the Problem

There are two key elements pertaining to medication errors in the healthcare system. The lack of proper preparation is the first key factor. Operations to guarantee medicines get to patients in a usable state are a part of medication preparation. Some of the components that are included in medication preparation include an inappropriate method of preparation, poor dosing procedures, improper choice of drugs, the wrong amount of active ingredient in reconstituted drugs, and mistakes caused by the duplication of the drug directions (Escrivá Gracia et al., 2019). These elements have been found to be the prominent factors contributing to medication errors occurring during the preparation of medications prior to their administration.

BUY A HUMAN-WRITTEN PAPER HERE

Mistakes in medicine administration make up the other important component of medication errors. They are a significant contributor to the occurrence of medication mistakes as they arise during the act of dispensing medicine to patients. One of the most significant aspects that fall within this element is when a patient receives the medicine that was intended for another patient. Other errors, such as the wrong route being taken, are also major contributors to the issue. Additionally, medical practitioners could deliver drugs at the wrong rates or for the wrong amount of time, both of which are critical aspects of the issue. Elliott et al. (2018) also demonstrate that dispensing medicine to a patient without first obtaining a prescription is among the most common reasons for medication mistakes. There is also another practice of continuing to administer medicines against the advice of medical professionals to do otherwise.

Analysis

Medication errors are a serious threat to human health and well-being and need the undivided attention of the healthcare community. They are linked to higher healthcare costs and longer hospital stays (Rodziewicz et al., 2022). As a result, it is crucial that everyone involved in the healthcare system have a firm grasp of the possible effects that medication mistakes may have. The satisfaction of both patients and medical staff, as well as issues of patient safety and the cost of treatment, must be taken into account NHS FPX 4000 Assessment 4 Instructions: Analyzing a Current Health Care Problem or Issue. As a result, medical providers are among the most crucial players in reducing medication blunders in healthcare provision. Due to their prominent position in the drug administration and preparation process, they are essential to the development of remedies to this issue.

Considering Options

Medication errors are preventable and may be efficiently addressed via the use of a variety of approaches. Among the most efficient ways to reduce this kind of errors is to educate healthcare providers. Improving the healthcare provider’s awareness of what factors contribute to medication mistakes is a key step in this direction. By doing so, healthcare providers may better understand what causes medication errors and take steps to reduce their occurrence. Enhanced packaging is another approach that has the ability to decrease the occurrence of medication errors. To facilitate this strategy, standardized packaging styles and consistent color coding to clearly denote the various medicines within will be employed. Furthermore, instructing patients on how to take their medications safely is an effective way to reduce the occurrence of medication mistakes.

Solution

Medication errors are a serious issue, and the only way to fix them is to train healthcare workers to be more careful. Because they are the ones actually dispensing or handing out the drugs, health practitioners are crucial links in the supply chain. Medication mistakes may have many causes, but a common one is a lack of understanding about how to properly administer and utilize medications (Escrivá Gracia et al., 2019). Training will be offered to medical providers on how to analyze patient histories to decide which prescriptions should be avoided, as well as how to educate patients and incorporate technology into prescribing processes to improve reliability. Training is a tried-and-true method for solving the issue at hand. For example, one study by Dionisi et al. (2022) found that healthcare practitioners who participated in ongoing training and development had a lower rate of medication mistakes. In addition, research conducted by Drovandi et al. (2018) found that the training provided to healthcare practitioners helped patients better comprehend their medications and stick to their treatment plans. This collection of studies demonstrates conclusively that training healthcare personnel is a viable solution.

If medication errors are not addressed, there is a possibility that the healthcare institution and the associated medical workers may face a number of quality difficulties. Failing to solve this health problem leads to the possibility of adverse effects on the patient’s health, including mortality, and there is also the possibility that those implicated could face legal repercussions.

Ethical Implications

The implementation of the solution might have a number of ethical repercussions, one of which would be that it would compromise the patient’s right to confidentiality. In order to prevent unintended consequences from medications, clinicians will require access to patient medical records. If more people have access to patient’s records, it might raise the privacy risk associated with those records being handled. Furthermore, medical providers may need to put extra time and energy into the training. This may lead them to experience burnout or weariness. As such, this may be an indication that the institution is putting personnel in danger of suffering from burnout by subjecting them to risk factors NHS FPX 4000 Assessment 4 Instructions: Analyzing a Current Health Care Problem or Issue.

Implementation

All relevant parties will need to work together to make the training of healthcare providers a success. As a result, it is going to be very necessary to make certain that the medical practitioners working in the institution are aware of the importance of the changes needed to prevent medication errors. This may be achieved by having practitioners help pinpoint the source and scope of the issue of medication errors and suggest possible interventions. For this to be successful, practitioners will need training from specialists in the area of medication mistake prevention. It would be crucial to incorporate all the administrators of the medical institution in the training scheme to serve as role models and resources for the practitioners.

Conclusion

Mistakes in preparing or administering the incorrect drug have harmful effects on patients. They have long been a major concern in public health, ranking among the most serious threats to patients. This means that professionals in the field of healthcare need to actively seek out and implement solutions. Among the many possible solutions to the issue at hand, training healthcare workers are among the most promising. That is because training may help healthcare providers get better at preventing and correcting medication errors by zeroing in on the causes of such errors.

References

Dionisi, S., Giannetta, N., Liquori, G., De Leo, A., D’Inzeo, V., Orsi, G. B., Di Muzio, M., Napoli, C., & Di Simone, E. (2022). Medication errors in intensive care units: An umbrella review of control measures. Healthcare, 10(7), 1221. 
https://doi.org/10.3390/healthcare10071221

Drovandi, A., Robertson, K., Tucker, M., Robinson, N., Perks, S., & Kairuz, T. (2018). A systematic review of clinical pharmacist interventions in pediatrics hospital patients. 
European journal of pediatrics
, 
177
(8), 1139-1148. 
https://europepmc.org/article/MED/16682568

Elliott, R. A., Camacho, E., Jankovic, D., Sculpher, M. J., & Faria, R. (2020). Economic analysis of the prevalence and clinical and economic burden of medication error in England. BMJ Quality & Safety, 30(2), 96-105. 
https://doi.org/10.1136/bmjqs-2019-010206

Escrivá Gracia, J., Brage Serrano, R., & Fernández Garrido, J. (2019). Medication errors and drug knowledge gaps among critical-care nurses: A mixed multi-method study. BMC Health Services Research, 19(1). 
https://doi.org/10.1186/s12913-019-4481-7

Rodziewicz, T. L., Houseman, B., & Hipskind, J. E. (2022). Medical error reduction and prevention. In 
StatPearls [Internet]
. StatPearls Publishing. 
https://www.ncbi.nlm.nih.gov/books/NBK499956/

 

NHS FPX 4000 Assessment 4 Instructions: Analyzing a Current Health Care Problem or Issue

Assessment 4 Instructions: Analyzing a Current Health Care Problem or Issue

Write a 4-6 page analysis of a current problem or issue in health care, including a proposed solution and possible ethical implications.

Introduction

In your health care career, you will be confronted with many problems that demand a solution. By using research skills, you can learn what others are doing and saying about similar problems. Then, you can analyze the problem and the people and systems it affects. You can also examine potential solutions and their ramifications. This assessment allows you to practice this approach with a real-world problem.

Instructions

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum, be sure to address each point. In addition, you are encouraged to review the performance-level descriptions for each criterion to see how your work will be assessed.

Describe the health care problem or issue you selected for use in Assessment 2 (from the 
Assessment Topic Areas
 media piece) and provide details about it.

Explore your chosen topic. For this, you should use the first four steps of the 
Socratic Problem-Solving Approach
 to aid your critical thinking. This approach was introduced in Assessment 2.

Identify possible causes for the problem or issue.

Use scholarly information to describe and explain the health care problem or issue and identify possible causes for it.

Identify at least three scholarly or academic peer-reviewed journal articles about the topic.

You may find the 
How Do I Find Peer-Reviewed Articles?
 library guide helpful in locating appropriate references.

You may use articles you found while working on Assessment 2 or you may search the Capella library for other articles.

You may find the applicable Undergraduate Library Research Guide helpful in your search.

Review the 
Think Critically About Source Quality
 to help you complete the following:

Assess the credibility of the information sources.

Assess the relevance of the information sources.

Analyze the health care problem or issue.

Describe the setting or context for the problem or issue.

Describe why the problem or issue is important to you.

Identify groups of people affected by the problem or issue.

Provide examples that support your analysis of the problem or issue.

Discuss potential solutions for the health care problem or issue.

Describe what would be required to implement a solution.

Describe potential consequences of ignoring the problem or issue.

Provide the pros and cons for one of the solutions you are proposing.

Explain the ethical principles (Beneficence, Nonmaleficence, Autonomy, and Justice) if potential solution was implemented.

Describe what would be necessary to implement the proposed solution.

Explain the ethical principles that need to be considered (Beneficence, Nonmaleficence, Autonomy, and Justice) if the potential solution was implemented.

Provide examples from the literature to support the points you are making.

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]
.

Additional Requirements

Your NHS FPX 4000 Assessment 4 Instructions: Analyzing a Current Health Care Problem or Issue assessment should also meet the following requirements:

Length: 4–6 typed, double-spaced pages, not including the title page and reference page.

Font and font size: Times New Roman, 12 point.

APA tutorial: Use the 
APA Style Paper Tutorial [DOCX]
 for guidance.

Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

Using outside sources: Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA style.

References: Integrate information from outside sources to include at least three scholarly or academic peer-reviewed journal articles and three in-text citations within the paper.

APA format: Follow current APA guidelines for in-text citations of outside sources in the body of your paper and also on the reference page.

Organize your paper using the following structure and headings:

Title page. A separate page.

Introduction. A brief one-paragraph statement about the purpose of the paper.

Elements of the problem/issue. Identify the elements of the problem or issue or question.

Analysis. Analyze, define, and frame the problem or issue.

Considering options. Consider solutions, responses, or answers.

Solution. Choose a solution, response, or answer.

Ethical implications. Ethical implications of implementing the solution.

Implementation. Implementation of the potential solution.

Conclusion. One paragraph.

Competencies Measured:

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

Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of health care.

Use scholarly information to describe and explain a health care problem or issue and identify possible causes for it.

Competency 2: Apply scholarly information through critical thinking to solve problems in the field of health care.

Analyze a health care problem or issue by describing the context, explaining why it is important and identifying populations affected by it.

Discuss potential solutions for a health care problem or issue and describe what would be required to implement a solution.

Competency 3: Apply ethical principles and academic standards to the study of health care.

Explain the ethical principles (Beneficence, Nonmaleficence, Autonomy, and Justice) if potential solution was implemented

Competency 4:
Write for a specific audience
, in appropriate tone and style, in accordance with Capella’s writing standards.

Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

Write following APA style for in-text citations, quotes, and references.

NHS FPX 4000 Assessment 4 Instructions: Analyzing a Current Health Care Problem or Issue