Assignment Prompt & Instructions
– a year ago
**files (1)**
– ## assesment3.pdf
**## assesment3.pdf**
For this assessment, you will develop an 8–14 slide PowerPoint
presentation with thorough speaker's notes designed for a
hypothetical in-service session related to the improvement plan
you developed in Assessment 2.
As a practicing professional, you are likely to present educational
in-services or training to staff pertaining to quality improvement
(QI) measures of safety improvement interventions. Such in-
services and training sessions should be presented in a creative
and innovative manner to hold the audience’s attention and
promote knowledge acquisition and skill application that changes
practice for the better. The teaching sessions may include a
presentation, audience participation via simulation or other
interactive strategy, audiovisual media, and participant learning
evaluation.
The use of in-services and/or training sessions has positive
implications for nursing practice by increasing staff confidence
when providing care to specific patient populations. It also allows
for a safe and nonthreatening environment where staff nurses
can practice their skills prior to a real patient event. Participation
in learning sessions fosters a team approach, collaboration,
patient safety, and greater patient satisfaction rates in the
healthcare environment (Patel & Wright, 2018).
As you prepare to complete the assessment, consider the impact
of in-service training on patient outcomes as well as practice
outcomes for staff nurses. Be sure to support your thoughts on
the effectiveness of educating and training staff to increase the
quality of care provided to patients by examining the literature
and established best practices.
You are encouraged to explore the AONL (American Organization
of Nursing Leadership) Nurse Executive Competencies Review
activity before you develop the Improvement Plan In-Service
Presentation. This activity will help you review your
understanding of the AONL Nurse Executive Competencies—
especially those related to competencies relevant to developing
an effective training session and presentation. This is for your
own practice and self-assessment, and demonstrates your
engagement in the course.
Reference
Patel, S., & Wright, M. (2018). Development of interprofessional
simulation in nursing education to improve teamwork and
collaboration in maternal child nursing. Journal of Obstetric,
Gynecologic & Neonatal Nursing, 47(3), s16–s17.
As a baccalaureate-prepared nurse, you will often find yourself in
a position to lead and educate other nurses. This colleague-to-
colleague education can take many forms, from mentoring to
informal explanations on best practices to formal in-service
training. In-services are an effective way to train a large group.
Preparing to run an in-service may be daunting, as the facilitator
must develop their message around the topic while designing
activities to help the target audience learn and practice. By
improving understanding and competence around designing and
delivering in-service training, a BSN practitioner can demonstrate
leadership and prove to be a valuable resource to others.
For this assessment, build on the work that you have done in
your first two assessments and create an agenda and
PowerPoint of an educational in-service session that would help
a specific staff audience learn, provide feedback, and understand
their roles and practice new skills related to the safety
improvement plan you created.
Develop a PowerPoint presentation with detailed speaker's notes
representing the material you would deliver at a one-hour in-
service session to raise awareness of your chosen safety
improvement initiative and explain the need for it. Additionally,
you must educate the audience as to their role and importance to
the success of the initiative. This includes providing examples
and practice opportunities to test out new ideas or practices
related to the safety improvement initiative.
Be sure that your plan addresses the following, which
corresponds to the grading criteria in the rubric. Please study the
rubric carefully so that you understand what is needed for a
distinguished score.
• Describe the purpose and at least three goals of an in-
service session for nurses.
◦ Include a one-line purpose statement followed by the
goals.
◦ Start each goal with a verb, such as 1) Explain reasons
for medication administration errors, 2) Discuss the
importance of preventing medication errors, and 3)
Describe strategies to prevent medication errors.
• Explain the need for and process to improve safety
outcomes related to a specific patient-safety issue.
• Explain to the audience their role and the importance of
making the improvement plan successful.
• Create resources or activities to encourage skill
development and process understanding related to a safety
improvement initiative.
◦ Create a resource slide OR do an activity with the
audience to assist them in learning and applying a new
skill. A resource slide could consist of in-house
materials, posters, or credible websites. An activity
slide may include a quiz, simulation, group work, a
case study, and so forth.
• Communicate with nurses in a respectful and informative
way that clearly presents expectations and solicits feedback
on communication strategies for future improvement.
There are various ways to structure an in-service session; below
is just one example:
• Part 1: Agenda and Outcomes.
◦ Explain to your audience what they are going to learn
or do, and what they are expected to take away.
• Part 2: Safety Improvement Plan.
◦ Give an overview of the current problem, the proposed
plan, and what the improvement plan is trying to
address.
◦ Explain why it is important for the organization to
address the current situation.
• Part 3: Audience’s Role and Importance.
◦ Discuss how the staff audience will be expected to
help implement and drive the improvement plan.
◦ Explain why they are critical to the success of the
improvement plan.
◦ Describe how their work could benefit from embracing
their role in the plan.
• Part 4: New Process and Skills Practice.
◦ Explain new processes or skills.
◦ Develop an activity that allows the staff audience to
practice and ask questions about these.
◦ In the notes section, brainstorm potential responses to
likely questions or concerns.
• Part 5: Soliciting Feedback.
◦ Describe how you would solicit feedback from the
audience on the improvement plan and the in-service.
◦ Explain how you might integrate this feedback for
future improvements.
Remember to account for activity and discussion time.
• Presentation length: There is no required length; use just
enough slides to address all the necessary elements.
Remember to use short, concise bullet points on the slides
and expand on your points in the speaker's notes. If you use
2 or 3 slides to address each of the parts in the above
example, your presentation would be at least 10 slides and
no more than 15 slides (not including the title, conclusion, or
references slide).
◦ For PowerPoint help, see Guidelines for Effective
PowerPoint Presentations [PPTX] and the Capella
University Library: PowerPoint Presentations.
• Speaker notes: Speaker notes (located under each slide)
should reflect what you would actually say if you were
delivering the presentation to an audience. This presentation
does NOT require audio or a transcript. Another presenter
[https://lat.strategiced.com/redirect?linkid=3639](https://lat.strategiced.com/redirect?linkid=3639)
[https://lat.strategiced.com/redirect?linkid=3639](https://lat.strategiced.com/redirect?linkid=3639)
[https://lat.strategiced.com/redirect?linkid=3639](https://lat.strategiced.com/redirect?linkid=3639)
[http://capellauniversity.libguides.com/powerpoint](http://capellauniversity.libguides.com/powerpoint)
[http://capellauniversity.libguides.com/powerpoint](http://capellauniversity.libguides.com/powerpoint)
[http://capellauniversity.libguides.com/powerpoint](http://capellauniversity.libguides.com/powerpoint)
would be able to use the presentation by following the
speaker's notes.
• APA format: Use APA formatting for in-text citations.
Include an APA-formatted reference slide at the end of your
presentation. See APA Module.
• Number of references: Cite a minimum of three sources of
scholarly or professional evidence to support your
assertions. Resources should be no more than five years
old. Use the BSN Nursing Program Library Guide as needed
to guide your research in the Capella library.
[https://lat.strategiced.com/redirect?linkid=2586](https://lat.strategiced.com/redirect?linkid=2586)
[https://capellauniversity.libguides.com/BSN](https://capellauniversity.libguides.com/BSN)
**## assesment3.pdf**
For this assessment, you will develop an 8–14 slide PowerPoint
presentation with thorough speaker's notes designed for a
hypothetical in-service session related to the improvement plan
you developed in Assessment 2.
As a practicing professional, you are likely to present educational
in-services or training to staff pertaining to quality improvement
(QI) measures of safety improvement interventions. Such in-
services and training sessions should be presented in a creative
and innovative manner to hold the audience’s attention and
promote knowledge acquisition and skill application that changes
practice for the better. The teaching sessions may include a
presentation, audience participation via simulation or other
interactive strategy, audiovisual media, and participant learning
evaluation.
The use of in-services and/or training sessions has positive
implications for nursing practice by increasing staff confidence
when providing care to specific patient populations. It also allows
for a safe and nonthreatening environment where staff nurses
can practice their skills prior to a real patient event. Participation
in learning sessions fosters a team approach, collaboration,
patient safety, and greater patient satisfaction rates in the
healthcare environment (Patel & Wright, 2018).
As you prepare to complete the assessment, consider the impact
of in-service training on patient outcomes as well as practice
outcomes for staff nurses. Be sure to support your thoughts on
the effectiveness of educating and training staff to increase the
quality of care provided to patients by examining the literature
and established best practices.
You are encouraged to explore the AONL (American Organization
of Nursing Leadership) Nurse Executive Competencies Review
activity before you develop the Improvement Plan In-Service
Presentation. This activity will help you review your
understanding of the AONL Nurse Executive Competencies—
especially those related to competencies relevant to developing
an effective training session and presentation. This is for your
own practice and self-assessment, and demonstrates your
engagement in the course.
Reference
Patel, S., & Wright, M. (2018). Development of interprofessional
simulation in nursing education to improve teamwork and
collaboration in maternal child nursing. Journal of Obstetric,
Gynecologic & Neonatal Nursing, 47(3), s16–s17.
As a baccalaureate-prepared nurse, you will often find yourself in
a position to lead and educate other nurses. This colleague-to-
colleague education can take many forms, from mentoring to
informal explanations on best practices to formal in-service
training. In-services are an effective way to train a large group.
Preparing to run an in-service may be daunting, as the facilitator
must develop their message around the topic while designing
activities to help the target audience learn and practice. By
improving understanding and competence around designing and
delivering in-service training, a BSN practitioner can demonstrate
leadership and prove to be a valuable resource to others.
For this assessment, build on the work that you have done in
your first two assessments and create an agenda and
PowerPoint of an educational in-service session that would help
a specific staff audience learn, provide feedback, and understand
their roles and practice new skills related to the safety
improvement plan you created.
Develop a PowerPoint presentation with detailed speaker's notes
representing the material you would deliver at a one-hour in-
service session to raise awareness of your chosen safety
improvement initiative and explain the need for it. Additionally,
you must educate the audience as to their role and importance to
the success of the initiative. This includes providing examples
and practice opportunities to test out new ideas or practices
related to the safety improvement initiative.
Be sure that your plan addresses the following, which
corresponds to the grading criteria in the rubric. Please study the
rubric carefully so that you understand what is needed for a
distinguished score.
• Describe the purpose and at least three goals of an in-
service session for nurses.
◦ Include a one-line purpose statement followed by the
goals.
◦ Start each goal with a verb, such as 1) Explain reasons
for medication administration errors, 2) Discuss the
importance of preventing medication errors, and 3)
Describe strategies to prevent medication errors.
• Explain the need for and process to improve safety
outcomes related to a specific patient-safety issue.
• Explain to the audience their role and the importance of
making the improvement plan successful.
• Create resources or activities to encourage skill
development and process understanding related to a safety
improvement initiative.
◦ Create a resource slide OR do an activity with the
audience to assist them in learning and applying a new
skill. A resource slide could consist of in-house
materials, posters, or credible websites. An activity
slide may include a quiz, simulation, group work, a
case study, and so forth.
• Communicate with nurses in a respectful and informative
way that clearly presents expectations and solicits feedback
on communication strategies for future improvement.
There are various ways to structure an in-service session; below
is just one example:
• Part 1: Agenda and Outcomes.
◦ Explain to your audience what they are going to learn
or do, and what they are expected to take away.
• Part 2: Safety Improvement Plan.
◦ Give an overview of the current problem, the proposed
plan, and what the improvement plan is trying to
address.
◦ Explain why it is important for the organization to
address the current situation.
• Part 3: Audience’s Role and Importance.
◦ Discuss how the staff audience will be expected to
help implement and drive the improvement plan.
◦ Explain why they are critical to the success of the
improvement plan.
◦ Describe how their work could benefit from embracing
their role in the plan.
• Part 4: New Process and Skills Practice.
◦ Explain new processes or skills.
◦ Develop an activity that allows the staff audience to
practice and ask questions about these.
◦ In the notes section, brainstorm potential responses to
likely questions or concerns.
• Part 5: Soliciting Feedback.
◦ Describe how you would solicit feedback from the
audience on the improvement plan and the in-service.
◦ Explain how you might integrate this feedback for
future improvements.
Remember to account for activity and discussion time.
• Presentation length: There is no required length; use just
enough slides to address all the necessary elements.
Remember to use short, concise bullet points on the slides
and expand on your points in the speaker's notes. If you use
2 or 3 slides to address each of the parts in the above
example, your presentation would be at least 10 slides and
no more than 15 slides (not including the title, conclusion, or
references slide).
◦ For PowerPoint help, see Guidelines for Effective
PowerPoint Presentations [PPTX] and the Capella
University Library: PowerPoint Presentations.
• Speaker notes: Speaker notes (located under each slide)
should reflect what you would actually say if you were
delivering the presentation to an audience. This presentation
does NOT require audio or a transcript. Another presenter
[https://lat.strategiced.com/redirect?linkid=3639](https://lat.strategiced.com/redirect?linkid=3639)
[https://lat.strategiced.com/redirect?linkid=3639](https://lat.strategiced.com/redirect?linkid=3639)
[https://lat.strategiced.com/redirect?linkid=3639](https://lat.strategiced.com/redirect?linkid=3639)
[http://capellauniversity.libguides.com/powerpoint](http://capellauniversity.libguides.com/powerpoint)
[http://capellauniversity.libguides.com/powerpoint](http://capellauniversity.libguides.com/powerpoint)
[http://capellauniversity.libguides.com/powerpoint](http://capellauniversity.libguides.com/powerpoint)
would be able to use the presentation by following the
speaker's notes.
• APA format: Use APA formatting for in-text citations.
Include an APA-formatted reference slide at the end of your
presentation. See APA Module.
• Number of references: Cite a minimum of three sources of
scholarly or professional evidence to support your
assertions. Resources should be no more than five years
old. Use the BSN Nursing Program Library Guide as needed
to guide your research in the Capella library.
[https://lat.strategiced.com/redirect?linkid=2586](https://lat.strategiced.com/redirect?linkid=2586)
[https://capellauniversity.libguides.com/BSN](https://capellauniversity.libguides.com/BSN)