Discussion Question: Patient Safety and Quality Care.
Discussion Question: Patient Safety and Quality Care.
Discussion Question: Patient Safety and Quality Care.
Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Complete your participation for this assignment by the end of the week.
Reply to my peers
Discussion Question 2
Read Chapter 7 in your text Murray, E. (2017). Nursing leadership and management for patient safety and quality care. Philadelphia, PA.: F.A. Davis Company.The following Web sites offer many resources Institute for Healthcare Improvement (IHI) Toolshttp://www.ihi.org/resources/Pages/Tools/default.aspxSociety for Quality http://www.asq.org/learn-about-quality/quality-tools.htmlOver the past 6 months, patients in the intensive care unit have experienced an increase in central line infections. The nurse leader and manager suspects that the increase is related to more central lines being inserted in the emergency department. A quality improvement (QI) team is being formed to identify the root causes of central line infections. • Who should be on the QI team?• What leadership theories and models would you use with this team? • Outline the steps in the QI process to use in this situation.• How would the QI team implement an activity to improve the infection rate, and how will the team know the activity worked?• What Quality Improvement Tool would you use to visually display the outcomes over time to your team?
Peer 1
The Quality Improvement (QI) team would consist of both nurses and doctors in the facility. Central line infections are either caused by the wrongful placement of catheters or prolonged use of the catheters without replacement (Haddadin et al., 2020). Both doctors and nurses involved in the insertion of the central lines will be involved in the team. One of the leadership models that would be effective with the QI team is transformational leadership. The QI team need both motivation and empowerment to solve the issue. Through transformational leadership, the team would be motivated to take ownership in the placement or insertion of catheters as well as monitoring their progress. Transformational leadership will be effective in this case as it will give them the team the freedom to explore all the possible scenarios and solutions in solving the issue. In health care, transformational leadership has proven in motivating healthcare workers, giving them moral and motivation to solve some of the most intriguing health issues in health.
One of the most crucial steps in the QI process is coming up with a plan to solve the issue. The issue can be solved if nurses and doctors are properly trained on catheter use and insertion into the central line. The plan will involve a week-long training on the doctors and nurses working in the intensive care unit. It will also involve the replacement of catheters in the emergency department as well as in patients at the emergency wing. Before implementing the plan, the QI team would test the plan on randomly selected patients in intensive care. In the trial, catheters inserted into the central lines of the patients would be replaced after every 72 hours. After two weeks of the trial, the rate of central line infections would be assessed. If the rates have declined, the plan would be adopted. The Situation Background Assessment Recommendation (SBAR) tool will be utilized to communicate with the team about the outcomes of the plan. SBAR provides a forum for communication between members of the QI team.
References
HaddadinY., Anamaraju,P., & Regunath,H. (2020).Central line associated blood stream infections (CLABSI) – StatPearls – NCBI bookshelf. National Center for Biotechnology Information.https://www.ncbi.nlm.nih.gov/books/NBK430891/
Discussion Question 1
The COVID-19 Pandemic has presented the nation and health care organizations with an unforeseen emergency. This type of situation requires all health professionals to be leaders in their communities. 1. Review this article https://gacc.nifc.gov/cism/documents/leadership.pdf 2. Review the ANA statement calling for a collaborative effort to respond to COVID-19 at this linkhttps://www.nursingworld.org/news/news-releases/2020/american-nurses-association-calls-for-collaborative-effort-to-respond-to-the-coronavirus/Answer these questions:1. In your present health care organization how well prepared is the organization and the staff to respond to the pandemic?2. What was the nursing leaders’ response to the crisis? 3. Relate the response to the theories you learned in this course and the Crisis Leadership article.4. What else should be done to improve the response? What is the leader’s role in this improvement?5. How are you responding to the pandemic as a health care professional and leader?
Peer 2
To say that the unexpected situation that is COCID-19 has thrown us all for loop would be an understatement. Sadly, the facility where I work was simply not prepared to handle and emergent situation of this magnitude. My department is small, and we have been less affected by the pandemic than other departments. But the organization as a whole has not reacted in an efficient manner. We lost a large number of staff because of a decrease in production and because of fear of working closely with infected patients. This led to the hospital falling into a whirl. I feel that management did not figure out a strategic plan in time to prepare us all for the waves of patients. They went with the “we will figure it out” strategy instead. And with a chaos this severe, this simply does not work well. In return, many staff members are unhappy, burnt out, and frustrated. A large number of them have gotten infected with the virus as well. In my department specifically, my leaders have been trying their best. They have communicated with us well the plan and strategies as they are calculated by administration. They have practiced delegation well. As the text explains, “the only way to manage rapidly emerging issues following a critical event is to utilize resources available to you” (). Our leaders have used their resources to help our department function better and safer by gathering doctors and other directors and creating a safe routine to get patients screened before we take them to the lab. This prevents unsafe exposure to our staff and keeps the STEMI program protected. They have also been very supportive and have maintained available to us for questions of concerns. As for the rest of the hospital and departments, they have some catching up to do and are learning as we go, making the best of the situation. But I feel they could have been more prepared to act better.
ICISMP. 2017. Crisis Leadership. Retrieved from https://gacc.nifc.gov/cism/documents/leadership.pdf
ORDER NOW FOR AN EXCELLENT PAPER FROM HEALTH CARE PAPER GURUS: Discussion Question: Patient Safety and Quality Care.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
Discussion Question: Patient Safety and Quality Care.
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Grading Rubric Guidelines
Performance Category 10 9 8 4 0
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
• Evaluates literature resources to develop a comprehensive analysis or synthesis.
• Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
• Evaluates information from source(s) to develop a coherent analysis or synthesis.
• Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion. • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
• Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
• Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
• Demonstrates little or no understanding of the topic. • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
• Information is taken from source(s) without any interpretation/evaluation.
• The posting uses information that is not valid, relevant, or reliable • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
• Information is not valid, relevant, or reliable
Performance Category 10 9 8 4 0
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
• Applies concepts to personal experience in the professional setting and or relevant application to real life. • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
• Applies concepts to personal experience in their professional setting and or relevant application to real life
• Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
• Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
• Does not demonstrate a solid understanding of the principles and concepts presented in the lesson • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
• Posts are superficial and do not reflect an understanding of the lesson content
• Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
• No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category 5 4 3 2 0
Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread) • Exceeds minimum post requirements
• Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
• Replies to a post posed by faculty and to a peer
• Summarizes what was learned from the lesson, readings, and other student posts for the week. • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
• Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week. • Meets expectations of 2 posts on 2 different days.
• The main post is not made by the Wednesday deadline
• Does not reply to a question posed by a peer or faculty • Has only one post for the week
• Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments • Does not post to the thread
• No connections are made to the topic
Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition • 2-3 errors in APA format.
• Written responses have 2-3 grammatical, spelling, and punctuation errors.
• Writing style is generally clear, focused, and facilitates communication. • 4-5 errors in APA format.
• Writing responses have 4-5 grammatical, spelling and punctuation errors.
• Writing style is somewhat focused. • 6-7 errors in APA format.
• Writing responses have 6-7 grammatical, spelling and punctuation errors.
• Writing style is slightly focused making discussion difficult to understand. • 8-10 errors in APA format.
• Writing responses have 8-10 grammatical, spelling and punctuation errors.
• Writing style is not focused, making discussion difficult to understand. • Post contains greater than 10 errors in APA format.
• Written responses have more than 10 grammatical, spelling and punctuation errors.
• Writing style does not facilitate communication.
• The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost
-5 points lost
Total Participation Requirements
per discussion thread The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement
per discussion thread The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.
