MSN 6021 Capella University Quality Improvement Presentation Poster

Sample Answer for MSN 6021 Capella University Quality Improvement Presentation Poster Included After Question

Description

Overview

Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (2–3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented.

The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.

The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.

Assessment Instructions

SCENARIO

You have already learned about evidence-based practice and quality improvement initiatives in previous courses. You will use this information to guide your assessments, while also implementing new concepts introduced in this course. For this assessment, you will develop a concept map and provide supporting evidence and explanations. You may use the case studies presented in the Vila Health: Concept Maps as Diagnostic Tools media, a case study from the literature or your practice that is relevant to the list of conditions below, or another relevant case study you have developed. This case study will provide you with the context for creating your concept map. You may also use the practice context from the case study or extrapolate the case study information and data into your own practice setting. Think carefully when you are selecting the case study for this assessment, as you may choose to build upon it for the second assessment as well.

Some example conditions, diseases and disorders that are relevant to metabolic balance and glucose regulation considerations are:

• Cancer.
• Diabetes (type 2).
• HIV/AIDS.
• Hyperthyroidism.
• Hypothyroidism.
• Metabolic syndrome.
• Obesity.
• Polycycstic ovary syndrome.
• Prediabetes.
• Pregnancy.

INSTRUCTIONS

Develop a concept map and a short narrative that supports and further explains how the concept map is constructed. You may choose to use the Concept Map Template (in the Resources) as a starting point for your concept map, but are not required to do so. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your evidence-based plan addresses all of them. You may also want to read the Concept Map scoring guide and the Guiding Questions: Concept Map document to better understand how each grading criterion will be assessed.

Part 1: Concept Map

• Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.

Part 2: Additional Evidence (Narrative)

• Justify the value and relevance of the evidence you used as the basis for your concept map.
• Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
• Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
• Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

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 1 Example [PDF].

ADDITIONAL REQUIREMENTS

• Length of submission: Your concept map should be on a single page, if at all possible. You can submit the concept map as a separate file, if you need to. Your additional evidence narrative should be 2–3 double-spaced, typed pages. Your narrative should be succinct yet substantive.
• Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that supports your concept map, decisions made regarding care, and interprofessional strategies. Resources should be no more than five years old.
• APA formatting:
  • For the concept map portion of this assessment: Resources and citations are formatted according to current APA style. Please include references both in-text and in the reference page that follows your narrative.
  • For the narrative portion of this assessment: use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. You do not need to include an abstract for this assessment.

A Sample Answer For the Assignment: MSN 6021 Capella University Quality Improvement Presentation Poster
Title: MSN 6021 Capella University Quality Improvement Presentation Poster

Description

Create a poster for a presentation about a quality improvement (QI) project or plan that builds on the work you completed in the first two assessments. Include an abstract of 100–250 words about the QI plan and key information in your poster.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, it is recommended that you complete the assessments in this course in the order in which they are presented.SHOW LESS

The ability to propose and promote quality improvements in care is a vital skill for a master’s-prepared nurse. One aspect of this is understanding strategies for implementing best practice changes in a team, department, or care setting. Another is understanding how best practices can help lead to a continuous quality improvement cycle. Additionally, it is important to grasp how successful change strategies can be leveraged to help in the creation or implementation of clinical best practices. Part of this is considering the audience when proposing quality improvement projects or new best practices. Another part of this is being able to effectively communicate the goals, rationale, and benefits of a project.

For this assessment you will create a presentation poster to communicate a quality improvement project.

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

• Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.
  • Evaluate specific evidence that supports the quality improvement methods proposed.
• Competency 2: Develop change strategies for improving the care environment.
  • Explain how the project is grounded in successful change strategies.
• Competency 3: Apply quality improvement methods to practice that promote safe, equitable quality of care.
  • Propose quality improvement methods to promote continuous improvement related to a specific biopsychosocial consideration.
• Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired healthcare improvement outcomes.
  • Analyze the way in which interprofessional teamwork will improve the effectiveness or efficiency of the quality improvement project.
• Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
  • Communicate quality improvement considerations to relevant stakeholders in a way that is clear, concise, and compelling for the audience.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA stySCENARIOFor this assessment, you may take one of two approaches:
    • The first is to build upon the clinical issue that was the focus of your Change Strategy and Implementation assessment, and turn it into a full, organization- or community-wide quality improvement initiative.
    • The second is to identify a new issue related to a biopsychosocial (BPS) clinical issue, or a clinical issue related to one of the items from the list of conditions, diseases, and disorders presented in the Resources section for the Concept Map assessment. The focus should be on a community rather than on a specific patient or health care setting.
    As a master’s level nurse, your specific focus is on reviewing the implications of the data relevant to the clinical issue you are trying to address. Once you research this, review the aggregate data, and understand the BPS considerations relevant to the clinical issue, you can suggest strategies for improving the quality, equitability, and safety of care around the issue. You should act as an advocate for the value and need to pursue quality improvements to leadership and executives, as well as be able to present potential projects to a wide range of colleagues and community stakeholders.INSTRUCTIONSCreate an abstract and a poster for a presentation to executive-level leadership of the organization, to the community, or to your colleagues that will sell them on your quality improvement plan.Abstract Requirements
    • Your abstract should be 100–250 words.
    • It should summarize the key information in your poster.
    • Do not put your abstract on your poster itself; submit it as a separate document. Or, if you are using PowerPoint to help create your poster, create a new slide that is clearly labeled as your abstract.
    Poster Requirements
    • Your poster should include the following sections:
      • Quality Improvement Methods.
      • Evidence Supporting QI Methods.
      • Change Strategy Foundation.
      • Interprofessional Team Benefits.
      • Overall Project Benefits.
    • There are templates in PowerPoint or on the Internet that can help you get a start designing your poster.
    The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your presentation addresses all of them. You may also want to read the Quality Improvement Presentation Poster scoring guide and the Guiding Questions: Quality Improvement Presentation Poster document to better understand how each grading criterion will be assessed.
    • Propose quality improvement methods to promote continuous improvement related to a specific biopsychosocial consideration.
    • Evaluate specific evidence that supports the quality improvement methods proposed.
    • Explain how the project is grounded in successful change strategies.
    • Analyze the way in which interprofessional teamwork will improve the effectiveness or efficiency of the quality improvement project.
    • Communicate quality improvement considerations to relevant stakeholders in a way that is clear, concise, and compelling for the audience.
    • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.
    • Assessment 3 Example [PPTX].
    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:ADDITIONAL REQUIREMENTS
    • Length of submission:
      • Abstract: 100–250 words. Your abstract should be succinct and precise.
      • Poster: Make sure your poster fits entirely onto a single poster template page (or slide) and contains all of the sections described in the assessment instructions.
    • Number of references: Cite a minimum of 5–7 sources of scholarly or professional evidence that support your considerations and plans. Resources should be no more than five years old.
    • APA formatting: Resources and citations are formatted according to current APA style.

Change Strategy and Implementation

Numerous persistent conditions are progressive and complex, with different symptoms in each person. These disorders may cause anxiety, depression, and social interfaces among patients. Le et al. (2020) confirmed that a virus causes a disease like COVID 19 with bacterial infection development. There are clinical outcomes of change strategy and practices for such patients that provide safe and effective care.  Medical practitioners should implement these strategies with an understanding of the best practice. Evidence from sources like clinical practice guidelines, protocols, and professional organization practice alert set goals for improvement. Using evidence to drive improvement will reduce the rate of secondary infection.

COVID 19 is made up of coronaviruses that cause ailments such as the common cold. The viruses range in causing up to severe sicknesses. SARS, Severe Acute Respiratory Syndrome, and MERS, Middle East Respiratory Syndrome are good examples of ailments caused by COVID 19. The coronavirus is capable of causing anxiety and depression to infected people.  The first transmission to humans was first reported in Wuhan. There are potential risk factors that medical practitioners regarding the virus have identified. They discovered that there is a high risk of infection in crowded areas. COVID 19 is caused by a virus that is transmitted from condensations from droplets of cough. The mass of the droplet is heavy enough to fall on surfaces. People get the infection when they come into contact with such surfaces. Hence it is advised to observe hygiene as a preventive measure. (Tanwar et al., 2020).

Granting that coronavirus is proficient at infecting individuals of all age, there are suggested research work that shows that the rate of infection is higher on older people of ages 40 and above. Therefore, people of this age are advised to take precautions in managing this virus to prevent the risk of infection.

Anxiety, depression and COVID 19

Patients suffering from COVID 19 go through severe anxiety and apprehension. Most of them go through tough experiences that cause them stress (Le et al., 2020). These challenges can be devastating to both children and adults. It is, therefore, a responsibility of all persons to observe preventive measures such as proper hygiene and social distancing. Individuals who are suspected of infection should be separated from the crowd to prevent further contamination. Though isolation makes some patients feel stigmatized, and this is a major cause of stress and anxiety. Therefore health centers should ensure that patients are constantly encouraged to become resilient.

Most patients of COVID 19 are prone to being depressed. Laganà et al. (2017) argued that depression comes in so many different ways. It may be due to isolation, sleep difficulty, body pains, and anger, among others. Dealing with depression should not be assumed to be an easy task. Therefore the condition should be handled healthily.

Change strategy

The rate of secondary infection relating to COVID 19 should be minimized through effective measures. Some changes can be implemented to facilitate safety and minimize infection risk (Coon & Cook 2018). Interventions such as wearing masks and maintaining proper hygiene should be put into practice to reduce the risk of airborne contagions. Healthcare centers worldwide are called upon to bring awareness to all persons of the importance of having a mask on. The same health centers must have customer care service that upholds telehealth.

Consultancy services are there to ensure that all patients are attended to with no discrimination. Vulnerable people suffering from anxiety and depression also have a chance to access healthcare services through telehealth. Health centers should also make the needs of patients prioritized within the hospital to prevent delayed treatment cases.

Therapy is important to patients suffering from severe anxiety and depression. Therefore Cognitive Behavioral Therapy would be a good change strategy to ensure safety and equitable care for patients. Through this therapy, patients can understand their ailments, making it easier for treatment to be done. Simon et al. (2019) found out that CBT is a strategic session that allows quality and gradual improvement to patients. Therapists and psychiatrists are trained to relate well with patients. For this reason, CBT is effective in the utilization of interpersonal consideration to ensure successful treatment and recovery to patients.  

Areas of improvements	Outcome goal	Change plan for goal achievement
Patients suffering from COVID 19 are not receiving critical care;  Inadequate ICU beds.Patients are experiencing severe anxiety and depression Poor sanitation Non-adherence to safety and preventive measures.Poor health facilities.Change strategy and implementation of quality amenity for clinical outcome.	Change strategies to be implemented to ensure patients receive good care. World Health Organization should ensure that ICU beds are available and adequate in all health centers. Patients to be enrolled in Cognitive Behavioral Therapy sessions. A broadcast on the importance of proper hygiene and sanitation to be aired on all communication platforms.Strict rules on safety and preventive measures should be implemented and adhered to. Failure to which, there will be severe punishment.Advancement of health facilities to be implemented. Doctors and nurses should use the new technology in offering health care services.Adherence to clinical principle guidance and implementation of professional organization practice (Manolio et al., 2019)	Infected persons with COVID 19 will have access to quality healthcare services: There will be enough beds in the ICU. This will reduce congestion in the hospital hence prevention of further infection. Patients with anxiety and depression will be guided on how to cope with stress through a Cognitive Behavioral Therapy Session (Simon et al., 2019)Hygiene and proper sanitation will be maintained, and this will reduce the risk of infection. Rules and regulations will be strictly followed as expected; hence individual care of one’s health will be upheld.New and modern technology will be used in hospitals minimizing the risk of losing lives due to poor health facilities.The assessed and analyzed strategies will improve patient out care relating to clinical goals.

References

Coon, C. D., & Cook, K. F. (2018). Moving from significance to real-world meaning: methods for interpreting change in clinical outcome assessment scores. Quality of Life Research, 27(1), 33-40.

Laganà, A. S., La Rosa, V. L., Rapisarda, A. M. C., Valenti, G., Sapia, F., Chiofalo, B & Vitale, S. G. (2017). Anxiety and depression in patients with endometriosis: impact and management challenges. International journal of women’s health, 9, 323.

Le, T. T., Andreadakis, Z., Kumar, A., Román, R. G., Tollefsen, S., Saville, M., & Mayhew, S. (2020). The COVID-19 vaccine development landscape. Nat Rev Drug Discov, 19(5), 305-306.

Manolio, T. A., Rowley, R., Williams, M. S., Roden, D., Ginsburg, G. S., Bult, C. & Green, E. D. (2019). Opportunities, resources, and techniques for implementing genomics in clinical care. The Lancet, 394(10197), 511-520.

Tanwar, S., Parekh, K., & Evans, R. (2020). Blockchain-based electronic healthcare record system for healthcare 4.0 applications. Journal of Information Security and Applications, 50, 102407.

Simon, N., McGillivray, L., Roberts, N. P., Barawi, K., Lewis, C. E., & Bisson, J. I. (2019). Acceptability of internet-based cognitive behavioral therapy (i-CBT) for post-traumatic stress disorder (PTSD): a systematic review. European journal of psychotraumatology, 10(1), 1646092.