NR 351 Week 5 Discussion Topic, Leadership to Improve Quality in Diverse Situations

NR 351 Week 5 Discussion Topic, Leadership to Improve Quality in Diverse Situations

NR 351 Week 5 Discussion Topic, Leadership to Improve Quality in Diverse Situations

There are many challenging nursing care issues in the medical field today. There are also solutions to many of these problems that can be found through researching evidence-based practice. One of the nursing care issues I would like to see improvement in is the lack of patient education. Patient education is extremely important to the health care field for many reasons. According to DeMarco (2011), “Health care consumers educated about a health condition are more likely to adhere to the health professional’s guidelines for disease management, treatment plan, and care at home for themselves or a loved one after being discharged from the hospital” (p. 23).

To research different ways to improve patient education I would start with the PICOT process. According to Hood (2018), PICOT stands for population, intervention, comparison, outcome, and optional timing. In order to accomplish effective research, I would have to come up with a question that involved those areas. The question I would insert into CINAHL is; In patients 30 years and older, does patient education compared to no education influence positive outcomes in their care throughout their lifetime? PICOT questions need to be extremely specific, so I’d have to refine it a few times to find the best evidence-based practice (EBP). After finding enough EBP, I’d incorporate it into my own experiences and determine whether my intervention of patient education affects patient care the way I believe it does.

References:

Hood, L. J. (2018). Leddy & Pepper’s professional nursing (9th ed.). Philadelphia, PA: Wolters Kluwer.

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Nystrom, M., Demarco, J., & Salvatore, K. (2011). The importance of patient education throughout the continuum of health care. Journal of Consumer Health on the Internet, 15(1), 22-31. https://doi-org.chamberlainuniversity.idm.oclc.org/10.1080/15398285.2011.547069

According to Rowlands, incorrect surgical counts are a common occurrence after surgery.  In reviewing incident reports from six hospitals during a three-year period, researchers found that incorrect surgical counts (25%) were the most frequently reported event.  Despite the availability of AORN standards and recommended practices and hospital policies, this type of error continues to occur (2012).

Rowlands also states, “the OR is a highly complex, error-prone environment characterized by nonstop activity, specialization, and intricate interdisciplinary processes.  The complexity is manifested not only in the patient and his or her condition but also in the sophistication of instrumentation and technology, which may increase the risk for error”.  “From the stories of preoperative personnel involved in incorrect surgical counts, three distinct themes emerged: bad behavior, general chaos, and communication difficulties”.

Working in the OR first hand I deal with the three themes mentioned.  I find it difficult to have everyone participate in the correct sequence as well as visualizing each item counted.  When I correct someone, I receive “looks”, hissing and a feeling that I am being too strict while I feel that other are too lax and do not take into consideration that policies dictate our process.  The patient and their safety, following policies and maintaining my licensure are the core of my practice.  Recently, I had a surgical technologist berate me for correcting a new surgical technologist in the way they were performing the count.  I received attitude from the new employee and was berated by the preceptor during the procedure.  I structure my counting based on the policy and so I know that I am performing my count according to AORN standards.  

Moving forward in my practice, I will continue my counts as outlined in our policy.  I will continue to correct others when necessary and I will hold others accountable to follow the policy.  I do not play into unprofessionalism in my OR and I will address each situation as it arises.  When others disrupt the OR with unprofessionalism, I simply explain that we can discuss the situation at a later time.   

Researching in the Chamberlain Library for information regarding surgical counts, I began my search in the CINAHL complete tab, entered surgical counts on the first line and extended my search further with “risk factors associated with incorrect surgical counts”. I found a great journal article and used it along with my experience to complete my week 5 assignment.   

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References

Hood, L. J. Leddy and Pepper’s Professional Nursing (9th ed.).  Philadelphia, PA Wolters Kluwer 

Rowlands, A. (2012). Risk Factors Associated with Incorrect Surgical Counts.  https://doi.org/10.1016/j.aorn.2012.06.012Links to an external site.

 
NR 351 Week 5 Discussion Topic, Leadership to Improve Quality in Diverse Situations

Purpose

This week’s graded topics relate to the following Course Outcome (CO).

CO3: Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge using success resources provided to Chamberlain students. (PO 3)

CO6: Relate application of the legal and ethical requirements of nursing laws and standards to patient-centered care and systems-based practice. (PO 6)

CO9: Demonstrate accountability for personal and professional development by assessing information and technology competence, implementing plans for upgrading technology skills, and using effective strategies for online student success using success resources provided to Chamberlain students. (PO 5)

Participation: RN-to-BSN

In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.

1. Attendance

Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.

NR 351 Week 5 Discussion Topic, Leadership to Improve Quality in Diverse Situations

2. Guidelines and Rubric for Discussions

PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:

  • Demonstrate understanding of concepts for the week
  • Integrate scholarly resources
  • Engage in meaningful dialogue with classmates
  • Express opinions clearly and logically, in a professional manner

Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.

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Participation points: It is expected that you will meet the minimum participation requirement described above. If not:

  • You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
  • You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.

3. Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

4. Participation Guidelines

You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.

5. Grading Rubric

Discussion Criteria  A
(100%)
Outstanding or highest level of performance
B
(87%)
Very good or high level of performance
C
(76%)
Competent or satisfactory level of performance
F
(0)
Poor or failing or unsatisfactory level of performance
Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week.
16 points
Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts. 

16 points

Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts. 

14 points

Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts. 

12 points

Minimally addresses the initial discussion question(s) or does not address the initial question(s). 

0 points

Integrates evidence to support discussion. Sources are credited.*
( APA format not required)
12 points
Integrates evidence to support your discussion from: 
  • assigned readings** OR online lessons, AND
  • at least one outside scholarly source.***

Sources are credited.*

12 points

Integrates evidence to support discussion from: 
  • assigned readings OR online lesson.

Sources are credited.*

10 points

Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson. 

Sources are credited.*

9 points

Does not integrate any evidence. 

0 points

Engages in meaningful dialogue with classmates or instructor before the end of the week.
14 points
Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion. 

14 points

Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion. 

12 points

Responds to a classmate and/or instructor but does not further the discussion. 

10 points

No response post to another student or instructor. 

0 points

Communicates in a professional manner.
8 points
Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation). 

8 points

Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation). 

7 points

Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation). 

6 points

Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation). 

0 points

PARTICIPATION:
Response to initial question: Responds to initial discussion question(s) by
Wednesday, 11:59 p.m. M.T.
0 points lost 

Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.

-5 points 

Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.

PARTICIPATION
Total posts: Participates in the discussion thread at least three times on at least two different days.
0 points lost 

Posts in the discussion at least three times AND on two different days.

-5 points 

Posts fewer than three times OR does not participate on at least two different days.

NOTES:
* Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required.
** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites.
*** Scholarly source – per the APA Guidelines in Doc Sharing, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings.
NOTE: A zero is the lowest score that a student can be assigned.

I feel the same way about my nurse leader. He is a ‘nurses nurse’ — he truly does advocates for us and rolls up his sleeves to help when needed. He is our floor manager but also works as a per diem staff nurse at another hospital, which I think helps keep his perspective. The hospital implemented the “GetWell Network” as a form of education for patients — daily medication education pops up, services can be requested, surveys can be filled our and diagnosis specific education can be assigned through the network. It’s a great tool but it just added another thing to our already long list of things to do, with too little personnel. Of course, the hospital is implementing the use of the network into our unit satisfaction scores to gauge how well we are doing as a unit. As a staff nurse, it was entirely unrealistic for us to complete and a lot of the education being provided we were already doing. Our manager took it upon himself to fully take on that responsibility, which lifted a huge load off of us. He takes a chunk of his morning, every morning, to go through the network with each patient. He’s a great leader in that sense and in return he gains our support as staff and upper management is happy because the network is being used as intended.

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