Capella University NURS-FPX4020 Assessment 3: Improvement Plan In-Service Presentation-Step-By-Step Guide

This guide will demonstrate how to complete the Capella University NURS-FPX4020 Assessment 3: Improvement Plan In-Service Presentation assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NURS-FPX4020 Assessment 3: Improvement Plan In-Service Presentation                       

Whether one passes or fails an academic assignment such as the Capella University NURS-FPX4020 Assessment 3: Improvement Plan In-Service Presentation depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NURS-FPX4020 Assessment 3: Improvement Plan In-Service Presentation                       

The introduction for the Capella University NURS-FPX4020 Assessment 3: Improvement Plan In-Service Presentation is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NURS-FPX4020 Assessment 3: Improvement Plan In-Service Presentation                       

After the introduction, move into the main part of the NURS-FPX4020 Assessment 3: Improvement Plan In-Service Presentation  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NURS-FPX4020 Assessment 3: Improvement Plan In-Service Presentation                       

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NURS-FPX4020 Assessment 3: Improvement Plan In-Service Presentation                       

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Root-Cause Analysis and Safety Improvement Plan

Irrespective of health conditions, all patients deserve high-quality care. Such care is achieved in safe care settings free from adverse events. Although health care organizations apply different strategies to optimize patient safety, adverse events that risk patients’ health still occur. A multicenter study by the World Health Organization (WHO) revealed that approximately 51% of patients admitted to Intensive Care Units (ICUs) develop healthcare-associated infections (HAIs), denoting a significant gap between the achieved and desired health outcomes (Haque et al., 2019). Broadly, root-cause analysis (RCA) evaluates the causes of such high-risk events to establish preventive measures. Therefore, the purpose of this RCA paper is to evaluate the causes of HAIs and develop a safety improvement plan.

Analysis of the Root Cause

HAIs are a significant health risk whose detection and prevention should be prioritized in health care settings. Haque et al. (2020) found that a lack of proper infection control and prevention strategies is a leading cause of HAIs in ICUs and other high-risk areas. Patients are affected differently depending on their health condition and the intensity of care needed. For instance, the risk for HAIs is high among patients using invasive devices, advanced in age, and with comorbidities (Cristina et al., 2021; Despotovic et al., 2020). Internally, nursing professionals detect HAIs as patients develop an issue not related to their condition within 48 hours. The impacts are profound since HAIs affect patients, nursing professionals, and care facilities. Among patients, HAIs increase the risk of other infections besides prolonging hospital rates and health management costs (Peters et al., 2022). As a major source of morbidity and mortality, HAIs ruin patient-provider relationships.

HAIs in ICUs and other areas due to inappropriate infection prevention and control programs denote infective response to human and technical components of environmental hygiene. According to Peters et al. (2022), the rates of HAIs are high in care facilities where environmental hygiene measures do not meet the desired standards. The technical component includes cleaning and disinfection of surfaces and devices, while the human component includes best practice implementation. Awareness of these issues is a foundation of effective control since care providers understand the source and magnitude of risk to formulate the desired response.

NURS-FPX4020 Assessment 3: Improvement Plan In-Service Presentation

NURS-FPX4020 Assessment 3: Improvement Plan In-Service Presentation

Medication administration errors are mistakes that occur in prescribing, dispensing and giving medications and considered as one of the leading causes of death and poor patient outcomes. Medication errors cause a myriad of adverse events that include severe morbidity, longer stays in hospitals, increased cost of care, unnecessary diagnostic tests and treatment and fatalities. Nurses should understand the common causes of medication errors, their impacts on patients, and report them. As patient advocates, they need to demonstrate responsibility in reporting these events for effective evidence-based practice interventions (Koyama & Sherida, 2020). The purpose of this in-service training presentation is to offer an overview of a quality improvement plan designed for nurses to prevent the occurrence of medication errors in their practice. The training main focus is to enlighten nurses on strategies to prevent medication errors.

In-service training sessions have positive effects on nursing practice since they enhance staff confidence when offering care to certain patient populations. These sessions also allow for a safe and nonthreatening environment for nurses to practice their skills before a real patient occurrence (Patel & Wright, 2018). Through the participation of nurses in this training, they will enhance their application of evidence-based practice interventions and nurture active listening skills as they interact with patients in different care settings (Koyama & Sheridan, 2020). Participation in these sessions encourages and builds a team approach to medication errors, enhances collaboration, increased patient safety and better patient satisfaction rates in the practice environment.

The training will take 2 to 3 days and entail use of different strategies with the main focus being reducing and preventing medication errors by equipping nurses with effective tools. The presentation will ensure that nurses have better knowledge on medication errors and embraces the use evidence-based practice interventions. The presentation also focuses on ensuring that there is a reduction in verbal and phone orders from physicians and nurses double check high alert medications before administration to patients (Koyama & Sheridan, 2020).

 

Patients deserve safety outcomes that enhance their overall quality of life and mitigate occurrence of adverse events like medication errors and hospital acquired infections. Quality improvement in healthcare facilities is an essential aspect of enhancing processes and ways of offering care for the benefit of patients (Durham et al., 2017). It allows  a facility and its providers to deliver better services and engage all stakeholders affected by a healthcare organization

The audience comprising of nurses will play an essential role in the presentation and should ensure that the improvement plan to prevent and reduce medication errors succeeds in the facility. The success of this quality improvement plan would enhance quality care delivery, increased inter-professional collaboration and enhance overall use of evidence-based interventions to mitigate the occurrence of medication errors (Durham et al., 2018). The active participation of the audience would lead to development of better interventions. As such, the audience should reflect and give accounts of their experiences with medication errors, take notes and ask question, offer suggestions, and role play where necessary.

Medication errors are adverse events that result from patients getting the wrong medication or dosage. There are several errors like transcriptional among other. The Food and Drug Administration estimates that at least 100,000 errors are reported each year in the United States but most of them are never reported. Not all medication errors can be prevented but most are preventable due to their causes. The common causes include distraction that accounts for close to three-quarters of the incidents, distortions and wrong prescription emanating from things like illegible writing (Baiden, 2018). Close to 9,000 individuals lose their lives due to medication errors. The implication is that not all medication errors cause harm but when it occurs, it may be fatal. Medication-related administration errors cost over $40 billion each year.

The proposed quality improvement plan seeks to reduce and prevent medication errors through the application of technology and process improvement strategies. The technology-based interventions will include use of bar-code scanning medication administration  and automated dispensing systems. Through barcode scanning, nurses can scan the identification bracelet for each patient and know the medication that they. Evidence suggests that barcode scanning administration can reduce medication errors associated to distraction by 75% through effective application of the five rights of medication administration. Automated dispensing system (ADS) can reduce the occurrence of medication errors by close to 55% (Godshall et al., 2018). The process-based intervention will entail changing the documentation timing, reducing the chances of workarounds and effective selection of vendor with robust training capabilities. 

The need to address medication errors emanates from their adverse effects. These include psychological and physical effects that they cause to patients, a reduction in patient quality care, may be a source of disability and increases the cost of care. further, medication errors lead to prolonged stays in hospitals and reduces patient satisfaction levels. Therefore, by addressing their causes, nurses and other healthcare providers will prevent potential deaths, improve patient satisfaction and enhance trust in the health care systems and care provision (Koyama & Sheridan,2020). Using these strategies will help nurses to enhance collaboration and offer better care.

All providers, including nurses, have a responsibility to promote quality and safe care for their patients and health populations. Increased incidences of medication errors imply that providers are not doing enough to protect patients and their needs, especially safety. The audience comprising of nurses has critical role that include promotion of interventions to reduce and prevent medication errors to enhance patient care, implementing policies that will assist in the prevention of medication errors, and use evidence-based practices for effective care delivery. The audience has a role to collaborate among the professionals with the aim of enhancing care and patient safety outcomes. The audience should convince the management about the significance of quality improvement interventions as well as attending sessions on the use of evidence-based practice interventions. 

Nurses are essential policy formulation because of their huge numbers and proximity to patients. Nurses have training on incorporating evidence-based practice when caring for patients. The implication is that their knowledge, skills, and experiences enable nurses to be strategically positioned to promote quality of care. They should collaborate with other professionals to enhance patient outcomes through preventing medication errors (Patel & Wright, 2018). They should take an active role in implementing the two strategies and respond to any emerging issues. They need to enhance their overall skills and attributes to ensure that patients are safe and receive quality care.

 

Nurses attending the training will need to understand and adopt new processes and skills that include having interdisciplinary attributes, communication skills and have technological skills and knowledge. The nurses will also need increased flexibility to implement these new approaches and strategies to enhance their response to adverse events that include medication errors (Koyama & Sheridan, 2020). These skills will enhance the adoption of process and technology-based interventions. The nurses need knowledge on the utilization  of scanning equipment to enhance medication administration and reduce potential errors.

The activity for this presentation will entail diving the audience into three different groups. Each of the groups will has a discussion about the pros and cons of using the suggested technological and process based interventions presented in the training session. The groups will make a presentation using their representatives for the rest to ask questions. The group leaders will respond to the questions during the presentation (Patel & Wright, 2018). The group that makes the best presentation and answers fielded questions well will get an award and be declared as the winners.

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 safe medication administration 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 health care 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 AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE 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.

Demonstration of Proficiency

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

• Competency 1: Analyze the elements of a successful quality improvement initiative.
  • Explain the need and process to improve safety outcomes related to medication administration.
  • Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
• Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
  • List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.
  • Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.
• Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
  • Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.
  • Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).

You briefly explained the need for and process to improve safety outcomes related to reducing medication errors such as rigorous training on pharmaceuticals and their appropriate dosages, comprehensive education on proper use and practices for administering medications, double checking orders, and knowing and following best practices; however, the explanation of the relevance to the organization was not identified. Here you need to be more specific and provide detail of how and why this is important. Discuss what the improvement plan is trying to address/what changes are going to be made, and how this will enhance patient safety specific to the nurse’s practice. Try to incorporate data that shows the degree of impact each part of the safety improvement plan will have on enhancing patient safety with medication administration. Remember this is the largest part of your in-service as the focus of your in-service is teaching what the new process/skills or changes in practice are going to be to ensure patient safety with medication administration.  

NURS-FPX4020 Assessment 3: Improvement Plan In-Service Presentation 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.

Professional Context

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 his or her 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 him- or herself a valuable resource to others.

Scenario

For this assessment it is suggested you take one of two approaches:

1. 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 your safety improvement plan pertaining to medication administration, or
2. Locate a safety improvement plan through an external resource 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 issues and improvement goals pertaining to medication administration safety.

Instructions

The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to 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 presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

• List the purpose and goals of an in-service session focusing on safe medication administration for nurses.
• Explain the need for and process to improve safety outcomes related to medication administration.
• Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.
• Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
• 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 focusing on medication administration, 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 focusing on medication administration.
  • 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 new processes and skills.
  • In the notes section of your PowerPoint, 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. 

For tips on developing PowerPoint presentations, refer to:

• Capella University Library: PowerPoint Presentations.
• Guidelines for Effective PowerPoint Presentations [PPTX].

Additional Requirements

• 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 presenter’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 slides).
• 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 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.
• Number of references: Cite a minimum of 3 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old.