The role of the baccalaureate nurse includes identifying and explaining specific patient risk factors, incorporating evidence-based solutions to improving patient safety and coordinating care. A solid foundation of knowledge and understanding of safety organizations such as Quality and Safety Education for Nurses (QSEN), the Institute of Medicine (IOM), and The Joint Commission and its National Patient Safety Goals (NPSGs) program is vital to practicing nurses with regard to providing and promoting safe and effective patient care.

You are encouraged to complete the Identifying Safety Risks and Solutions activity. This activity offers an opportunity to review a case study and practice identifying safety risks and possible solutions. We have found that learners who complete course activities and review resources are more successful with first submissions. Completing course activities is also a way to demonstrate course engagement.

References

Kohn, L. T., Corrigan, J., & Donaldson, M. S. (Eds.). (2000). To err is human: Building a safer health system. National Academy Press.

As a baccalaureate-prepared nurse, you will be responsible for implementing quality improvement (QI) and patient safety measures in healthcare settings. Effective quality improvement measures result in systemic and organizational change, ultimately leading to the development of a patient safety culture.

Consider the hospital-acquired conditions that are not reimbursed under Medicare/Medicaid, some of which are specific safety issues such as infections, falls, medication errors, and other concerns that could have been prevented or alleviated with the use of evidence-based guidelines.

The purpose of this assessment is to better understand the role of the baccalaureate-prepared nurse in enhancing quality improvement (QI) measures to address patient safety risk at a healthcare setting of your choice. You will do this by exploring the professional guidelines and best practices for improving and maintaining patient safety in healthcare settings from organizations such as QSEN (Quality and Safety Education for Nurses) and the IOM (Institute of Medicine). Looking through the lens of these professional best practices to examine the current policies and procedures in place at your chosen organization and the impact on safety measures for patients, you will consider the role of the nurse in driving quality and safety improvements. You will identify stakeholders in QI improvement and safety measures as well as consider evidence-based strategies to enhance quality of care and promote safety in your chosen healthcare setting.

See Nursing Competencies for more information.

Select one of the safety quality issues presented in the Assessment 01 Supplement: Enhancing Quality and Safety [PDF] Download Assessment 01 Supplement: Enhancing Quality and Safety [PDF]resource and incorporate evidence-based strategies to support communication and ensure safe and effective care.

For this assessment, be sure to focus on an organizational setting. This could be a primary care office, urgent care, mobile clinic, hospital ED, rural clinic, etc. Then use the literature to support the problem and solution in the organization. Reflect on costs to that organization/setting and what nurses can do to coordinate the care within the setting. Reflect on stakeholders who may be involved.

Be sure that your plan addresses the following, which corresponds to the grading criteria in the rubric. Please study the rubric carefully so you understand what is needed for a distinguished score.

• Explain factors leading to a specific patient safety risk.
• Explain evidence-based and best-practice solutions to improve patient safety related to a specific patient-safety risk and reduce costs.
• Explain how nurses can help coordinate care to increase patient safety and reduce costs.
• Identify stakeholders with whom nurses would need to coordinate to drive safety enhancements.
• Communicate using writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

• Length of submission: 3–5 pages of content plus title and reference pages.
• Number of references: Cite a minimum of 4 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. Use the Capella University Library and BSN Nursing Program Library Guide as needed.
• APA formatting: References and citations are formatted according to current APA style. See the APA Module.

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

• Competency 1: Analyze the elements of a successful quality improvement initiative.
  • Explain evidence-based and best-practice solutions to improve patient safety related to a specific patient safety risk and reduce costs.
• Competency 2: Analyze factors that lead to patient safety risks.
  • Explain factors leading to a specific patient-safety risk in a healthcare setting.
• Competency 4: Explain the nurse's role in coordinating care to enhance quality and reduce costs.
  • Explain how nurses can help coordinate care to increase patient safety and reduce costs.
  • Identify stakeholders with whom nurses would coordinate to drive safety enhancements with a specific safety quality issue.
• Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar or punctuation, word choice, and spelling.
  • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

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 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.

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

• Competency 1: Analyze the elements of a successful quality improvement initiative.
  • Explain the need for and process to improve safety outcomes related to a specific patient safety issue.
  • Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
• Competency 4: Explain the nurse's role in coordinating care to enhance quality and reduce costs.
  • Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.
  • Explain to an audience its role and importance of making an improvement plan 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 and goals and with relevant and evidence-based sources published within the last five years.

Health education is any combination of learning experiences designed to help people in a community improve their health by increasing their knowledge or influencing their attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments that are conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. Also, in times of crisis, a resilient community is a safer community (Flanders, 2018; Office of Disease Prevention and Health Promotion, n.d.).

This assessment provides an opportunity for you to apply teaching and learning concepts to a hypothetical presentation of a health promotion plan.

Note: This is the second part of a two-part assessment. You must successfully complete Assessment 1 before completing this assessment.

References

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

World Health Organization. (n.d.). Health promoting schools. https://www.who.int/health-topics/health-promoting-schools

In this assessment, you will develop your presentation of the health promotion plan based on the research you conducted for Assessment 1. You will plan the presentation for the community you focused on for Assessment 1.

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, your health promotion plan you completed research for in Assessment 1 to your chosen community. In this presentation, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, and evaluate the objectives of the plan. Please remember the nursing process. You must evaluate and revise the plan, as applicable, and propose improvement for future educational sessions. To engage your audience, you need to include any handouts with your presentation and a voice-over recording and speaker notes to communicate your plan.

Complete the following:

• Prepare a 12–14 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well-organized and submitted as a separate Word document. Be sure to include a transcript of the voice-over (please refer to the PowerPoint resources in the Academic Resources). The transcript must be submitted on a separate Word document.
• Simulate the face-to-face educational session, addressing the health concern and health goals of your selected community individual or group.
• Imagine collaborating with the participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

• Present a health promotion plan tailored for an individual or group within a community.
  • Tailor the presentation to the needs of your chosen community audience.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
• Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
  • How do you think participants would react to the session?
  • Which aspects of the session would you change?
  • How might those changes improve future outcomes?
• Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators (LHIs).
  • What changes would you recommend to better align the session with Healthy People 2030 objectives and LHIs?

Presentation Format and Length

You may use Microsoft PowerPoint or other suitable presentation software to create your slides (PowerPoint recommended). If you choose an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

The number of slides in your presentation will be dictated by nature and scope of your health promotion plan. Title and references slides are required as follows:

• Title slide.
  • Health promotion plan title.
  • Your name.
  • Date.
  • Course number and title.
• References (at the end of your presentation). Be sure to apply correct APA formatting to your references.
• Remember to include a separate Word document of your speaker notes; this needs to submitted with your PowerPoint.

Supporting Evidence

Support your plan with at least three professional or scholarly references published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

Be sure to proofread your PowerPoint presentation and speaker notes before submitting your assessment to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

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

• Competency 2: Propose health promotion strategies to improve the health of populations.
  • Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
• Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
  • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  • Present a health promotion plan tailored for an individual or a group within a community.
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
  • Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

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• Apply evidence-based solutions to clinical or organizational problems

• Demonstrate critical thinking and professional communication

• Align their work with Capella FlexPath rubric criteria

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Leadership and collaboration are critical aspects of a nurse’s work. The use of effective leadership skills and interprofessional collaboration allow practitioners to share their perspectives in guiding patient care for the purposes of promoting optimal health and well-being. This can only be achieved when individuals have a true perception of who they are as a person.

Reflection is a key part of building leadership skills and interprofessional relationships. It allows you to look critically at experiences and actions through specific lenses. Reflection can help you consider potential reasons and causes of people’s actions and behaviors and allow you to think about how to respond appropriately. This is vital because nurses are often at the frontlines of interacting with various other disciplines and are considered full partners when approaching healthcare of patients.

As you begin to prepare this assessment you are encouraged to complete the What is Reflective Practice? activity. The activity consists of five questions that will allow you the opportunity to practice self-reflection. The information gained from completing this formative will help with your success on the Collaboration and Leadership Reflection assessment. Completing formative assessments or activities is also a way to demonstrate course engagement.

This assessment is designed to help you become a reflective practitioner. By reflecting on your leadership style, along with the styles you’ve observed in others, you will learn to continually assess and improve your leadership and collaboration skills.

You may choose to reflect on a collaborative interprofessional experience in a current or former place of practice, or you may choose to imagine yourself in the five short modules in the Sentinel U - Interprofessional Collaboration simulation.

Part 1: Create a one-page infographic resume of your current strengths as a leader

Briefly describe your leadership style. Create a short, one-page infographic resume or poster to advertise your strengths. You can use an online tool or simply use the graphics capabilities of Word to create your infographic.

Here's an example:

• Infographic Resume Example [PDF].

Part 2: Write a two-page reflection

Reflect on the leadership styles you’ve observed in others, as well as an interprofessional collaboration experience from your personal practice. (If you’re having a hard time coming up with an example from your own experience, complete the five short modules in the Sentinel U - Interprofessional Collaboration simulation). What did or would effective leadership look like? What did or would effective collaboration look like? Remember that leadership can be demonstrated by those who aren’t in official leadership positions as well as by formal leaders.

Be sure that your assessment addresses the following criteria. Please study the rubric carefully so you understand what is needed for a distinguished score.

• Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes, and how effective leadership, or a lack of it, played a role. This may be the Sentinel U simulation on Interprofessional Collaboration. There are five modules in this simulation
  • A simplified gap-analysis approach may be useful:
    • What happened?
    • What went well?
    • What did not go well?
    • What should have happened?
• Compare and contrast effective leadership with ineffective leadership. What have you observed in others that works or doesn’t work when it comes to leadership?
• Given what you’ve shared about effective leadership and also what effective collaboration looks like, identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one article from the literature.
• Also identify best-practice interdisciplinary collaboration strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one article from the literature.
• What leadership style do you think you need to develop more to support the above best-practice strategies you’ve described? How would you do that?
• Include a full reference list from relevant and evidence-based (published within 5 years) sources, adhering to APA format.

You will also be required to submit an APA-formatted reference list for any sources that you cited or used to inform your reflection.

• Length of submission: Part 1 is a one-page infographic resume consisting of bullet points and a few sentences. Part 2 is two pages in length double-spaced, not including the reference page.
• References: Per the instructions above, cite at least 3 professional or scholarly sources of evidence to support the assertions and proposals you make. Include additional properly cited references as necessary to support your statements.
• APA reference page: Submit a correctly formatted APA reference page that shows all the sources used to develop the content. You may wish to refer to the APA Module for more information on applying APA style.

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

• Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
  • Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes.
  • Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work together more effectively, citing the work of at least one article in the presentation.
• Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
  • Describe one's leadership style.
  • Compare and contrast effective leadership with ineffective leadership.
  • Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing the work of at least one article in the presentation.
  • Describe a leadership style to develop to better support best-practice strategies.
• Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
  • The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting nearly flawless adherence to APA format. 

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