These are the main directions, however you see that I’ve already written it. I just need a revision to make this pass-through turn it in as well as giving me more insight to writing a better concept map..

choose a client that aligns with your chosen concept.

a. You can use a current client, a past encounter, or a simulated experience if needed.

b. You can use a concept only once per course.

3. Complete the client information section and the topic of the map.

a. Use SBAR format for the client information. Hover over each term or visit the ELO to

learn more. SBAR includes:

i. Situation

ii. Background

iii. Assessment

iv. Recommendation

b. The topic of the map is your chosen concept. This might not always be the clients

primary concern.

i. For example, if your chosen concept is Mobility, focus on cues and

interventions related to Mobility even if the client has a higher priority

concern (such as Perfusion.) Concepts are often interrelated, but you

should maintain the focus of the map on the chosen concept.

4. Build your Clinical Judgment Concept Map.

a. Locate and download the concept map template within the DFC Concept Map module.

b. Complete all boxes for your client.

c. Use the assignment rubric to ensure you meet the requirements of the assignment.

d. The arrows on the template are there to remind you that this map is intended to be

completed in a certain order.

e. What is a hypothesis?

i. A hypothesis is a proposed explanation made on the basis of available

information. It is a starting point to problem-solving.

Recognize cues: Based on available client data, identify relevant or important cues or information.

Subjective and objective could be considered. Specific client values are included where appropriate (i.e.

heart rate, oxygen saturation, etc).

Analyze cues: Link identified cues to the clients presentation. Determine conditions that are consistent

with those cues.

A condition is defined as a normal state with regard to one’s health, such as pregnancy, or to a

disease, disorder, illness, or injury (National Institutes of Health, n.d.).

Prioritize hypotheses: Think Where do I start? Based on your analysis of the clients condition,

determine which explanations are most likely. List and rank hypotheses according to most urgent

problems and priority order.

Generate solutions: Using the hypothesis, identify desirable outcomes for the client. Goals are listed in

SMART format.

In SMART format, goals are Specific, Measurable, Achievable, Relevant, and Time-Bound. Visit

the ELO for more information.

Here is an example of a SMART goal: The patient will report a pain level of 4 or less on a 0-10

scale within 30 minutes of pain medication administration.

Take action: Using the identified SMART goals, identify and describe how nursing interventions will be

performed, administered, communicated, or taught. Interventions will address the priority concerns and

are designed to help meet the clients goals.

Intervention #1 should be crafted to help meet SMART goal #1.

Evaluate outcomes: Compare observed outcomes against expected outcomes. Determine if your

identified interventions were effective.

Be sure that these evaluative statements are in past tense, as you are seeing how the

interventions progressed. This should look like “The (goal was achieved) by (time specified) as

evidenced by (supporting findings) after (nursing intervention was performed).”

You are evaluating if Goal #1 was accomplished by Intervention #1 by the time frame specified.

*To reiterate: SMART goal #1, Intervention #1, and Evaluation #1 should all be related. This should be

repeated for all goals and their associated interventions and outcomes.

5. Give credit to your sources.

a. After completing your concept map, be sure to give credit to your sources on both the

Reference page and as in-text citations..

b. Your references should be listed in APA 7th edition format.

i. This will include the author, the publication year, and the source.

Competency (Template provided with models)

Analyze data from quality improvement initiatives to develop evidence-based solutions that impact quality and safety.

Student Success Criteria

View the grading rubric for this deliverable by selecting the This item is graded with a rubric link, which is located in the Details & Information pane.

Scenario

As a new nurse manager in a hospital, you have been invited to join a Healthcare Innovations Committee. The Doctor of Nursing Practice (DNP) Executive Leader, who is your mentor, has asked you to present an initiative to the committee. The committee consists of the Medical Director, who holds an MD, two doctoral-prepared nursing executives, four-unit coordinators who hold a BSN, and staff members from the operations department.

The DNP shared the results of a quality improvement (QI) assessment and determined there is a need for improved education on isolation for respiratory patients. Your mentor has informed you that initial efforts have improved respiratory isolation precautions. The current census reports an average of 22% of patients with hospital-acquired respiratory infection in isolation. This number has reduced from 33% over the past six months. The goal is to improve efforts by another 5% over the next quarter. For the next committee meeting, you will modify the existing PDSA (Plan-Do-Study-Act) model and write an improvement goal to explain how you will a) establish improvement goals; b) identify possible strategies; c) choose specific interventions for implementation, and d) prepare a written improvement goal.

As you are creating your QI action plan, include strategies that encourage communication and engagement of nurses, leadership, and stakeholders. Utilize the information in the Patients on Isolation with Respiratory Infection diagram below to identify trends from 2019-2020 to determine if specific infections should be incorporated in your plan to achieve your quality improvement goals.

Instructions

• Using the PDSA proposal visual below (TEMPLATE provided in attachments), prepare an action plan that includes:
• Evidence-based solutions to the issue based on data from the implementation of the initial quality improvement initiative
• A plan for the implementation of revised interventions
• Revised improvement goals
• Revised evaluation strategies
• The current QI model is the PDSA model. Describe how the Lean or Six Sigma QI model might also be used to address this issue. (Model in attachments).

References: All references must be APA 7th edition, using in-text citations, and professional sources i.e., ,edu, .org, .nlem, .gov, etc.

Rubric Details

Maximum Score

4 points

Grade for Deliverable 2

• 100% of total grade
• A – 4 – Mastery
• 4
• B – 3 – Proficiency
• 3
• C – 2 – Competence
• 2
• F – 1 – No Pass
• 1
• I – 0 – Not Submitted
• 0

Criterion 1

• 0% of total grade
• A – 4 – Mastery
• Action plan includes comprehensive evidence-based solutions to the issue based on data from the implementation of the initial quality improvement initiative.
• 0
• B – 3 – Proficiency
• Action plan includes reasonable evidence-based solutions to the issue based on data from the implementation of the initial quality improvement initiative.
• 0
• C – 2 – Competence
• Action plan includes moderate evidence-based solutions to the issue based on data from the implementation of the initial quality improvement initiative.
• 0
• F – 1 – No Pass
• Action plan includes rudimentary evidence-based solutions to the issue based on data from the implementation of the initial quality improvement initiative.
• 0
• I – 0 – Not Submitted
• Not Submitted
• 0

Criterion 2

• 0% of total grade
• A – 4 – Mastery
• Action plan includes a comprehensive plan for the implementation of revised interventions.
• 0
• B – 3 – Proficiency
• Action plan includes a reasonable plan for the implementation of revised interventions.
• 0
• C – 2 – Competence
• Action plan includes a moderate plan for the implementation of revised interventions.
• 0
• F – 1 – No Pass
• Action plan includes a rudimentary plan for the implementation of revised interventions.
• 0
• I – 0 – Not Submitted
• Not Submitted
• 0

Criterion 3

• 0% of total grade
• A – 4 – Mastery
• Action plan includes comprehensive revised improvement goals.
• 0
• B – 3 – Proficiency
• Action plan includes reasonable revised improvement goals.
• 0
• C – 2 – Competence
• Action plan includes moderate revised improvement goals.
• 0
• F – 1 – No Pass
• Action plan includes rudimentary revised improvement goals.
• 0
• I – 0 – Not Submitted
• Not Submitted
• 0

Criterion 4

• 0% of total grade
• A – 4 – Mastery
• Action plan includes comprehensive revised evaluation strategies.
• 0
• B – 3 – Proficiency
• Action plan includes reasonable revised evaluation strategies.
• 0
• C – 2 – Competence
• Action plan includes moderate revised evaluation strategies.
• 0
• F – 1 – No Pass
• Action plan includes rudimentary revised evaluation strategies.
• 0
• I – 0 – Not Submitted
• Not Submitted
• 0

Criterion 5

• 0% of total grade
• A – 4 – Mastery
• Clearly, accurately, and comprehensively describes how Lean or Six Sigma could be applied to the identified issue, including specific principles, tools, or steps. Provides a thoughtful comparison to the PDSA model and explains potential advantages or complementary use.
• 0
• B – 3 – Proficiency
• Describes how Lean or Six Sigma could be used to address the issue with relevant details. Some comparison to PDSA is included, though may lack depth or specificity.
• 0
• C – 2 – Competence
• Mentions Lean or Six Sigma but provides limited explanation or unclear connection to the issue. Comparison to PDSA is minimal or vague.
• 0
• F – 1 – No Pass
• Provides little to no description of Lean or Six Sigma or fails to connect the model to the issue. No meaningful comparison to PDSA.
• 0
• I – 0 – Not Submitted
• Not Submitted
• 0

Criterion 6

• 0% of total grade
• A – 4 – Mastery
• Exemplary use of professional language that is free of bias, and thoroughly supported with evidence (in-text citations and references in the correct APA style). Established a concisely stated scholarly position appropriate for purpose, format, style, and audience and free of errors.
• 0
• B – 3 – Proficiency
• Precise use of professional language that is mostly free of bias, and supported with evidence (in-text citations and references in APA style with occasional errors). Established a concisely stated scholarly position appropriate for purpose, format, style, and audience with minimal errors that do not distract the reader.
• 0
• C – 2 – Competence
• Adequate use of professional language supported with evidence (in-text citations and references in APA style with numerous errors). Established a concisely stated scholarly position appropriate for purpose, format, style, and audience with errors that distract the reader.
• 0
• F – 1 – No Pass
• Does not utilize professional language, does not support with evidence in APA style, and does not establish a scholarly position that is appropriate for purpose, format, style, and audience or contains numerous errors that diminish readability.
• 0
• I – 0 – Not Submitted
• Not Submitted
• 0

For this assessment, you will develop a 3-5 page paper that examines a safety quality issue in a healthcare setting. You will analyze the issue and examine potential evidence-based and best-practice solutions from the literature as well as the role of nurses and other stakeholders in addressing the issue.

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.

Additional Requirements

• Length of submission: 35 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 and as needed.
• APA formatting: References and citations are formatted according to current APA style. See the .

Competencies Measured

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.

*** I PICKED PATIENT FALLS***

Patient Falls: Patient falls are a critical safety and quality issue in healthcare settings, and their importance cannot be overstated. Here are several key reasons why preventing patient falls is essential: o Patient Safety and Quality of Care: Falls can lead to serious injuries such as fractures, head injuries, and even death. Ensuring patient safety by preventing falls is a fundamental responsibility of healthcare providers. o Quality of Care: The occurrence of falls is often used as an indicator of the quality of care provided by a healthcare facility. High fall rates can reflect poorly on the institutions overall care standards. o Legal and Ethical Considerations: Healthcare facilities can face legal repercussions if patients are injured due to falls. Preventing falls is also an ethical obligation to ensure the well-being and dignity of patients. o Patient Trust and Satisfaction: Preventing falls helps maintain patient trust and satisfaction. Patients and their families are more likely to have confidence in a healthcare facility that prioritizes safety and takes proactive measures to prevent falls. o Impact on Staff: Frequent falls can lead to increased stress and workload for healthcare staff, as they deal with the consequences of these incidents. A focus on fall prevention can improve the work environment and morale among staff. Addressing patient falls requires a comprehensive approach, including thorough risk assessments, staff education, environmental modifications, and patientspecific interventions. By prioritizing fall prevention, healthcare facilities can significantly enhance patient safety and overall care quality.

https://library.capella.edu/login?url=https://www.proquest.com/scholarly-journals/ethical-dilemmas-legal-responsibilities-patient/docview/3271031959/se-2?accountid=27965

https://onlinelibrary-wiley-com.library.capella.edu/doi/full/10.1111/jocn.16792

https://onlinelibrary-wiley-com.library.capella.edu/doi/full/10.1111/jan.15254

https://research-ebsco-com.library.capella.edu/c/vkpdgc/viewer/pdf/cbq3nta2yj

https://www.proquest.com/docview/2869341575?RAO=true&accountid=27965&parentSessionId=lIg56gHWfttvXKTDJ0xP58rAQKNetoPhQhekyOcynFE%3D&pq-origsite=summon&sourcetype=Scholarly%20Journals

My topic is ARRHYTHMIA and here is our presentation, the guideline has to be follow

The Assignment:

Part 2, Section 1: Writing Sample: The Connection Between Academic and Professional Integrity

write a 3-paragraph analysis that includes the following:

• Explanation for the relationship between academic integrity and writing
• Explanation for the relationship between professional practices and scholarly ethics
• Cite at least two resources that support your arguments, being sure to use proper APA formatting.
• Use Grammarly and Turnitin to improve the product.
• Explain how Grammarly, Turnitin, and paraphrasing contributes to academic integrity.

Part 2, Section 2: Strategies for Maintaining Integrity of Work

Expand on your thoughts from Section 1 by identifying and describing strategies you intend to pursue to maintain integrity and ethics of your:

1. academic work as a student of the PMC program and
2. professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.

NURS_6003_Module02_Week03_Assignment_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomePart 2, Section 1: Using the Academic and Professional Success Development Template write a 2-3 paragraph analysis that includes the following: Explanation for the relationship between academic integrity and writing. Explanation for the relationship between professional practices and scholarly ethics. – Cite at least 2 resources that support your argument. Use Grammarly and Turnitin to improve the product. Include sufficient evidence that these tools were utilized in explanation on how these tools contribute to academic integrity.

35 to >31.0 ptsExcellentThe response clearly and accurately explains the relationship between academic integrity and writing. … The response clearly and accurately explains the relationship between professional practices and scholarly ethics. … The response clearly and accurately describes how Grammarly, Turnitin, and paraphrasing contributes to academic integrity, including sufficient evidence that Grammarly and Turnitin were used to improve the responses provided.

31 to >27.0 ptsGoodThe response accurately explains the relationship between academic integrity and writing. … The response accurately explains the relationship between professional practices and scholarly ethics. … The response accurately describes how Grammarly, Turnitin, and paraphrasing contributes to academic integrity, including evidence that Grammarly and Turnitin were used to improve the responses provided.

27 to >24.0 ptsFairThe response vaguely explains the relationship between academic integrity and writing. … The response vaguely explains the relationship between professional practices and scholarly ethics. … The response vaguely describes how Grammarly, Turnitin, and paraphrasing contributes to academic integrity. The response includes insufficient evidence that Grammarly and Turnitin were used to improve the responses provided.

24 to >0 ptsPoorThe response vaguely and inaccurately explains the relationship between academic integrity and writing or is missing. The response vaguely and inaccurately explains the relationship between professional practices and scholarly ethics or is missing. … The response vaguely and inaccurately describes how Grammarly, Turnitin, and paraphrasing contributes to academic integrity. The response includes insufficient or no evidence that Grammarly and Turnitin were used to improve the responses provided or the response is missing.

35 pts

This criterion is linked to a Learning OutcomePart 2, Section 2: Strategies for Maintaining Integrity of Work. Identify and describe strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN/PMC program, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.

55 to >49.0 ptsExcellentThe response clearly identifies and accurately describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN/PMC program and in professional work as a nurse. … The response clearly reviews and accurately proposes resources and approaches to use as a student and professional.

49 to >43.0 ptsGoodThe response identifies and describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN/PMC program and in professional work as a nurse. … The response reviews and proposes resources and approaches to use as a student and professional.

43 to >38.0 ptsFairThe response vaguely identifies and describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN/PMC program and in professional work as a nurse. … The response inaccurately reviews and/or vaguely proposes resources and approaches to use as a student and professional.

38 to >0 ptsPoorThe response about integrity and ethics strategies is vague and inaccurate or is missing. … The response about resources and approaches is vague and inaccurate or is missing.

55 pts

This criterion is linked to a Learning OutcomeWritten Expression and FormattingParagraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focusedneither long and rambling nor short and lacking substance.

5 to >4.0 ptsExcellentParagraphs and sentences follow writing standards for flow, continuity, and clarity.

4 to >3.0 ptsGoodParagraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

3 to >2.0 ptsFairParagraphs and sentences follow writing standards for flow, continuity, and clarity 6079% of the time.

2 to >0 ptsPoorParagraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.

5 pts

This criterion is linked to a Learning OutcomeWritten Expression and FormattingEnglish Writing Standards:Correct grammar, mechanics, and proper punctuation.

5 to >4.0 ptsExcellentUses correct grammar, spelling, and punctuation with no errors.

4 to >3.0 ptsGoodContains a few (one or two) grammar, spelling, and punctuation errors.

3 to >2.0 ptsFairContains several (three or four) grammar, spelling, and punctuation errors.

2 to >0 ptsPoorContains many (five or more) grammar, spelling, and punctuation errors that interfere with the readers understanding.

5 pts

Total Points: 100

pick a nursing concept and create a concept map.

Professionalism and Influence

Bring to mind chief nursing officers with whom you have worked who stand outfor positive or negative reasons. When you reflect on the importance of influence in a healthcare organization, what scenes come to mind?

As you move toward your goal of becoming an executive nurse leader, recognizing the vital relationship of professionalism and influence is key. As a leader, you must be able to influence others to be effective. Yet, reflecting on Dr. Garners advice in the introduction this week, others will influence you as well. It is a complicated dynamic and one to be aware of and plan for, including through the examples of others.

This Discussion offers opportunities to learn from experts through the Learning Resources and your peers through their experiences and perspectives on professional behavior and power dynamics in executive nurse leadership roles.

To prepare:

• Review the required Learning Resources, with particular attention to the Executive Voices video with Dr. Val Gokenbach (Walden, 2024), the video on engagement (ACHEConnect, 2024), and the article on emotional intelligence (Issah, 2018).
• Also consider the Optional Readings and the Optional Media on professional presence for other resources to support your Discussion post.
• Pinpoint lessons on professionalism and influence that stand out to you from the Learning Resources and your experience in healthcare organizations.
• Recall unprofessional behavior from nurse leaders that undermined their influence. Reflect on recommendations from the resources that could remedy or improve these behaviors. Note: Remember the importance of confidentiality and do not include any identifying details.

By Day 3 Of Week 2

Post your response to the following:

• Reflecting on the Learning Resources, from your perspective, what lessons on professionalism and influence are most important for an executive nurse leader, and why? Be specific.
• What technique(s) would you recommend for understanding power dynamics in an organization? Be specific.
• What is the role of emotional intelligence in professional behavior? Be specific.
• Describe an example of unprofessional behavior by a nurse leader that undermines influence and diminishes power. Take the role of the leader and explain how you would recover from the behavior. Be specific.

Learning Resources

• Olguin, S. M. (2024). Inspiring others. In M. Bemker & D. Whitehead (Eds.), Advancing organizations by exemplary nursing leadership (Chapter 6). DEStech Publications.
• Alsadaan, N., Salameh, B., Reshia, F. A. A. E., Alruwaili, R. F., Alruwaili, M., Awad Ali, S. A., Alruwaili, A., N., Hefnawy, G. R., Alshammari, M. S. S., Alrumayh, A. G. R., Alruwaili, A. O., & Jones, L. K. (2023).
• . Inquiry: The Journal of Health Care Organization, Provision, and Financing, 60. https://doi.org/10.1177/00469580231178528
• Issah, M. (2018).
• . Sage Open, 8(3). https://doi.org/10.1177/2158244018800910

Recommended Optional Reading

• Adams, J. M., & Erickson, J. I. (2011).
• . The Journal of Nursing Administration, 41(4), 186192. https://doi.org/10.1097/NNA.0b013e3182118736
• Note: This is an older article but still relevant. The Adams model is referenced in the Executive Voices required media this week.
• Cao, H., Song, Y., Wu, Y., Du, Y., He, X., Chen, Y., Wang, Q., & Yang, H. (2023).
• . BMC Nursing, 22(1) Article 34, 114. https://doi.org/10.1186/s12912-022-01161-0
• Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., & Damiani, G. (2021).
• . Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4), 115. https://doi.org/10.3390/ijerph18041552.
• Waring, J., Bishop, S., Clarke, J., Exworthy, M., Fulop, N. J., Hartley, J., & Ramsay, A. I. G. (2018).
• . BMC Health Services Research, 18(1), 110. https://doi.org/10.1186/s12913-018-3728-z

Required Media

• ACHEConnect. (2024, February 1).
• [Video]. YouTube. https://www.youtube.com/watch?v=sU_CjwmktVU
• Note: This video is approximately 20 minutes. Skim as needed to identify the key points about engagement with staff and community to maximize your professional influence as a healthcare executive.
• Walden University, LLC. (2024). Executive voices: Professionalism and influence with Dr. Val Gokenbach [Video]. Walden University Canvas. https://waldenu.instructure.com/

Optional Media on Executive Presence

• Big Think. (2014, July 29). [Video]. YouTube. https://www.youtube.com/watch?v=4cJ5mG8Ml64
• Lighthouse Communications. (2016, April 18).
• [Video]. YouTube. https://www.youtube.com/watch?v=4lewxtcH8xM
• Ronin, K. (2022, December 27).
• [Video]. YouTube. https://www.youtube.com/watch?v=biQv4s9i3DM
• Westfall, C. (2018, November 2).
• [Video]. YouTube. https://www.youtube.com/watch?v=w-AWo4Flzsw

Optional Reading: Bookshelf Recommendations

• Gokenbach, V. (2017). Phoenix leadership: The healthcare executives strategy for relevance and resilience. Productivity Press.

I need 600 word contrast only essay on two fields that are surprisingly different. My topic is working as a certified nursing assistant working with the elderly and working as medical assistant in a pediatric office (working with children is different from working with geriatrics) Avoid using vs or versus. thesis should either be general enough to allow for your argument to have three points or specific enough that the three points are listed in the thesis. I wanted focus on the way we approach care differently some each other