one-page abstract on chapter 3 from the Kaakinen et al. textbook. The abstract shall highlight the salient points in the chapter, not to exceed one page double-spaced, including a brief critique, and comply with APA 7th Edition format and style with 3 references.

Assessment 4

Informatics and Nursing-Sensitive Quality Indicators

Instructions- Prepare an 8–10 minute audio training tutorial (video is optional) for new nurses on the importance of nursing-sensitive quality indicators.

Introduction- The focus of Assessment 4 is on how informatics support monitoring of nursing-sensitive quality indicator data. You will develop an 8–10 minute audio (or video) training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization. Your recording will address how data are collected and disseminated across the organization along with the nurses’ role in supporting accurate reporting and high quality results.

Preparation- As you begin to prepare this assessment you are encouraged to complete the Conabedian Quality Assessment Framework activity. Quality health care delivery requires systematic action. Completion of this will help you succeed with the assessment as you consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes.

This assessment requires you to prepare an 8–10 minute audio training tutorial (with optional video) for new nurses on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:

· Select a single nursing-sensitive quality indicator that you see as important to a selected type of health care system. Choose from the following list:

·
Staffing measures.

· Nursing hours per patient day.

· RN education/certification.

· Skill mix.

· Nurse turnover.

· Nursing care hours in emergency departments, perioperative units, and perinatal units.

·

·

· Skill mix in emergency departments, perioperative units, and perinatal units.

·
Quality measures.

· Patient falls.

· Patient falls with injury.

· Pressure ulcer prevalence.

· Health care-associated infections.

· Catheter-associated urinary tract infection.

· Central line catheter associated blood stream infection.

· Ventilator-associated pneumonia.

· Ventilator- associated events.

· Psychiatric physical/sexual assault rate.

· Restraint prevalence.

· Pediatric peripheral intravenous infiltration rate.

· Pediatric pain assessment, intervention, reassessment (air) cycle.

· Falls in ambulatory settings.

· Pressure ulcer incidence rates from electronic health records.

· Hospital readmission rate

· RN satisfaction survey options.

· Job satisfaction scales.

· Job satisfaction scales – short form.

· Practice environment scale.

· Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.

· Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data.
 You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:

· What is your experience with collecting data and entering it into a database?

· What challenges have you experienced?

· How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?

· What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?

· Watch the 

Informatics and Nursing-Sensitive Quality Indicators Video Exemplar
.

Recording Your Presentation

To prepare to record the audio for your presentation, complete the following:

· Set up and test your microphone or headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.

· Practice using the equipment to ensure the audio quality is sufficient.

· Review 

Using Kaltura
 for Kaltura to record your presentation.

· View 

Creating a Presentation: A Guide to Writing and Speaking
. This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.

Notes:

· You may use other tools to record your tutorial. You will, however, need to consult 

Using Kaltura
 for instructions on how to upload your audio-recorded tutorial into the courseroom, or you must provide a working link your instructor can easily access.

· You may also choose to create a video of your tutorial, but this is not required.

· If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact 

[email protected]
 to request accommodations.

Instructions- For this assessment, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

The Council indicates a recording is preferable to a written fact sheet due to the popularity of audio blogs. In this way, new hires can listen to the tutorial on their own time using their phone or other device.

As a result of this need, you offer to create an audio tutorial orienting new hires to these topics. You know that you will need a script to guide your audio recording. You also plan to incorporate into your script the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data.

You determine that you will cover the following topics in your audio tutorial script:

Introduction: Nursing-Sensitive Quality Indicator

· What is the National Database of Nursing-Sensitive Quality Indicators?

· What are nursing-sensitive quality indicators?

· Which particular quality indicator did you select to address in your tutorial?

· Why is this quality indicator important to monitor?

· Be sure to address the impact of this indicator on the quality of care and patient safety.

· Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

Collection and Distribution of Quality Indicator Data

· According to your interview and other resources, how does your organization collect data on this quality indicator?

· How does the organization disseminate aggregate data?

· What role do nurses play in supporting accurate reporting and high-quality results?

· As an example, consider the importance of accurately entering data regarding nursing interventions.

After completing your script, practice delivering your tutorial several times before recording it.

·
Additional Requirements-Audio communication: Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.

·
Length: 8–10 minute audio recording. Use Kaltura to upload your recording to the courseroom, or provide a working link your instructor can access.

·
Script: A separate document with the script or speaker's notes is required. 
Important: Submissions that do not include the script or speaker's notes will be returned as a non-performance.

·
References: Cite a minimum of three scholarly and/or authoritative sources.

·
APA: Submit, along with the recording, a separate reference page that follows APA style and formatting guidelines. For an APA refresher, consult the 

Evidence and APA
 page on Campus.

Context-The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI®) in 1998 to track and report on quality indicators heavily influenced by nursing action.

NDNQI® was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.

The quality indicators the NDNQI® monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove et al., 2018).

Nurses must be knowledgeable about the indicators their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes.

Reference

Grove, S. K., Gray, J. R., Jay, G. W., Jay, H. M., & Burns, N. (2018). 
Understanding nursing research: Building an evidence-based practice (7th ed.). Elsevier.

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

· Competency 1: Describe nurses' and the interdisciplinary team's role in informatics with a focus on electronic health information and patient care technology to support decision making.

· Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports.

· Competency 3: Evaluate the impact of patient care technologies on desired outcomes.

· Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

· Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.

· Justify how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.

· Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.

· Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.

· Follow APA style and formatting guidelines for citations and references.

Scoring Guide

Use the scoring guide to understand how your assessment will be evaluated.

Informatics and Nursing-Sensitive Quality Indicators Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports.

Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

Justify how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.

Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.

Follow APA style and formatting guidelines for citations and references.

·

 

After studying the course materials located on Module 6: Lecture Materials & Resources page, answer the following:

1. Uniform Determination of Death Act (UDDA):
   • How this law was created
   • Legal definition of death, describe
2. Define dying within context of faith, basic principle about human life
3. Bioethical Analysis of Pain Management – Pain Relief
4. What is the difference between Pain and suffering? Explain
5. Diagnosis / Prognosis: define both.
6. Ordinary / Extraordinary means of life support. Explain the bioethical analysis.
7. Killing or allowing to die? Define both and explain which one is ethically correct and why?
8. Catholic declaration on life and death; give a summary of this document: https://www.cfocf.org/wp-content/uploads/Combined-Catholic-Declaration-and-Understanding-ENGLISH.pdfLinks to an external site.
9. What is free and informed consent from the Catholic perspective?
10. Define Proxi, Surrogate
11. Explain:
    • Advance Directives
    • Living Will
    • PoA / Durable PoA
    • DNR

KINE 4354 Public Health Advocacy and Leadership

Assignment 4.1: Advocacy Action Plan Part 2: PEST Analysis

Adapted from:

Sample Templates
,

MindTools PEST Analysis Worksheet
, and

University of Bridgeport Career Development Timeline

Instructions

Use the template below as a worksheet/workspace. The question prompts provided are intended to help you to gain a better understanding of the public health issue or need associated with your advocacy action plan. As you complete this template, you are allowed to make informal notes, use bullet points and copy and past links to websites, articles and other resources that will help you to better identify factors related to your advocacy action plan.

As you complete this template, please keep in mind the following:

· Although it is important to consider macro-level factors (i.e., what is happening at the societal level), for the purposes of this assignment you are asked to place more emphasis on micro-level factors (i.e., what is happening at the community level).

· Although all questions may not apply to your advocacy action plan, be sure to answer each question under all four categories (Political, Economic, Socio-Cultural, & Technology).

Template Components

Step 1: Identify the
Political, Economic, Socio-Cultural and Technological Aspects of the Proposed Change in Your Advocacy Action Plan

KINE 4354 Assignment 4.1: Advocacy Action Plan Part II: PEST Analysis
	Factor	Opportunity	Threat
POLITICAL
Political factors to consider: · When is the country's next local, state, or national election? How could this change government or regional policy? · Who are the most likely contenders for power in your community? What are their views on public health policy, and on other policies that affect your organization? · Depending on the country, how well developed are property rights and the rule of law, and how widespread are corruption and organized crime? · How are these situations likely to change, and how is this likely to affect you? · Could any pending legislation or taxation changes affect your business, either positively or negatively? · How does government approach public health policy, areas of social justice or social responsibility, and environmental protection legislation? What impact does this have, and is it likely to change? · Are there any other political factors that are likely to change?
	Factor	Opportunity	Threat
ECONOMIC
Economic factors to consider: · How stable is the current economy? Is it growing, stagnating, or declining? · What is the financial condition of the organization you plan to work with? Is the organization financially stable? Is there revenue to fund your idea? If not, how will you address this? · Are there any other economic factors that you should consider?
	Factor	Opportunity	Threat
SOCIO-CULTURAL
Socio-Cultural factors to consider: · What is your target population's growth rate and age profile? How is this likely to change? · Are generational shifts in attitude likely to affect what you're doing? · What are your target population’s levels of health, education, and social mobility? How are these changing, and what impact does this have? · What social attitudes and social taboos could affect your advocacy action plan? Have there been recent socio-cultural changes that might affect this? · How do religious beliefs and lifestyle choices affect the population? · Are any other socio-cultural factors likely to drive change for your proposed advocacy action plan?
	Factor	Opportunity	Threat
TECHNOLOGICAL
Technological factors to consider: · Are there any new technologies that you could be using? · In which areas do governments and educational institutions focus their research? Is there anything you can do to take advantage of this to address your proposed advocacy action plan? · Are there existing technological hubs that you could work with or learn from? THINK COLLABORATION! · Are there any other technological factors that you should consider?
Step 2: BRAINSTORM OPPORTUNITIES Now that you have identified some of the changes that are taking place in the proposed setting for your advocacy action plan, look at each of those changes and brainstorm the potential OPPORTUNITIES that might be available for you or for the organization which you are proposing the advocacy effort for.
Potential Opportunities for Your Advocacy Action Plan
1.
2.
3.
Step 3: BRAINSTORM THREATS Now think about the changes and think about how some of those might be barriers to the implementation of your advocacy action plan. How might you plan in a manner that the potential threats might be minimized, or avoided?
Potential Threats for Your Advocacy Action Plan
1.
2.
3.
Step 4: Notes for TAKING ACTION Now it is time to TAKE ACTION! You will take this next step in Assignment 6.1 as you write up your final plan. Use the section below to write your main takeaways as you start to develop the main sections of your advocacy action plan.
My Advocacy Action Plan Notes:

Personal Review of Management and Leadership in Nursing

This assignment comprises of writing a paper which covers the six main learning outcomes of this course. Using your textbook and the results of your personality test, you will answer the question prompts below in narrative form (no Q & A and no bulleted lists). Please follow all the APA 7th edition rules.

Instructions:

1. Take the 

Myers-Briggs Type IndicatorLinks to an external site.
 assessment to examine your individual strengths and experiences in preparation for assuming management and leadership roles.

https://www.16personalities.com/free-personality-test

2. Write 5-6 pages using the headings and corresponding prompts below, which you should used in your paper:

I.
Leadership and Management Theory

· How can you apply a leadership and management theory to achieve high quality nursing care for your patients and collaborate effectively with your health care team? Identify the citation(s) for the leadership or management theory you chose in answering this question.

· Are you more of a leader or a manager? Please explain why you feel this way. In view of your results of the personality test, how can you strengthen aspects of your personality to grow more in leadership or in management? Which competencies do you need to strengthen to become the leader or manager you want to become?

II.
Change Theory

· How do you deal with change at your practice setting? What personality traits would you utilize to promote change in your facility and how did you decide which traits you would use? Are there traits that you would not agree with and why do you think they appear?

III.
Communication Style

· What did you learn about yourself taking the personality test? Which type of communicator are you? What are areas that you can strengthen to be more effective? To be more therapeutic? What are some barriers to effective communication styles which you have observed in yourself? Note: You may need to read between the lines in the results, as your communication style is not measured directly.

IV.
Performance Improvement and Quality Improvement

· How can you manage both performance improvement and quality improvement at the same time? Answer this using your understanding of your results of the personality test and your textbook/lectures about leadership and management.

· How can you apply the principles of performance improvement and/or quality improvement into your practice? Choose one principle and explain how you can implement it at your workplace.

V.
Evidence-based Practice and Improvement

· Evidence-based practice (EBP) has been emphasized all throughout your BSN program. How does EBP relate to achieving desirable performance outcomes and quality improvement?

VI.
Supervision Style

· Compare and contrast effective and ineffective supervision styles which you have observed in your workplace. When doing so, make sure to apply principles of delegation, authority, responsibility, and accountability.

3. Your paper should be

. a total of 5-6 pages of the body (not including the cover and reference page)

. sourced with two (2) scholarly references within the last five years.

. written in the formatting and citation style of 

APA, 7th editionLinks to an external site.

· Be sure to 

meet with a writing tutorLinks to an external site.
 after you have an outline/paper to ensure a quality submission.

· Follow the 

template


 Download template
carefully, as it is already pre-formatted in APA for you.