NHS-FP6004 Assessment 4: Training Session for Policy Implementation
Capella University NHS-FP6004 Assessment 4: Training Session for Policy Implementation– Step-By-Step Guide
This guide will demonstrate how to complete the Capella University NHS-FP6004 Assessment 4: Training Session for Policy Implementation 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 NHS-FP6004 Assessment 4: Training Session for Policy Implementation
Whether one passes or fails an academic assignment such as the Capella University NHS-FP6004 Assessment 4: Training Session for Policy Implementation 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 NHS-FP6004 Assessment 4: Training Session for Policy Implementation
The introduction for the Capella University NHS-FP6004 Assessment 4: Training Session for Policy Implementation 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 NHS-FP6004 Assessment 4: Training Session for Policy Implementation
After the introduction, move into the main part of the NHS-FP6004 Assessment 4: Training Session for Policy Implementation 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 NHS-FP6004 Assessment 4: Training Session for Policy Implementation
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 NHS-FP6004 Assessment 4: Training Session for Policy Implementation
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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NHS-FP6004 Assessment 4: Training Session for Policy Implementation
Introduction
Health policy initiatives are instrumental in ensuring that a practice change is put in place to help in improving patient outcomes. Implementation has several key steps, one of which is educating and training people who should be at the forefront of translating the ideas into practice (Aldridge et al., 2016). Central to the training process is the development of a training strategy and annotated agenda. Such training not only ensures that the role group buys into the idea and helps in the successful implementation of the policy but also assists in sustaining it. At the CareM Medical Center, a practice change is required to ensure that the wait times at the emergency rooms are reduced from the overly long 80 minutes to the standards accepted by the state regulations. This paper presents a training program outline for the training session that will be conducted for the nurses’ role group composed of twenty-five members to help in reducing the emergency department wait times.
Nurses’ Buy In-Strategies For Promotion
The key to the successful implementation of a policy change for improving patient outcomes is making sure that the nurses buy in the idea. Therefore, it is vital that careful strategies are put into place to ensure that the group buys into the process. One of the strategies is for the nurses’ leader to develop a strong communicative relationship with the nurses hence letting the nurses have and know every detail of the proposed changes. Developing strong communicative relationships can effectively be achieved through staff meetings, one on one with nurses, and emails. Making nurses buy into the idea requires that the nurse leader act as role models and lead the change process while at the same time taking care of individual differences and attributes. Listening to nurses’ ideas and trying to incorporate them in the change process is another key strategy of making them buy into the process.
The early Indicators of Success
One of the ways of knowing during the early stages whether a policy implementation process will be successful is observing the early indicators of success. The change leaders can use outcome indicators, process indicators or structural indicators, or all to check the
progress. The outcome indicators entail early signs of the improvement of the problem to be solved as obtained from the nurses’ reports and patient experiences; the process indicators include the care delivery process, which may entail an improvement on the admission process, diagnosis, and the overall disease management which will then help in lowering the wait times at the emergency department. On the other hand, structural outcomes may include the effective operations of the available medical equipment used in patient care delivery. For instance, one of the things that could be increasing the patient wait time in the emergency department at CareM Medical Center is poorly functioning equipment. Therefore an early indication of success would be the improved working status of the equipment.
Impact Of The New Policy And Practice Guidelines And Their Implementation
The new policy and guidelines have been suggested to help in reducing the wait times at the emergency department and reduce the adverse effects associated with it (Martinez et al., 2019). The prosed strategies include empowering nurses to be more capacitated to work, the addition of hospital beds, and limiting patients’ flow to the emergency room by empowering nurses to admit patients after diagnosis directly. When implemented, the policy is expected to reduce the wait time at the emergency room by half, from the current eighty minutes to forty minutes. One way of implementing the guidelines is by ensuring that the emergency department is only accessed by patients whose cases have been proven beyond doubt that they need to access the emergency room (Chrusciel et al., 2019). Such a step will ensure that only the deserving individuals access emergency rooms hence reducing wait times. The other way of implementing the guidelines is by ensuring that admitted patients are cleared as fast as possible to avoid congestion and overcrowding.
Importance of Policy and Practice Guidelines in Nurses’ Work
Reducing the wait times at the emergency department from 80 minutes to standard forty minutes will have an admirable positive impact, both on the patients and the nurses’ work. For instance, the attitude and the feeling of patients will improve regarding the wait times, hence developing a more friendly relationship with the nursing staff. The nursing staff will therefore have an easier time offering care to the patients. The reduced wait time will mean that the nurses are less overwhelmed. The implication is that there will be few cases of nurse burn out if any, hence improving the overall performance of the nurses (Gutsan et al.,.2018) as well as their effectiveness and job satisfaction.
The Role of Selected Nurses In Policy Implementation.
Nurses play a significant role in giving care to the patients at the emergency department; therefore, they have a substantial role to play to ensure that the wait times are reduced to acceptable levels. The nurses must do a perfect assessment of the patients during admissions and ensure that only patients deserving of the emergency room are admitted in there. The nurses will also have to be more competent, efficient, and faster while attending to the patients at the emergency department hence lowering the wait time. With effective training, the nurses will possess the necessary skills to correctly screen for patients who need to be admitted to the emergency room as well as speed up their services at the emergency department hence lowering the wait time. When the nurses effectively perform their roles in the implementation, then the facility has a better future of patients being happy and nurses not experiencing burnouts.
Learning Content and Activities For Training
In ensuring that the policy guideline changes are effectively implemented, a two-hour training workshop is set to be conducted. The training will focus on the strategies that the nurses will use in the facility to help in reducing the patient wait times. In preparing for the training, the role group will be given a detailed questionnaire to help in assessing their understanding of the would-be implemented strategies. The move will help the trainers to know prior what they should be dwelling upon during the actual training session. The training will be divided into four various sessions, each having twenty-five minutes with five-minute breaks in between. The first sessions will be opened by the organization leaders and welcoming of participants, and the content covering screening tools and procedures for determining who should access the emergency room. The second session will involve training the role team on carrying their duties faster in the emergency room as well as assisting the patients in exiting the emergency room faster. The next session will cover the development of better patient-nurse relationships that can help the nurses perform their tasks better at the emergency room hence lowering wait time. The last session will deal with the role of other stakeholders in reducing wait time and what nurses can do to help attain such goals.
The Training Materials Required For The Training Session
The training cannot be successful without sourcing relevant and appropriate materials. Some of the materials that will be needed include a video projector and projection screen for the presentation, a whiteboard for drawing demonstration from time to time. Every trainee will also need a copy of the training manual to help in better delivery besides notebooks and pens.
Conclusion
In conclusion, training of the employees is one of the most vital steps or stages of implementing a policy guideline change to help in producing better patient outcomes. While it is vital to train every nurse, going for a role group could be better in cases where there are likely to be strained resources. Key to the success of training is a careful formulation of the training agenda and following the plan as it should be done.
References
Aldridge, M. D., Hasselaar, J., Garralda, E., van der Eerden, M., Stevenson, D., McKendrick, K., … & Meier, D. E. (2016). Education, implementation, and policy barriers to greater integration of palliative care: a literature review. Palliative medicine, 30(3), 224-239. Doi: 10.1177/0269216315606645
Chrusciel, J., Fontaine, X., Devillard, A., Cordonnier, A., Kanagaratnam, L., Laplanche, D., & Sanchez, S. (2019). Impact of the implementation of a fast-track on emergency department length of stay and quality of care indicators in the Champagne-Ardenne region: a before–after study. BMJ open, 9(6), e026200. http://dx.doi.org/10.1136/bmjopen-2018-026200
Gutsan, E., Patton, J., Willis, W. K., & PH, C. D. (2018). Burnout syndrome and nurse-to-patient ratio in the workplace. Marshall University. https://mds.marshall.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1196&context=mgmt_faculty.
Martinez, D. A., Zhang, H., Bastias, M., Feijoo, F., Hinson, J., Martinez, R., … & Prieto, D. (2019). Prolonged wait time is associated with increased mortality for Chilean waiting list patients with non-prioritized conditions. BMC public health, 19(1), 1-11. https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-019-6526-6