NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice
Walden University NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice
Whether one passes or fails an academic assignment such as the Walden University NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice
The introduction for the Walden University NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice
After the introduction, move into the main part of the NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice
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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Sample Answer for NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice
How will you, as a future DNP-prepared nurse, keep patients safe? This is a multi-layered question with many different answers. Yet, it is important to note that as the nurse leader, quality and safety measures are at the forefront of how you deliver nursing practice.
We must shift from a care system that focuses on illness to one that prioritizes wellness and prevention. This means that wellness- and preventive-focused evaluations, wellness and health education programs, and programs to address environmental or social triggers of preventable disease conditions and care problems must take an equal importance of focus as the disease-focused clinical intervention that providers deliver .Nurses must engage with other healthcare disciplines to become involved and take responsibility for identifying system problem. Nurses goal is to implement improvements plan . track improvement over time, and make necessary adjustments as leaders who promote change and help improve the healthcare system.” Our healthcare system is fragmented that can only be improved through new innovative care delivery model that address patient needs and wants ,span sites of care ,result in more efficient use of resources,and demonstrate measurable improvement in patient satisfaction and quality outcomes over time”.(Haas S,2013)
Measures of quality and safety are critical components of healthcare. “Around the end of the twentieth century and the beginning of the twenty-first century, a number of reports presented strong evidence of widespread quality deficiencies and highlighted a need for substantial change to ensure high-quality care for all patients,” Nash et al. (2019) write (p. 5). Given the prevalence of error, it is critical to consider your role as a DNP-prepared nurse.
Consider your experience with quality and safety in your nursing practice for this Discussion. Consider your experience and how your role can help to support quality and safety measures.
In the previous assignment, I discussed client M.N, a 46-year-old African American male diagnosed with Type 2 Diabetes. Quality and safety are key aspects of diabetes care, which significantly determine patient outcomes. Cost is a major barrier in accessing health services and also determine patient outcomes. This essay aims to discuss the effect of Type 2 Diabetes on the quality of care, patient safety, and costs to the system and individual.
How Type 2 Diabetes Impacts the Quality of Care, Patient Safety, and Costs to the System and Individual
Type 2 Diabetes significantly impacts the quality of care provided to patients since health providers must provide aggressive and top-notch care to prevent the development of diabetes-related complications. Furthermore, health providers have to be alert to identify symptoms of low or very high blood glucose in diabetic patients (Nikitara et al., 2019). There has been a growing demand to enhance the quality of care for diabetes to more comprehensive health care that addresses the physical, social, and emotional challenges attributed to the condition (Nikitara et al., 2019). Health professionals are recommended to promote patient participation in decision-making regarding their care.
A report by the American Diabetes Association (ADA) reveals an estimated overall diabetes cost of $327 billion in 2017, with $237 billion used in direct medical costs and $90 billion in reduced productivity. The largest components of diabetes costs include hospital inpatient care and prescription treatments to treat complications, which account for 30% of the total medical cost each (ADA, 2018). Other components include antidiabetic agents and diabetes supplies, which account for 15%, and physician office visits at 13%. Diabetic patients incur an average medical cost of $16,752 annually, of which approximately $9,601 is used in diabetes care (ADA, 2018). On average, diabetic patients have medical costs roughly 2.3 times higher than what medical costs would be in the absence of diabetes.
How State Board Nursing Practice Standards and Governmental Policies Can Affect Type 2 Diabetes Impact on the Quality of Care, Patient Safety, and Costs to the System and Individual
State board nursing practice standards dictate how nursing care is provided and the quality of care for diabetic patients. The standards guide nurses to provide standard care to patients regardless of the healthcare setting (ADA, 2016). Consequently, nursing practice standards can positively impact the quality of diabetes care by guiding nurses in assessing and managing patients to provide the best quality care possible. Nursing practice standards also provide the minimum standards that nurses should meet when providing patient care to avoid complications and promote patient safety (ADA, 2016). Besides, they guide nurses on assessing for complications, evaluating the effectiveness of care, and providing patient education on preventing complications.
The standards guide nurses on how to provide quality care that will promote reduced complications, hospital stays and readmission rates and increase patient outcomes, thus reducing patient and hospital operational costs. Nursing standards direct nurses on the actions to take on each step of management to avoid unnecessary procedures, investigations, or treatments, thus reducing patient and operational costs (Nikitara et al., 2019). They direct the evaluation of the overall care given to patients for nurses to evaluate whether the care was cost-effective and, if not, how it can be improved to make it more efficient.
Government policies can significantly affect diabetes’ impact on the quality of care, patient safety, and costs to the system and individual. Policy actions can improve the availability and quality of care for diabetes and support persons to make healthier choices. According to Timpel et al. (2019), government policies can help eliminate two major health system obstacles to successful type 2 diabetes care and management: financial barriers for patients and limited access to health services and medication. Government policies can address health system factors to promote effective type 2 diabetes care and management (Timpel et al., 2019). These factors include the utilization of innovative care models, increased pharmacists’ inclusion in care delivery, and education programs facilitated by healthcare professionals.
Improving patient safety practices can support health care delivery systems and enhance health sector performance. Government policies can direct the adoption of strategies by health systems to promote quality improvement in the care of diabetic patients. According to El-Jardalim & Fadlallah (2017), government policies can introduce sets of standardized and applicable quality indicators for performance measurement and benchmark. Besides, they can direct the establishment of incentive systems that connect contractual agreements, accreditation, regulations, and performance indicators to improve patient care quality and safety (El-Jardalim & Fadlallah, 2017). Lastly, government policies can help establish a culture of continuous quality improvement in the health systems and support professional training in quality improvement and patient safety
Reference:
Nash, D. B., Joshi, M. S., Ransom, E. R., & Ransom, S. B. (Eds.). (2019). The healthcare quality book: Vision, strategy, and tools (4th ed.). Health Administration Press.
To Prepare:
- Review the Learning Resources for this week.
- Reflect on your experience with nursing practice, specifically as it relates to the function of quality and safety. For example, consider whether your current organization supports quality and safety. How might your role help to support these measures in your organization or nursing practice?
By Day 3 of Week 1
Post a brief description of any previous experience with quality and safety. Then, explain how your role as the DNP-prepared nurse represents a function of quality and safety for nursing practice and healthcare delivery. Be specific and provide examples.
By Day 5 of Week 1
Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by expanding upon your colleague’s post or suggesting an additional alternative perspective on quality and safety.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Submission and Grading Information
Grading Criteria
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Week 1 Discussion 1 NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice Rubric
Post by Day 3 of Week 1 and Respond by Day 5 of Week 1
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Read Also: NURS 8302 Week 1 Assignment: Foundations of Quality and Patient Safety in Healthcare
NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice Rubric Detail
Sample Answer 2 for NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice
The promotion of safety and quality is important in the provision of nursing care. Safety and quality in healthcare enhances the realization of optimum health outcomes in patient care. Nurses and other healthcare providers utilize sources of evidence-based data and practice guidelines to ensure safety and quality in their care. They also adopt best leadership models that will drive consistency in the provision of excellent care to patients. Therefore, this paper explores the issue of surgical site infections, best practices for its prevention, proposed project to address it and its evaluation. It also explores an effective leadership model that can be adopted to address the problem.
Best Practices or Recommended Guidelines
The selected issue from the Institute for Healthcare Improvement (IHI) that is relevant to my organization is surgical site infections. Surgical site infections comprise a critical public health concern that causes significant mortality, morbidity and increased cost of care. Surgical site infections are preventable, with the adoption of evidence-based interventions. A number best practices and recommended guidelines have been developed for prevention of surgical site infections. One of them is the World Health Organization (WHO) Surgical Safety Checklist and Getting Started Kit. The kit was developed to improve the quality and safety of patients undergoing surgeries globally. The tool reinforces the accepted safety principles and enhances the quality of teamwork and communication between clinical teams involved in surgical procedures and care of patients requiring and after surgeries. The other guideline that can be adopted to prevent surgical site infections is the How-to-Guide by IHI. The tool provides guidelines for use in the prevention of surgical site infections, implementation of recommended strategies and measures for assessing improvements (IHI, n.d.). Sources of evidence-based data show that best practices exist for use in prevention of surgical site infections. They include the use of aseptic techniques, negative pressure wound therapy, surgical bundles of safety and quality improvement, perioperative antibiotic prophylaxis, and reducing the duration of surgical procedure reduces and minimizes the rate of surgical site infections in a hospital setting (Allegranzi et al., 2018; Balch et al., 2017; Cheng et al., 2017; Javed et al., 2019).
Financial Impact
Surgical site infections have adverse financial implications. The existing evidence shows that surgical site infections cost the US about $3.5 to $10 billion on an annual basis. Additional statistics shows that surgical site infections increase the costs of care for commercial payers to a range of $36249 to $144809 and $17551 to $102280 for Medicare users in the US. The increase in the cost of care is attributable to factors such as prolonged hospitalization; intensive care unit stays, increased rates of hospital readmission, lost productive days, and need for additional care in the community (Leaper et al., 2020). Surgical site infections also increase the need for re-operations, reduced quality of life for patients and increased risk of mortality. The intangible costs that patients incur due to the infections such as anxiety, pain, and delayed wound healing that can cause complications including bacteremia (Badia et al., 2017). Healthcare institutions also suffer from the problem due to increased costs of patient care and resource utilization in the promotion of the optimum health and wellbeing of the patients.
Implementing the Project
The Plan-Do-Study-Act model can be applied in implementing my project. The model can be used to facilitate accelerated improvement in project processes. The PDSA model informs the strategies utilized in the change initiative. It also guides the development of a team that would lead the implementation process. The components of the model such as planning enable the project managers to understand the needs of the organization and the implementers of the project and ways of addressing them. The effective use of the model enables the systematic implementation of change initiatives in a project. Through it, organizations benefit from the gradual and organization wide successful implementation of a project (Newcombe & Fry-Bowers, 2018). Therefore, the PDSA model is applicable to my project, as it will minimize the risk of resistance from the adopters and failure due to ineffective processes.
Project to Address the Problem
A project that I could implement to address the issue of surgical sites infection in the institution is antibiotic prophylaxis. The administration of antibiotic prior to surgery has been shown to reduce the risk and rate of surgical site infections. The type of surgery determines largely the prophylactic antibiotics that patients should receive (Balch et al., 2017). The development and implementation of an antibiotic prophylactic protocol for use in the organization may therefore reduce the vulnerability of post-surgical patients to surgical site infections.
The PDSA model can be applied in the implementation of the prophylactic antibiotic protocol to be used in the organization. Activities such as recruiting a team to implement the project will be undertaken in the planning stage. The team will develop the mission and vision of the project in facilitating the realization of the desired safety and quality goals in the organization. The team will also develop an aim statement that would guide the development of the strategies. They will determine the causes of the problem and alternative interventions that can be used to address the problem. The team will lead the implementation of the selected alternatives in the do phase. They will embrace interventions such as training the healthcare providers about the implementation of the protocol and guiding its use in practice. The team will also collect data related to the effectiveness of the adopted strategies and consistency of protocol use by the staffs in this phase (Newcombe & Fry-Bowers, 2018). The assessment data informs the improvement strategies utilized to ensure the successful and organization wide implementation of the project.
The team evaluates whether the data answers the aim statement in the study phase. They utilize the results obtained in the do phase to evaluate the effectiveness of the project in reducing surgical site infections and improvement strategies that are needed in the organization. The implementation of organization wide use of the protocol occurs in the act phase. The phase occurs if the team determines the protocol to be effective in addressing the critical safety and quality needs in the organization (Katowa-Mukwato et al., 2021). They also communicate the success of the project to the organizational stakeholders, including the nurses and physicians.
Quality Improvement Measures
Quality improvement measures provide insights into the effectiveness of a project in delivering its expected outcomes. Outcome and process measures will be used to track improvement in the project. Outcome measures will focus on the evaluation of whether the desired results of the project were achieved or not. Outcome measures reflect the effectiveness of the adopted strategies in project implementation. Some of the outcome measures that will be used to track improvement will include the rate of surgical site infections, average hospital stay an costs incurred by patients in the organization. Process measures will facilitate the tracking of the effectiveness of the strategies used to achieve the project outcomes. It will focus on the effectiveness of strategies such as training, coaching, mentoring, and institutional support in ensuring the success of the project. Tools such as interviews and surveys will be used to obtain provider insights into the effectiveness of the strategies that were used in the implementation of the project (Zywot et al., 2017). The consistency of use of the protocol by the healthcare providers will also be used as a way of tracking the effectiveness of the project.
Quality Improvement Tools
A flow chart will be used for analyzing and monitoring the effectiveness of the project in addressing the issue of surgical site infections in the organization. A flow chart will be desirable, as it will provide efficient tracking of the project activities. It will also facilitate the determination of effective and ineffective strategies in the implementation of the project. Through it, redundancies and duplication of processes and roles will be eliminated. A flow chart is also desirable, as it will facilitate effective ordering and organizing of the activities needed to achieve the desired project objectives.
Leadership Theory
The leadership theory that would be applied in the implementation of the project is servant leadership theory. Servant leadership theory is a model where leaders aim at serving and meeting the needs of those they lead. Leaders focus on creating a synergistic relationship with those they lead that than controlling relationship. The leaders recognize the need for the prioritization of the needs of those they lead in project implementation. As a result, they motivate them to play a proactive role in the different phases of project implementation such as assessment, planning, monitoring, and evaluation. Servant leaders also aim at promoting innovation. They encourage their followers to explore effective ways in which optimum outcomes in strategy implementation can be achieved (Best, 2020). They also empower their followers by encouraging their active participation in the project initiatives. Servant leaders also promote open communication between and among the followers. They recognize the importance of openness in communication in fostering trust and honesty among the project members (Neville et al., 2021). Therefore, I believe that servant leadership will facilitate the realization of optimum outcomes in the implementation of the protocol to reduce surgical site infections in the organization.
Conclusion
Overall, surgical site infections comprise a critical issue in healthcare organizations. Surgical site infections are attributable to organizational factors that can be controlled. The financial impacts of surgical site infections to patients and healthcare institutions are enormous. Protocols such as prophylactic administration of antibiotics are effective in preventing and minimizing surgical site infections. The PDSA model can be used in the implementation of a project aiming at the use of the protocol in the institution. The model guides systematic implementation of the project with a focus on minimizing resistance from the staffs. Servant leadership should therefore be applied to ensure the realization of the desired institutional outcomes in the prevention and minimizing of surgical site infections using the protocol.
References
Allegranzi, B., Aiken, A. M., Zeynep Kubilay, N., Nthumba, P., Barasa, J., Okumu, G., Mugarura, R., Elobu, A., Jombwe, J., Maimbo, M., Musowoya, J., Gayet-Ageron, A., & Berenholtz, S. M. (2018). A multimodal infection control and patient safety intervention to reduce surgical site infections in Africa: A multicentre, before–after, cohort study. The Lancet Infectious Diseases, 18(5), 507–515. https://doi.org/10.1016/S1473-3099(18)30107-5
Badia, J. M., Casey, A. L., Petrosillo, N., Hudson, P. M., Mitchell, S. A., & Crosby, C. (2017). Impact of surgical site infection on healthcare costs and patient outcomes: A systematic review in six European countries. Journal of Hospital Infection, 96(1), 1–15. https://doi.org/10.1016/j.jhin.2017.03.004
Balch, A., Wendelboe, A. M., Vesely, S. K., & Bratzler, D. W. (2017). Antibiotic prophylaxis for surgical site infections as a risk factor for infection with Clostridium difficile. PLOS ONE, 12(6), e0179117. https://doi.org/10.1371/journal.pone.0179117
Best, C. (2020). Is there a place for servant leadership in nursing? Practice Nursing, 31(3), 128–132. https://doi.org/10.12968/pnur.2020.31.3.128
Cheng, H., Chen, B. P.-H., Soleas, I. M., Ferko, N. C., Cameron, C. G., & Hinoul, P. (2017). Prolonged Operative Duration Increases Risk of Surgical Site Infections: A Systematic Review. Surgical Infections, 18(6), 722–735. https://doi.org/10.1089/sur.2017.089
IHI. (n.d.). Surgical Site Infection | IHI – Institute for Healthcare Improvement. Retrieved October 23, 2021, from http://www.ihi.org:80/Topics/SSI/Pages/default.aspx
Javed, A. A., Teinor, J., Wright, M., Ding, D., Burkhart, R. A., Hundt, J., Cameron, J. L., Makary, M. A., He, J., Eckhauser, F. E., Wolfgang, C. L., & Weiss, M. J. (2019). Negative Pressure Wound Therapy for Surgical-site Infections: A Randomized Trial. Annals of Surgery, 269(6), 1034–1040. https://doi.org/10.1097/SLA.0000000000003056
Katowa-Mukwato, P., Mwiinga-Kalusopa, V., Chitundu, K., Kanyanta, M., Chanda, D., Mbewe Mwelwa, M., Ruth, W., Mundia, P., & Carrier, J. (2021). Implementing Evidence Based Practice nursing using the PDSA model: Process, lessons and implications. International Journal of Africa Nursing Sciences, 14, 100261. https://doi.org/10.1016/j.ijans.2020.100261
Leaper, D. J., Holy, C. E., Spencer, M., Chitnis, A., Hogan, A., Wright, G. W. J., Po-Han Chen, B., & Edmiston, C. E. J. (2020). Assessment of the Risk and Economic Burden of Surgical Site Infection Following Colorectal Surgery Using a US Longitudinal Database: Is There a Role for Innovative Antimicrobial Wound Closure Technology to Reduce the Risk of Infection? Diseases of the Colon & Rectum, 63(12), 1628–1638. https://doi.org/10.1097/DCR.0000000000001799
Neville, K., Conway, K., Maglione, J., Connolly, K. A., Foley, M., & Re, S. (2021). Understanding Servant Leadership in Nursing: A Concept Analysis. International Journal for Human Caring. https://doi.org/10.20467/HumanCaring-D-20-00022
Newcombe, J., & Fry-Bowers, E. (2018). Improving Postoperative Neonatal Nutritional Practices in an Intensive Care Unit Using the PDSA Cycle. Journal of Pediatric Health Care, 32(5), 426–434. https://doi.org/10.1016/j.pedhc.2018.03.004
Zywot, A., Lau, C. S. M., Stephen Fletcher, H., & Paul, S. (2017). Bundles Prevent Surgical Site Infections After Colorectal Surgery: Meta-analysis and Systematic Review. Journal of Gastrointestinal Surgery, 21(11), 1915–1930. https://doi.org/10.1007/s11605-017-3465-3
Sample Answer 3 for NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice
According to Nash et al. (2019), healthcare safety entails delivering high-quality care that is devoid of medical errors and adverse effects. In my prior experience as a psychiatric nurse, I actively engaged in quality and safety initiatives within a psychiatric setting. One notable project involved the implementation of a standardized suicide risk assessment tool to enhance the accuracy and consistency of risk assessments across the psychiatric unit. This initiative aimed to improve patient safety by ensuring that individuals at risk received timely and appropriate interventions (Ryan & Oquendo, 2020).
Role as a DNP-Prepared Nurse in Quality and Safety
In my role as a DNP-prepared nurse, my commitment to quality and safety in psychiatric nursing practice will be exemplified through various functions. I will contribute to the development and implementation of evidence-based protocols for the management of psychiatric emergencies. By staying well-informed of the latest research in psychiatric care, I will play a key role in shaping clinical guidelines that prioritize patient safety and optimal outcomes.
Also, my involvement in ongoing quality improvement efforts will be reflected in the regular review of patient outcomes and adverse events. Through data analysis, I can identify trends and patterns that inform targeted interventions. In the recent past, a review of restraint use in the psychiatric unit prompted the development of a comprehensive training program for staff on de-escalation techniques, reducing the reliance on restrictive interventions and improving the overall safety of patient care (Ye et al., 2019).
As a DNP-prepared nurse, my role will extend to leadership in advocating for a culture of safety within the psychiatric healthcare delivery system. I will be able to collaborate with interdisciplinary teams to address systemic issues affecting psychiatric care, such as reducing the stigma associated with mental health, improving communication between team members, and enhancing the physical environment to promote therapeutic interactions.
My responsibilities will also include active participation in policy development to align psychiatric care with evidence-based practices. For example, I have contributed to the revision of admission and discharge protocols to ensure a seamless transition of care, thereby reducing the risk of adverse events during these critical periods.
Conclusion
My role as a DNP-prepared nurse in the psychiatric setting will involve a multidimensional approach to quality and safety. Through evidence-based practices, continuous quality improvement, leadership, and policy advocacy, I will strive to foster an environment that prioritizes patient safety, enhances the quality of psychiatric care, and contributes to positive patient outcomes.
References
Nash, D. B., Joshi, M. S., Ransom, E. R., & Ransom, S. B. (Eds.). (2019). The healthcare quality book: Vision, strategy, and tools (4th ed.).
Health Administration Press.
Ryan, E. P., & Oquendo, M. A. (2020). Suicide Risk Assessment and Prevention: Challenges and Opportunities. Focus (American
Psychiatric Publishing), 18(2), 88–99. https://doi.org/10.1176/appi.focus.20200011
Ye, J., Wang, C., Xiao, A., Xia, Z., Yu, L., Lin, J., Liao, Y., Xu, Y., & Zhang, Y. (2019). Physical restraint in mental health nursing: A concept
analysis. International journal of nursing sciences, 6(3), 343–348. https://doi.org/10.1016/j.ijnss.2019.04.002
Sample Answer 4 for NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice
Safety and quality continue to be crucial elements in nursing practice and healthcare. Among other medical professionals, nurses are crucial to providing high-quality patient care.In order to guarantee that patients have the most excellent possible hospital experience, nurses must collaborate with interdisciplinary team members and make decisions based on predetermined goals (Dempsey & Assi, 2018). According to Hammersla et al. (2021), anticipating the best outcomes and facilitating the correct care for the right client at the right time are essential components of quality in healthcare. Healthcare safety is defined by Nash et al. (2019) as providing high-quality treatment free from medical errors and unwanted side effects. This essay considers how I want to represent safety and quality in nursing practice and healthcare delivery as a DNP-prepared nurse. The foundation of providing patients with high-quality care is safety. The adverse effects of care, including morbidity and mortality, are the main focus of the research that defines patient safety and harm prevention techniques.
Previous Experience with quality and safety
Throughout my nursing career, I have experienced safety and quality firsthand. Under the guidance of my superiors, I have been able to adhere to the use of evidence-based standard operating procedures (SOPs) throughout my career. This inspired me to provide my patients with efficient and timely care. One of my most significant accomplishments throughout my nursing practicum was enabling safe patient care while adhering to numerous patient safety guidelines. Lee et al. (2019) state that to deliver comprehensive, safe, and high-quality care, healthcare professionals should become familiar with these patient safety issues and acquire the necessary skills and knowledge.
In order to decrease the likelihood of unfavorable outcomes, nurses play a crucial role in monitoring and coordinating care (Sherwood & Barnsteiner, 2021). My prior experiences have leaned toward patient engagement because I work in a psychiatric mental health facility where safety is paramount. My areas of interest are providing high-quality healthcare, supporting recovery, and paying close attention to patients to improve their safety. Other categories include preventing health issues, and identifying disease causes and risk factors. Additionally, I have been instrumental in enhancing patients’ recuperation by educating and motivating them.
My role as a DNP-Prepared Nurse
Upon obtaining the DNP doctorate, I plan to take advantage of new opportunities to investigate and close the gap between healthy and unhealthy facilities and the gap between the best possible treatment and the quality and safety of the patients provided (Barkell & Synder, 2021). I will assist my facility in creating cohesive, healthy work environments that support patient safety and high-quality treatment. My primary goal as a nurse with a DNP is to provide patient-centered care. I have collaborated with other disciplinary teams in providing care. In addition, my duty as a DNP-prepared nurse is to understand and apply innovation to raise the standard of care provided. One of these is taking an active part in tech-driven advancements such as information systems and health informatics. Taking on leadership responsibilities in policy, education, and health care administration is another function of the DNP-prepared nurse. Mentoring nurses and improving their careers as educators are additional activities that reflect quality and safety for nursing practice and healthcare delivery (Trautman et al., 2018). Additionally, DNP nurses can assess practice and implement quality-improving measures. Also, nurses might strive to advocate for modifications and enhancements to various healthcare policies. My duty as a DNP-prepared nurse is to enforce adherence to the care services provided in my facility using methodical, evidence-based approaches. According to Dempsey and Assi (2018), the two main elements of evidence-based practice are patient safety and high-quality care. Completing my DNP program will allow me to provide better treatment, as evidenced by improved patient outcomes and safety. To increase safety and quality, I will support healthcare programs and advocate for the needs in this area.
References
Barkell, N. P. & Snyder, S. S. (2021). Just culture in healthcare: An integrative review.
Nursing Forum, 56(1), 103-111.https://doi.org/10.1111/nuf.12525
Dempsey, C., & Assi, M. J. (2018). The Impact of Nurse Engagement on Quality, Safety, and the
Experience of Care: What Nurse Leaders Should Know.Nursing administration
Quarterly 42(3), 278-283. https://doi.org/10.1097/NAQ.0000000000000305
Hammersla, M., Belcher, A., Ruccio, L. R., Martin, J., & Bingham, D. (2021). Practice and
Quality Improvement Leaders Survey of Expectations of DNP Graduates’ Quality
Improvement Expertise.Nurse educator 46(6),361365.https://doi.org/10.1097/NNE.0000000000001009
Lee, S. E., Scott, L. D., Dahinten, V. S., Vincent, C., Lopez, K. D., & Park, C. G. (2019). Safety
culture, patient safety, and quality of care outcomes: a literature review.Western Journal
of nursing research 41(2), 279-304.
Nash, D. B., Joshi, M. S., Ransom, E. R., & Ransom, S. B. (Eds.). (2019).The healthcare quality
book: Vision, strategy, and tools (4th ed.). Health Administration Press
Sherwood, G., & Barnsteiner, J. (Eds.). (2021).Quality and safety in nursing: A competency
approach to improving outcomes. John Wiley & Sons
Trautman, D. E., Idzik, S., Hammersla, M., & Rosseter, R. (2018). Advancing scholarship
through translational research: The role of Ph.D. and DNP prepared nurses.
Online Journal of Issues in Nursing, 23(2)
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NURS 8302 Week 1 Discussion 1: Quality and Safety in Healthcare and Nursing Practice Rubric
| Excellent
90–100 |
Good
80–89 |
Fair
70–79 |
Poor
: 0–69 |
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| Main Posting:
Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. |
40 (40%) – 44 (44%)
Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources. |
35 (35%) – 39 (39%)
Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references. |
31 (31%) – 34 (34%)
Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Cited with fewer than two credible references. |
0 (0%) – 30 (30%)
Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible references. |
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| Main Posting:
Writing |
6 (6%) – 6 (6%)
Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
5 (5%) – 5 (5%)
Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
4 (4%) – 4 (4%)
Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. |
0 (0%) – 3 (3%)
Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. |
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| Main Posting:
Timely and full participation |
9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation. Posts main Discussion by due date. |
8 (8%) – 8 (8%)
Meets requirements for full participation. Posts main Discussion by due date. |
7 (7%) – 7 (7%)
Posts main Discussion by due date. |
0 (0%) – 6 (6%)
Does not meet requirements for full participation. Does not post main Discussion by due date. |
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| First Response:
Post to colleague’s main post that is reflective and justified with credible sources. |
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
7 (7%) – 7 (7%)
Response is on topic and may have some depth. |
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. |
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| First Response: Writing |
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
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| First Response: Timely and full participation |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date. |
0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
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| Second Response: Post to colleague’s main post that is reflective and justified with credible sources. |
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
7 (7%) – 7 (7%)
Response is on topic and may have some depth. |
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. |
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| Second Response: Writing |
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
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| Second Response: Timely and full participation |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date. |
0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
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| Total Points: 100 | ||||||
Name: NURS_8302_Week1_Discussion2_Rubric