NR 447 Week 6 Assignment, Performance Measurement PowerPoint Slide Show
NR 447 Week 6 Assignment, Performance Measurement PowerPoint Slide Show
NR 447 Week 6 Assignment, Performance Measurement PowerPoint Slide Show
Breast Cancer Screening
Patient safety and improved outcomes entail the major focus of nursing. Therefore, a MSN student or MSN prepared nurse should be able to engage in quality improvement projects and translate the existing evidence into practice to enhance better patient outcomes. As such the purpose of this presentation is to explore a practice problem of interest to nurse practitioners. As such, this presentation will address concepts such as evidence-based projects, conceptual model, area of interest, concern and recommendation for change, factors influencing change and NONPF competencies.
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Evidence-Based Projects
Even though evidence-based practice has been around for a long time, its use became more prominent in the year 2010 after the passing of the Affordable Care Act. Since then, evidence-based practice has widely been applied in various fields, nursing included. In nursing, it has mainly been applied to enhance patient outcomes and reduce costs (Melnyk & Fineout-Overhold, 2022). The implication is that the healthcare professionals should be EBP oriented, as such it is important for MSN nurses to engage in EBP projects related to nursing practice and profession. One of the reasons is to improve patient outcomes. Applying EBP in patient care ensures that the patients are offered care following the most current guidelines hence improving outcomes. The other reasons including improving institutional outcomes, and to help reduce health care costs. It also helps in enhancing practice for future nurses and to advance nursing science.
Additional detail about the importance of MSN nurses engaging in evidence based projects
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Include support from one outside scholarly source here in the speaker notes
Conceptual Model (PDSA)
Conceptual models are important as they are used as frameworks for developing and implementing an evidence-based model. One of the applicable models is the PDSA model. PDSA is an abbreviation for Plan-DO-Study-Act. This model has been applied in various fields. It can be used to develop evidence based project. In the plan phase, one identifies a change aimed at improvement (Braithewaite, 2022). In addition, the do stage entails testing the change while the study stage examines how successful the change is. The act phase involves identification of the adaptation as the next steps to inform the new cycle.
Area of Interest
The area of interest is high prevalence rates of breast cancer among African Americans due to low rates of screening. The low rates of screening are largely due to insufficient knowledge about the diseases such as screening among the African Americans. The rationale for choosing this area of interest is that nursing interventions such as educational workshops and culturally tailored education can be used among this population to improve awareness hence reducing the prevalence. Therefore, through such efforts, mortality rates can effectively be lowered. This area is important to future nursing practice as more nursing interventions can be used to help lower the cases of breast cancer and mortality rates. According to Rana et al. (2021), cancer is among the top three causes of death in USA. There is a huge disparity among populations in terms of cancer outcomes. Breast cancer, a type of cancer causes higher mortality rates among African American women. In deed, African American women have higher chances of dying (432%) from breast cancer in comparison to white women (Foy et al.2019). The disparity is caused by poor economic status and low rates of early screening among African American women.
As earlier indicated, the identified area of interest is high mortality rates resulting from breast cancer among African American women. Even though the prevalence rates of breast cancer among African American women and their white counterparts are comparable, the African Americans have poorer outcomes such as enhanced mortality rates. One of the major causes is lack of sufficient timely screening as most of the African Americans get diagnosed when the cancer is at advanced stage hence leading to minimal chances of survival (Foy et al.,2018). The implication is that there is a need to improve such outcomes by improving rates of breast cancer screen. Therefore, the recommended change is introduction of culturally tailored breast cancer education among African Americans to increase the frequency of breast cancer screening and go for a timeous screening for an earlier identification of breast cancer. This will ensure that treatments are timeously triggered for better outcomes. According to a recent study done by Brevik et al.(2020), culturally tailored education leads to increased rates of mammography attendance by 18%
Speaker notes should provide evidence support from the literature to show the recommended change is grounded in research and considered best practice
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Provide support from at least 1 scholarly source
Change implementation is key in improving patient outcomes. For instance, introducing culturally tailored education in the organization to help improve the rates of breast cancer screening can go a long way into lowering the breast cancer associated mortality rates. However, various internal and external factors have the potential of influencing the ability to implement the recommended change. One of them is a possible change resistance. Resistance from the staff can hinder the implementation process. The other internal factor is the support or lack of support by the organizational leaders. Organizational support can enhance implementation while lack of it hinders the process. External factors that can potentially influence the ability to implement the recommended change include unwillingness by the patients to participate in the project which may make the implementation process to fail. The other external factor is the legislative initiatives which focus on reducing health disparities. These initiatives support programs focusing in eliminating disparities, hence it will boost the chances of successful implementation. According to a recently published literature, these factors have a great effect or impact on the implementation of EBP (Pitsillidou et al.,2021).
Issue/Concern and Recommendation for Change
As earlier indicated, the identified area of interest is high mortality rates resulting from breast cancer among African American women. Even though the prevalence rates of breast cancer among African American women and their white counterparts are comparable, the African Americans have poorer outcomes such as enhanced mortality rates. One of the major causes is lack of sufficient timely screening as most of the African Americans get diagnosed when the cancer is at advanced stage hence leading to minimal chances of survival (Foy et al.,2018). The implication is that there is a need to improve such outcomes by improving rates of breast cancer screen. Therefore, the recommended change is introduction of culturally tailored breast cancer education among African Americans to increase the frequency of breast cancer screening and go for a timeous screening for an earlier identification of breast cancer. This will ensure that treatments are timeously triggered for better outcomes. According to a recent study done by Brevik et al.(2020), culturally tailored education leads to increased rates of mammography attendance by 18%
Speaker notes should provide evidence support from the literature to show the recommended change is grounded in research and considered best practice
Provide support from at least 1 scholarly source.
Factors Influencing Change
Change implementation is key in improving patient outcomes. For instance, introducing culturally tailored education in the organization to help improve the rates of breast cancer screening can go a long way into lowering the breast cancer associated mortality rates. However, various internal and external factors have the potential of influencing the ability to implement the recommended change. One of them is a possible change resistance. Resistance from the staff can hinder the implementation process. The other internal factor is the support or lack of support by the organizational leaders. Organizational support can enhance implementation while lack of it hinders the process. External factors that can potentially influence the ability to implement the recommended change include unwillingness by the patients to participate in the project which may make the implementation process to fail. The other external factor is the legislative initiatives which focus on reducing health disparities. These initiatives support programs focusing in eliminating disparities, hence it will boost the chances of successful implementation. According to a recently published literature, these factors have a great effect or impact on the implementation of EBP (Pitsillidou et al.,2021).
National Organization of Nurse Practitioner
Faculties (NONPF) – Competencies
The National Organization of Nurse Practitioner Faculties (NONPF) – Competencies is composed of a total of nine core competencies that nurse practitioners use as guidelines to ensure that the nurse practitioners acquire the relevant skills in the field of nursing. The core competencies include scientific foundation, leadership, quality, practice inquiry, technology and information literacy, policy, health delivery system, ethics and independent practice (Kristofersson, 2022). While all these competencies are important, the two which are mostly relevant to an EBP related to the area of interest include the scientific foundation and leadership competencies. Scientific foundation is related to the area of interest in that through scientific foundations, it is possible to analyze and used data to assess, enhance and improve healthcare delivery in terms of improving breast cancer screening rates among African American women. Leadership competency is relevant in that leadership qualities are required in leading change projects such as the one proposed in here.
Conclusion
As earlier indicated, breast cancer causes significantly higher mortality rates among African American women making it one of the leading causes of death, therefore highly significant to the patients. The implication is that there is a need to ensure that these rates go lower. Therefore, the proposed project will focus on using an evidence-based culturally tailored education to increase breast cancer knowledge among this group to improve rates of screening and general knowledge regarding the condition.
NR 447 Week 6 Assignment, Performance Measurement PowerPoint Slide Show References
uBraithwaite, J. (2022). Plan, Do, Study, Act (PDSA). In Implementation Science (pp. 83-84). Routledge.
uFoy, K. C., Fisher, J. L., Lustberg, M. B., Gray, D. M., DeGraffinreid, C. R., & Paskett, E. D. (2018). Disparities in breast cancer tumor characteristics, treatment, time to treatment, and survival probability among African American and white women. NPJ Breast Cancer, 4(1), 1-6. https://doi.org/10.1038/s41523-018-0059-5.
uKristofersson, G. K., Higgins, A., & Kilkku, N. (2022). Role and Competencies of Advanced Practice Mental Health Nurses. In Advanced Practice in Mental Health Nursing (pp. 19-42). Springer, Cham.
uPitsillidou, M., Roupa, Z., Farmakas, A., & Noula, M. (2021). Factors Affecting the Application and Implementation of Evidence-based Practice in Nursing. Acta Informatica Medica, 29(4), 281. https://doi.org/10.5455%2Faim.2021.29.281-287
uMelnyk, B. M., & Fineout-Overhold, E. (2022). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins.
uRana, J. S., Khan, S. S., Lloyd-Jones, D. M., & Sidney, S. (2021). Changes in mortality in top 10 causes of death from 2011 to 2018. Journal of General Internal Medicine, 36(8), 2517-2518. https://doi.org/10.1007/s11606-020-06070-z
Purpose
Participation: RN-to-BSN
In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.
1. Attendance
Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.
NR 447 Week 6 Assignment, Performance Measurement PowerPoint Slide Show
2. Guidelines and Rubric for Discussions
PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:
- Demonstrate understanding of concepts for the week
- Integrate scholarly resources
- Engage in meaningful dialogue with classmates
- Express opinions clearly and logically, in a professional manner
Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.
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Participation points: It is expected that you will meet the minimum participation requirement described above. If not:
- You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
- You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.
3. Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
4. Participation Guidelines
You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.
5. NR 447 Week 6 Assignment, Performance Measurement PowerPoint Slide Show Grading Rubric
| Discussion Criteria | A (100%) Outstanding or highest level of performance |
B (87%) Very good or high level of performance |
C (76%) Competent or satisfactory level of performance |
F (0) Poor or failing or unsatisfactory level of performance |
|---|---|---|---|---|
| Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points |
Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.
16 points |
Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.
14 points |
Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.
12 points |
Minimally addresses the initial discussion question(s) or does not address the initial question(s).
0 points |
| Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points |
Integrates evidence to support your discussion from:
Sources are credited.* 12 points |
Integrates evidence to support discussion from:
Sources are credited.* 10 points |
Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.
Sources are credited.* 9 points |
Does not integrate any evidence.
0 points |
| Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points |
Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.
14 points |
Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.
12 points |
Responds to a classmate and/or instructor but does not further the discussion.
10 points |
No response post to another student or instructor.
0 points |
| Communicates in a professional manner. 8 points |
Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).
8 points |
Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).
7 points |
Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).
6 points |
Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).
0 points |
| PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T. |
0 points lost
Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. |
-5 points
Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. |
||
| PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days. |
0 points lost
Posts in the discussion at least three times AND on two different days. |
-5 points
Posts fewer than three times OR does not participate on at least two different days. |
||
| NOTES: * Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required. |
||||
| ** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites. | ||||
| *** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings. | ||||
| NOTE: A zero is the lowest score that a student can be assigned. | ||||