NURS FPX 4020 Assessment

Assessment 1: Instructions (NURS FPX 4020)

“Enhancing Quality and Safety”

Develop a 3-5 page paper that examines a safety quality issue in a health care setting. You will analyze the issue and examine potential evidence-based and best-practice solutions from the literature as well as the role of nurses and other stakeholders in addressing the issue.

Scenario

Consider the hospital-acquired conditions that are not reimbursed under Medicare/Medicaid, some of which are specific safety issues such as infections, falls, medication errors, and other concerns that could have been prevented or alleviated with the use of evidence-based guidelines.

Choose a specific condition of interest and incorporate evidence-based strategies to support communication and ensure safe and effective care.  

For this assessment, consider using one of the following approaches:

1. Expand on the scenario presented in Vila Health: Identifying Patient Safety Concerns and analyze a quality improvement (QI) initiative.
2. Analyze a current issue in clinical practice and identify a quality improvement (QI) initiative in the health care setting.

 

Instructions

Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you know what is needed for a distinguished score.

• Explain factors leading to a specific patient-safety risk.
• Explain evidence-based and best-practice solutions to improve patient safety related to a specific patient-safety risk and reduce costs.
• Explain how nurses can help coordinate care to increase patient safety and reduce costs.
• Identify stakeholders with whom nurses would coordinate to drive safety enhancements.
• Communicate using writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Additional Requirements ***

• Length of submission: 3–5 pages, plus title and reference pages.
• Number of references: Cite a minimum of 4 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
• APA formatting: References and citations are formatted according to current APA style.

References

Allen, M. (2013). How many die from medical mistakes in U.S. hospitals? Retrieved from https://www.npr.org/sections/health-shots/2013/09/20/224507654/how-many-die-from-medical-mistakes-in-u-s-hospitals.

Kohn, L. T., Corrigan, J., & Donaldson, M. S. (Eds.). (2000). To err is human: Building a safer health system. Washington, DC: National Academy Press.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Analyze the elements of a successful quality improvement initiative.
  • Explain evidence-based and best-practice solutions to improve patient safety related to a specific patient safety risk and reduce costs.
• Competency 2: Analyze factors that lead to patient safety risks.
  • Explain factors leading to a specific patient safety risk.
• Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
  • Explain how nurses can help coordinate care to increase patient safety and reduce costs.
  • Identify stakeholders with whom nurses would need to coordinate to drive quality and safety enhancements.
• Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
  • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

NURS FPX 4020 Assessment 2: Root-Cause Analysis and Safety

Your Name

School of Nursing and Health Sciences

NURS4020: Improving Quality of Care and Patient Safety

Instructor Name

Month, Year

Root-Cause Analysis and Safety Improvement Plan

Introduce a general summary of the issue or sentinel event that the root-cause analysis (RCA) will be exploring. Provide a brief context for the setting in which the event took place. Keep this short and general. Explain to the reader what will be discussed in the paper and this should mimic the scoring guide/the headings.

Analysis of the Root Cause

Describe the issue or sentinel event for which the RCA is being conducted. Provide a clear and concise description of the problem that instigated the RCA. Your description should include information such as:

· What happened?

· Who detected the problem/event?

· Who did the problem/event affect?

· How did it affect them?

Provide an analysis of the event and relevant findings. Look to the media simulation, case study, professional experience, or another source of context that you used for the event you described. As you are conducting your analysis and focusing on one or more root causes for your issue or sentinel event, it may be useful to ask questions such as:

· What was supposed to occur?

· Were there any steps that were not taken or did not happen as intended?

· What environmental factors (controllable and uncontrollable) had an influence?

· What equipment or resource factors had an influence?

· What human errors or factors may have contributed?

· Which communication factors may have contributed?

These questions are just intended as a starting point. After analyzing the event, make sure you explicitly state one or more root causes that led to the issue or sentinel event.

Application of Evidence-Based Strategies

Identity best practices strategies to address the safety issue or sentinel event.

· Describe what the literature states about the factors that lead to the safety issue.

· For example, interruptions during medication administration increase the risk of medication errors by specifically stated data.

· Explain how the strategies could be addressed in safety issues or sentinel events.

Improvement Plan with Evidence-Based and Best-Practice Strategies

Provide a description of a safety improvement plan that could realistically be implemented within the health care setting in which your chosen issue or sentinel event took place. This plan should contain:

· Actions, new processes or policies, and/or professional development that will be undertaken to address one or more of the root causes.

· Support these recommendations with references from the literature or professional best practices.

· A description of the goals or desired outcomes of these actions.

· A rough timeline of development and implementation for the plan.

Existing Organizational Resources

Identify existing organizational personnel and/or resources that would help improve the implementation or outcomes of the plan.

· A brief note on resources that may need to be obtained for the success of the plan.

· Consider what existing resources may be leveraged to enhance the improvement plan?

Conclusion

References

Reference page should be double spaced throughout without extra spaces between entries.

Each reference page entry should be formatted according to APA 7 guidelines with a hanging indent as is seen here.

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

Peeches Headlam

CAPELLA UNIVERSITY

SCHOOL OF NURSING AND HEALTH SCIENCES

Mar 2021

Content

• Importance of safe medication administration
• Purpose and goals of the in-service session
• Need for safety outcome
• Process of safety outcome
• Role and importance of the audience
• Resources to improve medication administration
• Activities for to skill development and QI plan

This is the content of the presentation. It begins with the importance of safe medication administration. We will look at the project objectives along with purpose and goals of the in-service session to understand what goals needs to achieved. Further, we will see how a team or role of the audience, which is you plays a critical role in this project. Then comes strategies, resources, and activities that will promote the Interprofessional group collaboration, skill development, and understanding process involved in safe medication administration. Further, resources and activities to encourage skill development and process understanding related to a safety improve initiative on medication administration. 

Importance of safe medication administration

• Medication administration errors reduce quality care
• Increases threat to patient safety
• Increases burden on nurses
• Increased hospital stay 
• Frequent hospital readmission
• Adverse effects and sentinel events

• Medication administration is a critical process where nurses play a key role. However, stakeholders such as physicians, pharmacists, informatics nurses, and other health care professionals contribute to it as the process includes medication prescription, dosage calculation, medication dispensing, and error monitoring. Error in any of the stages will lead to medication administration errors. 
• There are different types of medication errors, which include dosage errors, wrong or improper package information, drug-drug interactions, mismatch in patient’s electronic health records, and poor medication administration (Schmidt et al., 2017). Some of the errors can have an adverse effect on patients and even lead to morbidity and mortality. In their study, Kang et al. (2017) reported that at least five near misses every month, 14.8% of dispensing errors, 4.3% administration errors, and 43.9% prescription errors were from 32 pharmacies. However, only 37.1% prescription errors, 57.4% administration errors, and 43.7% dispensing errors were reported. Salar et al. (2020) highlighted that prevalence of errors varies from 32.1% to 94%. Also, 23%, 38%, and 39% of medication errors were associated with pharmacies, nurses, and general practitioners respectively (Salar et al., 2020).
• Medication errors increase cost, the burden on dispensing, administration, and packaging units. Cumulatively, it leads to work burden on the nurses and reduces patient satisfaction level and trust in health care (Musharyanti et al., 2019). 
• Risk factors include mortality, morbidity, and adverse effects. Every year, 7000 to 9000 patients in the US die due to medication errors (Tariq et al., 2021). The errors lead to increased hospital stay cost o $40 billion per year with more than 7 million patients affected by the issue (Thomas et al., 2017). As a result, it is important. 

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

Purpose of the in-service session

The purpose of the in-service session is to educate and prepare the nursing and health care professionals to understand the importance of an QI plan to increase medication administration safety by exploring process of safety outcome, role of health care professionals, resources needed to implement QI plan, and conduct activities to understand the process. 

Objectives and goals

• To highlight need for safety QI plan for medication administration
• To improve knowledge and competency
• To improve communication skills among nursing personnel
• To increase interprofessional collaboration
• Understand strategies to implement QI plan

Objectives and goals

• Understand importance of interprofessional collaboration
• To update knowledge regarding different strategies
• To update knowledge regarding EHRs, bar-code systems, error reporting mechanism, and hospital protocols
• To provide resources and activities related to medication administration

Need for safety outcome

• Nurses and other health care professional are committing medication errors
• Lack of knowledge regarding strategies for interprofessional collaboration 
• Mediation errors increases burden on patients, nurses, and health care
• Every organization aims and individual aim to provide high quality and safer care
• Interprofessional education helps to improve interprofessional collaboration and patient care through the promotion of various professions of health to increase interprofessional collaboration compared to single profession education, which individuals learn in isolation and merely in their profession. Therefore, interprofessional education of medication safety program can reduce medication error and promote patient safety in the ICUs.
• Burnout is common among nurses. As a result, communication and a supportive work environment are critical. Nurses can coordinate with each other during medication administration to handle any interruptions.
• Medication errors and ADEs are an underreported burden that adversely affects patients, providers, and the economy.

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

Process of safety outcome

• The first EBP solution is to train and educate nurses to follow guidelines
• Implement a physician order entry system
• Bar-code based medication scanning
• Implement an automated error reporting system 
• Checklists to double check the medication

• The first EBP solution is to train and educate nurses and health care staff to follow the guidelines provided by IOM and QSEN. The guidelines include being vigilant and verify medication with EHRs, check for allergies, assess the medication before administration, diligently calculate dosage (Armstrong, 2019), use memory aids and checklists, avoid workarounds, avoid conversations during administration, consider one patient at a time, clarify an unclear prescription, and avoid abbreviations (Pop & Finocchi, 2016). The process reduces cost as it prevents adverse effects of medication on patients. 
• The second EBP is to implement a physician order entry system with medication error reporting and communication system to reduce prescription, dispensing, and administration errors (Thompson et al., 2018). The system is completely electronic where nurses, physicians, and pharmacists are directly connected to compare medication with prescription and EHR to detect any discrepancies. 
• Further, implementing technology such as bar-code-based medication administration where each drug has a unique barcode helps in preventing dispensing errors and dosage errors (Thompson et al., 2018). 
• The next strategy is to implement an automated error reporting system that includes a patient-specific automated medication system (npsAMS) unit, barcode medication administration (BCMA), and a complex automated medication system (cAMS) with the automated dispensing unit to reduce human errors in communication and decision-making. As the process used an integrated system, the errors were reduced from 0.96 to 0.15 (Risør et al., 2018). 
• Koyama et al. (2021) proposed an EBP strategy to double-check medicine through the checklist, implementing hierarchical protocols, and educating interprofessional teams to reduce medication administration errors. The strategy reduced errors as double-checking reduced human errors. Also, recommendations by QSEN and IOM to train health care staff to communicate and collaborate aid in both error prevention and management (Abukhader & Abukhader, 2020).

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

Process of safety outcome

• Encourage interprofessional collaboration
• Use of tabards to prevent interruptions
• Implement RCT process to eliminate blame culture
• Create a role-based work culture
• Reduce nurse burnout by increasing nurse-patient ratio
• The imprtant step is to develop a hospital-based protocol and hierarchical response system with a medication error alert system to quickly detect the errors and provide steps taken to report the error along with the responsibilities of different stakeholders (Huckels-Baumgart et al., 2017). This plan aid in solving the first root-cause where the pharmacist sent the wrong product. The outcome of this step is it increases knowledge and competencies along with better communication between the team (Korb-Savoldelli et al., 2018). 
• Burnout is common among nurses. As a result, communication and a supportive work environment are critical. Nurses can coordinate with each other during medication administration to handle any interruptions (Hammoudi et al., 2017). For example, a nurse can attend a patient of another nurse or external patient for the time being till the assigned nurse completes his or her administration to reduce mix-ups and confusion. Also, communicating with other nurses to identify allergies in a patient to create a patient-specific medication order prevents adverse effects (Huckels-Baumgart et al., 2017). 

Composition of safety team

• Decision-making
  • Nurse leaders
  • Nurse managers
  • Chief of unit (pharma, residents, surgeons, and others
• Team members
  • Nurses 
  • Physicians
  • Pharmacist
  • Informatics nurse
  • IT professionals

• Decision-making team includes nurse leaders, managers, and unit chiefs as they draft the policies and take decisions whenever there is an issue. Also, they monitor the resources and finances involved in the units. However, other members such as nurses and physicians provide their input in medication administration activities. 
• Medication administration includes nurses as they administer drugs, match the drug by comparing with EHRs, and report any errors. It also includes physicians as they prescribe drugs and dosage. Pharmacist dispenses the medication by checking the order against prescription. Informatics nurses handles EHRs and other tools. IT professional help in troubleshooting any issues in system and devices. 

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

Interprofessional collaboration strategies

• Team building activities
• Encourage open communication
• Enable knowledge-sharing
• Integrate shared decision-making
• Reward and recognize
• Setting common goals and platform to discuss

• Team building activities are one of the great ways to bring the employees closer as it allows the team members to understand each other’s perspectives, ideas, and thoughts (Zhang & Cui, 2018).
• Encourage open communication: open communication allows everyone to express their views effectively. this increases in-flow of information and critical analysis (Truglio-Londrigan & Slyer, 2018)
• Enable knowledge-sharing: the group members can share their knowledge to others to highlight certain points and also it helps in gaining knowledge as others have something to share too
• Reward and recognize: incentive-based approach or reward and recognize motivates the workers to work towards common goal to achieve desired productivity (Zhang & Cui, 2018). 
• Integrate shared decision-making: this reduces autocratic leadership and promotes democratic leadership as input from everyone is important. It is crucial in increasing diversity. 
• Setting common goals and platform to discuss – this drives all the focus towards set of goals instead of individual goals (Truglio-Londrigan & Slyer, 2018)

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

Role of the audience

• Research and understand the issues
• Understand strategies, policies, and guidelines
• Educate peers through collaboration
• Work towards achieving safety goals 
• Communicate and coordinate with hospital staff
• Report and address adverse and sentinel events

Importance of the audience

• Nurses are important as they administer medicines
• Physicians prescribe the orders
• Pharmacist dispenses the order
• Informatics nurses maintain EHRs 
• Technician troubleshoot issues in EHRs 

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

Resources to improve medication administration

• Improving Medication Safety by ACOG
• Guidelines by QSEN and IOM
• Literature and protocol manuals provided by health care
• EBP research articles and strategies

QSEN Competencies useful for practice improvement of Vaccine Safety, Medication Errors, Polypharmacy, Communication Breakdowns, Test Result Follow up, HER Errors & Diagnostic Errors

1. Patient Centered Care
   1. Knowledge
      1. Discuss principles of effective communication
      2. Describe principles of consensus building and conflict resolution

• Examine how the safety, quality & cost effectiveness of health care can be improved through involvement of patients/families

1. Equity issues-culture-language
2. Skills:
   2. Communicate care provided & needed at each transition in care
3. Attitude
   2. Value the patient’s expertise with own health and symptoms
   3. Value active partnership with patients or designated surrogates in planning, implementation, and evaluation of care
4. Teamwork & Collaboration
   2. Knowledge
      2. Describe strategies for ID & managing overlaps in team member roles & accountabilities
      3. Analyze differences in communication style preferences & impact on others

• Discuss effective strategies for communicating & resolving conflict

1. ID system barriers for effective team function
2. Skills
   3. Participate in designing system that support team work
   4. Follow communication practices that minimize risks associate with handoffs among providers & across transitions in care
3. Attitudes
   3. Appreciate risk associated with handoff & transitions in care
4. Evidence Based Practice
   3. Knowledge
      3. Explain the role of evidence in determining best clinical practice
      4. Describe reliable sources for locating evidence reports & clinical practice guidelines
   4. Skills
      3. Locate evidence reports related to clinical practice topics & guidelines
      4. Question rational for routine approaches to care that result in less-than desired outcomes or adverse events
   5. Attitudes
      3. Value the need for continuous improvement
      4. Appreciate the risks associated with handoffs among providers and across transitions in care
5. Safety:
   4. Knowledge
      4. Examine human factors & basic safety design, common unsafe practices
      5. Evaluated safety enhancing technology (barcodes, CPOE)

• Describe how root cause analysis can help us understand when safety event or error occurs

1. Skills
   1. Use of technology & standardized practices that support safety & quality
   2. Strategies to reduce reliance on memory

• Participate in appropriately analyzing errors & design system improvements

1. Engage in RCA when error/near miss occurs
2. Attitudes
   2. Appreciate the cognitive and physical limits of human performance
   3. Value own role in preventing errors
3. Informatics
   2. Knowledge
      1. Describe examples of how technology & information management are related to quality & safety
   3. Skills
      1. Apply technology & information management tools to support safe processes of care
   4. Attitudes
      1. Appreciate the necessity for all health professionals to seek lifelong, continuous learning of information technology skills
      2. Value technologies that support clinical decision-making, error prevention, and care coordination

• Value nurses’ involvement in design, selection, implementation, and evaluation of information technologies to support patient care

6. Quality Improvement
   6. Knowledge
      6. Importance of variation & measurement in assessing quality of care
      7. Described approaches for changing processes of care
   7. Skills
      6. Use quality measures to understand performance
      7. Identify gaps between local & best practice

• P-D-S-A to test change in daily work

1. Use tools helpful for understanding variation
2. Attitude
   1. Appreciate that continuous quality improvement is an essential part of the daily work of all health professionals
   2. Appreciate the value of what individuals and teams can to do to improve care

Activities for to skill development and QI plan

• Analyzing a medication error case study
• Discussing root-causes in the case study
• Discussing challenges faced by health care professionals
• Analyzing what could have averted the error
• Implementing EBP changes in the future

The patient has been admitted to a 20-bed medical unit for treatment of acute diverticulitis. The provider has ordered Ultram (Tramadol hydrochloride) 50 mg p.o. every 6 hours prn pain. The patient is requesting a pain medication, as it has been 8 hours since his last dose. The nurse selects the individually wrapped medication from the patient’s assigned medication drawer and scans the barcode to determine if it is the correct medication. The scanner is not working again. As she wants to administer the pain medication as soon as possible, she types in the Internal Entry Number (IEN) and the computer indicates the medication is Ultracet 37.5/325 mg but the package says Ultram 50 mg. The nurse calls the pharmacy and the pharmacist says there is only one number different between Ultram and Ultracet and, since the package says Ultram, to administer the medication because she must have typed in the wrong number. The nurse administers the medication, and within 30 minutes the patient shows signs of an allergic reaction. The nurse checks the record and determines the patient is allergic to acetaminophen. The patient is treated for the allergic reaction, and a medication incident form is completed. The nurse manager asks for a Root Cause Analysis (RCA) to be completed for the medication error.

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

References

• Abukhader, I., & Abukhader, K. (2020). Effect of medication safety education program on intensive care nurses’ knowledge regarding medication errors. Journal Of Biosciences And Medicines, 08(06), 135-147. https://doi.org/10.4236/jbm.2020.86013
• Hammoudi, B., Ismaile, S., & Abu Yahya, O. (2017). Factors associated with medication administration errors and why nurses fail to report them. Scandinavian Journal Of Caring Sciences, 32(3), 1038-1046. https://doi.org/10.1111/scs.12546
• Our current approach to root cause analysis: is it contributing to our failure to improve patient safety?. BMJ Quality & Safety, bmjqs-2016-005991. https://doi.org/10.1136/bmjqs-2016-005991
• computerized physician order entry systems–related medication prescription errors: A systematic review. International Journal Of Medical Informatics, 111, 112-122. https://doi.org/10.1016/j.ijmedinf.2017.12.022
• Koyama, A., Maddox, C., Li, L., Bucknall, T., & Westbrook, J. (2021). Effectiveness of double checking to reduce medication administration errors: a systematic review. BJM Quality & Safety, 29(7). https://doi.org/http://dx.doi.org/10.1136/bmjqs-2019-009552
• Manias, E. (2018). Effects of interdisciplinary collaboration in hospitals on medication errors: an integrative review. Expert Opinion On Drug Safety, 17(3), 259-275. https://doi.org/10.1080/14740338.2018.1424830
• Risør, B., Lisby, M., & Sørensen, J. (2018). Complex automated medication systems reduce medication administration errors in a Danish acute medical unit. International Journal For Quality In Health Care, 30(6), 457-465. https://doi.org/10.1093/intqhc/mzy042
• Tariq, R., Vashisht, V., Sinha, A., & Scherbak, y. (2021). Medication dispensing errors and prevention. Retrieved 17 March 2021, from https://www.ncbi.nlm.nih.gov/books/NBK519065/.
• Thompson, K., Swanson, K., Cox, D., Kirchner, R., Russell, J., & Wermers, R. et al. (2018). Implementation of bar-code medication administration to reduce patient harm. Mayo Clinic Proceedings: Innovations, Quality & Outcomes, 2(4), 342-351. https://doi.org/10.1016/j.mayocpiqo.2018.09.001

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation.

NURS FPX 4020 Assessment 3: Improvement Plan In-Service Presentation

NURS FPX 4020 Assessment 4 Instructions: Improvement Plan Tool Kit

For this assessment, you will develop a Word document or an online resource repository of at least 12 annotated professional or scholarly resources that you consider critical for the audience of your safety improvement plan, pertaining to medication administration, to understand or implement to ensure the success of the plan.

Communication in the health care environment consists of an information-sharing experience whether through oral or written messages (Chard, Makary, 2015). As health care organizations and nurses strive to create a culture of safety and quality care, the importance of interprofessional collaboration, the development of tool kits, and the use of wikis become more relevant and vital. In addition to the dissemination of information and evidence-based findings and the development of tool kits, continuous support for and availability of such resources are critical. Among the most popular methods to promote ongoing dialogue and information sharing are blogs, wikis, websites, and social media. Nurses know how to support people in time of need or crisis and how to support one another in the workplace; wikis in particular enable nurses to continue that support beyond the work environment. Here they can be free to share their unique perspectives, educate others, and promote health care wellness at local and global levels (Kaminski, 2016).

You are encouraged to complete the Determining the Relevance and Usefulness of Resources activity prior to developing the repository. This activity will help you determine which resources or research will be most relevant to address a particular need. This may be useful as you consider how to explain the purpose and relevance of the resources you are assembling for your tool kit. The activity is for your own practice and self-assessment, and demonstrates course engagement.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Analyze the elements of a successful quality improvement initiative.
  • Analyze usefulness of resources for role group responsible for implementing quality and safety improvements with medication administration.
• Competency 2: Analyze factors that lead to patient safety risks.
  • Analyze the value of resources to reduce patient safety risk or improve quality with medication administration.
• Competency 3: Identify organizational interventions to promote patient safety.
  • Identify necessary resources to support the implementation and sustainability of a safety improvement initiative focusing on medication administration.
• Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
  • Present compelling reasons and relevant situations for resource tool kit to be used by its target audience.
  • Communicate in a clear, logically structured, and professional manner, using current APA style and formatting.

References

Chard, R., Makary, M. A. (2015). Transfer-of-care communication: Nursing best practices. AORN Journal, 102(4), 329-342.

Kaminski, J. (2016). Why all nurses can/should be authors. Canadian Journal of Nursing Informatics, 11(4), 1-7.

Professional Context

Nurses are often asked to implement processes, concepts, or practices – sometimes with little preparatory communication or education. One way to encourage sustainability of quality and process improvements is to assemble an accessible, user-friendly tool kit for knowledge and process documentation. Creating a resource repository or tool kit is also an excellent way to follow up an educational or in-service session, as it can help to reinforce attendees’ new knowledge as well as the understanding of its value. By practicing creating a simple online tool kit, you can develop valuable technology skills to improve your competence and efficacy. This technology is easy to use, and resources are available to guide you.

Scenario

For this assessment, consider taking one of these two approaches:

1. Build on the work done in your first three assessments and create an online tool kit or resource repository that will help the audience of your in-service understand the research behind your safety improvement plan pertaining to medication administration and put the plan into action.
2. Locate a safety improvement plan (your current organization, the Institution for Healthcare Improvement, or a publicly available safety improvement initiative) pertaining to medication administration and create an online tool kit or resource repository that will help an audience understand the research behind the safety improvement plan and how to put the plan into action.

Preparation

Google Sites is recommended for this assessment – the tools are free to use and should offer you a blend of flexibility and simplicity as you create your online tool kit. Please note that this requires a Google account; use your Gmail or GoogleDocs login, or create an account following the directions under the “Create Account” menu.

Refer to the following links to help you get started with Google Sites:

• G Suite Learning Center. (n.d.). Get started with Sites. Retrieved from https://gsuite.google.com/learning-center/products/sites/get-started/#!/
• Google. (n.d.). ;Google Sites. Retrieved from https://sites.google.com
• Google. (n.d.). ;Sites help. Retrieved from https://support.google.com/sites/?hl=en#topic=

Instructions

Using Google Sites, assemble an online resource tool kit containing at least 12 annotated resources that you consider critical to the success of your safety improvement initiative. These resources should enable nurses and others to implement and maintain the safety improvement you have developed.

It is recommended that you focus on the 3 or 4 most critical categories or themes with respect to your safety improvement initiative pertaining to medication administration. For example, for an ;initiative that concerns improving workplace safety for practitioners, you might choose broad themes such as general organizational safety and quality best practices; environmental safety and quality risks; individual strategies to improve personal and team safety; and process best practices for reporting and improving environmental safety issues.

Following the recommended scheme, you would collect 3 resources on average for each of the 4 categories focusing on safety with medication administration. Each resource listing should include ;the following:

• An APA-formatted citation of the resource with a working link.
• A description of the information, skills, or tools provided by the resource.
• A brief explanation of how the resource can help nurses better understand or implement the safety improvement initiative pertaining to medication administration.
• A description of how nurses can use this resource and when its use may be appropriate.

Remember that you must make your site public so that your faculty can access it. Check out the Google Sites resources for more information.

Here is an example entry:

• Merret, A., Thomas, P., Stephens, A., ;Moghabghab, R., Gruneir, M. (2011). A collaborative approach to fall prevention. Canadian Nurse, 107(8), 24-29. Retrieved from www.canadian-nurse.com/articles/issues/2011/october-2011/a-collaborative-ap
  • This article presents the Geriatric Emergency Management-Falls Intervention Team (GEM-FIT) project. It shows how a collaborative nurse lead project can be implemented and used to improve collaboration and interdisciplinary teamwork, as well as improve the delivery of health care services. This resource is likely more useful to nurses as a resource for strategies and models for assembling and participating in an interdisciplinary team than for specific fall-prevention strategies. It is suggested that this resource be reviewed prior to creating an interdisciplinary team for a collaborative project in a health care setting.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

• Identify necessary resources to support the implementation and continued sustainability of a safety improvement initiative pertaining to medication administration.
• Analyze the usefulness of resources to the role group responsible for implementing quality and safety improvements focusing on medication administration.
• Analyze the value of resources to reduce patient safety risk related to medication administration.
• Present compelling reasons and relevant situations for use of resource tool kit by its target audience.
• Communicate in a clear, logically structured, and professional manner that applies current APA style and formatting.

Example Assessment: You may use the following example to give you an idea of what a Proficient or higher rating on the scoring guide would look like but keep in mind that your tool kit will focus on promoting safety with medication administration. Note that you do not have to submit your bibliography in addition to the Google Site; the example bibliography is merely for your reference.

• Assessment 4 Example [PDF].

To submit your online tool kit assessment, paste the link to your Google Site in the assessment submission box.

Example Google Site: You may use the example Google Site, Resources for Safety and Improvement Measures in Geropsychiatric Care, to give you an idea of what a Proficient or higher rating on the scoring guide would look like for this assessment but keep in mind that your tool kit will focus on promoting safety with medication administration.

Note: If you experience technical or other challenges in completing this assessment, please contact your faculty member.

Additional Requirements

• APA formatting: References and citations are formatted according to current APA style

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.