Category: Health Care

Prepare
Review the Learning Resources in Weeks 4, 5, and 6 that address evidence-based practice (EBP), implementation science (IS), and quality improvement (QI).
Review the Learning Resources that address how to use PowerPoint and create narrated PowerPoint presentations.
Identify three sites within your community that would benefit from an evidence-based practice (EBP) quality improvement (QI) project.
Based on your professional experience, consider practice or organization issues that would make sense as the focus of an evidence-based practice (EBP) quality improvement (QI) project initiative. Select one on which to focus for this Assignment. Note: You should consider practice or organization issues that you are particularly interested in or passionate about.
Search the Walden Library and/or the internet to identify at least five recent, peer-reviewed articles (published within the last 5 years) to support the development of a QI project that applies EBP to address the specific practice or organization issue you selected.
Based on the practice or organization issue you selected, consider the key stakeholders who would be involved in a QI initiative at each of the three sites you selected. For each site, research the website and any other available information to identify:
A department that leads QI initiatives or, if one does not exist, an employee within the organization who would be in charge of approving such initiatives
Titles/roles of relevant stakeholders (including the highest level of required approval to the healthcare associates who might help implement changes in daily patient care)
Select one of the three potential sites you identified that you think is the best option. Consider the factors on which you based your decision, as well as the mechanics of your decision-making process.
Based on the practice or organization issue and the site you selected, consider various translation frameworks/models that may be a good fit for your evidence-based practice (EBP) quality improvement (QI) initiative.
Select one translation framework/model that you think is the best fit. Then, consider the steps or processes required for an evidence-based practice (EBP) quality improvement (QI) initiative that follows this framework/model to translate research and evidence to improve practice. Note: Utilize the Week 5 Learning Resources and Discussion to help you with this.
Begin outlining how you would present the elements of your proposed evidence-based practice (EBP) quality improvement (QI) initiative to key stakeholders of the site you selected in order to gain their approval. Note: You will use the College of Nursing PowerPoint Template document, provided in the Learning Resources, to develop this presentation to stakeholders.

Note: This is a two-part Assignment consisting of a written paper and a PowerPoint presentation. Both are due by Day 7 of Week 6.
The Assignment (3–5 pages)
Part 1: Key Project Elements (Written Paper)
For Part 1, you will present the specifics of your evidence-based practice (EBP) quality improvement (QI) initiative. You will also explain your decision-making processes.
In a 4- to 6-page paper (not including cover page and references page), do the following:
Site Selection (1–2 pages)
Describe each of the three healthcare settings you identified as the proposed site for your evidence-based practice (EBP) quality improvement (QI) initiative. Be sure to address the following questions about the site:
Who is the patient population(s)?
What is their mission?
Is it a public or private entity?
Is it a stand-alone organization or a member of a larger corporation?
What other information about the site do you think is relevant and significant?
Compare the strengths and weaknesses of the three sites in terms of their viability as the location for an evidence-based practice (EBP) quality improvement (QI) initiative. Be specific and provide examples.
Identify the one site of the three you selected. Describe the factors on which you based your decision. Explain your decision-making process.
Stakeholders (1 page)
Identify the department that leads QI initiatives or, if one does not exist, an employee within the organization who would be in charge of approving such an initiative.
Identify the titles/roles of relevant stakeholders (from the highest level of required approval to the healthcare associates who might help implement changes in daily patient care).
Practice or Organization Issue (1 page)
Describe the practice or organization issue you selected.
Explain why it makes sense as the focus of an evidence-based practice (EBP) quality improvement (QI) initiative. Be specific, provide examples, and cite at least five recent, peer-reviewed articles (published within the last 5 years).
Translation Framework/Model (1–2 page)
Identify and briefly describe the one translation framework/model that you decided is the best fit for your evidence-based practice (EBP) quality improvement (QI) initiative.
Explain why you selected it amongst all the alternatives.
Describe the steps or processes required for an evidence-based practice (EBP) quality improvement (QI) initiative that follows the framework/model you selected to translate research and evidence to improve practice.
Note: Use the Week 4, 5, and 6 Learning Resources to support Part 1 of your Assignment. Use proper APA format and style for all references and citations. Use the College of Nursing Writing Template for your Assignment submission.
Note: Use the Week 4, 5, and 6 Learning Resources to support Part 1 of your Assignment. Use proper APA format and style for all references and citations. The College of Nursing requires that all papers include a title page, introduction, summary, and references. Use the College of Nursing Writing TemplateLinks to an external site. for your Assignment submission.
Part 2: Proposal to Stakeholders (PowerPoint Presentation)
For Part 2, you will present your evidence-based practice (EBP) quality improvement (QI) Initiative proposal to (hypothetical) stakeholders at the healthcare organization site. Your goal is to persuade and obtain approval for the EBP QI initiative you are proposing.
In a 6- to 10-slide PowerPoint presentation (not including cover and references slides), address the following:
Title
Include the title of your presentation and your name.
Introduction (1–2 slides)
Identify the healthcare organization site.
Introduce and describe the evidence-based practice (EBP) quality improvement (QI) initiative you are proposing.
The Issue (2–3 slides)
Introduce and describe the practice or organization issue you aim to address.
Explain the goal of the project. Why is it important?
Translation Framework/Model (2–3 slides)
Introduce and describe the translation framework/model you will use to implement the project.
Explain how it will work. Why will it be effective to achieve your goal?
Conclusion (1–2 slides)
Summarize your presentation. Ask for stakeholder support.
References
Cite the sources you used to support your presentation.
Note: You must Include detailed speaker notes for each slide. Your speaker notes should explain all of the points you would make to the stakeholders to convince them to approve your proposal.

I have uploaded the Rubric/Guidelines, Health Policy Issue Scenario, Paper Template, reading and resources, Module Overview, and chapters from the textbook. Please feel free to add additional scholarly sources. Please follow the Rubric 100%

Part I: Cases by City
Read the following scenario:
Data has been collected to identify specific cases of people who are infected with a dangerous virus. Your organization has an interest in knowing where the population is most affected in an effort to move resources to areas that need them.
Create a bar chart using Microsoft Excel® and the data provided in the Cases by City spreadsheet to identify the cities with the highest counts of cases.
Write a 550-word analysis of the data. Include an answer to the following questions:
What are the top 5 cities for infected cases?
How many infected cases do each of those cities have?
What is the prevalence rate per 100,000 people?
What else can be deduced after evaluating the chart?
Include your bar chart with the analysis.
Part II: Ages Impacted
Now that we know where the outbreaks are located, your organization wants to know more about who it affects. The age of the patient will determine what kind of resources will be needed in those areas.
Create a side-by-side bar graph using Microsoft Excel® and the data provided in the Ages Impacted spreadsheet to identify the age groups affected by the virus.
Write a 550-word analysis of the data. Include an answer to the following questions:
Which age groups are most affected?
Which age groups are least affected?
What is the prevalence rate per age demographic?
What else can be deduced after evaluating the chart?
Include your side-by-side bar graph with the analysis.
Format your citations according to APA guidelines.

Create a Gantt chart to display the relationships among the tasks to be completed. You might think back to the Wk 1 Summary: Facility Selection and Research assignment on the five project process groups.
Use your chosen project planning software tool to outline the planning, design, and construction of your facility.
Using a document as a medium to lay out your project proposal components, assemble your Gantt chart graphic and screenshots from your project planning software tool of the analysis of the flow of your completed facility project.

this is a continuation of the previous one. APA style. No more than 5 % plagiarism. Citations not older than 4 years

why we have an obesity epidemic in the United States and why it varies by region.
Your submission should reference at least 2 peer reviewed articles on obesity.

( 1 ) Locate a peer-reviewed journal article through the Saudi Digital Library. This article will describe a healthcare quality improvement that occurred within an organization. In this discussion, you will Examine the quality improvement that occurred, including the background and the process changes. Explain the challenges in adopting these changes and outline the key issues that need to be considered when implementing the process of change for this decision. Describe how this quality improvement effort aligns with Saudi Vision 2030. Embed course material concepts, principles, and theories (which require supporting citations) in your initial response along with at least one scholarly, peer-reviewed journal article. Keep in mind that these scholarly references can be found in the Saudi Digital Library by conducting an advanced search specific to scholarly references. Use APA style guidelines. ( 2 ) dentify a current public health concern in Saudi Arabia (do not use COVID-19). Explain the corresponding Saudi Vision 2030 goal and national policy governing this concern. Address the following: Identify the major issues associated with this global public health concern. Describe the Saudi Vision 2030 goal pertinent to the identified public health concern. Explain how the policy contributes to positive change. Finally, if you were able to influence policy changes, what changes would you make regarding this policy? Embed course material concepts, principles, and theories (which require supporting citations) in your initial response along with at least one scholarly, peer-reviewed journal article. Keep in mind that these scholarly references can be found in the Saudi Digital Library by conducting an advanced search specific to scholarly references. Use APA style guidelines. ( 3 ) There are a number of unique factors relating to the health services sector: Compare the two types of accounting functions. Describe how the accounting functions affect operational oversight. How do these unique features affect the financial management of the sector? Embed course material concepts, principles, and theories (which require supporting citations) in your initial response along with at least one scholarly, peer-reviewed journal article. Keep in mind that these scholarly references can be found in the Saudi Digital Library by conducting an advanced search specific to scholarly references. Use APA style guidelines.

Greetings,
Please use subheadings throughout the text if applicable to make it easier to read and guide the flow. Thank you. The background readings are also attached. Please use in text citations and have a reference list at the end. I would prefer the sources to mainly be from the readings attached. Thank you!

During the neonatal period, genes may become physically damaged or may spontaneously mutate. If damaged genes are passed on to the child, the result can be a genetic disorder. Alternatively, certain environmental facets, such as exposure to X-ray or even highly polluted air, may produce a malformation of genetic material. Due to advances in genetic screening, genetic difficulties increasingly can be forecast, anticipated and planned for before a child’s birth, enabling parents to take steps before the child is born to reduce the severity of certain conditions.
Discuss a neurological disorder, how it affects development, how it impacts parents/children, and implications for counseling. The National Institute of Neurological Disorders and Stroke website to identify your disorders. In addition, read Spirituality and the Aging Brain (Newberg, 2011) and then discuss research suggesting the effects of spiritual disciplines (prayer, meditation) on neurobiology.
https://www.ninds.nih.gov/Disorders/All-Disorders
For initial posts, students must support their assertions with at least 2 scholarly citations in the current APA format. Additionally, students are required to integrate at least 1 biblical principle in their initial post and must add the Bible, using APA format, to their list of references. Thus, for an initial post, there must be at least 3 sources listed (i.e., a minimum of 2 scholarly
references and the Bible). Scholarly sources must have been published within the last five years. Acceptable sources include peer-reviewed journal articles. Students may use their preferred
version of the Bible.

Assignment Instructions:
You will create a Team Charter for this case scenario. use the information and people in this project packet to complete the charter. Your charter must include:
Team Name
Problem Statement
Goal Statement (a.k.a.: Aim Statement or Mission Statement)
List of Benchmark time standards
Team Members
Proposed start and end date
Benefits of the project
NOTES:
Your problem statement should be customer-focused, performance-related, and stated in measurable terms. It should not imply a solution or a cause! Here is an example:
“The current process for delivery, maintenance, storage, and purchase of pump controllers is fragmented and inefficient. The result is wasted staff time, lack of available functioning equipment, inappropriate use of space and frustration on the part of the customers.”
Your Goal Statement should also be stated in measurable terms. The statement should show a clear target for improvement. For example:
“Pump controllers will be available in proper working order within 10 minutes of request from the floor 95% of the time, beginning in November 1992.
This goal statement offers 3 points of measurement for success. 1.) There is a minute goal, 2.) There is a goal for how often, and 3.) There is a timeline for reaching the goal.
Introduction: College Community Hospital (CCH) is a 200-bed facility offering adult medical, surgical, orthopedic, and psychiatric care. The hospital provides a full range of diagnostic and therapeutic services, including CT and MRI scanning and an eight-bed intensive care unit. The 200 beds are distributed over six inpatient floors:
3A Acute Medicine
3B Diagnostic Medicine
3C Intensive Care
4A Acute Psychiatry
4B Orthopedics
4C General Surgery
One year ago, faced with decreased patient and staff satisfaction and rising costs, the management of CCH adopted a Total Quality Management strategy. They formed a Quality Council and chartered several performance improvement projects. Over a nine month period, projects were successfully completed in Dietary, Nursing, Psychiatry, Materials Management, Pharmacy, Health Information, and Outpatient Surgery, they are now ready to begin the second round of projects.
One major source of dissatisfaction for physician and nursing staff has been slow turnaround time (TAT) for laboratory tests. The lab performs about 3000 blood tests per week, the most common being CBC (complete blood count), serum electrolytes (sodium, potassium, chloride and CO2), BUN, a kidney function test, and blood sugar.
Given the high level of complaints about slow lab test turnaround time, the Assistant Administrator asked the Quality Council to initiate a Performance Improvement project team to tackle the problem of improving the number of tests completed within the hospital standard. The Quality Council agreed, chartered a team, and asked the Assistant Administrator to act as Team Leader.
The Assistant Administrator was familiar with Total Quality Management concepts and recruited a team, including the Transport Supervisor, who had recently attended a class in PI Methods and Tools. When all the recruiting was done, the team members were:
Lotta Paper, Assistant Administrator – Team Leader
Tom Trotter, Transport Supervisor – Quality Advisor
Beth Harrast, Floor Secretary, 3A
Harry Hiteck, Day Supervisor, Lab
Sam Drawit, Day Phlebotomist
Steve Spinner, Evening Lab Tech
Cathy Filer, Health Information Management
Problems with scheduling the team meetings made in impossible to include a representative from the lab night shift.
Now, it’s time for the first team meeting. Use your imagination and “pretend” you are Cathy Filer and you are attending this meeting! Notice the personalities and behavior of each of the different team players.
———–CURTAIN UP——————–
Lotta: First, I want to thank you all for volunteering for this team. I think we have…..
Sam: (interrupting) I wouldn’t exactly say we all volunteered. In fact, I’d say I was drafted.
Lotta: Well, I suppose some of you were picked. I asked the managers for people who really know what goes on in this process. So, you’re the experts. And I asked Cathy Filer to join us because she may be able to help us to use the EHR system more effectively to help with this improvement opportunity.
Cathy: I hope I can help!
Lotta: Let me describe the problem. We’re getting too many complaints about long turnaround times for lab tests – I mean from the time the physicians decide blood work is needed until the time the results are available to them. Harry helped me pull some data together that will give us a picture of how big the problem is. Everyone take a look at your handout.
Harry: This bar chart shows the percent of tests that got done within the standard for the past year. The average is about 84%.
Beth: What are the standards, anyway? No one ever told me there were standards. I thought everything was stat, stat, stat! I know I spend a lot of time calling down to see when results are going to be available.
Sam: Maybe that’s because we’re not making the standards all that often, whatever they are.
Tom: Let me explain these standards. When the doc’s fill out the request, they indicate whether it is STAT, Urgent or Routine. There are different turnaround time standards for each priority. STATs are 2 hours, Urgents are 6 hours and it’s 24 hours for Routines. The times are from when the test is ordered to when the results are available to the doc.
Steve: Well, whatever the standard is, I know the problem isn’t the time we take to actually do the test. We’ve been measuring our turnaround time within the lab for more than a year now.
Harry: Steve’s right. We did have some problems in the lab a couple of years ago. We had some pretty ancient equipment. But, we were able to replace most of that last year.
Cathy: Well, that is great to know. Since we already know that the turnaround time for actually doing the test, and I am assuming we can show data to back that up, then the team can focus our time on other parts of the process.
Sam: I don’t know why we need a team to solve this one. It’s pretty obvious to me that you guys may be able to do the tests quickly, but you leave specimens sitting in your receiving window for long times. You probably measure your own turnaround time from when you take the specimen from the box, not when it gets there.
Steve: That’s not true. If you want to blame somebody, just last week, I noticed that the messenger service left results in our out box for more than an hour before picking them up.
Harry. That’s right. I think there are just a few “bad apples” around here, including in the lab. I’m looking into that now. I’ll find them……I have my ways.
Beth: (to Tom) Tom, we’re not supposed to be going right to what we thing the solutions are, are we? Or finding ways to blame other people?
Tom: (with a sigh) Beth’s right. What we have to do is see if we can find out what’s wrong with this process. We have to get out of the habit of thinking it’s always someone doing something wrong. So, the first thing we have to do is to make a flow chart showing how this process works. Then, we’ll think about what could be causing the problem of long turnaround times. We’ll have to test our theories and collect data and make sure we find the root cause. Until we do all that, we won’t have much of a chance of solving the problem for good.
Steve: Boy, that sure sounds like a lot of work.
Lotta: That’s why we’re here. We’ll learn a lot and have some fun, too. But, we’d better keep an eye on the ground rules we put together. That will keep us focused on the problems, rather than on blaming others.
Tom: OK, let’s get to the first step – flowcharting this beast. You folks tell me the steps in the process and I’ll write them on these poster size Post-Its and stick them on the wall. Then when we think we have all the steps we’ll move the Post-its around and put them in the right order.
Lotta: Sounds good. So, where does this process begin? What’s the starting point of our flow chart?
Beth: Well, here’s the doc, making his rounds or checking a patient. He decides that some kind of test is needed and writes the request….sometimes the nurse writes the order and has the Doc co-sign it…..and whether it’s STAT, Urgent or Routine is written right on the order.
Cathy: How does he write the request? On a paper request sheet? Are we using the Order Entry option in the EHR?
Beth: No, they write it on a request slip.
Cathy: That is good to note.
Steve: You know, I think the doc’s overdo it on the Urgents. I bet that plenty of the Urgents could really be Routines. Maybe they’re in a big hurry to get out of here, so they make it an Urgent.
Harry: Well, 24 hours is a long time to wait for a Routine. Maybe the doc is making rounds in the afternoon and would like to have test results back for the next morning.
Beth: Sure, that happens. But, that’s not really unreasonable is it? Maybe the standards should be tighter.
Harry: For pity sakes, we’re not meeting the standards we have now. I think the standards are set by the Patient Care Committee. They’re all docs and you know they’ll just want to tighten them up if we bring this to their attention.
Beth: Maybe so….but, I think we should look at the standards. I wonder what that standards are at River Valley Medical Center.
Tom: Hold on, hold on. We’re supposed to be flowcharting now. These are good thoughts, so let’s write them down in our idea log and make sure they get included with our minutes so we don’t forget them. Let’s get on with this process.
Lotta: Well, the requests go to you, Beth, don’t they?
Beth: Right. I stamp them with the patient’s name and medical record number. Then I put them in the floor out box for lab pickup.
Steve. The Routines go into the box, but you call us on the STATs and Urgents.
Beth: That’s right.
Sam: Then the lab notifies me and I go up, pick up the request and do the draw. That’s assuming the patient is there.
Lotta: What do you mean “assuming the patient is there?”
Sam. Just that. Sometimes I go up and there’s an empty bed. Maybe I was given the wrong room numbers, or maybe the patient is visiting Radiology or PT, or whatever. There’s nothing like having a STAT order and you can’t find the patient.
Lotta: So, what do you do then?
Beth: Usually, he comes over and harasses me – like I’m not busy enough already.
Tom: OK, let’s put that on our chart as a problem. If it happens fairly often, it could be part of the turnaround time problem. But, let’s say the patient is there. You do the draw, right?
Sam: Right. Then I take the specimen down to the lab and put it in the in box. (Under his breath)…..Where it grows old.
Steve: OK Sam, I heard that.
Tom (intervening) Everyone did. Let’s keep one eye on the ground rules until we get used to working as a team.
Harry. The lab people are always checking the in box and, when there’s a specimen, we take it, set up the equipment and do the test.
Steve: We put the results on the form and put it in the out box. The messenger picks up the results when they come by on their rounds, and takes them back to the floor.
Beth: When I get them , I put them with the chart and flag it. Usually, if it’s a STAT, I make sure the doc knows the results are there.
Cathy: OK, that sounds like the whole process, except when do the results get put into the patient EHR?
Beth: We don’t. The results get sent down at discharge with the rest of the paper chart and I think they get scanned. I’ve seen scanned result slips before.
Cathy: OK, another thing for me to think about.
Lotta: OK, let’s get to work flowcharting this process