Description
What factors are essential to consider in end-of-life analysis? Who should make end-of-life decisions when the patient’s wishes are unknown
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Explanation & Answer
Law and the severity of the illness, it must be terminal, no exceptions..
Physicians have no right to make this choice for any patient and, if their is no one to make this choice, than the responsibility falls to state and their medical evaluation staff. In most cases, we will find that the closet loved one will make these choice.
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6 pages
Assisted Suicide
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Assisted Suicide
Assisted suicide refers to actions taken to end the life of individuals experiencing long term Assisted suicide is illegal in most of the states in ...
Evidence based practice
Please
use the grading rubric to create an outline of your assignment. Each
section of the rubric should be a section ...
Evidence based practice
Please
use the grading rubric to create an outline of your assignment. Each
section of the rubric should be a section of your final paper and could
become the headings. Your assignment will be graded based on each
element of the rubric. Compare each section of your paper with the
rubric to ensure all elements are covered. Then, include an introduction
and conclusion to tie the paper together. If you have any questions
regarding the assignment please contact your instructor using the Course
Help forum.The final project presents a culmination of nursing research and
evidence-based practice (EBP)knowledge as students choose a qualitative
or quantitative study to critically evaluate, including making a
recommendation for utilization in EBP. In a 5 page paper (excluding title page and references), critically
evaluate either Study 3 or Study 4, which can be found in the Module 7
Overview. Evaluate the credibility of professional citation, research
design, and procedures in a research article. Include a discussion on
how this study contributes to EBP. Use the Final Project Rubric
provided below to help you develop and organize your final paper.
Please remember to follow APA 6th edition formatting for the title page,
body of the paper, and reference page. Rubric or Grading Criteria:
Competency
10.5 points
6 points
4 points
0 points
Total
Evaluates credibility of research article the components of the appropriate evaluation checklist in Houser (2018)
Evaluates credibility of research article using most of the
components (Greater than 2/3) of the evaluation checklist in Houser
(2018).
Evaluates credibility of research article using 2/3 of the evaluation checklist in Houser (2018).
Evaluates credibility of research article using one-third or less of the evaluation checklist in Houser (2018)
No paper submitted, content missing.
/10.5
Evaluates the problem statement and research design using the components of the evaluation checklist in Houser (2018)
Evaluates the problem statement and research design using most of the components of the evaluation checklists in Houser (2018).
Evaluates the problem statement and research design using half of the components of the evaluation checklists in Houser (2018).
Evaluates the problem statement and research design using one-third or less of the evaluation checklists in Houser (2018).
No paper submitted, content missing.
/10.5
Evaluates ethical issues in the study using most of the components of the evaluation checklist in Houser (2018).
Evaluates ethical issues in the study using most of the components of the evaluation checklist in Houser (2018).
Evaluates ethical issues in the study using half of the components of the evaluation checklist in Houser (2018).
Evaluates ethical issues in the study using one-third or less of the components of the evaluation checklist in Houser (2018).
No paper submitted, content missing.
/10.5
Evaluates the purpose statement using most of the components of the evaluation checklist in Houser (2018)
Evaluates the purpose statement using most of the components of the evaluation checklist in Houser (2018)
Evaluates the purpose statement using half of the components of the evaluation checklist in Houser (2018)
Evaluates the purpose statement using one-third or less of the components of the evaluation checklist in Houser (2018)
No paper submitted, content missing.
/10.5
Evaluates the literature review using most of the components of the evaluation checklist in Houser (2018)
Evaluates the literature review using most of the components of the evaluation checklist in Houser (2018)
Evaluates the literature review using half of the components of the evaluation checklist in Houser (2018)
Evaluates the literature review using one-third or less of the components of the evaluation checklist in Houser (2018)
No paper submitted, content missing.
/10.5
Evaluates the sampling strategy using most of the components of the evaluation checklist in Houser (2018).
Evaluates the sampling strategy using most of the components of the evaluation checklist in Houser (2018).
Evaluates the sampling strategy using half of the components of the evaluation checklist in Houser (2018).
Evaluates the sampling strategy using one-third or less of the components of the evaluation checklist in Houser (2018).
No paper submitted, or content missing.
/10.5
Evaluates the measurement strategy and validity in quantitative
studies using most of the evaluation checklist in Houser (2018). OREvaluates trustworthiness of data in qualitative studies using most of the checklist components in Houser (2018).
Evaluates the measurement strategy in quantitative studies using most of the evaluation checklist in Houser (2018)OR. Evaluates trustworthiness of data in qualitative studies using most
of the components in the checklist components in Houser (2018).
Evaluates the measurement strategy in quantitative studies using half of the evaluation checklist in Houser (2018). OREvaluates trustworthiness of data in qualitative studies using half of the components of the checklist in Houser (2018).
Evaluates the measurement strategy in quantitative studies using one-third of the evaluation checklist in Houser (2018). OREvaluates trustworthiness of data in qualitative studies using
one-third or less of the components of the checklist in Houser (2018).
No paper submitted, content missing.
/10.5
Evaluates how study results may (or may not) be used to inform EBP.
Evaluates how study results may (or may not) be used to inform EBP.
Discusses study results in general but not how findings may or may not contribute to EBP.
Does not discuss results or how study findings can inform EBP.
No paper submitted or content missing
/10.5
Competency
7 points
5 points
2.5 points
0 points
APA format
Demonstrates competent use of mechanics and APA
Minimal APA errorsTwo unique errors i.e. abbreviations and in text citation
Many APA errorsMore than two APA errors
Complete lack of understanding APA format
/7
Competency
3 points
2 points
1 points
0 points
Organization
Organization excellent, ideas clear and arranged logically, transitions smooth, no flaws in logic.
Organization good; ideas usually clear and arranged in acceptable sequence; transitions usually smooth, good support
Organization minimally effective; problems in approach, sequence, support and transitions
Organization does not meet requirements
/3
Grammar
Grammar, punctuation, mechanics, and usage correct and idiomatic, consistent with Standard American English
Grammar, punctuation, mechanics, and usage good mostly consistent
with Standard American English; errors do not interfere with meaning or
understanding
Grammar, punctuation, mechanics and usage distracting and often interfere with meaning or understanding
Grammar, punctuation, mechanics, and usage interfere with understanding
/3
References
References are relevant, authoritative and contemporary
Adequate references
Minimal use of appropriate references
Poor use and/or selection of references not relevant
/3
Total Possible = 100
/100
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NSG 486 University of Phoenix State Naloxone Access Laws Presentation and Paper
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NSG 486 University of Phoenix State Naloxone Access Laws Presentation and Paper
1) This assignment is designed to ensure you understand the basics of public and community health. It is important to understand the close relationship between public and community health In your assignment # 1: Define public/community health nursing. Define primary, secondary, and tertiary levels of prevention. Give examples of each level of prevention. Describe the nurse's roles and responsibilities in community and public health nursing. Explain current issues community and public health nurses face. Format your assignment as one of the following: 7- to 10-slide presentation Cite at least three peer-reviewed sources published within the last five years that support your assignment. Include an APA-formatted reference page.2)Using the health care law or policy you researched for this week's learning activity, create a proposal or presentation for continued funding of a related program. Create two separate proposals, one that addresses liberal viewpoints and one that addresses conservative viewpoints. Convince each group that continued funding is essential to the well-being of its recipients. Address the following in each proposal: The party platform principles How the program advances the party agenda Program data related to target population outcomes Format your proposals as one of the following: 350- to 525-word paper Cite at least three peer-reviewed sources published within the last five years that support your assignment. Include an APA-formatted reference page.
HCA 375 Ashford University Medications Errors Discussion
Part 1: Description of Adverse Event (Complete Part 1 of the Adverse Event Template download)
Medication error
Patie ...
HCA 375 Ashford University Medications Errors Discussion
Part 1: Description of Adverse Event (Complete Part 1 of the Adverse Event Template download)
Medication error
Patient falls
Post-operative hemorrhage
Completing the template:
Adverse Event
Identify the chosen event.
Create a scenario based on your chosen event.
Discuss the incident and what happened.
Identify the health care professionals involved.
Explain the health care professional’s role in the incident.
Historical Background
Discuss the prevalence of the adverse event including historical information (i.e., how often this type of event occurs and prevention methods used by the industry).
Legal and Accrediting Agency Requirements
Address legal ramifications and accreditation agency requirements regarding the adverse event.
CQI Team and Communication
Identify the CQI team members. Based on the members you chose:
Explain how their role within the hospital would benefit your team in identifying and analyzing the cause of the adverse event.
Discuss issues that could arise between the team members when attempting to develop an improvement plan.
Describe the steps you would take as the CQI team lead to make sure that everyone is able to communicate their opinions and recommendations.
Describe barriers or conflicts that could occur within your team regarding effective communication.
Operational or Safety Processes
Discuss at least two operational and safety processes that you would recommend to the team to avoid future events from occurring.
Explain the rationale for your recommendations.
Impact of Event
Discuss the impact on the hospital if the events continue to occur.
Discuss the impact to the patients if the events continue to occur.
Note: The number of beds and operating rooms increased from 2017 to 2018.
Part 2: Graph the Data (Complete Part 2 of the Adverse Event Template download)
Once you choose your adverse event, graph the data from the chart above. You will graph Column A and B against the chosen event (i.e., number of medication errors, number of patient falls, or number of post-operative hemorrhages). For example, if I were to choose medication errors, I would enter the details from column A, B, and C. Once your graph is complete, copy/paste it in the space indicated within the template.
Include an analysis of the data within the spaces indicated in the template:
Discuss the frequency of the adverse event as compared to the increase or decrease of patient discharges.
Analyze the data (what is the data telling you?).
Identify the possible factors, in your opinion, that could be attributed to the change.
Part 3: Create the CQI tool (Complete Part 3 of the Adverse Event Template download)
Choose one of the CQI Tools listed below that best aligns with your chosen Adverse Event. Each of the tools listed below are hyperlinked to the Institute for Health Care Improvement website, which discusses and illustrates examples of each type of tool.
Fishbone (Cause and Effect) Diagram (Links to an external site.)
Flowchart (Links to an external site.)
Pareto Chart (Links to an external site.)
Next, you will be responsible for creating the CQI Tool, completing the tool, taking a screenshot, and copying/pasting the screenshot into the space indicated within the Adverse Event Template download.
If you are unfamiliar with these tools, please refer to the recommended readings, specifically the Siriwardena (2009) article from Week 2, Using Quality Improvement Methods for Evaluating Health Care download.
Part 4: Future Prevention (Complete Part 4 of the Adverse Event Template download)
After describing the event in Part 1, using a Graph in Part 2 and CQI tool in Part 3, you will apply the PDSA model in Part 4 to summarize the process and steps that your team would recommend to the CEO to prevent this adverse event from reoccurring.
Respond to the items in Part 4 of the template by including the following:
Plan
Identify the problem that caused the adverse event/
Identify your objective.
Identify the team members that will assist in the development of a plan for improvement.
Describe how you would communicate the plan to the stakeholders.
Discuss the reasons for collecting the data associated with the chosen scenario.
Identify where you will pilot the new plan of action.
Identify who, what, or why for your pilot of the improvement plan. (When you implement any new plan of action in a hospital setting, you will do a pilot of the new plan in a small, targeted area or department. For example, if you chose medication errors, a group of patients will be on the same floor [e.g., medical unit, cardiac unit, etc.]. If you chose patient falls, the patients will have the same diagnosis [e.g., hip replacement, etc.]. If you chose post-operative hemorrhage, the patients will have the same type of surgical procedure [e.g., abdominal surgeries, etc.].)
Do
Develop three possible solutions to the problem.
Select one of the possible solutions to implement in the pilot phase.
Discuss the result of the pilot (create your own scenario).
Explain in detail the methods utilized to communicate the improvement process to the area chosen for the pilot phase.
Study
Summarize the data collected.
Discuss how you would measure whether the pilot solution was effective.
List observations.
Discuss any problems that may have occurred in your scenario.
Discuss any communication issues.
Compare your objective in the Plan phase to that of the actual pilot result.
Discuss what needs to be revised in your improvement plan to meet your objective.
Act
Discuss your revised plan.
Describe how you are going to implement the plan hospital-wide.
Describe how you will continually monitor the improvement plan to ensure sustained success.
Determine if one of the steps you are recommending would require a check and balance step.
Discuss why it is necessary. (It is important to keep in mind that some processes require a system of checks and balances.)
Paper Requirements:
The Adverse Event Template document, once completed,
Should demonstrate an understanding of the reading assignments, class discussions, your own research, and the application of new knowledge.
Must have substantive responses within the template and include complete sentences in paragraph format, including citations for each reference listed. Refer to the Writing Center (Links to an external site.) for information on APA guidelines.
Must demonstrate understanding of the reading assignments, class discussions, your own research, and the application of new knowledge. Two of your four sources must be from the University of Arizona Global Campus Library and must have been published within the past five years.
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Most Popular Content
6 pages
Assisted Suicide
Assisted suicide refers to actions taken to end the life of individuals experiencing long term Assisted suicide is illegal ...
Assisted Suicide
Assisted suicide refers to actions taken to end the life of individuals experiencing long term Assisted suicide is illegal in most of the states in ...
Evidence based practice
Please
use the grading rubric to create an outline of your assignment. Each
section of the rubric should be a section ...
Evidence based practice
Please
use the grading rubric to create an outline of your assignment. Each
section of the rubric should be a section of your final paper and could
become the headings. Your assignment will be graded based on each
element of the rubric. Compare each section of your paper with the
rubric to ensure all elements are covered. Then, include an introduction
and conclusion to tie the paper together. If you have any questions
regarding the assignment please contact your instructor using the Course
Help forum.The final project presents a culmination of nursing research and
evidence-based practice (EBP)knowledge as students choose a qualitative
or quantitative study to critically evaluate, including making a
recommendation for utilization in EBP. In a 5 page paper (excluding title page and references), critically
evaluate either Study 3 or Study 4, which can be found in the Module 7
Overview. Evaluate the credibility of professional citation, research
design, and procedures in a research article. Include a discussion on
how this study contributes to EBP. Use the Final Project Rubric
provided below to help you develop and organize your final paper.
Please remember to follow APA 6th edition formatting for the title page,
body of the paper, and reference page. Rubric or Grading Criteria:
Competency
10.5 points
6 points
4 points
0 points
Total
Evaluates credibility of research article the components of the appropriate evaluation checklist in Houser (2018)
Evaluates credibility of research article using most of the
components (Greater than 2/3) of the evaluation checklist in Houser
(2018).
Evaluates credibility of research article using 2/3 of the evaluation checklist in Houser (2018).
Evaluates credibility of research article using one-third or less of the evaluation checklist in Houser (2018)
No paper submitted, content missing.
/10.5
Evaluates the problem statement and research design using the components of the evaluation checklist in Houser (2018)
Evaluates the problem statement and research design using most of the components of the evaluation checklists in Houser (2018).
Evaluates the problem statement and research design using half of the components of the evaluation checklists in Houser (2018).
Evaluates the problem statement and research design using one-third or less of the evaluation checklists in Houser (2018).
No paper submitted, content missing.
/10.5
Evaluates ethical issues in the study using most of the components of the evaluation checklist in Houser (2018).
Evaluates ethical issues in the study using most of the components of the evaluation checklist in Houser (2018).
Evaluates ethical issues in the study using half of the components of the evaluation checklist in Houser (2018).
Evaluates ethical issues in the study using one-third or less of the components of the evaluation checklist in Houser (2018).
No paper submitted, content missing.
/10.5
Evaluates the purpose statement using most of the components of the evaluation checklist in Houser (2018)
Evaluates the purpose statement using most of the components of the evaluation checklist in Houser (2018)
Evaluates the purpose statement using half of the components of the evaluation checklist in Houser (2018)
Evaluates the purpose statement using one-third or less of the components of the evaluation checklist in Houser (2018)
No paper submitted, content missing.
/10.5
Evaluates the literature review using most of the components of the evaluation checklist in Houser (2018)
Evaluates the literature review using most of the components of the evaluation checklist in Houser (2018)
Evaluates the literature review using half of the components of the evaluation checklist in Houser (2018)
Evaluates the literature review using one-third or less of the components of the evaluation checklist in Houser (2018)
No paper submitted, content missing.
/10.5
Evaluates the sampling strategy using most of the components of the evaluation checklist in Houser (2018).
Evaluates the sampling strategy using most of the components of the evaluation checklist in Houser (2018).
Evaluates the sampling strategy using half of the components of the evaluation checklist in Houser (2018).
Evaluates the sampling strategy using one-third or less of the components of the evaluation checklist in Houser (2018).
No paper submitted, or content missing.
/10.5
Evaluates the measurement strategy and validity in quantitative
studies using most of the evaluation checklist in Houser (2018). OREvaluates trustworthiness of data in qualitative studies using most of the checklist components in Houser (2018).
Evaluates the measurement strategy in quantitative studies using most of the evaluation checklist in Houser (2018)OR. Evaluates trustworthiness of data in qualitative studies using most
of the components in the checklist components in Houser (2018).
Evaluates the measurement strategy in quantitative studies using half of the evaluation checklist in Houser (2018). OREvaluates trustworthiness of data in qualitative studies using half of the components of the checklist in Houser (2018).
Evaluates the measurement strategy in quantitative studies using one-third of the evaluation checklist in Houser (2018). OREvaluates trustworthiness of data in qualitative studies using
one-third or less of the components of the checklist in Houser (2018).
No paper submitted, content missing.
/10.5
Evaluates how study results may (or may not) be used to inform EBP.
Evaluates how study results may (or may not) be used to inform EBP.
Discusses study results in general but not how findings may or may not contribute to EBP.
Does not discuss results or how study findings can inform EBP.
No paper submitted or content missing
/10.5
Competency
7 points
5 points
2.5 points
0 points
APA format
Demonstrates competent use of mechanics and APA
Minimal APA errorsTwo unique errors i.e. abbreviations and in text citation
Many APA errorsMore than two APA errors
Complete lack of understanding APA format
/7
Competency
3 points
2 points
1 points
0 points
Organization
Organization excellent, ideas clear and arranged logically, transitions smooth, no flaws in logic.
Organization good; ideas usually clear and arranged in acceptable sequence; transitions usually smooth, good support
Organization minimally effective; problems in approach, sequence, support and transitions
Organization does not meet requirements
/3
Grammar
Grammar, punctuation, mechanics, and usage correct and idiomatic, consistent with Standard American English
Grammar, punctuation, mechanics, and usage good mostly consistent
with Standard American English; errors do not interfere with meaning or
understanding
Grammar, punctuation, mechanics and usage distracting and often interfere with meaning or understanding
Grammar, punctuation, mechanics, and usage interfere with understanding
/3
References
References are relevant, authoritative and contemporary
Adequate references
Minimal use of appropriate references
Poor use and/or selection of references not relevant
/3
Total Possible = 100
/100
4 pages
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Gastroesophageal Reflux Disease (GERD) manifests when there is insufficient closure of the lower sphincter leading to reflux of the food taken into ...
women's health plan of care
How the age of the female patient, demographics, race, and lifestyle will drive your exam and plan of care. Give examples ...
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How the age of the female patient, demographics, race, and lifestyle will drive your exam and plan of care. Give examples and support with evidence-based practice.APA 1-2 page
NSG 486 University of Phoenix State Naloxone Access Laws Presentation and Paper
1) This assignment is designed to ensure you understand the basics of public and community health. It is important to unde ...
NSG 486 University of Phoenix State Naloxone Access Laws Presentation and Paper
1) This assignment is designed to ensure you understand the basics of public and community health. It is important to understand the close relationship between public and community health In your assignment # 1: Define public/community health nursing. Define primary, secondary, and tertiary levels of prevention. Give examples of each level of prevention. Describe the nurse's roles and responsibilities in community and public health nursing. Explain current issues community and public health nurses face. Format your assignment as one of the following: 7- to 10-slide presentation Cite at least three peer-reviewed sources published within the last five years that support your assignment. Include an APA-formatted reference page.2)Using the health care law or policy you researched for this week's learning activity, create a proposal or presentation for continued funding of a related program. Create two separate proposals, one that addresses liberal viewpoints and one that addresses conservative viewpoints. Convince each group that continued funding is essential to the well-being of its recipients. Address the following in each proposal: The party platform principles How the program advances the party agenda Program data related to target population outcomes Format your proposals as one of the following: 350- to 525-word paper Cite at least three peer-reviewed sources published within the last five years that support your assignment. Include an APA-formatted reference page.
HCA 375 Ashford University Medications Errors Discussion
Part 1: Description of Adverse Event (Complete Part 1 of the Adverse Event Template download)
Medication error
Patie ...
HCA 375 Ashford University Medications Errors Discussion
Part 1: Description of Adverse Event (Complete Part 1 of the Adverse Event Template download)
Medication error
Patient falls
Post-operative hemorrhage
Completing the template:
Adverse Event
Identify the chosen event.
Create a scenario based on your chosen event.
Discuss the incident and what happened.
Identify the health care professionals involved.
Explain the health care professional’s role in the incident.
Historical Background
Discuss the prevalence of the adverse event including historical information (i.e., how often this type of event occurs and prevention methods used by the industry).
Legal and Accrediting Agency Requirements
Address legal ramifications and accreditation agency requirements regarding the adverse event.
CQI Team and Communication
Identify the CQI team members. Based on the members you chose:
Explain how their role within the hospital would benefit your team in identifying and analyzing the cause of the adverse event.
Discuss issues that could arise between the team members when attempting to develop an improvement plan.
Describe the steps you would take as the CQI team lead to make sure that everyone is able to communicate their opinions and recommendations.
Describe barriers or conflicts that could occur within your team regarding effective communication.
Operational or Safety Processes
Discuss at least two operational and safety processes that you would recommend to the team to avoid future events from occurring.
Explain the rationale for your recommendations.
Impact of Event
Discuss the impact on the hospital if the events continue to occur.
Discuss the impact to the patients if the events continue to occur.
Note: The number of beds and operating rooms increased from 2017 to 2018.
Part 2: Graph the Data (Complete Part 2 of the Adverse Event Template download)
Once you choose your adverse event, graph the data from the chart above. You will graph Column A and B against the chosen event (i.e., number of medication errors, number of patient falls, or number of post-operative hemorrhages). For example, if I were to choose medication errors, I would enter the details from column A, B, and C. Once your graph is complete, copy/paste it in the space indicated within the template.
Include an analysis of the data within the spaces indicated in the template:
Discuss the frequency of the adverse event as compared to the increase or decrease of patient discharges.
Analyze the data (what is the data telling you?).
Identify the possible factors, in your opinion, that could be attributed to the change.
Part 3: Create the CQI tool (Complete Part 3 of the Adverse Event Template download)
Choose one of the CQI Tools listed below that best aligns with your chosen Adverse Event. Each of the tools listed below are hyperlinked to the Institute for Health Care Improvement website, which discusses and illustrates examples of each type of tool.
Fishbone (Cause and Effect) Diagram (Links to an external site.)
Flowchart (Links to an external site.)
Pareto Chart (Links to an external site.)
Next, you will be responsible for creating the CQI Tool, completing the tool, taking a screenshot, and copying/pasting the screenshot into the space indicated within the Adverse Event Template download.
If you are unfamiliar with these tools, please refer to the recommended readings, specifically the Siriwardena (2009) article from Week 2, Using Quality Improvement Methods for Evaluating Health Care download.
Part 4: Future Prevention (Complete Part 4 of the Adverse Event Template download)
After describing the event in Part 1, using a Graph in Part 2 and CQI tool in Part 3, you will apply the PDSA model in Part 4 to summarize the process and steps that your team would recommend to the CEO to prevent this adverse event from reoccurring.
Respond to the items in Part 4 of the template by including the following:
Plan
Identify the problem that caused the adverse event/
Identify your objective.
Identify the team members that will assist in the development of a plan for improvement.
Describe how you would communicate the plan to the stakeholders.
Discuss the reasons for collecting the data associated with the chosen scenario.
Identify where you will pilot the new plan of action.
Identify who, what, or why for your pilot of the improvement plan. (When you implement any new plan of action in a hospital setting, you will do a pilot of the new plan in a small, targeted area or department. For example, if you chose medication errors, a group of patients will be on the same floor [e.g., medical unit, cardiac unit, etc.]. If you chose patient falls, the patients will have the same diagnosis [e.g., hip replacement, etc.]. If you chose post-operative hemorrhage, the patients will have the same type of surgical procedure [e.g., abdominal surgeries, etc.].)
Do
Develop three possible solutions to the problem.
Select one of the possible solutions to implement in the pilot phase.
Discuss the result of the pilot (create your own scenario).
Explain in detail the methods utilized to communicate the improvement process to the area chosen for the pilot phase.
Study
Summarize the data collected.
Discuss how you would measure whether the pilot solution was effective.
List observations.
Discuss any problems that may have occurred in your scenario.
Discuss any communication issues.
Compare your objective in the Plan phase to that of the actual pilot result.
Discuss what needs to be revised in your improvement plan to meet your objective.
Act
Discuss your revised plan.
Describe how you are going to implement the plan hospital-wide.
Describe how you will continually monitor the improvement plan to ensure sustained success.
Determine if one of the steps you are recommending would require a check and balance step.
Discuss why it is necessary. (It is important to keep in mind that some processes require a system of checks and balances.)
Paper Requirements:
The Adverse Event Template document, once completed,
Should demonstrate an understanding of the reading assignments, class discussions, your own research, and the application of new knowledge.
Must have substantive responses within the template and include complete sentences in paragraph format, including citations for each reference listed. Refer to the Writing Center (Links to an external site.) for information on APA guidelines.
Must demonstrate understanding of the reading assignments, class discussions, your own research, and the application of new knowledge. Two of your four sources must be from the University of Arizona Global Campus Library and must have been published within the past five years.
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