SWOT Analysis Discussion Response

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Description

YouTube link for the video: How to Conduct SWOT Analysis: https://youtu.be/goxMsPCs_z0

E-Book access:  www.pearson.com    Login: hope_chung1   Password: Chip1052711

Getting Started

In Workshop Five, you created a strategic plan?related to a patient-centered problem. In this workshop, you will share your strategic plan with your peers. This is the PowerPoint presentation you created in workshop 5, assignment 5.3, not a new strategic plan.?

Upon successful completion of this discussion, you will be able to:

  • Recognize evidence-based practice strategies to address patient-centered problems.
  • Recognize all evidence-based practice strategies?have?strengths and weaknesses aimed at patient-centered problems.

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Resources

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  • Textbook:?Foundations of Nursing Research 
  • PPT File: Chapter 3
  • Video: How to Conduct a SWOT Analysis

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Background Information

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In this workshop,?you will have an opportunity to share your strategic plan related to a patient-centered problem with your peers. Some of your patient-centered problems and strategies may be similar but different. Share your strategic plan with your peers. Critically reflect on the proposed strategies to address a patient-centered problem.?Provide construct feedback on the strategic plans.

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Instructions

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  • Review the rubric to make sure you understand the criteria for earning your grade.
  • Post your PowerPoint presentation to the discussion forum by day four of the workshop (This is considered your initial post).
  • Review Chapter 3 in the textbook.
  • View the Chapter 3 PowerPoint file.
  • Watch the video: How to Conduct a SWOT Analysis.
  • Prepare to discuss the following prompts:
    • Reply to your classmates’ presentations addressing the following prompts:? 
      • Identify the Strengths of the strategic plan for the implementation of evidence-based practice.?
      • Identify the Weaknesses of the strategic plan for the implementation of evidence-based practice.? 
      • Give feedback on Opportunities such as possible strategies for implementing change, overcoming barriers, evaluation, or communicating findings.? 
      • Identify possible Threats to a smooth implementation of the strategic plan for implementation of evidence-based practice.?
    • Research and select at least two current scholarly sources to support your explanations and insights
    • I have attached two of my classmate's presentations. The first one is for Ms. Levit  (SWOT) and second one is for Ms Short, who will need a response

Unformatted Attachment Preview

Preventing Patient Falls Within Facilities Melissa Levitt INDIANA WESLEYAN UNIVERSITY NUR 440: EVIDENCE-BASED NURSING FACULTY: Sara Strohminger DATE: 3/29/2021 Falls: Risk Factors and Interventions • The average number of falls per 1,000 occupied bed days in the United States of America (USA) was 3.44 (Baris & Seren Intepeler, 2019, p. 2). • “Estimated that 391,000 people died in 2002 because of falls, making it the second leading cause of death resulting from unintentional injury after traffic accidents,” (Midori Sakai et al, 2016, p. 2) • Risk factors are mental status, body functions, and environmental factors. • “71 causes of falls were determined, 27 of which were related to body functions, three were related to body structures, 11 were related to activity and participation, 27 were related to environmental factors, and three were related to personal factors,” (Baris & Seren Intepeler, 2019, p. 5). • “321 falls of hospitalized patients were recorded, of them,58.9% occurred in clinical hospitalization units and 19.2% in surgical hospitalization units,” (Midori Sakai et al, 2016, p. 4) • Some interventions are the use of walking‐assistant devices, educating patients by visual (video etc.) methods, and warning posters (Baris & Seren Intepeler, 2019, p. 6). • Risk factors like excessive conversations or noise and illumination not adequate. Interventions like elevation of the lateral bed rails and beds in low position (Midori Sakai et al, 2016, p. 5) Research Question What are the risk factors for falls and how can we prevent them? Hypothesis •Giving nurses the autonomy to implement fall preventions and interventions will aide in decreasing patient falls and length of stay within facilities. Research Article #1: Views of key stakeholders on the causes of patient falls and prevention interventions: A qualitative study using the international classification of functioning, disability and health • Purpose: To examine the views and suggestions of healthcare professionals, patients and family members on the causes of inpatient falls and fall‐prevention practices. • Conduction: Designed using a descriptive qualitative research method, with semi‐structured interviews of four physicians, four charge nurses, 12 nurses, four support staff members, eight patients and eight family members of patients in the palliative, internal disease, surgery and orthopedic clinics • Results and findings: Causes of falls were mostly related to body functions and environmental factors; stakeholders in the further studies of patient falls will provide a more detailed analysis of this topic; asking patients and family members for their opinions on the practical development of fall‐prevention programs and their developmental process will lead more comprehensive and effective fall‐prevention programs; systematic and detailed classification of the causes of falls will be useful to define the prioritized areas of the prevention programs. (Baris & Seren Intepeler, 2019) Research Article #2: RISK OF BED FALLS IN ADULT PATIENTS AND PREVENTION MEASURES • Purpose: To analyze the adequacy between the evaluation of the risk in adult patients´ fall and the prevention measures adopted. • Conduction: This is a descriptive, cross-sectional study with a quantitative approach. The sample consisted of 1,408 patients from a public university hospital. Data were collected through the application of the Morse Scale and evaluation of bed fall prevention measures. • Results and findings: Patients older than 60 years old had a higher risk of falls. Individuals classified as having high risk were those who were connected to venous devices, and those with a previous history of falling and with a disoriented state of mind. Prevention measures were adequate in 91.0%. Knowing the risks of falling and the quality indicators, associated with the awareness and training of professionals are essential measures in the prevention of incidents and adverse events. (Midori Sakai et al, 2016) Interventions • • • • Collaborate with floor manager Gain approval from facility IRB Assess mental, physical, and physiological status Do not place SCD’s on confused patients that spontaneously try to get out of bed • Place fall mats when patient is appropriate • Have appropriate assistive devices nearby Evaluation of the intervention • From charts, compare • From fall trends, before and after implementations • From patient surveys • Control group from the past 6 months. Communicating findings of pilot study… Power Point presentation to: • Floor manager • Preceptor • Director of nursing • Safety Committee/IRB Potential Barriers to Implementation of Pilot Study findings 1. Lack of support from OR director 2. Lack of staff cooperation to implement 3. Patient compliance/understanding Strategies to Overcome Barriers… 1. Present to the directors the benefits of implementing new interventions 2. Educate the employees on the new interventions to be implemented and address all questions 3. Educate and reeducate the patients on the importance of compliance Evaluation: How will you measure whether the intervention achieved the desired results? • Addresses the issue of nursing knowledge risk factors for falls and proper interventions • Quantitative nonexperimental descriptive study • Participants voluntarily completed an electronic survey • Findings indicate a need for continuing education regarding the parameters for fall risks References • Baris, V. K., & Seren Intepeler, S. (2019). Views of key stakeholders on the causes of patient falls and prevention interventions: A qualitative study using the international classification of functioning, disability and health. Journal of Clinical Nursing (John Wiley & Sons, Inc.), 28(3/4), 615–628. https://doi.org/10.1111/jocn.14656 • Midori Sakai, A., Rossaneis, M. Â., Fernandez Lourenço Haddad, M. do C., & Willamowius Vituri, D. (2016). Risk of Bed Falls in Adult Patients and Prevention Measures. Journal of Nursing UFPE / Revista de Enfermagem UFPE, 10, 4720–4726. https://doi.org/10.5205/reuol.8200-71830-3SM.1006sup201602 Lost in translation: how to care for our patients who speak another language Amanda Short Indiana Wesleyan University NUR 440: Evidenced-Based Nursing Professor Sarah Strohminger April 5, 2021 Research problem: The problem is how do we, as nurses, make sure that our patients that come from a different culture and speak a different language than our own are getting the care they deserve. Language barriers have always been a huge barrier in patient care and education. Patients feel as though they slip through the cracks and are not given adequate care. How are we sure that our patient fully understands the medical explanation I gave to them? How do we know that the patient has all of their questions answered? Research question: If educational pamphlets are translated into each language that our patients speak by a native speaker of that language, will there be less questions called in to the clinic after appointments? Hypothesis: Having educational materials that the patients can take home and read and reread about their illnesses and their medications will reduce the number of calls we have after appointments to clarify directions of home care and directions of medications. Review Article 1: The first article took an instrument (HSOPSC) used here in the United States and translated it into Spanish to use in Peru to see if the instrument can be used crossculturally. They had trouble with translating the instrument from English to Spanish due to different cultures using different slang to describe the same thing. They also had issues translating because there are certain English words that do not have a Spanish equivalent. The conclusion of the article states that they had to make the instrument similar but very different from other Spanish versions. It did work for the patients but with further study and research they could make it better for future use. Palmieri, P., Leyva-Moral, J., Camacho-Rodriguez, D., Granel-Giminez, N., Ford, E., Mathieson, K., & Leafman, J. (2020). Hospital survey on patient safety culture (HSOPSC): a multi-method approach for target-language instrument translations, adaptation, and validation to improve the equivalence of meaning for cross-cultural research. BioMed Central. 19(23). DOI: 10.1186/s12912-020-00419-9. Review Article 2: The second article is a study about fieldworkers from 4 different languages and how they felt about their healthcare. This study used thematic analysis to identify, analyze, and report patterns from the data collected. In conclusion, the researchers found that there are several complex factors that help or hinder patients’ experiences through their health care. The main factor is poor engagement by the healthcare worker that does not speak the patient’s language. The patient’s experience was not based on just the words that were being translated but on the experience as a whole. Harrison, R., Walton, M., Chitkara, U., Manias, E., Chauhan, A., Latanik, M., & Leone, D. (2020). Beyond translation: Engaging with culturally and linguistically diverse consumers. Health Expectations, (23) pp. 159-168. DOI: 10.1111/hex.12984. Evidenced based strategy: For four weeks, patients will be selected with certain illnesses and medications and will be given prepared pamphlets before leaving the office. Calls will be monitored to see if these patients call the office for any questions regarding their illnesses or medications. The pamphlets will also be gone over before leaving the office to give the patient a chance to ask any questions they may have. The patient will be instructed to use the sheet as a reference on their illness or medication. After the four weeks, the data will be collected and analyzed for patterns among the patients and their return calls. Barriers: The first major barrier is that it is not feasible to make pamphlets for every illness and every medication. How to make it cost saving while serving our several dialects that are spoken in the office. Support by staff in passing out the pamphlets to the appropriate patients and appropriate dialects. Strategies to Overcome Barriers: Print out pamphlets on the top 20 illnesses and the top 30 medications only. Make them available in a central location, so they are easily accessible. Make sure the medications and illnesses are double checked before passing out pamphlets to make sure the patient receives the correct ones. Make the pamphlets electronic so that they can be selected as part of an office discharge and printed out as the patient checks out. Evaluation: Evaluation of this project will show that more research and studies should be done to see how to best educate patients who speak a different language from the educator. This study can be evaluated by the number of pamphlets passed out versus the number of calls made after appointments. This can be done by tracking the patients that received pamphlets and if they called back after their appointment within the following week. Communication Methods: This study will be shared by acknowledging the data and sharing the results with coworkers at different locations within the same healthcare network. It will be shared to them in PowerPoint form as well as email, and shown examples. References: Harrison, R., Walton, M., Chitkara, U., Manias, E., Chauhan, A., Latanik, M., & Leone, D. (2020). Beyond translation: Engaging with culturally and linguistically diverse consumers. Health Expectations, (23) pp. 159-168. DOI: 10.1111/hex.12984. Palmieri, P., Leyva-Moral, J., Camacho-Rodriguez, D., Granel-Giminez, N., Ford, E., Mathieson, K., & Leafman, J. (2020). Hospital survey on patient safety culture (HSOPSC): a multi-method approach for target-language instrument translations, adaptation, and validation to improve the equivalence of meaning for cross-cultural research. BioMed Central. 19(23). DOI: 10.1186/s12912-020-00419-9. Foundations of Nursing Research Seventh Edition Chapter 3 Evidence-Based Nursing Practice Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Learning Objectives 3.1 Explain how the concept of evidence-based practice (E BP) is evolving in nursing 3.2 Describe models that promote the implementation of E BP in nursing practice 3.3 Identify barriers that could challenge the effective implementation of an EBP 3.4 Incorporate ideas into a plan for facilitating the success of an EBP 3.5 Develop a plan for implementing an EBP for nurses in a clinical setting Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Learning Objective 3.1 Explain how the concept of evidence-based practice (E BP) is evolving in nursing Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved The Evolving Nature of Evidence-Based Practice (1 of 3) • Definition of EBP has evolved to include concepts of quality and efficiency. • Translation science has been used interchangeably with EBP. Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved The Evolving Nature of Evidence-Based Practice (2 of 3) • Titler defines EBP as the application of “the conscientious and judicious use of current best evidence in conjunction with clinical expertise and patient values to guide health care decisions” • Translation science is described as “the study of implementation interventions, factors, and contextual variables that affect knowledge uptake and use in practices and communities”. Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved The Evolving Nature of Evidence-Based Practice (3 of 3) • Nursing profession is in process of using EBP interventions that rest on best research knowledge available. • Researchers are to demonstrate interventions are effective in producing desired outcomes in clinical practice. Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Learning Objective 3.2 Describe models that promote the implementation of EB P in nursing practice Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (1 of 21) • Stetler Model – Stetler Model of Research Utilization to Facilitate EBP • Iowa Model – Iowa Model of Evidence Based Practice to Promote Quality of Care Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (2 of 21) • The Stetler Model – Provides framework to facilitate use of research evidence in practice for individual nurses or healthcare institutions Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (3 of 21) – Five phases of activities that guide the nurse: 1. Preparation 2. Validation 3. Comparative evaluation and decision making 4. Translation and application 5. Evaluation Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (4 of 21) – Preparation ▪ Collection of information that provides the reason to change the practice – Validation ▪ Critical analysis of research related to potential practice – Comparative evaluation and decision making ▪ Deals with fit of evidence to clinical setting ▪ Feasibility of using the research findings ▪ Decision that a new practice activity would make a positive difference to patient outcomes Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (5 of 21) – Translation and application ▪ Involves the actual implementation of the practice – Evaluation ▪ Includes both informal and formal evaluations Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (6 of 21) • The Iowa Model – Provides direction for development of EBP in a clinical agency with a built-in focus toward informing QI after practice is established Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (7 of 21) – Continuum of activities advancing from 1. Identifying either problem-focused or knowledge-focused triggers 2. Forming a team 3. Assembling, synthesizing, and critiquing research associated with a practice that would provide a solution for the trigger 4. Piloting the new practice 5. Evaluating the structure, processes, and outcomes of the practice 6. Disseminating the results 7. Returning to first steps of identifying triggers that may indicate a need for a revision of EBP Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (8 of 21) • Discussion of Iowa Model Concepts – Problem-focused trigger ▪ Clinical problem or data that relates to risk management, process improvement, benchmarking, and financial issues – Knowledge-focused trigger ▪ Relates to new research findings or changes in agency standards Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (9 of 21) – Success of the implementation of an EBP depends on a team effort. – Important to build a cultural environment for implementation of transferring research evidence into clinical practice ▪ Required before team is feasible Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (10 of 21) – At organization level, agency can: ▪ Recognize staff members who actively work toward improving their practice with EBPs on annual nursing performance evaluations. ▪ Create a novice-to-expert competency framework for nurses who wish to eventually guide EBP project. ▪ Offer educational opportunities from experts from local universities to help nurses search databases and critique sources of information. Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (11 of 21) – At unit level, agency can: ▪ Arrange for time allotments and shared governance committees. ▪ Provide built-in coaching supports with the nurses’ daily responsibilities. Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (12 of 21) – Need to assemble, synthesize, and critique research that addresses a specific trigger stems ▪ Not all interventions are appropriate for all clinical settings – Assembled research evidence must be evaluated – Nurses must be active learners Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (13 of 21) – Consideration for appraising evidence rests on understanding hierarchy or level of evidence of studies. ▪ Different levels of evidence provide various types of confidence. – Hierarchy of evidence ▪ Ranks from systematic review of randomized controlled trials (RCT) as highest ▪ Least high level of evidence is consensus opinion Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (14 of 21) – Nurses need to: ▪ Understand more than essential elements of the quality of an EBP. ▪ Combine clinical expertise with knowledge of a patient’s preferences, values, and engagement in care decisions. Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (15 of 21) – Implementing research-based evidence into nursing practices: ▪ Promotes high-quality patient care. ▪ Reduced practice variations. ▪ Greater patient safety strategies. ▪ Reduced healthcare costs. Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (16 of 21) – Leadership Responsibilities 1. Aligning project with agency’s goals 2. Allocating funds for improvement 3. Assigning teams who will assist with staff education and monitoring processes and outcomes of project 4. Assigning managers who will inform unit staff members of quality improvement projects 5. Appointing frontline managers who will encourage peers to monitor and record unit-based achievements Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (17 of 21) – Key stakeholders ▪ Interested in new projects ▪ In positions to affect the project ▪ Chief nursing officers ▪ Chief financial officers ▪ Nurse directors ▪ Medical directors ▪ Staff nurses ▪ Support staff ▪ Patients Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (18 of 21) – Nurse champions ▪ Individuals who are: – Clinically knowledgeable. – Committed to improve quality and patient safety. ▪ Ensure that EBP becomes rooted in the agency’s culture Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (19 of 21) – Evaluation ▪ Provides developers with evidence to modify practice before it is adopted ▪ Helps improve both delivery of care and potential of successful outcomes ▪ Gives healthcare providers confidence they are giving the best healthcare possible ▪ Patients believe treatment decisions are based on knowledge associated with what works and does not work. Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (20 of 21) – Application ▪ EBP should be introduced across all of the applicable areas. ▪ Outcomes should be continually monitored. ▪ Reviews should be performed every two years or as needed. Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Models to Promote Evidence-Based Practice in Nursing (21 of 21) – Implementation ▪ Outcomes of EBP initiatives need to be disseminated or published, including: – Provide reasons that led to project. – Report on processes associated with search, selection, and critique of literature. – Report on evidence-based factors that supported decision to implement the EBP, with resulting outcomes. – EBP model that guided project as well as PICO T statement should be included. Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Learning Objective 3.3 Identify barriers that could challenge the effective implementation of an EBP Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Barriers Associated with EBP (1 of 3) • Inadequate research studies from clinical trials comparing patient outcomes from new innovative strategies with usual care • Most EBP guidelines have been generated from population-based data. – Some guidelines may not be considered practical for many patients. Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Barriers Associated with EBP (2 of 3) • Examples associated with workloads include: – Management not supportive of EBP. – Lack of resources. – Lack of authority to change practices. – Workplace culture resistant to change. • Universal barrier – Not enough time due to workload issues or time constraints among nurses Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Barriers Associated with EBP (3 of 3) • EBP often takes a back seat to care provision. • Tricky for experienced administrators who have priorities competing with EBP implementation • For individual nurses, other barriers include: – Personal lack of knowledge. – Lack of time to access new knowledge. – Perception that EBP is too time-consuming and burdensome. – Resistance to changing practices. Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Learning Objective 3.4 Incorporate ideas into a plan for facilitating the success of an EBP Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Facilitators of Evidence-Based Practice (1 of 4) • Facilitating strategies – Support of EBP projects from leadership – Sponsorship of relationships with mentors with excellent EBP skills – Promotion of the use of proper tools – Implementation of evidence-based clinical policies and procedures – Establishment of journal clubs Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Facilitators of Evidence-Based Practice (2 of 4) • Creation of committees or councils that focus primarily on nurse-led research and EBP – Members who can help facilitate and translate EBP into practice – Frontline staff who have expressed a desire to participate Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Facilitators of Evidence-Based Practice (3 of 4) • Providing resources to nursing staff is an important piece of facilitation within a hospital setting. – Services of a librarian – Budgeting and allotting times – EBP training classes Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Facilitators of Evidence-Based Practice (4 of 4) • A work environment that encourages providers to participate in reviews of current literature tends to stimulate thought. • Partnerships with schools of nursing can enhance and support nurse-led EBP and research within a hospital. • Professors can partner with committees to support staff and serve as mentors or EBP facilitators. Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Learning Objective 3.5 Develop a plan for implementing an EBP for nurses in a clinical setting Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Application of the Iowa Model (1 of 4) • Practices must evolve to reflect current knowledge. • Nurses must remain current with evidence-based practices. • Policy Development Seven (PD7) – Seven-step process to construct a new policy – Blankenship, Lucas, & Sayre, 2013 Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Application of the Iowa Model (2 of 4) • Policy Development Seven (PD7) 1. Trigger was unfamiliar patient situation that lacked a procedural policy for care. ▪ Committee approached ▪ Resources requested 2. Establishment of a team approach with clear description of role expectations. Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Application of the Iowa Model (3 of 4) 3. Searching databases popular with nurses ▪ Review state practice act for limitations ▪ Compare policies from other hospitals ▪ Polled hospital’s preceptor committee 4. Review of existing policy ▪ Brainstorming sessions 5. Consulting with experts who transformed rough draft of new policy into a plan Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Application of the Iowa Model (4 of 4) 6. Submission of final policy to the practice council for approval ▪ Also to everyone who might be affected by the policy 7. Educating staff with hospital intranet to human resources department ▪ Staff directly affected received information and experienced practice on the unit Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved Copyright Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
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Explanation & Answer

Hello bro, the peer replies are ready.

Outline
Topic: Peer’s SWOT Analysis
The following sections are covered in the paper
A. SWOT analysis for Melissa Levitt


One of the strengths of the strategic plan is that there are statistics that indicate the
success of intervention proposed in your presentation.



Weakness of the strategic plan for the implementation of evidence-based practice
is that there are still factors that give rise to fall conditions in human beings.



One of the opportunities is that involvement of nurses in finding the solutions will
help increase the length of stay of patients within facilities.



Threats to the implementation of evidence-based practice in your presentation
may be lack of support and involvement from the staff and entire medical team.

B. SWOT analysis for Amanda Short


One of the strengths of the strategic plan in addressing the patient-centered
problem is that every patient will feel comfortable reading pamphlets written in
their native languages.



Weaknesses involved while implementing the strategic plan regarding the patientcentered problem is that not every patient has good vision.



Opportunity for the implementation of the strategic plan in your presentation is
that the modern world is digitalized and media channels could greatly assist in
translation processes.



Existing threat for the implementation of the patient-centered intervention include
difficulties in creating pamphlets for every disease and treatment options.

C. References


Harrison, R., Walton, M., Chitkara, U., Manias, E., Chauhan, A., Latanik, M., &
...


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