Write a comprehensive analysis (5-7 pages) of an adverse event or near miss from your nursing experience. Integrate research and data on the event to propose a quality improvement (QI) initiative to your current organization.Health care organizations strive to create a culture of safety. Despite technological advances, quality care initiatives, oversight, ongoing education and training, legislation, and regulations, medical errors continue to be made. Some are small and easily remedied with the patient unaware of the infraction. Others can be catastrophic and irreversible, altering the lives of patients and their caregivers and unleashing massive reforms and costly litigation. Many errors are attributable to ineffective interprofessional communication.This assessment’s goal is to address a specific event in a health care setting that impacts patient safety and related organizational vulnerabilities with a quality improvement initiative to prevent future incidents.Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses.  Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety. Analyze the missed steps or protocol deviations related to an adverse event or near miss. Analyze the implications of the adverse event or near miss for all stakeholders. Outline a quality improvement initiative to prevent a similar adverse event or near miss. Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.  Incorporate relevant metrics of the adverse event or near miss incident to support need for improvement. Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.  Communicate analysis and proposed initiative in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling. Integrate relevant sources to support arguments, correctly formatting citations and references using APA style. Instructions For this assessment, you will prepare a comprehensive analysis on an adverse event or near miss that you or a peer experienced during your professional nursing career. You will integrate research and data on the event and use this information as the basis for a quality improvement (QI) initiative proposal in your current organization.The following points correspond to the grading criteria in the scoring guide. The subbullets under each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your adverse event or near-miss analysis addresses all of the content below. You may also want to read the scoring guide to better understand the performance levels relating to each grading criterion. Analyze the missed steps or protocol deviations related to an adverse event or near miss. Describe how the event resulted from a patient’s medical management rather than from the underlying condition. Identify and evaluate the missed steps or protocol deviations leading to the event. Explain the extent to which the incident was preventable. Research the impact of the same type of adverse event or near miss in other facilities. Analyze the implications of the adverse event or near miss for all stakeholders. Evaluate the short- and long-term effects on the stakeholders (patient, family, interprofessional team, facility, community). Analyze each stakeholder’s contribution to the event. Analyze the interprofessional team’s responsibilities and actions. Explain what measures each interprofessional team member should have taken to create a culture of safety. Describe any change to process or protocol implemented after the incident. Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety. Analyze the quality improvement technologies put in place to increase patient safety and prevent recurrence of the near miss or adverse event. Determine the appropriateness of the technology application for a specific patient or situation. Research scholarly, evidence-based literature to learn how institutions can integrate solutions to prevent similar events. Incorporate relevant metrics of the adverse event or near-miss incident to support need for improvement. Identify the salient data associated with the adverse event or near miss that is generated from the facility’s dashboard.  Note: Dashboard means data generated from the information technology platform that provides integrated operational, financial, clinical, and patient safety data for health care management. Analyze what the relevant metrics show. Explain research or data related to the adverse event or near miss that is available outside of your institution. Compare internal data to external data. Use resources such as the Centers for Disease Control and Prevention (CDC), Agency for Healthcare Research and Quality (AHRQ), Institute for Healthcare Improvement (IHI), and the World Health Organization (WHO). Outline a quality improvement initiative to prevent the recurrence of an adverse event or near miss. Explain, from an evidence-based viewpoint, how your facility now manages or should manage the process or protocol. Evaluate how other institutions addressed similar incidents or events. Analyze QI initiatives developed to prevent similar incidents. Explain why they are successful. Provide evidence of their success. Propose solutions for your selected institution that can be implemented to prevent similar future adverse events or near-miss incidents.

Construct a 1–2-page course definition with an accompanying alignment table for a nursing education course using a topic of your choice. Include a 1–2-page memo to a department supervisor that contains a rationale for the assessment and evaluation strategies you plan to use in the course. Whenever you begin the process of designing a course, it is important to begin with the end in mind. Assessment and evaluation strategies are key elements of the design process. How will the course fit in with a larger organizational outcome or continuing educational requirement? What do you want your learners to know or do after they have completed the course? How will you determine whether your learners have met your learning objectives? Program outcomes and learning objectives create a framework to help you determine the learning activities and the types of assessment that will best tell you whether your objective has been met. Assessment Instructions Note: The assessments in this course build upon one another and you are required to complete them in the order in which they are presented. Scenario Imagine that you are a nurse educator in a local organization. You have been asked to create a new course for your nurse education program. You have been given latitude to select both the topic and the nurse population. Your supervisor would like you to create a course definition document that includes the following elements: A course title and course description. The learning objectives. The related program description and program outcomes. Alignment of the external standards or regulatory guidelines that pertain to the educational program offering. This year, the department is asking all nurse educators to pay particular attention to how the evaluation and assessment design of courses help ensure that both learning and program outcomes will be met. In addition, leadership has recognized the importance of evidenced-based practice and standards of care. To that end, at least one external national nursing standard should be aligned with the objectives for your assignment. Part One – Course Definition and Alignment Table Identify a specific health care issue, setting, and learner audience. Your course definition should consist of the following:  Course description, vision, and rationale. The course learning objectives. A description of the program offering. The program outcomes. Use a table to show alignment of assessment and evaluation strategies. Include the following in your table: Examples of assessment and evaluation tasks/assignments. Alignment of learning objectives to program outcomes. Alignment of program outcomes to external standards. You may use (but are not required) the Course Definition and Alignment Table Template, linked in the Resources under the Capella Resources heading. Part Two – Memo to Department Supervisor Return to the scenario above. Compose a short (1–2 pages) memo to the department supervisor that introduces your course and supports the academic rationale behind your design. Your memo should contain the following: A brief description of the specific nurse educational setting Title of the proposed course. A researched rationale that explains: Your assessment of why the course is needed and how the course supports the program offering. A brief description of the academic reasoning behind your evaluation design strategy. At least three relevant scholarly sources that support your rationale. Recommendation for next steps.