Preparing for Change

What steps might be utilized to move a practice issue from development and design through implementation to the realization of positive outcomes? How does theory provide a framework? What barriers might you encounter?

To prepare:

• Review the theories and frameworks (i.e.,      change, organizational, behavioral) presented in Chapter 3 of the course      text, Translation of Evidence into Nursing and Health Care      Practice, and conduct additional research of your own. What insights do      these theories provide regarding how to take your practice issue from      development and design through implementation to the realization of      positive outcomes?
• Think about your practicum setting and evaluate      the readiness for change in this environment. Identify barriers and      facilitators for change.
• Consider strategies to address the barriers and      assess why they might be effective based on theory.

By tomorrow Wednesday 10/17/18 at 12 pm, write a minimum of 550 words essays in APA format with at least 3 references (see attached files) from the list of REQUIRED READINGS below. Include the headers as numbered below:

Post a cohesive scholarly response that addresses the following:

1) Assess the readiness for change in your hospital environment. Discuss those factors: (a) barriers and (b) facilitators that need to be considered (see attached chapter 15 in the file area)

2) Identify a theory or framework that will guide your change efforts. (see attached chapter 3 in the file area)

3) Discuss strategies to address barriers and provide one or more insights regarding why you think they might be effective based on theory.

Required Readings

White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). Translation of evidence into nursing and health care practice (2nd ed.). New York, NY: Springer.

• Review      Chapter 3, “Change Theory and Models: Framework for Translation” (see attached file)
• Chapter      14, “Creating a Culture That Promotes Translation”
• Chapter      15, “Best Practices in Translation: Challenges and Barriers in      Translation” (see attached file)

Darling, F. (2016). Practitioners’ views and barriers to implementation of the Keeping Birth Normal tool: A pilot study. British Journal of Midwifery, 24(7), 508-519. (see attached file)

Sadeghi-Bazargani, H., Tabrizi, J.S., & Azami-Aghdash, S. (2014). Barriers to evidence-based medicine: a systematic review. Journal of Evaluation in Clinical Practice, 20, 793-802. (see attached file)

Smith, E.L., Rice, K.L., & Agrell-Kann, M. (2015). Improving quality outcomes using a champion model for ancillary nursing staff, Journal of Continuing Education in Nursing, 46(12), 539-541. (see attached file)

PIICOT Question

In patients in extended intensive care within an urban acute care facility in Eastern United States, how does early mobilization as recommended by National Institute of Health and Care Excellence clinical guidelines on rehabilitation of patients after critical illness impact early transfers from intensive care as measured 6 months post-implementation when compared to the current standard of care including minimal mobilization of patients?

P: Adult patients 

I: in extended intensive care within an urban acute care facility

I: increased mobilization of the patients 

C: minimal mobilization of the patients

O: early transfers of the patients from intensive care

T: 6 months

 

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PURPOSE

The purpose of this assignment is to allow the learner to demonstrate good organization, appropriate resources, and correct APA formatting for preparing a scholarly paper.

COURSE OUTCOMES

This assignment enables the student to meet the following Course Outcomes.

· CO3: Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge using success resources provided to Chamberlain students. (PO3)

· CO4: Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO4)

· CO5: Apply concepts of professionalism when planning for personal, intellectual, and professional development. (PO5)

· CO9: Demonstrate accountability for personal and professional development by assessing information and technology competence, implementing plans for upgrading technology skills, and using effective strategies for online student success using resources provided to Chamberlain students. (PO5)

Carefully read these instructions and the Rubric.

1. Download the Week 4 Scholarly Paper Phase 1 Template (Links to an external site.)Links to an external site.. Use of the assigned template is required.

The only resource for your paper is the following assigned article: Article link (Links 

1. Follow the instructions and specifics on the assigned required template and the rubric. You will demonstrate your scholarly writing abilities as well as APA abilities in references, citations, quotations, and paraphrasing.

2. See rubric for length limitations for each section and other criteria.

3. Information below explains how to complete the Article Summary section of the paper (see Rubric for details).

a. Clearly summarize the major content of the assigned article using 175–200 words.

b. Content must include main ideas from across the entire article.

c. Specifics should be excellent.

d. Content must be attributed to the correct source.

4. For the Impact section (see rubric for details)

a. clearly state how learning from the assigned article will impact your future practice;

b. length must be 125–150 words;

c. writing must be concise and clearly relate the assigned article contents to practice; and

d. use first person in this section.

5. Double check your work with the rubric prior to submission.  

  

NOTE: The Article to write this paper is uploaded together with the template of the paper and the rubric for more instruction

 

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CS/SB 614 authorizes  an ARNP to prescribe, dispense, administer, or order any drug, which would include controlled substances.

ARNP disciplinary sanctions are added to the bill in s. 456.072, F.S., (Section 5) to mirror a physician’s sanctions for prescribing or dispensing a controlled substance other in the course of professional practice or failing to meet practice standards. Additional acts for which discipline may be taken against an ARNP relating to practicing with controlled substances that are added to the Nurse Practice Act (Section 10) include:

 Presigning blank prescription forms.

 Prescribing a Schedule II for office use.

 Prescribing, dispensing, or administering an amphetamine or sympathomimetic amine drug, except for specified conditions.

 Prescribing, dispensing, or administering certain hormones for muscle-building or athletic performance.

 Promoting or advertising a pharmacy on a prescription form unless the form also states that the prescription may be filled at the pharmacy of your choice.

 Prescribing, dispensing, or administering drugs, including controlled substances, other than in the course of his or her professional practice.

 Prescribing, dispensing, or administering a controlled substance to himself or herself.

 Prescribing, dispensing, or administering laetrile.

 Dispensing a controlled substance listed in Schedule II or Schedule III in violation of the requirements for dispensing practitioners in the Pharmacy Practice Act.

 Promoting or advertising controlled substances.

After reading the following news article http://c-hit.org/2015/04/06/high-prescribing-nurse-surrenders-drug-licenses/

Identify what issues may arise with prescriptive authority of controlled substances and how you may avoid these situations? 

 

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Assessment 3, Part A:

Choose a program or project about the diagnosis that most interests you (e.g. diabetes, mental health, early childhood, etc) from Australian Indigenous HealthInfoNet (https://healthinfonet.ecu.edu.au/ (Links to an external site.)Links to an external site.). In your tutorial groups, prepare a 15 minute presentation using the tools from the tutorial. 

Choose a program or project about the diagnosis that most interests you (e.g. diabetes, mental health, early childhood, etc) from Australian Indigenous HealthInfoNet (https://healthinfonet.ecu.edu.au/).

 In your tutorial groups, prepare a 15 minute presentation (with 5 minutes for questions) using the tools from the tutorial. 

Consider

• What are the determinants of health for this health issue?
• What is the impact of this health issue on the community?
• Why is this health issue so important to consider?
• What other team members would you need to run this progam?
• Use the APIE tools from the tutorial to demonstrate this program’s effectiveness

Here is the rubric for the presentation: (part A)

Assessment 3, Part B:

During your tutorials, you will be required to peer review the other presentations. You need to demonstrate an understanding of the determinants of health in the presentation (0/10) and to demonstrate an understanding of the APIE system (0/10). See the rubric to get the best points:

Here is the PowerPoint that gives you the information you need to do your group assignment (don’t stress)

 

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Describe the risks inherent with online websites and/or social media. Identify opportunities for effective use of online health information websites and/or social media.

Your presentation should include the following:

1. One social media in health care or public online health information site.
2. An overview of the use.
3. Their benefits and risks of use.
4. Your recommendations for nursing regarding appropriate use.

Submission Instructions:
 

• Presentation is original work and logically organized in current APA style including citation of references.
• Incorporate a minimum of 3 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. 
• PowerPoint presentation with 5 slides, excluding the tile slide and the reference slide.
• The presentation is clear and concise and students will lose points for improper grammar, punctuation and misspelling.
• Speaker notes expanded upon and clarified content on the slides.

 

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