Category: Nursing

Reflect
Reflecting
on your learning is an effective practice that helps you become a better learner. It also helps me see where you might need some additional support. In this activity, your job is to talk about your own
learning.
Medication Errors Reflection Part II: 
Last week we self-reflected upon our own medication errors, whether near misses or
actual events. With errors being common, it is important for organizations to support a “just culture”. According to Taylor et al. (2019), a “just culture” encourages open reporting of errors, recognizes
that errors may be systemic rather than personal failures, and focuses on determining the root of the problem when events such as errors and near misses occur. According to the theory of just culture, three types of behaviors contribute to errors:   
Human error, which occurs unintentionally and without malicious intent 
At-risk behavior, which encompasses acts designed to cut corners and save time despite the known but seemingly justified behavior 
Reckless behavior, which consists of acts that disregard all safety measures” (p. 137). 
For
this week’s reflection, read this position statement from the National League for Nursing (NLN) on their stance of the unfortunate events that unfolded in Tennessee: 
NLN Promotes a Just Culture Approach with Health Care Errors
What are your thoughts about ‘’just culture”? What is the responsibility of the organization in preventing medication errors? reading requirement: https://www.nln.org/detail-pages/news/2022/03/30/nln-promotes-a-just-culture-approach-with-health-care-errors

This activity aims to undersatand the basic concepts of research data collection, 
processing and analysis.
Instructions:
Task 1: Research Question and Data Collection
. Identify a research question related to fall prevention in a home setting.
. Develop a data collection plan to answer the research question
. Collect data using appropriate data collection methods (e.g, surveys, interviews, 
observation, etc)
. Record the data in an organized and structured manner.
Task 2: Data Analysis
. Identify appropriate data analysis techniques to answer the research question.
. Perform data analysis using statistical software or other appropriate tools.
. Interpreter the results of the data analysis and draw conclusions based on the research 
question.
The assigment will be run in Turnitin to check fo plagiarism.

Hello, dear write! Please respond to the student’s discussion post with a personal perspective. Use US-based scholarly resources and not older 5 years 
Hello Professor and class,
Differentiate between systolic and diastolic heart failure.
When discussing heart failure, there are two categories for a diagnosis and this includes systolic and diastolic heart failure. The action that differentiates the two diagnoses is that in systolic heart failure the heart is not contracting well during heartbeats, where as in diastolic heart failure the heart is unable to relax between heartbeats (Swedberg, 2021). Systolic heart failure occurs when the left ventricle in the heart is having difficulty and is struggling to contract completely (Swedberg, 2021). Because the heart is unable to fully contract, this delays the body’s ability to pump blood throughout the body which in turn affects the circulatory system of the body (Swedberg, 2021). The progression and degree of systolic heart failure can be measured through an ejection fraction. An ejection fraction is the measurement of how much blood is pumped out of the heart ventricles at a time (Swedberg, 2021). Systolic heart failure will often also be called heart failure with reduced ejection fraction (Swedberg, 2021). the average ejection fraction ranges from 50-70% but if a patient presents with an ejection fraction of 40% or lower, they will often then be diagnosed with systolic heart failure (Trinh, 2022). Symptoms of systolic heart failure are shortness of breath or difficult breathing, chronic fatigue that cannot be relieved with rest, weakness, inability to sleep lying flat, confusion, weight gain, lower leg or stomach swelling, decrease levels of urine, the feeling of being full affecting adequate appetite, and a clear but frothy cough (Swedberg, 2021). In diastolic heart failure the left ventricle of the heart is unable to relax between heartbeats which causes the heart to be unable to fully fill with blood between the next heartbeat (Swedberg, 2021). The symptoms associated with diastolic heart failure can be vey similar to systolic heart failure but an individual might urinate more frequently, have hypertension, or complain of being dizzy (Swedberg, 2021). The testing is crucial to differentiate which heart failure is being experienced as both categories of heart failure have separate complications associated with the heart and body.
State whether the patient is in systolic or diastolic heart failure.
The patient is in systolic heart failure. The symptoms the patient is experiencing can be associated and aligned with both systolic and diastolic heart failure however, there are a couple indications that provide the ability for an appropriate diagnosis of systolic heart failure. It is important to understand the importance of identifying all symptoms as many symptoms in both diagnoses can be very similar. The patient has a 3rd heart sound and the ejection fraction at 25% provide indicators for systolic heart failure. In systolic heart failure a lower ejection fraction below 40% will be seen compared to in diastolic heart failure, the ejection fraction will most likely be within normal limits (Trinh, 2022). The patient has a history of hypertension which is also an indicator of systolic heart failure (Trinh, 2022).
Explain the pathophysiology associated with each of the following symptoms: dyspnea on exertion, pitting edema, jugular vein distention, and orthopnea.
Dyspnea on exertion explains a persons inability to effectively breathe and their increased level of shortness of breath during movement or exercise (Rosei & Rizzoni, 2019). When a person is experiencing an increase need for their breathe or an inability to perform an exercise or movement, their blood pressure will rise and this leads to an irregular ejection fraction within the heart (Rosei & Rizzoni, 2019). Increased cardiac output is seen as the heart rate increases and this will then lead to the patient having an increase to their shortness of breath. As cardiac output need increases and the mechanism of cardiac output decreases, dyspnea increases, and the patients pulmonary venous pressure will increase (Rosei & Rizzoni, 2019). The circulatory system is then heavily disrupted so as the patient lies down. The intravascular blood flows from the lower legs to the lungs causing increased discomfort and shortness of breath, which explains the symptoms of the patient needing to sit upright (Rosei & Rizzoni, 2019). The symptom of pitting edema is seen because of the kidneys working in overdrive to enhance salt and water reabsorption as well as developing extracellular tissue expansion (Rosei & Rizzoni, 2019). In systolic heart failure there is an increased blood volume in the vena cava and systemic veins which creates the symptom and assessment of jugular vein distention (Rosei & Rizzoni, 2019). In systolic heart failure blood accumulates in the lungs because of the malfunctioning left ventricle, which all creates the right ventricle to work a lot harder than it is intended to do (Rosei & Rizzoni, 2019). Orthopnea is associated in patients when they attempt to lie flat. Orthopnea is the result of the circulatory system being compromised and incapable of adequately pumping the blood throughout the body effectively and this causes an increase to the pulmonary veins and capillaries (Rosei & Rizzoni, 2019). This results in the severe shortness of breath that can only be relieved, though may not fully, by sitting up or standing (Rosei & Rizzoni, 2019). 
Explain the significance of the presence of a 3rd heart sound and ejection fraction of 25%.
The significance of the 3rd heart sound and ejection fraction is that they are the identifying factors associated with diagnosing the patient with systolic heart failure. The 3rd heart sound is identified as a low-frequency, brief vibration that occurs in early diastole at the end of the rapid diastolic filling period of the right or left ventricle (Shono et. al., 2019). The 3rd heart sound is directly related to ventricular malfunction and indicates there is volume overload present (Shono et. al., 2019). The 3rd heart sound is associated with lower ejection fraction because the left ventricle is malfunction, mitral regurgitation, and inadequate diastolic filling (Shono et. al., 2019). This patient exhibits an ejection fraction of 25%. This is a measurement of how much blood is being pumped out of the left ventricle and the hearts ability to deliver the oxygen rich blood to circulate throughout the body (Swedberg, 2021). This patients left ventricle is not functioning properly causing blood to back up and develop dilated ventricles which presents the S3 sound within the heart (Shono et. al., 2019). The patients heart is causing the body to not receive the adequate oxygenated blood it needs to function properly. the 3rd heart sound and the low ejection fraction are significant to this case study because it allows the provider to understand the significance and level of the dysfunction left ventricle within the heart. 

Conduct an educational technology needs assessment for your current workplace setting or another health care setting you are familiar with and interested in. Document the results of your needs assessment in a 3-5 page report.
Introduction
Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
As thoughtful stewards of organizational resources, nurse educators must be able to determine whether new educational technology, upgrades to existing technology, or changes in current technology use will help to close performance gaps, improve patient outcomes, and yield measurable benefits for nursing staff and the organization at large. A comprehensive needs assessment distinguishes needs from wants, compares the current state with the desired state, and enables sound decision making.
This assessment provides an opportunity for you to assess the need for changes in existing educational technology, or the current use of that technology, to improve nursing education in a setting of your choice.
Preparation
Note: Complete the assessments in this course in the order in which they are presented.
Workplace Setting and Educational Context
You may choose your current workplace setting or another health care setting you are familiar with and interested in as the context for this assessment and all subsequent assessments. Also, in your selected setting, choose the educational context within which the technology is being used:
Academic.
Clinical (on the job).
Continuing professional education.
As you work through each assessment in this course, imagine yourself as the director of nursing education or fulfilling a similar role in your organization. In your capacity as director, you are aware that several organizational training initiatives and ongoing educational programs have not met expectations. You suspect that part of the reason for this can be attributed to the ineffective use of existing educational technologies, and in some cases, the lack of appropriate tools and technology. Consequently, you have decided to conduct a needs assessment to determine what changes in existing technologies, or their use, you might propose to executive leaders that would have a positive impact on current nursing processes, staff performance, and patient outcomes.
To prepare for the assessment, you are encouraged to reflect on how educational technologies, such as simulation equipment, e-learning, and remote communication technologies, are used to support nursing education or training programs you are familiar with. Then, consider the effectiveness of these technologies and whether new or upgraded technologies, or changes in current use, might help close performance gaps and improve patient outcomes. In addition, you may wish to review the assessment requirements and scoring guide to ensure you understand the work you will be asked to complete.
Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.
The following resources are required to complete the assessment.
Requirements
The needs assessment requirements, outlined below, correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements below for document format and length and for citing supporting evidence.
Describe how nurses are currently using educational technology within the setting and educational context you have chosen for this assessment.
What information is lacking that would provide you with a more complete or accurate description of current usage?
Is your description based on any particular assumptions?
Compare the current state of educational technology use with the desired state (best practices in nursing education).
Choose any analysis methodology that you are familiar with and comfortable using. For example:
Gap analysis.
SWOT or TOWS analysis.
Appreciative inquiry (discover and dream steps).
Address the following:
What, if any, changes are needed in how nurses currently use the existing technology?
Is there a need for a new technology solution?
On what do you base your conclusions?
Assess the metrics used to determine the benefits of current educational technology use.
Are the metrics sufficient for the intended purpose?
What are the best practices that could help improve the quality, interpretation, and use of the data?
Explain how new or existing educational technology aligns with the strategic mission of the organization.
If needed, locate a public statement of the organization’s mission.
Recommend changes to existing educational technology, or current use of the technology, that will improve nursing education.
How will your recommendations result in improvements in nursing education?
What evidence do you have to support your conclusions and recommendations?
Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
Is your supporting evidence clear and explicit?
How or why does particular evidence support a claim?
Will your reader see the connection?
Did you summarize, paraphrase, and quote your sources appropriately?
Write clearly and concisely in a logically coherent and appropriate form and style.
Write with a specific purpose and audience in mind.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Document Format and Length
Format your needs assessment using current APA style.
Use the APA Style Paper Tutorial to help you in writing and formatting your needs assessment. Be sure to include:
A title page and references page. An abstract is not required.
A running head on all pages.
Appropriate section headings.
Your needs assessment should be 3–5 pages in length, not including the title page and references page.
Supporting Evidence
Cite at least three credible sources from peer-reviewed journals or professional industry publications to support your needs assessment.
Additional Requirements
Proofread your needs assessment, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your assessment.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Plan for the implementation of technology into nursing education.
Describe how nurses are currently using educational technology within a particular setting and educational context.
Competency 2: Select technologies appropriate for nursing education in an academic and/or health care environment.
Compare the current state of educational technology use within an organization with the desired state.
Recommend changes to existing educational technology, or current use of the technology, that will improve nursing education.
Competency 3: Incorporate technology into the design of nursing education programs in academic and/or health care environments.
Assess the metrics used to determine the benefits of current educational technology use.
Competency 4: Assess the value of educational technology in academic and/or health care environments.
Explain how new or existing educational technology aligns with the strategic mission of an organization.
Competency 5: Communicate effectively with diverse audiences in an appropriate form and style consistent with applicable organizational, professional, and scholarly standards.
Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
Write clearly and concisely in a logically coherent and appropriate form and style.

i have attatched a screen shot of the instructions posted on my clas website. i have about 4 exams this same week and since the paper seems easy ish i thought id send it to see what can be written to save me some study time

Please see attachement for instructions. Please convert audio into a powerpoint presentation.
The person I interviewed was:
Legal Nurse Consultant
Ellen Richter RN MA: South Florida Legal Nurse Consultant Service

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
For the first section of your final capstone project you will develop a proposal for an intervention plan to fulfill a need within a specific population. This assessment is meant to capture your initial thoughts about the need and impacting factors to help focus your in-depth analysis later on in the course.
First you will brainstorm and crystallize some of your ideas for this assessment, specifically ideas around needs, a target population, and some initial support from the literature and other sources of evidence. The problem statement is an important part of your capstone project as it will help illustrate the importance of your project, as well as help to clarify your project’s scope.
Preparations
Read Guiding Questions: Problem Statement (PICOT) [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
As you reflect on your work in the field, what population do you feel has the greatest need? Why? Is the need across the population, or within a specific setting?
What interventions already exist for the selected population? Are they effective? Why or why not?
How will site support from your practicum and your preceptor support your goals and objectives?
Instructions
Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.
Your problem statement will focus on presenting information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. You will also present a brief literature review that supports the need you identified in your problem statement and the appropriateness of your broad intervention approach. Provide enough detail so that the faculty member assessing your problem statement will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as into the final draft of your project.
At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and the Guiding Questions: Problem Statement (PICOT) document (linked above) to better understand how each criterion will be assessed.
Reminder: these instructions are an outline. Your heading for this this section should be titled Problem Statement and not Part 1: Problem Statement.
Your Problem Statement (PICOT) should be structured as follows:
Part 1: Problem Statement (2–3 pages)
Need Statement (1 paragraph).
Analyze a health promotion, quality improvement, prevention, education or management need.
Population and Setting (1–2 paragraphs).
Describe a target population and setting in which an identified need will be addressed.
Intervention Overview (1–2 paragraphs).
Explain an overview of one or more interventions that would help address an identified need within a target population and setting.
Comparison of Approaches (1–2 paragraphs).
Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
Initial Outcome Draft (1 paragraph).
Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
Time Estimate (1 paragraph).
Propose a rough time frame for the development and implementation of an intervention to address and identified need.
Part 2: Literature Review (10–15 resources, 3–6 pages)
Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
Evaluate and synthesize resource from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need.
Address Generally Throughout
Communicate problem statement and literature review in way that helps the audience understand the importance and validity of a proposed project.
Practicum Hours Submission
Additional Requirements
Length of submission: 5–9 double-spaced pages.
Number of resources: 10–15 resources. (Your final project summation will require 12–18 unique sources across all sections.)
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to current APA style. Header formatting follows current APA levels.
Font and font size: Times New Roman, 12 point.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.
Explain an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting.
Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.
Analyze a health promotion, quality improvement, prevention, education, or management need.
Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.
Describe a quality improvement method that could impact a patient, population, or systems outcome.
Competency 4: Design patient- and population-centered care to improve health outcomes.
Propose a rough time frame for the development and implementation of an intervention to address an identified need.
Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care.
Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.
Evaluate and synthesize resources from diverse sources illustrating existing health policy, health care technologies, or other communications that could impact the approach taken to address an identified need.
Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.
Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
Note: You will also be assessed on two additional criteria unaligned to a course competency:
Communicate problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.
Demonstrate completion of hours toward the practicum experience.
See the scoring guide for specific grading criteria related to these additional requirements.

This assignment does not require speaker notes… I have not chosen a title,  please create a title name for me. At the top of the page please 

The focus of Assessment 4 is on how informatics support monitoring of nursing-sensitive quality indicator data. You will develop an 8–10 minute audio (or video) training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization. Your recording will address how data are collected and disseminated across the organization along with the nurses’ role in supporting accurate reporting and high quality results.
Professional Context
The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI®) in 1998 to track and report on quality indicators heavily influenced by nursing action.
NDNQI® was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.
The quality indicators the NDNQI® monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove et al., 2018).
Nurses must be knowledgeable about the indicators their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes.
Reference
Grove, S. K., Gray, J. R., Jay, G. W., Jay, H. M., & Burns, N. (2018). Understanding nursing research: Building an evidence-based practice (7th ed.). Elsevier.
Preparation
As you begin to prepare this assessment you are encouraged to complete the Conabedian Quality Assessment Framework activity. Quality health care delivery requires systematic action. Completion of this will help you succeed with the assessment as you consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes.
This assessment requires you to prepare an 8–10 minute audio training tutorial (with optional video) for new nurses on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:
Review the nursing-sensitive quality indicators presented in the Assessment 04 Supplement: Informatics and Nursing Sensitive quality Indicators [PDF] Download Assessment 04 Supplement: Informatics and Nursing Sensitive quality Indicators [PDF] resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.
Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.
Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:
What is your experience with collecting data and entering it into a database?
What challenges have you experienced?
How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?
What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?
Watch the Informatics and Nursing-Sensitive Quality Indicators Video Exemplar.
Recording Your Presentation
To prepare to record the audio for your presentation, complete the following:
Set up and test your microphone or headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.
Practice using the equipment to ensure the audio quality is sufficient.
Review Using Kaltura for Kaltura to record your presentation.
View Creating a Presentation: A Guide to Writing and Speaking. This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.
Notes:
You may use other tools to record your tutorial. You will, however, need to consult Using Kaltura for instructions on how to upload your audio-recorded tutorial into the courseroom, or you must provide a working link your instructor can easily access.
You may also choose to create a video of your tutorial, but this is not required.
Instructions
For this assessment, first review the nursing-sensitive quality indicators presented in the Assessment 04 Supplement: Informatics and Nursing Sensitive quality Indicators [PDF] Download Assessment 04 Supplement: Informatics and Nursing Sensitive quality Indicators [PDF] resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.
Next, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.
The Council indicates a recording is preferable to a written fact sheet due to the popularity of audio blogs. In this way, new hires can listen to the tutorial on their own time using their phone or other device.
As a result of this need, you offer to create an audio tutorial orienting new hires to these topics. You know that you will need a script to guide your audio recording. You also plan to incorporate into your script the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data.
You determine that you will cover the following topics in your audio tutorial script:
Introduction: Nursing-Sensitive Quality Indicator
What is the National Database of Nursing-Sensitive Quality Indicators?
What are nursing-sensitive quality indicators?
Which particular quality indicator did you select to address in your tutorial?
Why is this quality indicator important to monitor?
Be sure to address the impact of this indicator on the quality of care and patient safety.
Why do new nurses need to be familiar with this particular quality indicator when providing patient care?
Collection and Distribution of Quality Indicator Data
According to your interview and other resources, how does your organization collect data on this quality indicator?
How does the organization disseminate aggregate data?
What role do nurses play in supporting accurate reporting and high-quality results?
As an example, consider the importance of accurately entering data regarding nursing interventions.
After completing your script, practice delivering your tutorial several times before recording it.
Additional Requirements
Audio communication: Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
Length: 8–10 minute audio recording. Use Kaltura to upload your recording to the courseroom, or provide a working link your instructor can access.
Script: A separate document with the script or speaker’s notes is required. Important: Submissions that do not include the script or speaker’s notes will be returned as a non-performance.
References: Cite a minimum of three scholarly and/or authoritative sources.
APA: Submit, along with the recording, a separate reference page that follows APA style and formatting guidelines. For an APA refresher, consult the Evidence and APA page on Campus.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports.
Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.
Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.
Justify how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.
Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
Follow APA style and formatting guidelines for citations and references.

SSESSMENT 4: LEADERSHIP, COLLAB & ETHICS
Write a 3-4 page response to an employment questionnaire requiring a self-evaluation of your leadership, collaboration, and ethical experiences.
An understanding of one’s own approaches to leadership, motivation, collaboration, and ethical situations is important to the evolution of an effective leader. An introspective lens can help emerging leaders better understand and hone these important skills.
SCENARIO: Imagine that over the past few months you have participated in several organizational projects and met many new people. The opportunities to collaborate and demonstrate your emerging skills as a leader prompted you to think about applying for a new position. After exploring online job postings, you prepared a resume and submitted the application to Western Medical Enterprises. A few days later you received the following email:
Dear applicant,
Thank you for your interest in employment at Western Medical Enterprises. We have received your application packet. The next step for all potential employees is to provide a narrative response to the questions in the attached document. Please return your completed document to me by replying to this email. 
Once we receive your responses, we will review them and notify you of the next steps.
Good luck! 
Sincerely,
Thomas Hardy
Human Resources Recruiter
Western Medical Enterprises
COMPETENCIES MEASURED
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
·       Competency 1: Apply qualities, skills, and practices used by effective health care leaders.
o   Analyze one’s own leadership qualities and actions relative to a specific experience, using personal core values of one’s profession.
·       Competency 2: Apply practices that facilitate effective interprofessional collaboration.
o   Analyze one’s own leadership and motivational techniques used to foster collaboration among stakeholders.
·       Competency 3: Apply ethical codes and diversity best practices in health care organizations.
o   Analyze actions taken in response to an ethical dilemma, using an ethical code.
·       Competency 4: Produce clear, coherent, and professional written work, in accordance with Capella writing standards.
o   Convey clear meaning in active voice, with minimal issues in grammar, usage, word choice, spelling, or mechanical errors.
Self-Assessment of Leadership, Collaboration, and Ethics Scoring Guide
CRITERIA 
NON-PERFORMANCE 
BASIC 
PROFICIENT 
DISTINGUISHED 
Analyze one’s own leadership qualities and actions relative to a specific experience, using personal core values of one’s profession.
Does not describe one’s own leadership qualities and actions relative to a specific experience or address personal core values of one’s profession.
Describes one’s own leadership qualities and actions relative to a specific experience, using personal core values of one’s profession.
Analyzes one’s own leadership qualities and actions relative to a specific experience, using personal core values of one’s profession.
Analyzes one’s own leadership qualities and actions relative to a specific experience, using personal core values of one’s profession against an accepted leadership model. 
Analyze one’s own leadership and motivational techniques used to foster collaboration among stakeholders.
Does not describe one’s own leadership and motivational techniques used to foster collaboration among stakeholders.
Describes one’s own leadership and motivational techniques used to foster collaboration among stakeholders.
Analyzes one’s own leadership and motivational techniques used to foster collaboration among stakeholders.
Analyzes one’s own leadership and motivational techniques used to foster collaboration among stakeholders, comparing them to one or more proven techniques. 
Analyze actions taken in response to an ethical dilemma, using an ethical code. 
Does not analyze actions taken in response to an ethical dilemma. 
Analyzes actions taken in response to an ethical dilemma, but does not use an ethical code. 
Analyzes actions taken in response to an ethical dilemma, using an ethical code. 
Analyzes actions taken in response to an ethical dilemma in great detail that references specific elements of the code to help assess actions taken. 
Convey clear meaning in active voice, with minimal issues in grammar, usage, word choice, spelling, or mechanical errors.
Obstructs meaning due to errors in sentence structure. 
Interrupts meaning due to errors in sentence structure, grammar, usage, word choice, spelling, or mechanics. Additionally, presents several instances of passive voice. 
Conveys clear meaning in active voice, with minimal issues in grammar, usage, word choice, spelling, or mechanical errors.
Produces complex and concise text that conveys clear meaning, with strong grammar, usage, word choice, spelling, and mechanical decisions. Enhances flow and meaning of text by using strong active voice throughout.