quality improvement initiatives including NCQA’s HEDIS® measures. Health plans and physicians must ensure they are meeting standards set by the accreditation agencies, such as NCQA. As a physician practice manager for Dr. Jones, you have just conducted a mock survey of the patient chart data. The data shows that your physician practice is not meeting standards for two HEDIS® measures.

• Choose two HEDIS® measures (from the list below either a, b, c, d, e or f) that must be implemented in a physician practice to improve patient outcomes.
• Describe the sources of data needed to conduct the two measures.
• Using one of the quality improvement models (Lean, PDSA, or Six Sigma), explain how you would use the model to implement the two chosen HEDIS® Measures.

Your initial post should be 250-300 words and utilize at least one scholarly source library

My two choices are:

Smoking Cessation:

c. Current smokers seen by a physician during the year who were advised to quit, and cessation medications were recommended and discussed. Different   cessation methods were discussed.

Weight Assessment:

 

d. Patients between the ages of 3-17 who had been examined for body mass index (BMI, received counseling on nutrition. Counseling or referral for physical activity or indication physical activity was addressed during an outpatient visit either by a claim or as a medical record entry during the measurement year.

 

In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.

 

Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.

 

To prepare:

 

• Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question? PLEASE REFER TO FILES ATTACHED BELOW
• With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
• Explore possible consequences of failing to adopt the evidence-based practice that you identified.
• Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?

  To complete:

  In a 3- to 4-page paper:

  1) Restate your PICOT question and its significance to nursing practice. My PICOT question is: does hand washing and appropriate staff dressing among the surgical ward nurses reduce cross infection during patient management?

  2) Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles. Please refer to the articles below:

   

 

Aiken, A. M., Karuri, D. M., Wanyoro, A. K., & Macleod, J. (2012). Interventional studies for preventing surgical site infections in sub-Saharan Africa. International Journal of Surgery, 242-249. Doi: 10.1016/j.ijsu.2012.04.004

 

Al-Khawaldeh, O., Al-Hussami, M., & Darawad, M. (2015). Influence of Nursing Students Handwashing Knowledge, Beliefs, and Attitudes on Their Handwashing Compliance. Scientific Research Publishing. Doi: http://dx.doi.org.ezp.waldenulibrary.org/10.4236/health.2015.75068

 

Bukhari, S., Hussain, W., Banjar, A., Almaimani, W., Karima, T., & Fatani, M. (2011). Hand hygiene compliance rate among healthcare professionals. PubMed – NCBI. Ncbi.nlm.nih.gov. Retrieved 1 April 2016, from http://www.ncbi.nlm.nih.gov/pubmed/21556474

 

 

 

3) Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.

 

4) Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?

 

This part of the Course Project should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.

 

Note:  In addition, include a 1-page summary of your project

 

 

 

COURSE REQUIRED RESOURCES

 

 

 

Readings

 

• Polit, D. F., & Beck, C. T. (2012).  Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.).Philadelphia, PA: Lippincott Williams & Wilkins.
  • Chapter 12, “Sampling in Quantitative Research”

    This chapter introduces key concepts concerning sampling in quantitative research. This includes such concepts as a description of populations, different types of sampling and their uses, and how to determine a manageable, yet sufficient number to be included in a sample. The chapter also includes suggestions for implementing a sampling plan.

  • Chapter 13, “Data Collection in Quantitative Research”

    Once a sampling design is complete, the next step is to collect the data, and this is the focus of Chapter 13. The chapter describes how to develop a data collection plan, and provides information about the different types of instruments that can be used, such as structured observation and biophysiologic measures.

  • Chapter 21, “Sampling in Qualitative Research”

    The focus of this chapter is on the sampling process in qualitative research. The chapter describes the different types of sampling and when they are commonly used. Sampling techniques in the three main qualitative traditions (ethnography, phenomenological studies and grounded theory studies) are highlighted.

  • Chapter 22, “Data Collection in Qualitative Research”

    This chapter examines the process of data collection in qualitative research as well as key issues surrounding data collection. This includes such methods as self-reporting, surveys, interviews, and personal journal keeping. The chapter also highlights important considerations when utilizing unstructured observations to gather data and how to record field notes.

• Keough, V. A., & Tanabe, P. (2011). Survey research: An effective design for conducting nursing research. Journal of Nursing Regulation, 1(4), 37–44.

  Retrieved from the Walden Library databases.

  This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations.

 

Media

 

• Laureate Education, Inc. (Executive Producer). (2012b). Data collection. Baltimore, MD: Author.

  Note: The approximate length of this media piece is 4 minutes.

  Dr. Kristen Mauk discusses how she collected data for her DNP project in this video. She describes the details of her pre- and post-tests used to track nurses’ knowledge in a rehabilitation unit.

   

 

• Polit, D. F., & Beck, C. T. (2012).  Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.).Philadelphia, PA: Lippincott Williams & Wilkins.
  • Review Chapter 2, Fig. 2.1
  • Chapter 27, “Systematic Reviews of Research Evidence: Meta-analysis, Metasynthesis, and Mixed Studies Review”

    This chapter focuses on the different types of systematic reviews. The chapter discusses the advantages of this type of analysis and the steps for conducting a meta-analysis or metasynthesis.

• Dingle, P. (2011). Statin statistics: Lies and deception. Positive Health, 180, 1.

  Retrieved from the Walden Library databases.

  In this article, the author outlines how misleading statistics are used to make false claims about the positive use of statin drugs in order to retain a market share of sales for pharmaceutical firms.

• Katapodi, M. C., & Northouse, L. L. (2011). Comparative effectiveness research: Using systematic reviews and meta-analyses to synthesize empirical evidence. Research & Theory for Nursing Practice, 25(3), 191–209.

  Retrieved from the Walden Library databases.

  The authors of this article assert that more comparative effectiveness research (CER) is necessary to accommodate the elevated demand for evidence-based health care practices. The article supplies a summary of methodological issues relevant to systematic reviews and meta-analyses used in the process of CER.

• Stichler, J. F. (2010). Evaluating the evidence in evidence-based design. Journal of Nursing Administration, 40(9), 348–351.

  Retrieved from the Walden Library databases.

  The quality of evidence used in EBP can vary considerably. This article highlights the necessity of critically appraising facility design research articles and using a hierarchical model to rate the strength of evidence.

• Bernd, R., du Prel, J.-B., & Blettner, M. (2009). Study design in medical research: Part 2 of a series on the evaluation of scientific publications. Deutsches Aerzteblatt International, 106(11), 184–189. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2695375/pdf/Dtsch_Arztebl_Int-106-0184.pdf

  This article provides guidance in evaluating the study design of scientific publications for reliability and credibility. The authors suggest that the most important elements to consider are the question to be answered, the study population, the unit of analysis, the type of study, the measuring technique, and the calculation of sample size.

• Walden University. (n.d.a). Paper templates. Retrieved July 23, 2012, from http://writingcenter.waldenu.edu/57.htm (for review)

  This website provides you access to the School of Nursing Sample Paper, which will serve as a template for formatting your papers.

 

Media

 

• Laureate Education, Inc. (Executive Producer). (2012g). Hierarchy of evidence pyramid. Baltimore, MD: Author.  (for review)

  This multimedia piece explains the hierarchy of evidence pyramid. The piece offers definitions and key information for each level of the pyramid.

• Laureate Education, Inc. (Executive Producer). (2012n). Weighing the evidence. Baltimore, MD: Author.

  Note: The approximate length of this media piece is 6 minutes.

  In this video, Dr. Kristen Mauk provides insight about how she analyzed her data and interpreted meanings of what the data showed. She describes how she drew conclusions based on the results and how she explained unexpected findings that were contrary to her initial hypotheses.

APA STYLE

Application
Community Assessment

In this week’s media presentations, Ms. Marren and Dr. Fernando Guerra discussed the importance of community assessment when determining the needs of the community and health promotion or intervention programs. In addition, Dr. Sattler examined the influence of the environment on the health of a community, along with occupational health concerns.

Community assessment is one of the three core functions of public health nursing and is the process of thinking critically about the community. It involves a logical, systematic approach to identify a community’s needs, problems (including environmental and occupational problems), and strengths and resources. Assessment of the health of a community can begin with a simple windshield assessment: a drive through the community noting strengths and problems. Community assessment also includes data gathering through examining vital statistics, and the demographics of the community.

To prepare for this Application, review the media presentations for this week and Chapter 18 in the textbook on community assessment. In addition, use Table 18–5 on page 410 in the course textbook to guide your windshield assessment. Incorporate your windshield assessment with your Application.

Conduct an assessment of the community in which you live, including a windshield assessment. Then, write a 3- to 4-page paper that includes the following:

• Demographics
• Vital statistics
• Environmental issues
• Occupational health hazards
• Vulnerable populations
• Resources available in the community
• Other pertinent information about the community
  (Incorporate information from the windshield assessment into the paper.)

 

 

 

 

 

 

NURS 4010: Week 5 Application Rubric: Community Assessment Paper

Due by Day 7 of Week 5. 

 

For this Application Assignment, write a 3- to 4-page paper assessing the community in which you live, including your observations from the windshield assessment.

 

Use the following guidelines and evaluation criteria to guide your assessment. Include in your assessment the demographics, vital statistics, environmental issues, any occupational health hazards, the vulnerable populations in your community, and the resources available to serve those populations and others. Use the headings below for each section. Use a minimum of three references from the professional nursing literature in the assigned course readings and other references in the Walden Library. If they are relevant, you may use one or two professional Web sites in addition to the literature references.

 

• Overview—20 points

  Begin this project with a brief paragraph that provides an overview of the assignment and its purpose. There is no separate heading for this paragraph; the heading for this paragraph is the same as the title of the paper. This paragraph will be about 2–3 sentences. The last sentence in this paragraph is a sentence that begins “The purpose of this paper is to…”

• Overview of the Community—50 points

  Summarize the statistics and demographics of your community. Include an assessment of any environmental and occupational hazards as well. Incorporate pertinent information from the windshield assessment. This section will be 3–4 paragraphs.

 

 

 

• Vulnerable Populations—30 points

  Outline the vulnerable populations in your community. Include a summary of the services available to meet the needs of those populations. Include other services available in your community to meet the needs of residents. This section will be 3–4 paragraphs.

 

 

 

• Impact on Nursing—30 points
  Explain the community/public health nursing opportunities present in your community. Include how the vulnerable population, environmental or occupational hazards may impact the role of the BSN nurse in the community. This section will be 2–3 paragraphs.

 

 

 

• Summary—20 points

  End the paper with a 1-paragraph summary of the importance of a solution to the identified practice-based problem that is based on evidence and a 1-paragraph summary of the main points of the paper.

• Format/style

  Proofread the paper as described in the tips for success in this course and correct any typos, grammar, spelling, punctuation, syntax, or APA format errors before submitting your paper. Up to 40 points can be deducted from the grade for this assignment for these types of errors, or for not using at least the minimum number of required references.

 

Total possible points for assignment = 150 points

When completed, save the Assignment according to the instructions in the Assignment area. Submit this assignment via the Assignment submission link..