IOM Report

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1 the impact of IOM on nursing education. 2 the impact of the IOM report practice, particularly in primary care, and how you would change your practice to meet the goals of IOM report. 3 the impact of the IOM report on the nurse′s role as a leade

1 the impact of IOM on nursing education. 2 the impact of the IOM report practice, particularly in primary care, and how you would change your practice to meet the goals of IOM report. 3 the impact of the IOM report on the nurse′s role as a leade

Which assessments do you need to perform on Ms. Cohen while she is restrained?

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Scenario 1:

Your patient C.S is 78 years old. Admitted to the nursing home you work at, with a diagnosis of dehydration. C.S., has been ordered to increase her oral fluid intake to 2500cc per day. When offering her a glass of water, she pushes away your hand and says “I hate water and I don’t drink it much”. You note that after one and a half days she has dry mucous membranes and poor skin turgor.

Questions:

  1. What should your assessment be on this patient? Explain in detail.
  2. After completing your assessment, what should your next step be? Be specific.
  3. Write 3 complete nursing diagnosis from above information. Include all 3 sections (NANDA, Related to (R/T) & Evidence based practice (EBP) & include 2 nursing interventions for each nursing diagnosis.

Scenario 2:

Ms. Cohen is hospitalized for repair of a fractured hip after a fall at home. She requires intravenous (IV) antibiotics after surgery. Shortly after the first dose she became restless and started picking at her IV line and frequently tried to get out of bed. Several restraint alternatives were attempted; but, because of her restlessness, she was successful at pulling out her IV line and getting out of bed. It becomes necessary to restrain Ms. Cohen.

Questions:

1. You know that a health care provider’s order is required for the restraint. What are essential components of the restraint order?

2. Which assessments do you need to perform on Ms. Cohen while she is restrained?

3. The physician orders a belt restraint. Your assessment of Ms. Cohen the next day reveals that during the day she is alert and pleasantly confused but not attempting to get out of bed. Do you continue use of the restraint? Explain.

Training Session For Policy Implementation

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Develop a training plan for one of the role groups in the organization that will be responsible for implementing practice guidelines under the new organizational policy you presented in Assessment 3. Prepare an agenda for a two-hour workshop, and summarize your strategies for working with this group, the expected outcomes of the training, and why you chose this group to pilot the change.

Introduction

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.

Training and educating those within an organization who will be responsible for implementing and working with changes in organizational policy is a critical step in ensuring that prescribed changes have their intended benefit. A leader in a health care profession needs to be able to apply effective leadership, management, and educational strategies to ensure that colleagues and subordinates will be prepared to do the work that is asked of them.

As a master’s-level health care practitioner, you may be asked to design training sessions to help ensure the smooth implementation of any number of initiatives in your health care setting. The ability to create an agenda that will ensure your training goals will be met, and will fit into the time you are allotted, is a valuable skill for preparing colleagues to be successful in their practice. This assessment offers you an opportunity to develop and implement such strategies.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 2: Analyze relevant health care laws and regulations and their applications and effects on processes within a health care team or organization.
    • Explain an institutional policy or practice guidelines that will be implemented.
  • Competency 3: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.
    • Justify the importance of an institutional policy or practice guidelines to improve the quality of care or outcomes related to a specific group.
    • Develop materials that support learning and skill development to enable a group to be successful in applying a policy or practice guidelines to its work.
  • Competency 5: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces.
    • Develop strategies for engaging with a specific group to ensure buy in, support, and preparedness to implement changes in policy and practice guidelines.
    • Advocate for the importance of the role a specific group will play in implementing changes in policy and practice guidelines.
  • Competency 6: Apply various methods of communicating with policy makers, stakeholders, colleagues, and patients to ensure that communication in a given situation is professional, clear, efficient, and effective.
    • Interpret complex policy considerations or practice guidelines for a specific group with respect and clarity.
    • Write clearly and logically, with correct use of grammar, punctuation, and spelling.
    • Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.

Preparation

Your policy proposal presentation secured buy in and support from the stakeholder group you addressed. They are enthusiastic about implementing your proposed policy and practice guidelines. In an effort to help ensure a smooth rollout and implementation of your proposal, senior leaders have asked you to create and lead a training session for one of the role groups in the organization that will be responsible for enacting the new policy and practices.

In addition, senior leaders have asked you to develop and submit a training plan for review and approval before conducting the requested training session. They have also requested that you cite 2–4 credible sources that support your proposed training strategies, your intended approach to generating buy in and support from the group, and your plans for working with the group to facilitate implementation of the policy and practice changes.

As outcomes of this training session, participants are expected to:

  • Understand the organizational policy and practice guidelines to be implemented.
  • Understand the importance of the policy to improving health care quality or outcomes.
  • Understand that, as a group, they are key to successful implementation.
  • Possess the necessary knowledge and skills for successful implementation.

It may also be useful to have worked through the Organizational Ethics Decision-Making Process in Health Care | Transcript activity. It may give you some ideas about strategies for ensuring your policy and implementation ideas are incorporating ethical considerations.

You may also find it useful to have checked your knowledge in the Training Session Best Practices activity before completing your assessment.

Instructions

Before conducting your training session, you have been asked to submit two items:

  • The first is a brief summary that lays out your strategies for working with your chosen trainee group, how this training session will help prepare that group to succeed in implementing your proposed institutional policy and practice guidelines, and why you chose this group to pilot your proposal.
  • The second is an annotated agenda and training plan for a two-hour workshop for your chosen group.
Part 1: Brief of Strategies

For this part, create an approximately 1 page brief that lays out the strategies you will employ throughout the training session to ensure your audience’s buy in and preparedness.

Your brief should address the following:

  • Develop strategies for engaging with the selected role group to ensure the group’s buy in, support, and preparedness to implement the changes in policy and practice guidelines. In a brief summary:
    • Describe your evidence-based strategies for engaging with the group during the training session.
    • Explain how you will ensure the group’s buy in, support, and preparedness.
    • Explain why you chose this group to pilot your proposal.
Part 2: Training Agenda

For this part you develop an annotated training agenda for your chosen target group. This agenda should layout the activities and information that will be delivered over a two-hour session. It should also include notes regarding best practices, literature support, or other important justifications for specific training strategies and the likelihood of achieving desired outcomes.

Your training agenda should address:

  • Identify the training activities and materials needed support learning and skill development and to prepare the group to successfully apply the new policy or practice guidelines to their work.
    • Create an annotated agenda and outline for a two-hour training workshop.
    • Explain how each proposed activity and individual item of training material in your workshop will support learning and skill development.
  • Describe the policy and practice guidelines changes to be implemented.
    • How will these changes affect the group’s daily work routines and responsibilities?
    • What examples, activities, or materials could you provide to help illustrate or clarify the nature and scope of the changes in policy and practice guidelines?
  • Justify the importance of the changes in policy or practice guidelines to improving the quality of care or outcomes that are related to this role group.
    • Why are these changes important?
    • How will these changes help improve the quality of care or outcomes?
    • How could you help to illustrate the importance of improved quality of care or outcomes for the role group you will be training?
  • Advocate for the importance of the role the group will play in implementing the changes in policy and practice guidelines.
    • Why is the group’s buy in and support important in implementing the changes?
    • Why is this group’s work important in implementing the changes?
    • How could you help the group feel empowered by their involvement in implementing the changes?
  • Interpret complex policy considerations or practice guidelines for the role group with respect and clarity.
    • Does your training plan clearly lay out the expected outcomes of training for this role group?

Address Throughout Assessment

Please be sure to address the following scoring guide criteria related to the quality and format of you communication throughout your assessment:

  • Communicate your strategies for engaging and training the role group in a professional and persuasive manner.
    • Write clearly and logically, using correct grammar, punctuation, and mechanics.
  • Integrate relevant sources to support your arguments, correctly formatting source citations and references using current APA style.
    • Did you cite an additional 2–4 credible sources to support your strategies for engaging and training the role group?

Additional Requirements

  • Length of submission: 2–5 double-spaced, typed pages. Your brief and agenda should be succinct yet substantive.
    • Please include a title page and a reference list in addition to your 2–5 page submission.
    • Please ensure that your submission clearly identifies your Brief of Strategies and your Training Agenda.
  • Number of references: Cite a minimum of 2–4 sources of scholarly, professional, or policy evidence to support your plans and strategies.
  • APA formatting: Resources and citations are formatted according to current APA style.
    • You may wish to refer to the following APA resources to help with your structure, formatting, and style:
      • APA Style and Format.
      • APA Paper Tutorial.
      • APA Paper Templa

Grading Rubric

1.  Develop strategies for working with a specific group to ensure buy in and preparedness to implement a policy and apply practice guidelines.

Passing Grade:  Develops strategies for working with a specific group to ensure buy in and preparedness to implement a policy and apply practice guidelines; suggests early indicators to measure success of strategies.

2.  Explain an institutional policy or practice guidelines that will be implemented.

Passing Grade:  Explains an institutional policy or practice guidelines that will be implemented; anticipates and addresses possible objections that might be raised by the specific group.

3.  Justify the importance of an institutional policy or practice guidelines to improve the quality of care or outcomes that are related to a specific group

Passing Grade:  Justifies the importance an institutional policy or practice guidelines to improve the quality of care or outcomes that are related to a specific group, and includes details that will appeal to the specific group.

4.   Advocate for the importance of the role a group will play in implementing an institutional policy or practice guidelines.

Passing Grade:  Advocates for the importance of the role a group will play in implementing an institutional policy or practice guidelines, and suggests a future vision highlighting the positive contribution of the group.

5.  Develop materials that support learning and skill development to enable a group to be successful in applying a policy or practice guidelines to its work.

Passing Grade:  Develops materials that support learning and skill development to enable a group to be successful in applying a policy or practice guidelines to its work, showing insight to the work of the role group and the needed changes.

6.  Interpret complex policy considerations or practice guidelines for a specific audience with respect and clarity.

Passing Grade:  Interprets complex policy considerations or practice guidelines for a specific audience with respect and clarity; identifies assumptions on which the proposed changes are based.

7.  Write content clearly and logically, with correct use of grammar, punctuation, and spelling.

Passing Grade:  Writes content clearly, logically, and persuasively; grammar, punctuation, and spelling are without errors.

8.  Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.

Passing Grade:  Integrates relevant sources to support arguments, correctly formatting citations and references using current APA style. Citations are free from all errors.

How To Prevent Central Line Associated Blood-Stream Infections

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This assignment is about providing recommendations on how to prevent central line associated blood-stream infections.

 

Clinical question

In adult intensive care unit (ICU) patients does using a standardized central-line maintenance kit compared to not using a standardized central-line maintenance kit impact the number of CLABIs within a 90-day period?

 

4 best recommendation for bed side nurses in caring for in-patients. Example how a bed side nurse will prevent the patient from being readmitted with the same diagnosis or infected with another hospital acquired infection. At least 4 recommendations fully supported by the literature. Here use in text citation for this recommendation. The intext citations will be in the speaker notes and detailed explanation for each. So, it will be 4 recommendations with 4 intext citation which are defined recommendations supported by evidence.

 

 

 

Suggestions for implementation be specific. Who are you going to present this information to? In what setting? How will you follow up to know if the implementation was successful? Start by educating why it is important to implement. Be specific in stating who you will present to how you will present it, the setting you will present it and how you will do the follow up.

On the suggestion part, no direct quote. Paraphrase and provide atleast 2 references here.

 

sDrews, F. A., Bakdash, J. Z., & Gleed, J. R. (2017). Improving central line maintenance to reduce central line-associated bloodstream infections. American Journal of Infection Control, 45(11), 1224–1230. doi: 10.1016/j.ajic.2017.05.017

 

Patel, P. K., Greene, M. T., Jones, K., Rolle, A. J., Ratz, D., Snyder, A., Saint, S., & Chopra, V. (2019). Quantitative Results of a National Intervention to Prevent Central Line-Associated Bloodstream Infection: A Pre-Post Observational Study. Annals of Internal Medicine, 171(7_Suppl), S23–S29. https://doi.org/10.7326/M18-3533.

 

You need to find two more research articles that researched on central line associated blood-stream infections.