Topic 10: Quality, Value, And Sustainable Outcomes -

Topic 10: Quality, Value, And Sustainable Outcomes

Leadership Journal: Headship

NUR-674-RS-Leadership-Journal-Template.docx

Name:

Weeks Covering:

Preceptor/Mentor: Collyn West, RN, MSN, CNL, PCCN-K

Clinical/Practicum Site: Seattle VA Medical Center

Hours Worked (past 2 weeks):

Total Hours: ____/150 total of all hours worked up to this point

Practicum Activities Reflection:

During weeks 8 &9, the preceptor and I identified team-building activities that can be implemented in the hospital to promote effective nursing teams. I observed that a leader is tasked with ensuring that employees work effectively in teams. Having a group of qualified professionals is not enough for the team to be successful. This is because team members need to work effectively to achieve their goals and vision successfully. As a result, more research is being conducted to identify ways in which teams can be made more effective through teamwork training. According to McEwan et al. (2018), various studies have demonstrated a positive impact of teamwork interventions in improving team effectiveness across various contexts, including healthcare.

The practicum experience has enlightened me on the importance of teamwork in healthcare. I have observed that teamwork includes a range of interactive and interdependent behavioral processes among team members that convert team inputs into outcomes such as team performance and team member satisfaction. Besides, I learned that teamwork is positively attributed to essential team effectiveness variables, such as group cohesion, team performance, collective efficacy, and satisfaction of team members (Dyer et al., 2019). I noted that leaders working on improving team performance focus more on the behaviors of the team members, including the behaviors that are evident before or when preparing for team task performance, during task implementation, and after task completion.

We identified four approaches in which teamwork interventions can be trained and developed among employees. The first strategy is to provide didactic education to employees in a classroom-type setting, like lecturing about the importance of offering social support within the team. Employees could also be educated on managing interpersonal conflict in the healthcare teams (McEwan et al., 2018). The training strategy is established to be effective in increasing team success. The second team training approach entails using a more interactive workshop-style format, wherein employees in teams engage in several group activities. Examples of these activities include discussing the purposes and goals of the team and solving case studies in teams. The third approach is simulation training, wherein employees in teams perform various teamwork skills in a setting that mimics the real team tasks (McEwan et al., 2018). The fourth approach to training and developing teamwork skills is incorporating team reviews in situ. In this approach, the team performs its tasks, enabling them to monitor or review the quality of teamwork continuously. The team reviews comprise of discussions before, during, and following task implementation.

Topic 10 Quality, Value, And Sustainable Outcomes

Application of Leadership:

Quality Indicators (QIs) are systematized, evidence-based, health care quality interventions applied to assess and examine performance and outcomes in clinical care. My preceptor utilizes various QI indicators including Patient safety indicators (PSIs), prevention quality indicators (PQIs), and inpatient quality indicators (IQIs). The preceptor uses PSIs in her leadership role to identify possible in-hospital complications and adverse events after medical procedures, surgeries, and childbirth. In addition, the preceptor uses PQIs to measure the quality of care provided for patients with primary and ambulatory care conditions (AHRQ, 2018). The preceptor focuses on identifying various preventable complications in the hospital, such as the admission of patients with preventable conditions like dehydration, asthma exacerbation, hypertension, uncontrolled diabetes, and heart failure. Furthermore, the preceptor uses IQIs to establish the hospital’s quality of care using hospital administrative data (AHRQ, 2018). In this regard, the preceptor examines hospital data that give a general view of the hospital quality of care, such as inpatient mortality for specific procedures and conditions and utilization and frequency of procedures.

The use of these QI indicators significantly prevents hospital-acquired infections and promotes the delivery of high-quality and safe patient care. Using PSIs helps prevent adverse medical events, thus promoting patient safety and preventing morbidities associated with in-hospital complications and adverse events (AHRQ, 2018). Besides, using PQIs helps to continuously improve the quality of patient care, thus reducing the incidence of preventable complications, which negatively affect patient outcomes. Using IQIs also affects patient outcomes since the preceptor identifies strategies to improve the quality of care, especially in performing medical and surgical procedures.

Using QIs impacts the organization by reducing healthcare costs due to reduced hospital stays caused by hospital-acquired infections and adverse events. Reduced incidence of patients developing preventable complications decreases the workload for nurses (AHRQ, 2018). This prevents nurse burnout, a significant cause of turnover in most healthcare organizations. Furthermore, using QIs promotes better health outcomes, increasing patient satisfaction with care and creating a positive image for the organization.

Practicum Project Preparation:

The practicum project entails developing a team-building activity to boost camaraderie, improve work relationships, and create a positive, healthy environment for nurses at Seattle VA Medical Center. Simulation training is the proposed team-building activity. Simulation education is a commonly used approach for improving teamwork and patient outcomes (Connolly et al., 2021). Nurses will perform various teamwork skills, like interpersonal communication and coordination, in an environment that mimics the patient care setting.

Potential barriers to implementing the project include some of the nurses participating in the simulation training perceiving that their role in the simulation scenario was insufficient. If nurses feel like bystanders in the simulation scenario, they might believe that their perspectives were not valued equally like other team members. However, this barrier can be addressed by promoting inclusiveness, which is critical in creating an environment where nurses will engage in a simulation task and take interpersonal risks like discussing weaknesses and speaking up (Raîche et al., 2021). Another barrier is a lack of experience among nurses in simulation training, which may limit the expected outcome. Nonetheless, this can be mitigated by emphasizing pre-simulation briefing and orientation (Connolly et al., 2021). Furthermore, nurses’ resistance to engaging in the simulation training is a potential barrier and may hinder the attainment of the project’s goals and prevent nurses from benefiting from simulation (Raîche et al., 2021). However, this will be addressed by educating the nurses on the benefits of the team-building activity and how it will promote a positive, healthy environment.

Leadership Video Reflection: “Issue of Headship” video

The Servant Leadership – Issue of Headship video educated me on the differences between leading and heading. I learned that headship is the position a leader has in the official hierarchy of an organization. A person can head an organization or a team of individuals but may lack influence over the employees. Besides, not every person in a leadership position can lead employees effectively. Thus, influence is a critical factor in leadership. Nevertheless, a person with no official leadership position in an organization’s hierarchy can lead other individuals if they have influence over them, and this is termed leading.

The video also enlightened me that influence is critical for a leader to motivate employees towards a common organizational goal or vision. Thus, authority dominates the process of headship, and the outcomes differ from situations where the leader applies influence and inspiration to motivate individuals. Furthermore, power is a crucial factor in leadership. It is often challenging to influence individuals to meet a specific goal if the leader does not exercise their positional power.

Topic 10: Quality, Value, And Sustainable Outcomes References

Agency for Healthcare Research and Quality [AHRQ]. (2018). Quality indicators. Retrieved from https://www.qualityindicators.ahrq.gov/

Connolly, F., De Brún, A., & McAuliffe, E. (2021). A narrative synthesis of learners’ experiences of barriers and facilitators related to effective interprofessional simulation. Journal of Interprofessional Care, 1-12. https://doi.org/10.1080/13561820.2021.1880381

Dyer, J. D., Morgan, M. C., Cohen, S., Ghosh, R., Raney, J., Spindler, H., … & Medvedev, M. (2019). Does teamwork and communication improve with simulation training? An evaluation of simulation training videos in Bihar, India. East Afr J Appl Health Monitor, 3, 1-10.

McEwan, D., Ruissen, G. R., Eys, M. A., Zumbo, B. D., & Beauchamp, M. R. (2018). The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review and Meta-Analysis of Controlled Interventions. PloS one, 12(1), e0169604. https://doi.org/10.1371/journal.pone.0169604

Raîche, I., Moloo, H., Schoenherr, J., & Boet, S. (2021). Interprofessional simulation: The challenges of teamwork training. Perioperative Care and Operating Room Management, 24, 100180. doi:10.1016/j.pcorm.2021.100180

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Topic 10: Quality, Value, And Sustainable Outcomes

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

Your response needs to be a minimum of 150 words (not including your list of references)
There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
Include in-text citations in your response
Do not include quotes—instead summarize and paraphrase the information
Follow APA-7th edition
Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

A minimum of 6 responses per week, on at least 3 days of the week.
Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
Each response needs to be at least 75 words in length (does not include your list of references)
Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
Follow APA 7th edition
Points will be deducted if the above is not followed
Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
Here are some helpful links
Student paper example
Citing Sources
The Writing Center is a great resource

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

Course Room Etiquette:

It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

Office Hours:

My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.

Late Policy and Grading Policy

Discussion questions:

I do not mark off for late DQ’s.
I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
Any activity or assignment submitted after the due date will be subject to GCU’s late policy
Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
No assignments can be accepted for grading after midnight on the final day of class.
All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
I do expect outside sources as well as class materials to formulate your post.
APA format is not necessary for DQ responses, but I do expect a proper citation for references.
Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
Please review your LopesWrite report prior to final submission.
Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

Representing the ideas, expressions, or materials of another without due credit.
Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
Failing to document direct quotations without proper citation and referencing.
Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

Please note that Microsoft Office is the software requirement at GCU.
I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.