BSN 4012 Describe accountability tools and procedures used to measure effectiveness

BSN 4012 Describe accountability tools and procedures used to measure effectiveness

Sample Answer for BSN 4012 Describe accountability tools and procedures used to measure effectiveness Included After Question

BSN 4012 Describe accountability tools and procedures used to measure effectiveness

Write a 3-4 page evidence-based health care delivery plan
for one component of a heart failure clinic.

Nursing within an organization is a critical component of
health care delivery and is an essential ingredient in patient outcomes (Kelly
& Tazbir, 2014). The concern for quality care that flows from
evidence-based practice generates a desired outcome. Without these factors, a
nurse cannot be an effective leader. It is important to lead not only from this
position but from knowledge and expertise.

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

Competency 2: Explain the accountability of the nurse leader
for decisions that affect health care delivery and patient outcomes.

Describe accountability tools and procedures used to measure
effectiveness.

Competency 3: Apply management strategies and best practices
for health care finance, human resources, and materials allocation decisions to
improve health care delivery and patient outcomes.

Develop an evidence-based plan for health care delivery.

Competency 4: Apply professional standards of moral,
ethical, and legal conduct in professional practice.

Apply professional and legal standards in support of a care
plan.

Competency 5: Communicate in manner that is consistent with
the expectations of a nursing professional.

Write content clearly and logically, with correct use of
grammar, punctuation, mechanics, and current APA style.

Kelly, P., & Tazbir, J. (2014). Essentials of nursing
leadership and management (3rd ed.). Clifton Park, NY: Delmar.

Competency Map

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Context

In an effort to improve the patients’ health literacy
concerning heart failure, it is important that the clinic staff and the
hospital staff present a consistent, evidence-based message on self-care to
these patients and their families in order to decrease acute exacerbation and
re-admissions. Review current evidence for clinical practice guides or
protocols when developing your patient teaching plans and materials. Consider
the following:

What does the patient know about the disease process as a
baseline?

What does the patient need to do understand as far as the
best self-care processes?

Can the patient identify proper medication compliance?

Is there a financial issue that affects compliance?

Who buys and prepares the food in the home?

Can the patient verbalize when to seek medical assistance?

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Questions to Consider

To deepen your understanding, 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.

What factors contribute to inadequate quality of care?

How effective are organizational mandates for quality?

How do financial concerns impact health and safety goals?

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Resources

Suggested Resources

The following optional resources are provided to support you
in completing each assessment. They provide helpful information about the
topics in this unit. For additional resources, refer to the Research Resources
and Supplemental Resources in the left navigation menu of your courseroom.

Capella Multimedia

Click the links provided below to view the following
multimedia pieces:

Riverbend City: Insurance Issues Mission | Transcript.

Leadership Styles | Transcript.

Leadership, Theories, Models, and Styles | Transcript.

Library Resources

The following resources are provided for you in the Capella
University Library and are linked directly in this course. These articles
contain content relevant to the topics and assessments that are the focus of
this unit.

Mensik, J. S. (2013). Nursing’s role and staffing in
accountable care. Nursing Economics, 31(5), 250–253.

Ganz, F. D., Wagner, N., & Toren, O. (2015). Nurse
middle manager ethical dilemmas and moral distress. Nursing Ethics, 22(1),
43–51.

Ott, J., & Ross, C. (2014). The journey toward shared
governance: The lived experience of nurse managers and staff nurses. Journal of
Nursing Management, 22(6), 761–768.

Tait, G. R., Bates, J., LaDonna, K. A., Schulz, V. N.,
Strachan, P. H., McDougall, A., & Lingard, L. (2015). Adaptive practices in
heart failure care teams: Implications for patient-centered care in the context
of complexity. Journal of Multidisciplinary Healthcare, 8, 365–376.

Boyde, M., Song, S., Peters, R., Turner, C., Thompson, D.
R., & Stewart, S. (2013). Pilot testing of a self-care education
intervention for patients with heart failure. European Journal of
Cardiovascular Nursing, 12(1), 39–46.

Brennan, E. J. (2015). Heart failure care for patients who
do not speak English. British Journal of Nursing, 24(20), 1004–1008.

Coordinating the medical home for heart failure patients;
transitioning to palliative care: Adjusting locus of care and focusing on
integrated medicine sheds light on best practices and patient-centered care in
heart failure clinics. (2010, September 15). PR Newswire.

Ivany, E., & While, A. (2013). Understanding the
palliative care needs of heart failure patients. British Journal of Community
Nursing, 18(9), 441–445.

Limpahan, L. P., Baier, R. R., Gravenstein, S., Liebmann,
O., & Gardner, R. L. (2013). Closing the loop: Best practices for
cross-setting communication at ED discharge. American Journal of Emergency
Medicine, 31(9), 1297–1301.

Lingle, C. L. (2013). Evidence based practice: Patient
discharge education barriers to patient education (Master’s thesis). Available
from ProQuest Dissertation Publishing. (UMI No. 1542582)

Delaney, C., Apostolidis, B., Bartos, S., Morrison, H.,
Smith, L., & Fortinsky, R. (2013). A randomized trial of telemonitoring and
self-care education in heart failure patients following home care discharge.
Home Health Care Management and Practice, 25(5), 187–195.

Wolfson, B. J., & Campbell, R. (2014, February 9). With
Medicare watching, hospitals make changes: Orange County medical centers put
new focus on discharge practices to reduce patient readmissions. Orange County
Register.

Berry, L. L., Rock, B. L., Houskamp, B. S., Brueggeman, J.,
& Tucker, L. (2013). Care coordination for patients with complex health
profiles in inpatient and outpatient settings. Mayo Clinic Proceedings, 88(2),
184–194.

Veenstra, W., op den Buijs, J., Pauws, S., Westerterp, M.,
& Nagelsmit, M. (2015). Clinical effects of an optimised care program with
telehealth in heart failure patients in a community hospital in the
Netherlands. Netherlands Heart Journal, 23(6), 334–340.

Aller, M., Vargas, I., Coderch, J., Calero, S., Cots, F.,
Abizanda, M., … Vázquez, M. L. (2015). Development and testing of indicators
to measure coordination of clinical information and management across levels of
care. BMC Health Services Research, 15(323), 1–16.

Course Library Guide

A Capella University library guide has been created
specifically for your use in this course. You are encouraged to refer to the
resources in the BSN-FP4012 – Nursing Leadership and Management Library Guide
to help direct your research.

Internet Resources

National Council of State Boards of Nursing (NCSBN). (n.d.).
Retrieved from https://www.ncsbn.org/index.htm

American Nurses Association (ANA). (2015). Code of ethics
for nurses. Retrieved from http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses.aspx

Bookstore Resources

The resources listed below are relevant to the topics and
assessments in this course. Unless noted otherwise, these materials are
available for purchase from the Capella University Bookstore. When searching
the bookstore, be sure to look for the Course ID with the specific –FP
(FlexPath) course designation.

Kelly, P., & Tazbir, J. (2014). Essentials of nursing
leadership and management (3rd ed.). Clifton Park, NY: Delmar.

Chapter 2.

Chapters 11–15.

Assessment Instructions

Preparation

Refer to the Capella library and the Internet for
supplemental resources to help you complete this assessment.

Instructions

Deliverable: Develop an evidence-based plan for health care
delivery.

Scenario:

The hospital where you work has an issue with increased
readmissions within 30 days of discharge. After examining the core measures, it
was found that heart failure was the most common core measure disease process
experiencing the highest rate of readmissions. The leadership team has given
your team the charge of developing a nurse-run outpatient heart failure clinic.
The purpose of this clinic is to ensure that discharge education is presented
to the patient in an orderly, consistent manner and complies with
evidence-based practice protocols. Since these patients may be discharged from
a variety of areas in the facility, having the heart failure clinic staff take
ownership of the process will improve both consistency and compliance. There
are cardiologists that interact with the staff and patients, but the day-to-day
operations of the clinic are designed and supported by the nurses as they
interact with appropriate members of the other health care team disciplines
promoting the best care for the heart failure patients.

As a member of the nurse team, you have been asked to develop
one component of the clinic.

The hospital leadership established these objectives for the
clinic services:

Evaluate and maximize proper medication therapy.

Conduct regular diet, exercise, and stress management
classes for the patients.

Monitor physiological indicators for the patients (lab work,
weights, vital signs, ECGs).

Provide a case management system for patients in the program
post-discharge.

The overall goals for the heart failure clinic are to:

Enroll greater than 90 percent of the patients with a
primary or secondary diagnosis of HF prior to discharge.

Facilitate discharge planning to achieve 100 percent
compliance with patient education prior to discharge (discharge planning).

Decrease readmission rates in this population by 5 percent
over the next year.

The leadership team has asked you to provide them with an
evidence-based plan for one of the components of the clinic. You may use any
combination of documents (for example, a spreadsheet or a table) in addition to
explanatory information to convey information clearly and succinctly.

Develop one: an Orientation Course Plan, a Discharge
Education Plan, or a Care Coordination Plan.

An Orientation Course Plan:

Develop an evidence-based plan for health care delivery.

Include a comprehensive schedule of topics, objectives, key
points, and patient resources for the orientation course.

What are the components of an evidence-based education plan?

How will you know that patients will understand what to do?

What modalities will you use to deliver information?

How will you adapt the plan to meet the needs of patients
from diverse cultural and language backgrounds?

Identify specialized and supplementary material needs.

Apply professional and legal standards in support of a care
plan.

Explain the alignment to the most recent Heart Failure
Guidelines and specific professional standards.

Describe the accountability tools and procedures used to
measure effectiveness.

How will you know if the patient education plan is
successful?

What are the indicators of success or effectiveness?

A Discharge Education Plan:

Develop an evidence-based plan for health care delivery.

Develop a discharge plan with objectives and resources, and
tools for patients to monitor their progress.

How will you know that patients understand what to do?

What modalities will you use to deliver information?

How will you adapt the plan to meet the needs of patients
from diverse cultural and language backgrounds?

Apply professional and legal standards in support of a care
plan.

Explain the alignment to the most recent Heart Failure
Guidelines and specific professional standards.

Describe accountability tools and procedures used to measure
effectiveness.

How will you know if the discharge plan is successful?

What are the indicators of success or effectiveness?

Care Coordination Plan:

Develop an evidence-based plan for health care delivery.

Develop a procedure for coordinating services.

Consider the needs of “outliers.” For example,
someone with lung disease may need extra resources.

Who should be on the team?

When would the team be activated?

How would it be activated?

What is the time frame required to coordinate services?

How would the intervention plan be monitored for
effectiveness?

Apply professional standards in support of a care plan.

Explain the alignment to the most recent heart failure
guidelines and specific professional standards.

Describe accountability tools and procedures used to measure
effectiveness.

How will you know if the care coordination plan is
successful?

What are the indicators of success or effectiveness?

How will information be collected or communicated?

Additional Requirements

Written communication: Written communication should be free
of errors that detract from the overall message.

APA formatting: Resources and in-text citations should be
formatted according to current APA style and formatting.

Length: The report should be 3-4 pages in content length,
double-spaced.

Font and font size: Times New Roman, 12 point.

Number of resources: Support your plan with a minimum of

A Sample Answer For the Assignment: BSN 4012 Describe accountability tools and procedures used to measure effectiveness

Title: BSN 4012 Describe accountability tools and procedures used to measure effectiveness

BSN 4012 Describe accountability tools and procedures used to measure effectiveness Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.