NUR 590 Compare two organizational readiness tools

Sample Answer for NUR 590 Compare two organizational readiness tools Included After Question

NUR 590 Compare two organizational readiness tools

Topic 2 DQ 1

Assessment Description

NUR 590 Compare two organizational readiness tools
NUR 590 Compare two organizational readiness tools

Compare two organizational readiness tools. Identify the tool you selected and explain why it is most appropriate for assessing your organization.

Aug 19, 2021 – Aug 25, 2021

Max Points:130

Objectives:

  1. Describe effective strategies to create an evidence-based practice culture within a health care setting.
  2. Identify stakeholders needed for the evidence-based practice project.
  3. Assess organizational readiness for the evidence-based practice project.

Assessments

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Benchmark

SUBMIT ASSIGNMENT

Requires LopesWrite

Start Date

Aug 19, 2021 12:00 AM

Due Date

Aug 25, 2021 11:59 PM

Points

100

Rubric

View Rubric

Status

Upcoming

Assessment Description

In order to successfully implement a change within an organization, the change agent must assess the organization’s culture and readiness for change. In 750-1,000 words, analyze the culture and level of readiness of the organization for which your evidence-based practice project is proposed. You will use the assessment of the organization’s culture and readiness in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.

Include the following:

  1. Describe the organization’s culture and explain to what degree the culture supports change. Consider organizational and leadership structure, mission and values, interprofessional collaboration/team engagement, communication, perception of the organization by employees, etc.
  2. Select an organizational readiness tool and assess the level or readiness for change within your organization. Identify the readiness tool and summarize the survey results. Discuss the degree to which the culture will support and sustain an evidence-based practice change. Consider strengths and weaknesses, potential barriers, stakeholder support, timing of the proposal, and resources. Provide rationale.
  3. Discuss what health care process and systems you would recommend for improving quality, safety, and cost-effectiveness for the organization.
  4. Propose strategies to better facilitate the readiness of the organization.
  5. Identify the stakeholders and team members for the project. Include what their duties will be in the evidence-based practice project proposal.
  6. Explain what information and communication technologies are needed for the implementation and how they will be integrated in the setting by the internal stakeholders. Explain how these will help improve nursing practice and care delivery for individuals and populations for your intervention.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite a minimum four peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

MBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing

3.1:  Assess health care processes and systems to recommend measures for improving quality, safety, and cost-effectiveness across an organization.

3.3:  Integrate appropriate information and communication technologies to improve nursing practice and care delivery for individuals and populations.

NUR 590 Compare two organizational readiness tools 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.

A Sample Answer For the Assignment: NUR 590 Compare two organizational readiness tools

Title: NUR 590 Compare two organizational readiness tools

 

Implementation of the Project  

Yes. There are a host of challenges that are likely to be encountered. Implementation of the project is one of the main steps to address obesity among Latin American children. Even though the project intends to address behavior change, there is a likelihood of poor communication between the Hispanic-American parents and project implementers (Øen et al., 2018). Poor education among the population of the Latin Americans affects their knowledge of English as a large proportion of the racial group communicates in Espanol.   

At the facility, financial and human resources may alter the effective implementation of the project. This is because materials such as health brochures that address obesity need to be printed and availed to the parents of the Latin-American children. Besides, machines that measure the body composition of patients for a diagnosis of obesity must also be procured by the facility (Brunani et al., 2015). Nonetheless, nurses and other care providers will require training on the management of obesity among children. In overall, the facility is likely to incur additional expenses to realize the goals of the project.  

The project can achieve success if stakeholders in the hospital are involved in planning and implementation. Mostly, hospital investors and other financiers are engaged to avail financial resources. Moreover, the hospital’s chief executive officer and administrators are involved in assessing the performance metrics of the facility to recommend a need for the implementation of the program (Øen et al., 2018). In this project, the recruitment of nurses and training of the seasoned practitioners are two of the key steps to address the evidence-based practice. The process requires finances to realize and to ensure the sustainability of the program. However, organizational change as a theoretical framework will be adopted to help the stakeholders adapt the changes proposed by the project (Brunani et al., 2015). The theory addresses the introduction of strategies on patient education about obesity which needs to be practiced by all care providers. In essence, strategies involving the introduction of a new culture will need to be embraced by all stakeholders for the successful implementation of the project.  

 

References 

Brunani, A., Raggi, A., Sirtori, A., Berselli, M., Villa, V., Ceriani, F., … & Capodaglio, P. (2015). An ICF-based model for implementing and standardizing multidisciplinary obesity rehabilitation programs within the healthcare system. International journal of environmental research and public health, 12(6), 6084-6091. 

Øen, G., Kvilhaugsvik, B., Eldal, K., & Halding, A. G. (2018). Adolescents’ perspectives on everyday life with obesity: a qualitative study. International journal of qualitative studies on health and well-being, 13(1), 1479581. doi.org/10.1080/17482631.2018.1479581