NURS 8302 ORGANIZATIONAL CULTURE ASSESSMENT TOOL TEMPLATE

NURS 8302 ORGANIZATIONAL CULTURE ASSESSMENT TOOL TEMPLATE

Sample Answer for NURS 8302 ORGANIZATIONAL CULTURE ASSESSMENT TOOL TEMPLATE Included After Question

Organizational Culture Assessment

Please evaluate each statement below writing number on Scale 1 – 5, thinking about your organization.  Answer with 1 = Strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, and 5 = strongly disagree.

Organizational culture is the shared way of thinking or feeling in a given organization. This culture creates the dynamic for a willingness to change and/or improve. For example, if an organizational culture is one in which change is welcomed to improve and all voices are encouraged to be shared, the implementation of a quality improvement initiative will likely be accepted and supported. However, if an organizational culture is one in which the acknowledgement of mistakes are penalized and only leadership voices are respected, the implementation of a quality improvement initiative may be met with hesitation and skepticism.

For this Assignment, you will consider the impact of cultural and organizational readiness as it relates to the implementation of quality improvement initiatives. You will consider the leadership strategies needed to support these measures and complete an Organizational Culture Assessment Tool.

To Prepare:

• Review the Learning Resources regarding the implementation of quality improvement initiatives.
• Consider what stakeholders must be present to implement these initiatives, and reflect on the leadership strategies needed for success in promoting quality improvement initiatives in healthcare organizations and nursing practice.
• Select a healthcare organization or nursing practice (with which you are familiar) to complete the Organizational Culture Assessment Tool.

The Assignment: (2–3 pages)

Complete the Organizational Culture Assessment Tool for the healthcare organization or nursing practice you selected. Then, address the following:

• What is the state of cultural/organizational readiness for quality improvement?
• Is the organizational culture present for quality improvement?
• What leadership strategies are present in the organization to support quality improvement, positive patient experiences, and healthcare quality?

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.

By Day 7

Submit your completed Organizational Culture Assessment Tool and the responses to the prompts for this Assignment by Day 7 of Week 6.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK6Assgn1+last name+first initial.(extension)” as the name.
• Click the Week 6 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
• Click the Week 6 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK6Assgn1+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 6 Assignment 1 Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 6 Assignment 1 draft and review the originality report.

 

Submit Your Assignment by Day 7 of Week 6

A Sample Answer For the Assignment: NURS 8302 ORGANIZATIONAL CULTURE ASSESSMENT TOOL TEMPLATE

Title: NURS 8302 ORGANIZATIONAL CULTURE ASSESSMENT TOOL TEMPLATE

One of the major focuses of healthcare organizations is to offer safe, efficient, and acceptable patient care services. As such, organizations should always be in pursuit of quality improvement projects geared toward improving patient care services and solving identified problems in the care environment. However, the success of such quality improvement initiatives hinges on the organizational culture in place (Coles et al.,2020). Therefore, the onus lies with the quality improvement project or change implementers to assess the organization’s culture and evaluate if it is ready for the implementation of the proposed quality improvement initiatives (Yoder-Wise & Sportsman, 2022). Therefore, the purpose of this assignment is to explore the organization’s culture and determine its readiness for the implementation of the proposed quality improvement initiative. As such, various aspects will be discussed, including the state of the organizational readiness for quality improvement, whether the organizational culture is for quality improvement, and the leadership strategies present in the organization to support quality improvement experiences and health quality.

The State of Cultural/Organizational Readiness for Quality Improvement

As discussed earlier, organizational culture and readiness can hugely affect the implementation process of quality improvement initiatives. Therefore, it is important to assess the state of the organizational readiness for quality improvement (Fulop & Ramsay, 2019). In an effort to accomplish this, an organizational culture assessment tool with a total of sixteen questions was completed, as shown in the appendix.  These questions are designed in such a way that they help probe various aspects of the organization in terms of its readiness for quality improvement implementation. From the responses given, it is evident that the organization is ready for the implementation of the quality improvement initiatives. Such an observation was supported by a response of strongly agreeing to correct a process, approach, or procedure in case they are not working. Such a response showed that the organization and its leaders are ready to undertake a change process to help correct a procedure or a process that is not working. The response is encouraging and relevant as it shows that the organization is ready to welcome the proposed quality improvement as it can help improve the management of sepsis.

The Organizational Culture For Quality Improvement

The success of a quality improvement project also requires that the staff be supportive of the initiative. Therefore, it is also important to explore the staff’s attitude, behavior, and knowledge alongside that of the organization’s leaders in relation to quality improvement implementation (Crawford et al.,2023).  The organizational assessment tool revealed that the existing culture supports quality improvement. The organization uses various strategies, such as open and effective communication, which are both known to be quality improvement implementation enablers. Besides, the collaborative environment revealed among the staff members can be important in supporting the quality improvement initiative. Again, such aspects point further to the organization’s readiness to accept and support the proposed quality improvement to help improve patient outcomes and the organization’s reputation.

Leadership Strategies Present In the Organization to Support Quality Improvement Experiences and Healthcare Quality

At the center of any organization’s failure or success is the existing type of leadership. Previous research has shown that certain types of leadership styles and strategies have more potential to push organizations to success than others (Robbins& Davidhizar, 2020). Therefore, the organization assessment completed also revealed that the organization has various strategies that can support quality improvement and healthcare quality. One of the strategies identified is role or duty assignment and delegation. This is a strategy that the leaders use to ensure that every staff member is involved in the organization’s activities; as such, they feel part of the organization and valued as staff members. Therefore, it will be easier to implement the quality improvement initiative as the staff will be ready to support it without resistance.

The other strategy used in the organization is effective and open communication. There are well-established communication channels that are always open and also support two-way communication. As such, the members of staff and leaders are able to get information and communication in time and act on the same (Jankelová & Joniaková, 2021). Open and effective communication will be key to supporting the quality improvement initiative and ensuring success in its implementation. The leaders also use a strategy of empowering and supporting staff members, especially those with proposals for improving the quality of patient care as well as safety. Therefore, these leadership strategies will also play a significant role in supporting the proposed quality improvement to ensure that its implementation is a success.

Conclusion

This write-up has explored the organization’s culture and readiness to support the proposed quality improvement. As such, an organizational culture assessment tool was used where a total of sixteen questions were addressed to assess various aspects of the organization. The assessment revealed that the organization is generally ready for the quality improvement project. In addition, the organization’s leadership strategies that are currently being used support the implementation of quality improvement projects. It was revealed that some of the strategies used include open and effective communication and offering support to the staff.

 

References

Coles, E., Anderson, J., Maxwell, M., Harris, F. M., Gray, N. M., Milner, G., & MacGillivray, S. (2020). The influence of contextual factors on healthcare quality improvement initiatives: a realist review. Systematic Reviews, 9, 1-22. Doi: 10.1186/s13643-020-01344-3

Crawford, C. L., Rondinelli, J., Zuniga, S., Valdez, R. M., Tze‐Polo, L., & Titler, M. G. (2023). Barriers and facilitators influencing EBP readiness: Building organizational and nurse capacity. Worldviews on Evidence‐Based Nursing, 20(1), 27–36. https://doi.org/10.1111/wvn.12618

Fulop, N. J., & Ramsay, A. I. (2019). How organizations contribute to improving the quality of healthcare. BMJ, 365. https://doi.org/10.1136/bmj.l1773

Jankelová, N., & Joniaková, Z. (2021). Communication skills and transformational leadership style of first-line nurse managers in relation to job satisfaction of nurses and moderators of this relationship. In Healthcare (Vol. 9, No. 3, p. 346). MDPI. https://doi.org/10.3390/healthcare9030346

Robbins, B., & Davidhizar, R. (2020). Transformational leadership in health care today. The Health Care Manager, 39(3), 117-121. Doi: 10.1097/HCM.0000000000000296

Yoder-Wise, P. S., & Sportsman, S. (2022). Leading and Managing in Nursing E-Book. Elsevier Health Sciences.

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1.       I am at ease and comfortable when I’m around others at work – regardless of their title, position, or stature.
2.       We evaluate the quality of the decisions we make internally.
3.       Work is shared based not on who “owns it,” but rather on who is in the best position to get it done.
4.       I can be my whole self while at work and don’t have to pretend to be someone I’m not.
5.       I am given autonomy in my job.
6.       We remove ‘silos’ and ‘boundaries’ at work; we aren’t territorial.
7.       If a process, procedure, approach is not working, we can correct it with ease.
8.       Everyone here is clear on what drives our success as an organization.
9.       We use tools and platforms internally to help us collaborate and communicate more effectively.
10.   The internal tools and technologies we use in My Company are as good, if not better than the ones our competitors use.
11.   We welcome comments from others even if they disagree with us.
12.   We push past the “we’ve always done it that way” objection.
13.   We are evaluated on the core values that are important to our success.
14.   We care about making our community a better place to live.
15.   I get to exercise my creativity at work.
16.   People know what other departments need from them and share the right information at the right time. Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NURS 8302 ORGANIZATIONAL CULTURE ASSESSMENT TOOL TEMPLATE NURS 8302 ORGANIZATIONAL CULTURE ASSESSMENT TOOL TEMPLATE Grading Rubric Performance Category 100% or highest level of performance 100% 16 points Very good or high level of performance 88% 14 points Acceptable level of performance 81% 13 points Inadequate demonstration of expectations 68% 11 points Deficient level of performance 56% 9 points   Failing level of performance 55% or less 0 points  Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics. Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.   Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.   Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information  16 Points  14 Points  13 Points 11 Points 9 Points  0 Points Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic. Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic. Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic. Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic. Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic. Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.    10 Points 9 Points  6 Points  0 Points Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion. Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion. Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion. Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.   8 Points 7 Points  6 Points         5 Points          4 Points  0 Points Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication. The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic. The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.   The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.   The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor. The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication   0 Points Deducted 5 Points Lost Participation Requirements Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days   0 Points Lost 5 Points Lost Due Date Requirements Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. Also Read:  NURS 8302 Assignment 1 Applying Project Management Approaches for a Quality Improvement Practice Gap INSTRUCTIONS PLUS RUBRIC