NURS 8302 WEEK 11 Discussion Evaluating and Sustaining Change INSTRUCTIONS PLUS RUBRIC

NURS 8302 WEEK 11 Discussion Evaluating and Sustaining Change INSTRUCTIONS PLUS RUBRIC

Sample Answer for NURS 8302 WEEK 11 Discussion Evaluating and Sustaining Change INSTRUCTIONS PLUS RUBRIC Included After Question

Change is the law of life.

Change is inevitable. There is no getting around it, but that does not mean change always has to be negative. Society often places a negative connotation to change, but what if the change is for the best? What if change is what sustains growth and encourages improvement?

In nursing practice, change is unavoidable. How should change be evaluated, maintained, and sustained in nursing practice? What role does leadership have in change management? Consider the role of change management in nursing, and reflect on how change management may differ from change leadership.

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For this Discussion, compare change management and change leadership. Reflect on the potential impact of leadership approaches on change, and consider how leadership may influence change in healthcare organizations and nursing practice.

To Prepare:

• Review the Learning Resources for this week, and reflect on the mechanisms available to evaluate change in healthcare organizations and nursing practice.
• How is change management related to change leadership?
• Consider how leadership approaches may contribute to evaluation processes for change management, as well as for the support of sustaining changes in healthcare organizations and nursing practice.
• What does it mean to sustain changes in healthcare organizations or nursing practice, and how might leadership support these aims?
• Reflect on when you should stop measuring change in an organization, and why.

By Day 3 of Week 11

Post a brief comparison between change management and change leadership. Be specific. Explain how leadership approaches may relate to processes for evaluation of and sustainment of change in a healthcare organization or nursing practice. Then, explain the function of leadership in evaluating, maintaining, and sustaining change. What is the influence of leadership on these aims? Be sure to include a brief explanation of whether you should stop measuring change in an organization, and explain why. Be specific and provide examples.

By Day 6 of Week 11

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by expanding upon your colleague’s post or offering an alternative perspective on the influence of leadership in evaluating, maintaining, and sustaining change in an organization.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

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Submission and Grading Information

Grading Criteria

To access your rubric:

Week 11 Discussion Rubric

 

Post by Day 3 of Week 11 and Respond by Day 6 of Week 11

 

A Sample Answer For the Assignment: NURS 8302 WEEK 11 Discussion Evaluating and Sustaining Change INSTRUCTIONS PLUS RUBRIC

Title: NURS 8302 WEEK 11 Discussion Evaluating and Sustaining Change INSTRUCTIONS PLUS RUBRIC

The healthcare system is constantly changing, and the demands of quality care are on the rise; hospitals strive to improve performance and patient safety. With this comes immense change and quality improvement (Murphree et al., 2011). Organizational changes in health care are more likely to succeed when health care professionals can influence the difference, feel prepared for the change, and recognize the value of the change, including perceiving the benefit of the shift for patients (Nilsen et al., 2020). Continuous professional education has become increasingly important to ensure that health care professionals’ competencies keep pace with current standards and to maintain and enhance the knowledge and skills needed to stay abreast of the newest evidence (Nilsen et al., 2020). Continuous improvement is a systematic, sustainable approach to enhancing the quality of care and patient outcomes that embraces practice change which is an ongoing journey in healthcare that requires commitment and persistence under effective leadership. (KPMG,2019).

One of the challenges during this change process is sustaining practice change which requires robust and effective leadership to maintain a practical improvement (Bigelow et al., 2010). It is important to note that continuous improvement is driven and owned by frontline staff, reinforced by specialized, ongoing training, and supported by the entire organization starting with the board and the chief executive and permeating everywhere from the finance and human resources and information technology departments. Moreover, change must be underpinned by the right leadership behaviors with transformational leadership skills because such leaders support, mentor, and ask questions about the change process. Transformational leaders are successful leaders who possess certain qualities such as being a good change manager that promotes teamwork, guides staff through any transition period, identify support systems and possible barriers, and enabling tools needed to strengthen and support nurses during quality and safety movement (Richardson & Storr, 2010).

According to Bigelow et al. (2010), many strategies exist for leaders to promote and sustain quality improvement, such as providing visual control, control charts, daily, weekly, monthly, and quarterly accountability processes. These strategies support the quality movement, provide bedside nurses with oversight and support of their daily practice. Similarly, nurse leaders can also utilize the Lean Six Sigma model in quality improvement because the model relies on a collaborative team effort in improving performance by systematically eliminating waste to maximize workflow (Bigelow et al., 2010). Finally, Leaders can also apply models such as the National health service (NHS) sustainability model in sustaining quality improvement changes because it assists them in implementing change, increasing the quality of care, and promoting a positive patient experience while reducing health care costs (Silver et al., 2016).

References

 

Bigelow, L., Wolkowski, C., Baskin, L., & Gorko, M. (2010). Lean Six Sigma: Sustaining the gains in a hospital laboratory. Clinical Leadership & Management Review, 24(3), 1–14.

KPMG International Healthcare Practices. (2019). Creating a culture of excellence. https://assets.kpmg/content/dam/kpmg/xx/pdf/2019/03/

Nilsen, P., Seeing, I., Erickson, C., Birken, S. A., and Schildmeijer, K. (2020). Characteristics of successful changes in health care organizations: an interview study with physicians, registered nurses, and assistant nurses. Biomedical Central health services Research.  20:147 https://doi.org/10.1186/s12913-020-4999-8

Murphree, P., Vath, R. R., & Daigle, L. (2011). Sustaining lean six sigma projects in health care. Physician Executive, 37(1), 44–48.

Richardson, A., & Storr, J. (2010). Patient safety: A literature review on the impact of nursing

empowerment, leadership, and collaboration [corrected] [published erratum appears in

INT NURS REV (1):158]. International Nursing Review, 57(1), 12–21.

Silver, S. A., McQuillan, R., Harel, A., Weizman, A. W., Thomas, A., Nesrallah, G., Bell, C.

M., Chan, C. T., & Chertow, G. M. (2016). How to Sustain Change and Support

Continuous Quality Improvement. Clinical Journal of the American Society of

            Nephrology, 11(5), 916-924.

A Sample Answer 2 For the Assignment: NURS 8302 WEEK 11 Discussion Evaluating and Sustaining Change INSTRUCTIONS PLUS RUBRIC

Title: NURS 8302 WEEK 11 Discussion Evaluating and Sustaining Change INSTRUCTIONS PLUS RUBRIC

This is insightful. There are constant changes in the healthcare system due to the increased demands of patients. The changes are always meant to enhance quality of healthcare services delivered and to meet the growing demands of patients (Nilsen et al., 2020). Every healthcare institution is involved in the improvement of levels of performance and patient safety. As a result, there are always immense changes and quality improvement (Lumbers, 2018). Effective or successful change processes requires transformative leadership that is able to take care of all the processes or approaches to change. There are different strategies that leaders can use to promote and sustain change process including the provision of visual control, control charts that elaborate on some of the best mechanisms, and the accountability processes (KPMG International Healthcare Practices, 2019). Additionally, leaders may act as role models to change people’s perception towards change or quality improvement processes. These strategies support the quality movement, provide bedside nurses with oversight and support of their daily practice.

References

Lumbers, M. (2018). Approaches to leadership and managing change in the NHS. British Journal of Nursing, 27(10), 554-558. https://www.magonlinelibrary.com/doi/abs/10.12968/bjon.2018.27.10.554

KPMG International Healthcare Practices. (2019). Creating a culture of excellence. https://assets.kpmg/content/dam/kpmg/xx/pdf/2019/03/

Nilsen, P., Seeing, I., Erickson, C., Birken, S. A., and Schildmeijer, K. (2020). Characteristics of successful changes in health care organizations: an interview study with physicians, registered nurses, and assistant nurses. Biomedical Central health services Research.  20:147 https://doi.org/10.1186/s12913-020-4999-8

A Sample Answer 3 For the Assignment: NURS 8302 WEEK 11 Discussion Evaluating and Sustaining Change INSTRUCTIONS PLUS RUBRIC

Title: NURS 8302 WEEK 11 Discussion Evaluating and Sustaining Change INSTRUCTIONS PLUS RUBRIC

Change is something that every organization requires at some point. Changes in technology, lives, perceptions, and beliefs contributed to this. The outcome of the change process might be either positive or negative (Kotter, 2021). All an organization needs to do to avoid negative consequences is understand and properly employ change management in partnership with change leadership, ensuring that all change requirements are completed before and during the change process. Change management refers to a set of tools and procedures that must be in place to keep change efforts in check (Holten et al., 2019). The major purpose is to mitigate the negative effects of change. It’s a method of implementing massive changes in an organization while remaining sensible and in control. A perfect example occurred in my company during a raw materials shortage. The problem arose due to the company’s rapid change of chairman, and the new management decided that for the company to continue, it needed to transform its structure and operations. On the other hand, change leadership examines the forces driving change, as well as the vision and procedures that support more significant transformative changes (Holten et al., 2019). It is most commonly connected with introducing an engine into the entire change process to make it more efficient, faster, and more so in large-scale conversions.

The health care setting is dynamic due to constant changes to improve efficiency, quality of care, and patient safety. Leadership is needed to push these goals, ensure that the set goal and target are met, and enhance sustained change in the organization (Chartier et al., 2018). Leadership is required to evaluate and sustain change by navigating the complex web depicted by the different disease areas, multidirectional plans, and staff within the health care setting. Furthermore, some employees may resist the new changes as a result of experiencing poor past management. Leadership is needed to communicate the need for change, engage employees in decision-making, and mobilize necessary support for the change (Chartier et al., 2018). The leaders are required to provide the correct direction and motivate employees to improve and innovate continuously. An organization should not stop measuring change. Measuring change is critical in determining and communicating the success and acceptance of the implemented process.it also helps determine whether the persons influenced by the change are progressing towards the required direction (Sipes, 2021).

 

REFERENCES

Chartier, L. B., Vaillancourt, S., Cheng, A. H. Y., & Stang, A. S. (2018). Quality improvement primer part 3: Evaluating and sustaining a quality improvement project in the emergency department. CJEM, 21(2), 261–268. https://doi.org/10.1017/cem.2018.380

Holten, A. L., Hancock, G. R., & Bøllingtoft, A. (2019). Studying the importance of change leadership and change management in layoffs, mergers, and closures. Management Decision, 58(3), 393–409. https://doi.org/10.1108/md-03-2017-0278

Kotter. (2021, May 7). The 8-Step Process for Leading Change. https://www.kotterinc.com/8-steps-process-for-leading-change/

Sipes, C. (2020). Project management for the advanced practice nurse. http://dl1.tarjomac.ir/nursing-ebooks/TPC202202.pdf

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Content

Name: NURS_8302_Week11_Discussion_Rubric

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		Excellent 90–100	Good 80–89	Fair 70–79	Poor : 0–69
Main Posting: Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.		Points Range: 40 (40%) – 44 (44%) Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources.	Points Range: 35 (35%) – 39 (39%) Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references.	Points Range: 31 (31%) – 34 (34%) Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Cited with fewer than two credible references.	Points Range: 0 (0%) – 30 (30%) Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible references.
Main Posting: Writing		Points Range: 6 (6%) – 6 (6%) Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style.	Points Range: 5 (5%) – 5 (5%) Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style.	Points Range: 4 (4%) – 4 (4%) Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors.	Points Range: 0 (0%) – 3 (3%) Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Posting: Timely and full participation		Points Range: 9 (9%) – 10 (10%) Meets requirements for timely, full, and active participation. Posts main Discussion by due date.	Points Range: 8 (8%) – 8 (8%) Meets requirements for full participation. Posts main Discussion by due date.	Points Range: 7 (7%) – 7 (7%) Posts main Discussion by due date.	Points Range: 0 (0%) – 6 (6%) Does not meet requirements for full participation. Does not post main Discussion by due date.
First Response: Post to colleague’s main post that is reflective and justified with credible sources.		Points Range: 9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	Points Range: 8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	Points Range: 7 (7%) – 7 (7%) Response is on topic and may have some depth.	Points Range: 0 (0%) – 6 (6%) Response may not be on topic and lacks depth.
First Response: Writing		Points Range: 6 (6%) – 6 (6%) Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	Points Range: 5 (5%) – 5 (5%) Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	Points Range: 4 (4%) – 4 (4%) Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	Points Range: 0 (0%) – 3 (3%) Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
First Response: Timely and full participation		Points Range: 5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	Points Range: 4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	Points Range: 3 (3%) – 3 (3%) Posts by due date.	Points Range: 0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Second Response: Post to colleague’s main post that is reflective and justified with credible sources.		Points Range: 9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	Points Range: 8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	Points Range: 7 (7%) – 7 (7%) Response is on topic and may have some depth.	Points Range: 0 (0%) – 6 (6%) Response may not be on topic and lacks depth.
Second Response: Writing		Points Range: 6 (6%) – 6 (6%) Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	Points Range: 5 (5%) – 5 (5%) Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	Points Range: 4 (4%) – 4 (4%) Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	Points Range: 0 (0%) – 3 (3%) Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
Second Response: Timely and full participation		Points Range: 5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	Points Range: 4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	Points Range: 3 (3%) – 3 (3%) Posts by due date.	Points Range: 0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Total Points: 100

Name: NURS_8302_Week11_Discussion_Rubric

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NURS 8302 WEEK 11 Discussion Evaluating and Sustaining Change INSTRUCTIONS PLUS RUBRIC 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.

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