Week 6 – Assignment: Model Leadership in Quality Improvement

This week, you will prepare an executive brief for your Board of Trustees as the Chief Executive Officer of a healthcare organization. Your Executive Brief will demonstrate your leadership in initiating a quality improvement plan. Your Brief will contain a scorecard featuring the four key areas of organizational performance into which you have assigned the six Quality Aims into one of the four key areas. Your scorecard is available for download in your Weekly Resources.

In your written Executive Brief, be sure to address the following:

 Provide an overview of the value of using scorecards in assessing organizational performance. Be sure to cite your references.

 Insert your completed scorecard that contains the six (6) quality aims.

 Indicate how you propose to measure future performance for each of the 6 quality aims.
Hint: Timeliness can be measured by wait times in service departments (i.e., emergency, radiography).

 Explain why these six (6) quality aims are important measures for your quality improvement initiative. Be sure to cite your references.

 Close your Executive Brief document with your next steps following the Board's approval.

Be creative with this assignment and enjoy its real-world applicability. While it is not a requirement for this assignment, you may wish to embellish your Executive Brief by using a Business Report template in the MS Word templates. Click
File at the top of your Word document, then click
More Templates. Click
Business under Suggested Templates and select the Business Report template.

Length: A minimum of 2-3 pages, not including the title page or reference page

see attachment

Soap Note 1 is based on the Case Study # 1

1.Templates used from another classes will not be accepted. Student must use the template provided in this class which must clearly contain the progress note (in the Assessment section) of the encounter with the patient ( this section is clearly mark in bold, highlighted  and underlined). No passing grade will be granted if this section is not completed properly. 
2.Follow the MRU Soap Note Rubric as a guide
3.Use APA format and must include minimum of 2 Scholarly Citations.

4.Check for plagiarism,Turn it in Score must be less than 25% or will not be accepted for credit, must be your own work and in your own words. Copy-paste from websites or textbooks will not be accepted or tolerated.
5.The use of tempates is ok with regards to Turn it in, but the Patient History, CC, HPI, The Assessment and Plan should be of your own work and individualized to your made up patient.  

6.The case study does not contain all the information related to the patient, so you must complete each step of the template according to the symptoms, signs, treatment, diagnostic methods, plan, education, etc. according to the patient’s diagnosis.

7. Attached you can find the rubric and SOAP note template. Also you can find one example.

provide further suggestions on how their database search might be improved. use 2 sources 

The PICO(T) question is, “Among hospitalized patients, does using two identifiers compared to one reduce medical errors?” My clinical issue of interest is the reduction of medical errors. Medical errors are gaps in care that bear potential or actual capacity to harm the patient, such as inaccurate diagnosis and incomplete diagnosis (Aljabari & Kadhim, 2021). These have the ripple effect of inappropriate investigations and treatment, then adverse care outcomes (Aljabari & Kadhim, 2021). Some solutions to medical errors include proper identification of patients, thorough history taking, and comprehensive physical examination. One evidence-based method for patient identification is using two identifiers rather than one (Mroz et al., 2019). Therefore, I am prompted to investigate whether using two identifiers compared to one among hospitalized patients reduces medical errors.

Search results discussion 

Regarding my search results, 19,600 articles appeared on the initial original search. As I added search terms such as two identifiers, one identifier, medical errors, and hospitalized patients using Boolean operators such as AND, NOT, and AND NOT, the number of articles appearing kept reducing. At first, they declined to 18,500, then to 17,200, and so on, in a declining trend.

Strategies to optimize database search on my PICO(T) question 

There are several strategies I can apply to optimize how effective a database search is while searching my PICO(T) question. These include having a specific search question, using Boolean operators, using more specific keywords, and using fewer synonyms (Degbelo & Teka, 2019). An example of a particular question is a PICO(T) question, which narrows down to a particular population, intervention, control, outcome, and timing. A more specific example is my PICO(T) question that reads, “Among hospitalized patients, does the use of two identifiers compared to one identifier reduce medical errors?” Besides, examples of Boolean operators are OR, AND, NOT, and AND NOT (Degbelo & Teka, 2019). Specific keywords, like particular search questions, direct the search further, optimizing it to give the best results. An example of keywords in my case includes “hospitalized patients,” “two identifiers,” “one identifier,” and “reduce medical errors.” Lastly, using fewer synonyms helps fetch more search results, broadening your search outcome and choosing relevant resources (Degbelo & Teka, 2019). Applying such strategies helps to make the search process more effective and thorough.

References

Aljabari, S., & Kadhim, Z. (2021). Common barriers to reporting medical errors. The Scientific World Journal, 2021, 1–8. https://doi.org/10.1155/2021/6494889Links to an external site.

Degbelo, A., & Teka, B. B. (2019). Spatial search strategies for Open Government Data. Proceedings of the 13th Workshop on Geographic Information Retrieval. https://doi.org/10.1145/3371140.3371142Links to an external site.

Mroz, J. E., Borkowski, N., Keiser, N., Kennel, V., Payne, S., & Shuffler, M. (2019). Learning from medical error: Current directions in research and practice on medical error prevention. Academy of Management Proceedings, 2019(1), 18084. https://doi.org/10.5465/ambpp.2019.18084symposiumLinks to an external site.  

Practicum Experience Plan 

Overview:

Your Practicum experience includes working in a clinical setting that will help you gain the knowledge and skills needed as an advanced practice nurse. In your practicum experience, you will develop a practicum plan that sets forth objectives to frame and guide your practicum experience. 

As part of your Practicum Experience Plan, you will not only plan for your learning in your practicum experience but also work through various patient visits with focused notes as well as one (1) journal entry. 

Complete each section below.

Part 2: Individualized Practicum Learning Objectives

Refer to the instructions in Week 2 to create individualized practicum learning objectives that meet the requirements for this course. These objectives should be aligned specifically to your Practicum experience. Your objectives should address your self-assessment of the skills found in the “PMHNP Clinical Skills Self-Assessment Form” you completed in Week 1. 

As you develop your individualized practicum learning objective, be sure to write them using the SMART format. Use the resources found in Week 2 to guide your development. Once you review your resources, continue and complete the following. Note: Please make sure each of your objectives are connected to your self-assessment. Also, consider that you will need to demonstrate how you are advancing your knowledge in the clinical specialty.

** YOU MUST HAVE 3 NEW OBJECTIVES EACH QUARTER.  You may include previous practicum objectives; however, you still must have 3 new objectives for your current course. 

Objective 1: (Note: this objective should relate to a specific skill you would like to improve from your self-assessment)

Planned Activities:

Mode of Assessment: (Note: Verification will be documented in Meditrek)

PRAC Course Outcome(s) Addressed: 

·  (for example) Develop professional plans in advanced nursing practice for the practicum experience

·  (for example) Assess advanced practice nursing skills for strengths and opportunities 

Objective 2: (Note: this objective should relate to a specific skill you would like to improve from your self-assessment)

Planned Activities:

Mode of Assessment: (Note: Verification will be documented in Meditrek)

PRAC Course Outcome(s) Addressed:

·   

Objective 3: (Note: this objective should relate to a specific skill you would like to improve from your self-assessment)

Planned Activities:

Mode of Assessment: (Note: Verification will be documented in Meditrek)

PRAC Course Outcome(s) Addressed: