NURS 4020 Capella University Root Cause Analysis and Improvement Plan Discussion
Question Description
I’m working on a Nursing project and need support to help me study.
Find attached the “root cause analysis” as a word document needed for this assessment.
Find attached a sample of this assessment as a pdf.
Find attached “assessment 1” which is talked about on the instructions for this assessment.
For this assessment, you will use a supplied template to conduct a root-cause analysis of a quality or safety issue in a health care setting of your choice and outline a plan to address the issue.
As patient safety concerns continue to be addressed in the health care settings, nurses can play an active role in implementing safety improvement measures and plans. Often root-cause analyses are conducted and safety improvement plans are created to address sentinel or adverse events such as medication errors, patient falls, wrong-site surgery events, and hospital-acquired infections. Performing a root-cause analysis offers a systematic approach for identifying causes of problems, including process and system-check failures. Once the causes of failures have been determined, a safety improvement plan can be developed to prevent recurrences. The baccalaureate nurse’s role as a leader is to create safety improvement plans as well as disseminate vital information to staff nurses and other health care professionals to protect patients and improve outcomes.
As you prepare for this assessment, it would be an excellent choice to complete the Quality and Safety Improvement Plan Knowledge Base activity and to review the various assessment resources, all of which will help you build your knowledge of key concepts and terms related to quality and safety improvement. The terms and concepts will be helpful as you prepare your Root-Cause Analysis and Safety Improvement Plan. Activities are not graded and demonstrate course engagement.
DEMONSTRATION OF PROFICIENCY
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the elements of a successful quality improvement initiative.
Apply evidence-based and best-practice strategies to address a safety issue or sentinel event pertaining to medication administration. ;
Create a viable, evidence-based safety improvement plan for safe medication administration.
Competency 2: Analyze factors that lead to patient safety risks.
Analyze the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization.
Competency 3: Identify organizational interventions to promote patient safety.
Identify existing organizational resources that could be leveraged to improve a safety improvement plan for safe medication administration.
Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.
PROFESSIONAL CONTEXT
Nursing practice is governed by health care policies and procedures as well as state and national regulations developed to prevent problems. It is critical for nurses to participate in gathering and analyzing data to determine causes of patient safety issues, in solving problems, and in implementing quality improvements.
SCENARIO
For this assessment, you may choose from the following options as the subject of a root-cause analysis and safety improvement plan:
The specific safety concern identified in your previous assessment 1 pertaining to medication administration safety concerns.
The readings, case studies, or a personal experience in which a sentinel event occurred surrounding an issue or concern with medication administration.
INSTRUCTIONS
The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a health care setting. You will create a plan to improve the safety of patients related to the concern of medication administration safety based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen health care setting to provide a rationale for your plan.
Use the Root-Cause Analysis and Improvement Plan Template [DOCX] to help you to stay organized and concise. This will guide you step-by-step through the root cause analysis process.
Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand ;what is needed for a distinguished score.
Analyze the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization.
Apply evidence-based and best-practice strategies to address the safety issue or sentinel event pertaining to medication administration.
Create a feasible, evidence-based safety improvement plan for safe medication administration.
Identify organizational resources that could be leveraged to improve your plan for safe medication administration.
Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.
Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like but keep in mind that your Assessment 2 will focus on safe medication administration.
Assessment 2 ;Example [PDF].
ADDITIONAL REQUIREMENTS
Length of submission: Use the provided Root-Cause Analysis and Improvement Plan template to create a 4-6 page root cause analysis and safety improvement plan pertaining to medication administration.
Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
APA formatting: Format references and citations according to current APA style.
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Also Read:
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
The Doctor of Nursing Practice (DNP) is the highest level of nursing practice for nurse leaders. The DNP improves patient outcomes and puts research findings into practice. They specialize in providing evidence-based practice information. They also provide quality improvement, system leadership, and other critical nursing services. The DNP is intended for nurses seeking a terminal degree in nursing practice and serves as an alternative to doctoral programs focused on research. DNP-prepared nurses are well-prepared to fully implement the science developed by PhD, DNS, and other research-focused nursing doctorates. 2022) (DNP facesheet).
The desire to apply theory and develop formal research programs, to become nursing faculty, to combine clinical practice and formal research, and to advance through professional leadership in hospitals and health systems organizations. The Phd focuses on research and philosophy, and graduates are more likely to be considered nurse scientists who conduct research and use evidence-based practice.
If I had to choose between the two, I would definitely go for the DNP rather than the PhD. Both appear to be very interesting and to have different areas of knowledge, but DNP would be my choice without a doubt.
In their 2010 report, The Future of Nursing: Leading Change, Advancing Health, the Institute of Medicine (IOM) recommended that nurses’ education be increased, with a focus on increasing the number of nurses with baccalaureate degrees and doubling the number of nurses with doctoral degrees (Melnyk, 2013). In the United States, there is still some confusion about the roles of PhD and DNP. Endpoints for these programs are distinct. The PhD degree prepares researchers and scholars to generate external evidence to advance science and theory while also guiding practice. The DNP degree, on the other hand, prepares expert clinicians to prepare internal evidence and translate evidence generated through rigorous research into practice in order to improve health care quality, patient outcomes, and organizational and health policy (Melnyk, 2013). The DNP focuses on providing leadership for evidence-based practice in the real world (EBP). DNP graduates will seek roles as educators, but the emphasis should be on advanced practice specialization rather than the teaching process.
If given the opportunity to advance his nursing career, this writer will pursue a DNP. There is far too much time and schooling required to complete a PhD degree at his age. Given my age, this writer may not be able to enjoy and share the learned experience for long. The writer is also still completing his BSN deree and may require a break. The writer’s ambition is to work as a consultant. He enjoys working with EBPs and developing policies to aid in risk management assessment and prevention.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Root-Cause Analysis and Safety Improvement Plan Scoring Guide
Criteria | Non-performance | Basic | Proficient | Distinguished |
---|---|---|---|---|
Analyze the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization. | Does not identify the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization. | Identifies the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization. | Analyzes the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization. | Analyzes the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization, noting the degree to which various elements contributed to the safety issue or sentinel event pertaining to medication administration. |
Apply evidence-based and best-practice strategies to address the safety issue or sentinel event pertaining to medication administration. | Does not describe evidence-based and best-practice strategies pertaining to medication administration. | Describes evidence-based and best-practice strategies but their relevance to the safety issue or sentinel event pertaining to medication administration is unclear. | Applies evidence-based and best-practice strategies to address the safety issue or sentinel event pertaining to medication administration. | Applies evidence-based and best-practice strategies to address the safety issue or sentinel event pertaining to medication administration, detailing how the strategies will address the safety issue or sentinel event pertaining to medication administration. |
Create a viable, evidence-based safety improvement plan for safe medication administration. | Does not create a viable, evidence-based safety improvement plan for safe medication administration. | Creates a safety improvement plan for safe medication administration that lacks appropriate, convincing evidence of its viability. | Creates a viable, evidence-based safety improvement plan for safe medication administration. | Creates a viable, evidence-based safety improvement plan for safe medication administration that makes explicit reference to scholarly or professional resources to support the plan. |
Identify existing organizational resources that could be leveraged to improve a safety improvement plan for safe medication administration. | Does not identify existing organizational resources that could be leveraged to improve a safety improvement plan for safe medication administration. | Identifies existing organizational resources, but their relevance and usefulness to quality and safety improvement for safe medication administration are unclear. | Identifies existing organizational resources that could be leveraged to improve a safety improvement plan for safe medication administration. | Identifies existing organizational resources that could be leveraged to improve a safety improvement plan for safe medication administration, prioritizing them according to potential impact. |
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar or punctuation, word choice, and spelling. | Does not organize content for ideas. Lacks logical flow and smooth transitions. | Organizes content with some logical flow and smooth transitions. Contain errors in grammar or punctuation, word choice, and spelling. | Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar or punctuation, word choice, and spelling. | Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar or punctuation, word choice, and free of spelling errors. |
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. | Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly. | Applies APA formatting to in-text citations, headings and references incorrectly or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes or paraphrasing. | Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. | Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly. |