Professional Nursing Experience Essay Discussion

Two evidence-based article critiques will be submitted using the Johns Hopkins Evidence Based Research Appraisal Tool (Appendix E) for nursing approach following the enclosed rubric. Each student will submit documents available on the Brightspace course page. A clinical PICO (population, intervention, comparison, and outcome) question will be formulated, reflecting the student’s own clinical interest. The question and articles are selected by the individual student with input and guidance from the course instructor. A rubric is provided. FPrepare an analysis (5-7 pages) of an adverse event or a near miss from your professional nursing experience and outline a QI initiative that would address it. Professional Nursing Experience Essay Discussion

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Introduction
Health care organizations strive to create a culture of safety. Despite technological advances, quality care initiatives, oversight, ongoing education and training, legislation, and regulations, medical errors continue to be made. Some are small and easily remedied with the patient unaware of the infraction. Others can be catastrophic and irreversible, altering the lives of patients and their caregivers and unleashing massive reforms and costly litigation. Many errors are attributable to ineffective interprofessional communication.

Overview
The goal of this assessment is to allow you to focus on a specific event in a health care setting that impacts patient safety and related organizational vulnerabilities and to propose a QI initiative to prevent future incidents. It will give you the chance to develop your analytical skills in the problem-solving contexts you likely find yourself in as a health care professional.

Health care organizations strive for a culture of safety. Yet, despite technological advances, quality care initiatives, oversight, ongoing education and training, laws, legislation, and regulations, medical errors continue to occur. Some are small and easily remedied with the patient unaware of the infraction. Others can be catastrophic and irreversible, altering the lives of patients and their caregivers and unleashing massive reforms and costly litigation.

Historically, medical errors were reported and analyzed in hindsight. Today, QI initiatives attempt to be proactive, which contributes to the amount of attention paid to adverse events and near misses. Backed up by new technologies and reporting metrics, adverse events and near misses can provide insight into potential ways to improve care delivery and ensure patient safety.

For clarification, the National Quality Forum (n.d.) defines the following: Professional Nursing Experience Essay Discussion

Adverse event: An event that results in unintended harm to the patient by an act of commission or omission rather than by the underlying disease or condition of the patient.
Near miss: An event or a situation that did not produce patient harm, but only because of intervening factors, such as patient health or timely intervention.
Instructions
Prepare a comprehensive analysis of an adverse event or a near miss from your professional nursing experience that you or a peer experienced. Provide an analysis of the impact of the same type of adverse event or near miss in other facilities. How was it managed, who was involved, and how was it resolved? Be sure to:

Analyze the implications of the adverse event or near miss for all stakeholders.
Analyze the sequence of events, missed steps, or protocol deviations related to the adverse event or near miss using a root cause analysis.
Evaluate QI actions or technologies related to the event that are required to reduce risk and increase patient safety.
Evaluate how other institutions integrated solutions to prevent these types of events.
Incorporate relevant metrics of the adverse event or near miss to support need for improvement.
Outline a QI initiative to prevent a future adverse event or near miss.
Ensure your analysis conveys purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
Be sure your analysis addresses all of the above points. You may also want to read the Adverse Event or Near Miss Analysis Scoring Guide to better understand the performance levels that relate to each grading criterion. Additionally, be sure to review the Guiding Questions: Adverse Event or Near Miss Analysis [DOCX] document for additional clarification about things to consider when creating your assessment. Professional Nursing Experience Essay Discussion

Additional Requirements
Your assessment should also meet the following requirements:

Length of submission: A minimum of five but no more than seven double-spaced, typed pages, not including the title page or References section.
Number of references: Cite a minimum of three sources of scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work. Review the Nursing Master’s Program (MSN) Library Guide for guidance.
APA formatting: Resources and citations are formatted according to current APA style. Review the Evidence and APA section of the Writing Center for guidance.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses.
Analyze the implications of an adverse event or a near miss for all stakeholders.
Analyze the sequence of events, missed steps, or protocol deviations related to an adverse event or a near miss using a root cause analysis.
Outline a quality improvement initiative to prevent a future adverse event or near miss based on research and evidence-based practices.
Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
Evaluate and identify quality improvement actions or technologies related to an event that are required to reduce risk and increase patient safety.
Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

RESOURCES FOR REFERENCES:
These resources provide comprehensive event-reporting systems data and performance assessment information:

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Agency for Healthcare Research and Quality. (2021). WebM&M: Case studies. https://psnet.ahrq.gov/webmm
Centers for Medicare & Medicaid Services. (2020). Core measures. https://www.cms.gov/Medicare/Quality-Initiatives-Patient-Assessment-Instruments/QualityMeasures/Core-Measures
Institute for Healthcare Improvement. (n.d.). http://www.ihi.org/Pages/default.aspx
Hospital Consumer Assessment of Healthcare Providers and Systems. (n.d.). CAHPS hospital survey. https://hcahpsonline.org/
Joint Commission. (2021). National patient safety goals. https://www.jointcommission.org/standards/national-patient-safety-goals/
U.S. Food & Drug Administration. (n.d.). FDA adverse event reporting system (FAERS). https://www.fda.gov/Drugs/InformationOnDrugs/ucm135151.htm

These resources provide you with detailed examples of models to improve communication and create effective interventions. They also illustrate how quality and research can be integrated. You’ll see illustrations of the nature of shared decision making. This will be important to you as you analyze adverse events and near misses to understand their sources. Professional Nursing Experience Essay Discussion

Beiler, J., Opper, K., & Weiss, M. (2019). Integrating research and quality improvement using TeamSTEPPS: A health team communication project to improve hospital discharge. Clinical Nurse Specialist, 33(1), 22–32
Cabigon, R. D., Wojciechowski, E., Rosen, L., Miller, D., Mix, C., & Chen, D. (2019). Interprofessional collaboration and peer mentors for bowel education in spinal cord injury: A case consultation. Rehabilitation Nursing, 44(2), 123–127.
Dunn, S. I., Cragg, B., Graham, I. D., Medves, J., & Gaboury, I. (2018). Roles, processes, and outcomes of interprofessional shared decision-making in a neonatal intensive care unit: A qualitative study. Journal of Interprofessional Care, 32(3), 284–294.
Li, J., Talari, P., Kelly, A., Latham, B., Dotson, S., Manning, K., Thornsberry, L., Swartz, C., & Williams, M. V. (2018). Interprofessional teamwork innovation model (ITIM) to promote communication and patient-centred, coordinated care. BMJ Quality & Safety, 27(9), 700–709.
Moradi, K., Najarkolai, A. R., & Keshmiri, F. (2016). Interprofessional teamwork education: Moving toward the patient-centered approach. The Journal of Continuing Education in Nursing, 47(10), 449–460.
Scaria, M. K. (2016). Role of care pathways in interprofessional teamwork. Nursing Standard, 30(52), 42.
NCQA. (n.d.). http://www.ncqa.org/ollow the rubric, identify, and address each of the required elements Professional Nursing Experience Essay Discussion