University of Phoenix Wk 1 Research in Health Care Discussion

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NOVA Change Management Kotters Theory of Change Analysis

NOVA Change Management Kotters Theory of Change Analysis
Improvement in quality and safety should be considered a core organizational strategy. Leading that change is not always easy. A road map for change is helpful in managing organizational change. Kotter’s (1995, 1996; as cited in Nash et al., 2019) model for change is a realistic framework to manage quality improvements. The eight steps of Kotter’s theory include 1) unfreezing the old culture; 2) forming a powerful guiding coalition; 3) developing a vision and strategy; 4) communicating a vision and strategy; 5) empowering employees to act on the vision and strategy; 6) generating short-term wins; 7) consolidating gains and producing more change; and 8) refreezing new approaches in the culture (Nash, et.al, 2019, page numbers).In this Assignment, you will analyze Emergency Department data and other resources to identify areas where the care and services provided are not up to state or national comparisons. You will also address how you would improve the substandard performance indicators.The HCAHPS data for the Emergency Department would indicate there are areas where the care and services are not up to par, as compared to state or national standards.Using Kotter’s work as described in Chapter 16 of your text, and other change models from the reading, write a 3- to 4-page (excluding title page and references) analysis of the performance data for the Emergency Department, comparing the medical care and services to state and/or national standards. Provide recommendations for strategies to improve the Emergency Department substandard performance indicators. Note: Your Assignment must be written in standard edited English. Be sure to support your work with at least five high-quality references, including two from peer-reviewed journals. Your Assignment should show effective application of triangulation of content and resources in your conclusion and recommendations.

MSN 6610 Wilmington University MSN Advanced Physical Assessment

MSN 6610 Wilmington University MSN Advanced Physical Assessment
The Commission on Collegiate Nursing Education (CCNE) is an autonomous accrediting agency, contributing to the improvement of the public’s health. As our accreditor, CCNE has provided ongoing guidance to CCNE accredited universities for content of quality nursing practice. As a result, our accreditation is guided by the The Essentials of Master’s Education in Nursing (2011).MSN Essentials Written Prompt (REQUIRED WRITTEN ASSIGNMENT FOR ALL MSN COURSES)Examining the course objectives, reading and assignments, please provide written evidence of how you have developed, created, applied and/or evaluated course content through your submitted assignments.You will then address how the identified MSN Essential Standards applies to the final outcomes of your learning. Provide goals for future learning experiences during your progression through the MSN ProgramPlease provide at least one example (per standard) of how you will transfer this learning to your professional practice.The submission should be APA formatted with reference list and approximately two pages in length (a minimum of one page for each standard) to be submitted in this area.This submission is due on or before Sunday of week seven. Failure to do so will result in a delay in your grade posting as this document is mandatory and necessary for course completion. Keep this submitted assignment in your own file folder with all of the MSN Essential Prompts that you submit within each course from your MSN Program, as you will need this for your final MSN Leadership course: MSN 8900.Save all of your final products from your MSN courses as you will ultimately be submitting the final products into a google portfolio site which will be evaluated with the MSN Essential Written work in your final MSN 8900 COURSE.Course Identified MSN Essential Prompts: MSN Essential I: Background for Practice from Sciences and Humanities. Recognizes that the master’s-prepared nurse integrates scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, organizational sciences for the continuous improvement of nursing care across diverse settings (AACN, 2011, p.4).MSN Essential VII: Interprofessional Collaboration for Improving Patient and Population Health Outcomes. Recognizes that the master’s prepared nurse, as a member and leader of interprofessional teams, communicates, collaborates, and consults with other health professionals to manage and coordinate care. (AACN, 2011,p. 5).MSN Essential VIII: Clinical Prevention and Population Health for Improving Health. Recognizes that the master’s-prepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of services to individuals, families, and aggregates/identified populations (AACN, 2011, p.5). MSN Essential IX: Master’s Level Nursing Practice Recognizes that nursing practice, at the master’s level, is broadly defined as any form of nursing intervention that influences healthcare outcomes for individuals, populations, or systems. Master’s level nursing graduates must have an advanced level of understanding of nursing and relevant sciences as well as the ability to integrate knowledge into practice. Nursing practice interventions include both direct and indirect care components (AACN, 2011, p.5).COURSE OBJECTIVES: This course provides students with the skills to:1. Distinguish subjective and objective assessment data from an advanced nursing role perspective to propose a differential diagnosis. 2. Create teaching strategies for enhancing critical thinking skills, diagnostic reasoning, evidence-based practice, and abnormal versus normal assessment findings in the care of a variety of patients. 3. Synthesize data obtained in the advanced health assessment to thoroughly document pertinent assessment findings. 4. Locate and analyze evidence-based literature on culturally sensitive communication in diverse patient populations. 5. Analyze data from the history, physical examination, and diagnostic procedures to differentiate normal from abnormal findings to formulate a problem list Page 2 of 6 Syllabus is sole property of Wilmington University 6. Demonstrate knowledge of strategies needed to facilitate interdisciplinary respect, collaboration and communication of assessment findings within the professional community. 7. Utilize critical thinking skills in class discussion, written work, online assignments, and oral/visual/voice-enhanced presentations

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