NURS 8502 Week 3 Assignment 1 Organizational Readiness Assessment

Walden University NURS 8502 Week 3 Assignment 1 Organizational Readiness Assessment-Step-By-Step Guide

This guide will demonstrate how to complete the Walden University NURS 8502 Week 3 Assignment 1 Organizational Readiness Assessment assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NURS 8502 Week 3 Assignment 1 Organizational Readiness Assessment                           

Whether one passes or fails an academic assignment such as the Walden University NURS 8502 Week 3 Assignment 1 Organizational Readiness Assessment depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NURS 8502 Week 3 Assignment 1 Organizational Readiness Assessment                         

The introduction for the Walden University NURS 8502 Week 3 Assignment 1 Organizational Readiness Assessment is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NURS 8502 Week 3 Assignment 1 Organizational Readiness Assessment                         

After the introduction, move into the main part of the NURS 8502 Week 3 Assignment 1 Organizational Readiness Assessment assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NURS 8502 Week 3 Assignment 1 Organizational Readiness Assessment                         

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NURS 8502 Week 3 Assignment 1 Organizational Readiness Assessment                           

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NURS 8502 Week 3 Assignment 1 Organizational Readiness Assessment

An organizational readiness assessment refers to a series of tasks that change carries out to establish an organization’s preparedness for a particular change. The readiness to change is measured based on the scale of the change and the severity of its impacts (Alolabi et al., 2021). An organizational readiness assessment is a vital element of change management since it helps the change agent estimate how ready the organization is for a change. The purpose of this paper is to discuss the practice problem for the practicum, its impact, and stakeholders.

Identifying the Problem

The identified problem for the practicum project is inadequate knowledge among new graduate nurses on the management of diabetic ulcers. Inadequate knowledge among the new grad nurses is attributed to lack of exposure in managing patients with diabetic ulcers and inadequate formal training programs on diabetic ulcers (Bilal et al., 2018). Consequently, the nurses fail to apply the evidence-based practice, which is crucial in promoting better patient outcomes. The new grad nurses have inadequate knowledge and skills in screening and assessing patients to identify patients at high risk of diabetic ulcers, which aims to prevent the adverse complications of ulceration and foot amputations.

The Real or Perceived Impacts of the Problem

Nurses are crucial members of the diabetes healthcare team. They have a major role in preventing diabetic ulcers and in the management and education of patients at risk of diabetic ulcers. Inadequate knowledge among new grad nurses compromises diabetic care standards resulting in poor health outcomes. The practice problem has resulted in frequent admissions and readmissions secondary to diabetic ulcers and the associated complications, significantly affecting patients’ quality of life. Besides, poor management practices have resulted in prolonged hospital stays and high healthcare costs, creating an economic burden for patients and the healthcare system (Kaya & Karaca, 2018). Therefore, a comprehensive staff educational program focusing on EBP interventions in managing Diabetic ulcers is crucial to improve nurses’ knowledge which will eventually promote better clinical practices.

Is The Problem Defined Correctly?

The practice problem on inadequate knowledge among new grad nurses on the management of diabetic ulcers is correctly defined since it is common among the new grad nurses compared to experienced nurses. The experienced nurses who care for diabetic patients have undergone various formal training on managing diabetic ulcers and are well-versed and skilled in assessment, management, and health education. On the other hand, new grad nurses do not have this level of exposure, which limits their knowledge in diabetic ulcers management.

The Stakeholders

The stakeholders important in addressing the practice include the organizational leadership team and nurses. The leadership team has a key role in ensuring new grad nurses have the right knowledge and skills to provide high-quality patient care in their assigned duties (Kaya & Karaca, 2018). However, the leadership team has not taken an active role in ensuring new grad nurses are equipped with adequate knowledge to manage diabetic ulcers. Nurses have partially engaged in addressing the problem by offering ion-job training to new grad nurses on the management of diabetic ulcers. Internal stakeholders include the leadership team and nurses, but no external stakeholders are involved.

Conclusion

Inadequate knowledge among new graduate nurses on the management of diabetic ulcers is the identified practice problem for the practicum. The problem is associated with a lack of exposure among new grad nurses. Its impact includes poor standards of care, high readmission rates, poor health outcomes, and high healthcare costs.

References

Alolabi, Y. A., Ayupp, K., & Dwaikat, M. A. (2021). Issues and Implications of Readiness to Change. Administrative Sciences, 11(4), 140. https://doi.org/10.3390/ admsci11040140

Bilal, M., Haseeb, A., Rehman, A., Hussham Arshad, M., Aslam, A., Godil, S., Qamar, M. A., Husain, S. N., Polani, M. H., Ayaz, A., Ghazanfar, A. S., Ghazali, Z. M., Khoja, K. A., Malik, M., & Ahmad, H. (2018). Knowledge, Attitudes, and Practices Among Nurses in Pakistan Towards Diabetic Foot. Cureus, 10(7), e3001. https://doi.org/10.7759/cureus.3001

Kaya, Z., & Karaca, A. (2018). Evaluation of nurses’ knowledge levels of diabetic foot care management. Nursing Research and Practice, 2018. https://doi.org/10.1155/2018/8549567

NURS 8502 Assignment 3 Final Project Management Plan

Assignment 3: Final Project Management Plan 

A project management plan (PMP) is a blueprint that projects the possible outcomes and required steps that should be implemented in a project. The role of the PMP is to outline how a particular project will be carried out, supervised, and controlled. Besides, it outlines a project’s outcome, how successful results will be attained, individuals who will be part of the project’s team, and how the project will be assessed and the outcome communicated (Levin & Levin, 2019). The purpose of this paper is to describe the project management plan for the practicum project and outline the objectives that will lead the project.  

Project Management Plan 

The practicum project entails training new graduate registered nurses (RNs) on diabetic ulcers. The estimated project implementation plan is four weeks, including pre-training assessment, training, and post-training assessment. The implementation of the project is approximated to cost $1200, which will include the purchase of supplies and materials, personnel costs, IT costs, photocopying, and training costs. Besides, various activities will need to be implemented to promote the project’s success. They include identifying and appointing a project leader responsible for ensuring that the project is carried through, engaging the team members, motivating them, and ensuring that the project is on time, on the budget, and within scope (Ali et al., 2021). The project leader will be tasked with ensuring effective communication in the team through phone calls, emails, and text messages.  

The second activity will be to identify change champions who will facilitate the project’s desired change. In addition, the project’s major milestones will be identified, and the tasks needed to achieve the milestones will be communicated (Levin & Levin, 2019). Time will be scheduled for these tasks to ensure each milestone is completed. The activities will also include identifying the observable pre and post-measures that will be used to evaluate the project’s success. The human resources needed for the project include a project leader and trainers. 

The project’s major milestones include developing a lesson plan for the training program. The lesson plan will highlight the goal and objectives for the training. It will also indicate the training content, resources to facilitate training, teaching methods, and evaluation methods to be used during training. The third milestone will be implementing the training program on diabetic ulcers for the target population. The project leader will be required to communicate with the project site management and request official authorization to carry out the training program. Other tasks under this milestone will include identifying and preparing the venue for the training, inviting new grad nurses to the training program, and identifying trainers and inviting them for the training.  

The last milestone will be to evaluate if the project has achieved the desired outcomes of improving knowledge scores of new graduate nurses on diabetic ulcers. The tasks under this milestone will include developing and administering pre-test and post-test questionnaires to nurses before and after the training. The responses from the two questionnaires will be analyzed and compared to establish if there any improvements in knowledge scores on diabetic ulcers (Sutton et al., 2019). This will determine if the training impacted improving nurses’ knowledge scores on diabetic ulcers.  

SMART Objectives to Lead the Project 

The objectives to lead this project include:  

1. Create a budget for the project by the end of week ten. 

1. Communicate to the trainers about the training date by week ten. 

1. Communicate to the new grad RNs about the training by week ten. 

1. Develop pre-test and post-test questionnaires by the end of week ten. 

1. Administer pre-test questionnaires to nurses by week eleven. 

1. Conduct the training on diabetic ulcers by the end of week eleven. 

1. Administer post-test questionnaires to nurses at the end of week eleven. 

Conclusion 

The PMP plan for this project highlights the project’s budget and the activities that will need to be carried out to ensure successful translation. It also outlines the project’s major milestones: carrying out a literature review, creating a lesson plan, implementing the training, and project evaluation. Each milestone has specific tasks that will need to be implemented to promote success. 

References 

Ali, H., Chuanmin, S., Ahmed, M., Mahmood, A., Khayyam, M., & Tikhomirova, A. (2021). Transformational Leadership and Project Success: Serial Mediation of Team-Building and Teamwork. Frontiers in psychology, 12, 689311. https://doi.org/10.3389/fpsyg.2021.689311 

Levin, S. P., & Levin, M. (2019). Managing Ideas, People, and Projects: Organizational Tools and Strategies for Researchers. iScience, 20, 278–291. https://doi.org/10.1016/j.isci.2019.09.017 

Sutton, L., Berdan, L. G., Bolte, J., Califf, R. M., Ginsburg, G. S., Li, J. S., McCall, J., Moen, R., Myers, B. S., Rodriquez, V., Veldman, T., & Boulware, L. E. (2019). Facilitating translational team science: The project leader model. Journal of clinical and translational science, 3(4), 140–146. https://doi.org/10.1017/cts.2019.398