NURS 8302 CLINICAL ASSIGNMENT 2: ORGANIZATION MEETING SUMMARY

Walden University NURS 8302 CLINICAL ASSIGNMENT 2: ORGANIZATION MEETING SUMMARY– Step-By-Step Guide

This guide will demonstrate how to complete the Walden University NURS 8302 CLINICAL ASSIGNMENT 2: ORGANIZATION MEETING SUMMARY 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 8302 CLINICAL ASSIGNMENT 2: ORGANIZATION MEETING SUMMARY

Whether one passes or fails an academic assignment such as the Walden University NURS 8302 CLINICAL ASSIGNMENT 2: ORGANIZATION MEETING SUMMARY 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 8302 CLINICAL ASSIGNMENT 2: ORGANIZATION MEETING SUMMARY

The introduction for the Walden University NURS 8302 CLINICAL ASSIGNMENT 2: ORGANIZATION MEETING SUMMARY 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 8302 CLINICAL ASSIGNMENT 2: ORGANIZATION MEETING SUMMARY

After the introduction, move into the main part of the NURS 8302 CLINICAL ASSIGNMENT 2: ORGANIZATION MEETING SUMMARY 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 8302 CLINICAL ASSIGNMENT 2: ORGANIZATION MEETING SUMMARY

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 8302 CLINICAL ASSIGNMENT 2: ORGANIZATION MEETING SUMMARY

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 8302 CLINICAL ASSIGNMENT 2: ORGANIZATION MEETING SUMMARY

It is important to identify an organization where the proposed quality improvement initiative is to be implemented. Therefore, the organization is a big healthcare center. The organization offers preventive, curative and disease management services. The facility also serves the community around it. The first step entailed holding a meeting with the organization’s leaders, including, the nurse managers, critical care nurses, and nurse leaders. The individuals were chosen with the focus on each playing a critical role in relation to the proposed quality improvement initiative on sepsis (Choy et al.,2021). The nurse managers let the group know about cases of sepsis and some of the challenges that nurses face when handling such cases. The nurse leader also explained the negative impacts of the problems and some of the strategies the organization has tried in the past to help manage the problem better for better outcomes. The critical care nurses and those who work in various admission wards also shared their experience with sepsis and some of the barriers to effective management. As such, the purpose of this assignment is to offer the summary of the meeting held with the organization.

The organization was approached by writing an official letter, which was addressed to the organization’s leader, who then approved a meeting together with the identified hospital officials. The manager was willing to help and allow the proposed project to be carried out in the facility. The organization was selected due to its location size and the healthcare services it provides to patients. It is important to note that the chosen organization has key individuals who oversee the students undertaking DNP projects in the facility. The importance of research in the organization has made the organization develop a framework where the DNP students are offered help by the professional nurses in the organization. They help the DNP students access important information and inform them what they need to ensure that they adhere to the organization’s rules.

Description of the DNP Project

It was important to succinctly explain the DNP project process at Walden University. Therefore, as a starting point I first explained the project by highlighting the gap that was identified at the facility. The problem or gap was the need to timeously identify the symptoms of sepsis (Husabø et al.,2020). I explained that there is a need to conduct a teaching program to educate nurses on the assessment and identification of sepsis symptoms to prevent the chances of sepsis or sepsis shock occurring. I explained that the nurses need to develop confidence in dealing with the problem.

The participants were eager to know more about the identified gap and the proposed solution. As such, one of the questions they asked was the extent of the identified problem and whether it is worth formulating a quality improvement initiative. As a response, I indicated that the problem was identified, and the nurses working in the admission units agreed that the problem needs to be addressed since the problem is usually identified late, which then leads to serious problems or issues. The possible gap to be addressed by the DNP project was identified by checking the organization’s records and data regarding cases of sepsis, which was compared to the benchmark data. As such, it was agreed that there is a need for improvement.

The identified gap was nurses’ lack of sufficient knowledge and confidence in identifying sepsis and assessing patients for early sepsis symptoms. The need to identify sepsis symptoms in clinical settings is a problem well documented in the literature. For example, a recent study by Kim and Park (2019) demonstrated the existence of the problem and the need for early recognition for optimized treatment. In addition, Moore et al. (2019) also conducted a study on sepsis and revealed its negative impacts. They showed that using a three-hour sepsis bundled care can improve outcomes. The proposed approach for this quality improvement project is the use of staff education, where the nurses will be educated on how to identify early sepsis symptoms and the relevant actions to take. The organization’s representative also had various questions regarding the proposed project. One of them is how to obtain the resources needed for the project. The answer was that the available resources would largely be used and integrated with acquired resources. Therefore, the staff education would be cost-effective. The proposed practice change supports positive social change, diversity, equity, and inclusion in various ways. The training would help nurses identify symptoms early enough. Therefore, it will promote health equity by reducing disparities in sepsis outcomes among people from different demographic groups.

The Project Team

It is important to identify the project team as they play a crucial role in the project. Therefore, key stakeholders and potential team members were identified to help address the gap in practice that has been identified (Candon et al.,2022). The identified individuals included critical care nurses, nurses working in the admission units, the finance manager, the nurse managers, the organization leader, and the project manager. The nurses working in critical care units and those working in the admission departments will be at the forefront of the project as they are the ones who are to get staff education to improve their skills and confidence regarding sepsis care. The nurse manager will play a critical role in coordinating the project from start to finish. They will also play an important role in offering feedback regarding the challenges, success, and what needs to be accomplished at various stages of the project. The financial manager will help in carrying out the cost-benefit analysis and the financial implications of the project. This role will be key to help support the early assertions that this project is feasible. The project mentor will play a crucial role in guiding the DNP student throughout the project.

Next Steps

It is important to explore the relevant steps that need to be followed next to ensure that the project is a success. The success of the project depends on various aspects such as stakeholder buy-in and ensuring that the required resources are availed and available. Therefore, as part of the plan, it is important to look at all the aspects of resources (Bernstein et al.,2020). The human resources needed for the success of the project include the nursing staff working in the organization, the nurse manager, and the organization’s financial manager or officer. One of the questions that dominated the session was the resources required for the project. As such, a rough budget was requested. It was agreed that a budget estimate be availed for further discussions and potential actions as appropriate. In addition, it is important to note that further meetings were planned to help refine the project goals, objectives, and activities which should be accomplished to ensure that the project is a success.

Evidence

Summary

The meeting was important in letting the relevant individuals know more about the project and answer questions as appropriate. Another strength is that the meeting was appropriately attended. One of the things I would do differently is have a document with complete statistics on the identified problem. It will be important to obtain relevant information before meeting the faculty advisor. For example, I need the agreement made with the organization to show that the organization has allowed the project to proceed.

References

Bernstein, S. L., Weiss, J., & Curry, L. (2020). Visualizing implementation: contextual and organizational support mapping of stakeholders (COSMOS). Implementation Science Communications, 1(1), 1-11. Doi: 10.1186/s43058-020-00030-8

Candon, M., Williams, N., Zentgraf, K., Buttenheim, A., Bewtra, M., Beidas, R. S., & Stewart, R. E. (2022). Variation in stakeholder preferences for implementing evidence-based practices in behavioral health care. Psychiatric Services, 73(11), 1270-1273. Doi: 10.1176/appi.ps.202100453

Choy, C. L., Liaw, S. Y., Goh, E. L., See, K. C., & Chua, W. L. (2022). Impact of sepsis education for healthcare professionals and students on learning and patient outcomes: a systematic review. Journal of Hospital Infection, 122, 84-95. https://doi.org/10.1016/j.jhin.2022.01.004

Husabø, G., Nilsen, R. M., Flaatten, H., Solligård, E., Frich, J. C., Bondevik, G. T., … & Hovlid, E. (2020). Early diagnosis of sepsis in emergency departments, time to treatment, and association with mortality: an observational study. PLoS One, 15(1), e0227652. https://doi.org/10.1371/journal.pone.0227652

Kim, H. I., & Park, S. (2019). Sepsis: Early recognition and optimized treatment. National center for biotechnology information https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6304323/

Moore, W. R., Vermuelen, A., Taylor, R., Kihara, D., & Wahome, E. (2019). Improving 3-Hour Sepsis Bundled Care Outcomes: Implementation of a Nurse-Driven Sepsis Protocol in the Emergency Department. Journal of Emergency Nursing, 45(6), 690–698. https://doi.org/10.1016/j.jen.2019.05.005

Shakeel, S., Iffat, W., Nesar, S., Shayan, S., Ali, A., Gajdács, M., & Jamshed, S. (2022). Prompt Identification of Sepsis on Hospital Floors: Are Healthcare Professionals Ready for the Implementation of the Hour-1 Bundle?. Tropical Medicine and Infectious Disease, 7(10), 291. https://doi.org/10.3390/tropicalmed7100291 Semanco, M., Wright, S., & Rich, R. L. (2022). Improving initial sepsis management through a nurse-driven rapid response team protocol. Critical Care Nurse, 42(5), 51-57. https://doi.org/10.4037/ccn2022608

Sample Answer 2 for NURS 8302 CLINICAL ASSIGNMENT 2: ORGANIZATION MEETING SUMMARY

During the DNP project, I visited the Advantage Crisis Stabilization Unit (CSU) in Athens, Georgia. The purpose of the visit was to identify a gap in practice or a practice change that can be the basis of my DNP Project. I arranged a meeting with the Lead psychiatrist, a psychiatrist mental health nurse practitioner (PMHNP), the nurse in-charge, and two nurses in the unit. The lead psychiatrist oversees the provision of medical care to patients in the care. The PMHNP is involved in Psychiatric assessment and ongoing care, Treatment planning, and Making referrals. The in-charge leads the nurses and oversees the provision of nursing care in the unit. The nurses provide nursing assessment and care and ensure patients’ needs are met.

I first approached Advantage CSU through the student mentor, the key person who oversees students undertaking research projects in the hospital. I informed the mentor of my interest in carrying out my project in the organization, and she represented me at the meeting. I selected the CSU because it provides short-term residential stabilization services for persons with psychiatric and substance abuse disorders. The purpose of this paper is to describe my DNP project, the project team, and the evidence supporting the project.

The DNP Project

During the meeting, the participants were interested in knowing the DNP project process at Walden University. I explained that DNP students are required to identify a problem in an organization or nursing practice and apply evidence-based practice (EBP) to address it. The student must arrange a meeting with the organization’s representative and faculty advisor, inform them of the selected practice problem, and set project goals. I also informed the participants that the DNP student must select a project mentor and other stakeholders to support project planning, implementation, and evaluation. Furthermore, one must have their clinical site approved by the organization representative, project mentor, and faculty advisor. Lastly, the student should conduct a SWOT analysis of their proposed project and discuss the identified strengths, weaknesses, opportunities, and threats with the stakeholders.

The participants asked how my DNP project would benefit the patients, employees, and the organization. I informed them that I would identify a practice problem affecting care delivery or patient outcomes and address it using EBP, thus benefitting every stakeholder involved. They also asked about how the project will be evaluated. I responded that the project would be evaluated in the short-term (six months) and long-term (24 months) by comparing the outcomes with the pre-intervention period. I engaged in a discussion with the participants on the challenges providers encounter and how they impact care delivery and patient outcomes. We explored each issue and identified those with the heaviest impact. 

            The identified practice gap was the lack of peer support services for patients with traumatic experiences. The proposed change is a quality improvement (QI) initiative that involves incorporating peer support in trauma-informed care (TIC) to accelerate recovery. Shalaby and Agyapong (2020) explain that incorporating peer support in TIC entails using peer support workers, who are people with lived trauma experiences and have undergone special training to be part of the care team. Owing to their similar experiences and shared understanding, patients tend to create trust with them and are more ready to engage in treatment. Fleishman et al. (2020) explain that peer support improves the delivery of mental health care through prevention and promotes access to appropriate, quality mental health services. The representatives inquired about peer support in TIC, and I explained that it entails having people from diverse backgrounds share common trauma experiences. The proposed practice change will support positive social change by helping prevent the development of mental health disorders like anxiety, depression, PTSD, and alcohol and substance use disorders in patients with traumatic experiences. It promotes diversity and inclusion by incorporating peer support workers who have faced different types of trauma to help patients with traumatic experiences.

Project Team

The key stakeholders and potential team members for the proposed QI project will include the Chief Executive Officer (CEO), the Medical Director of the Behavioral Health Crisis Center, psychiatrists, PMHNPs, direct-care nurses, psychotherapists, peer support trainers, and peer support workers. The CEO will promote an environment that supports excellence and approve the allocation of resources to the project. The psychiatrists, PMHNPs, and direct-care nurses will screen patients for trauma, develop and implement patients’ treatment plans, and refer patients with traumatic experiences to therapists and peer support workers. Furthermore, the psychotherapists will plan and implement psychotherapy care for trauma-affected patients.   Peer support trainers will be tasked with providing special training to peer support workers. Peer support workers will take the major role of executing peer support interventions for patients with trauma experiences.

Next Steps

 The organization representatives asked about the next steps of my DNP project after we had identified the clinical gap and proposed an evidence-based solution. I explained that the next step would be approval of the practicum site by the faculty advisor after conducting a formal review. After that, I will get approval from the faculty advisor to undergo a committee and program director review. In addition, I will develop research questions that will guide me throughout the project, followed by a rigorous literature review to identify evidence to support my EBP project. The representatives inquired about the site approval process by the faculty advisor. I responded that Walden University has a developed DNP Site Approval Rubric that the faculty uses in reviewing the practicum site before approval. We decided to wait for the faculty’s response before proceeding with the project.

Evidence

Summary

The meeting with the organization’s representatives was successful, but it had some drawbacks. The representatives showed interest in knowing about my DNP project and actively participated in identifying challenges and gaps in practice, which helped me come up with a project proposal. Besides, they helped brainstorm solutions to the practice gap and analyze them to identify the most viable one. However, I encountered a challenge with some of the members disagreeing on the most practical solution to help trauma victims, with some claiming that peer-support workers would take up the roles of psychotherapists. I would have conducted the meeting differently by including therapists since they are part of the healthcare team involved in providing care to patients in the CSU. Before meeting with my faculty advisor, I will need to research how the practicum setting provides psychological care to patients with trauma experiences and how incorporating peer support has improved patient outcomes and experiences in other organizations.  

References

Fleishman, J., Kamsky, H., & Sundborg, S. (2020). Trauma-informed nursing practice. OJIN: The Online Journal of Issues in Nursing, 24(2). https://doi.org/10.3912/OJIN.Vol24No02Man03

Grieve, B., Shapiro, G. D., Wibbenmeyer, L., Acton, A., Lee, A., Marino, M., … & Travis, T. (2020). Long-term social reintegration outcomes for burn survivors with and without peer support attendance: a Life Impact Burn Recovery Evaluation (LIBRE) Study. Archives of Physical Medicine and Rehabilitation, 101(1), S92-S98. https://doi.org/10.1016/j.apmr.2017.10.007

Kahan, D., Lamanna, D., Rajakulendran, T., Noble, A., &Stergiopoulos, V. (2020). Implementing a trauma‐informed intervention for homeless female survivors of gender‐based violence: Lessons learned in a large Canadian urban center. Health & Social Care in the Community, 28(3), 823-832. https://doi.org/10.1111/hsc.12913

Shalaby, R., & Agyapong, V. (2020). Peer Support in Mental Health: Literature Review. JMIR Mental Health, 7(6), e15572. https://doi.org/10.2196/15572

White, S., Foster, R., Marks, J., Morshead, R., Goldsmith, L., Barlow, S., Sin, J., & Gillard, S. (2020). The effectiveness of one-to-one peer support in mental health services: A systematic review and meta-analysis. BMC Psychiatry, 20(1). https://doi.org/10.1186/s12888-020-02923-3