Professional DNP Leadership Capacity Essay

Professional DNP Leadership Capacity Essay

NR703: Applied Organizational & Leadership Concepts

 

 

Professional DNP Leadership Capacity

Leadership capacity entails assessing an individual leader’s way of leading to develop a more effective way of leading and getting results. DNP-prepared nurses are trained to be leaders in their practice settings. Developing leadership capacity for DNP nurses is therefore essential. A solid understanding of the leadership expectations and the team being led is also required for the leader to develop their leadership capacity effectively. This essay assimilates the professional leadership capacities and project management in managing practice change projects. The essay will include an organizational needs assessment, leading the practice change project, and leading practice change teams with innovation and effective management.

Organizational Needs Assessment

An organizational needs assessment is identifying and determining how an organization can fill particular needs gaps. It also entails determining the organization’s current and desired state to identify what the organization requires to get to the desired state. The barriers to achieving the organizational goals and objectives are also identified in an organizational needs assessment. The DNP-prepared nurse must have the organizational needs assessment skill and competency to aid in playing the project management role effectively. The organizational needs assessment process is part of strategic planning and allows the organization to focus on the strategic goal by identifying potential areas of improvement. The organizational needs assessment, in this case, will help identify the problem and the practice gap and thus inform the development of a practice question.

Problem

            The healthcare organization of focus is a long-term care facility. The facility is a medium-sized facility that serves approximately 500 patients. It offers patient care and other social and physical services to facilitate daily living. Many of the long-term care facility patients are geriatric patients with terminal and chronic illnesses ranging from diabetes, cancer, liver, and kidney diseases to psychiatric disorders. The institution has integrated long-term care and skilled nursing services to ensure it serves a larger scope of patients, including those who do not need specialized clinical/medical services. Additionally, it has skilled nurses, nurse aides, and other support staff to ensure it provides the best quality services to all patients.

The organizational needs assessment conducted revealed that pressure ulcers are one of the most significant practice problems impacting the organization. According to Cowen et al. (2019), pressure ulcers, also known as bed sores, are injuries to the skin and other underlying tissues resulting from prolonged pressure in the current position. In addition, Cowen et al. (2019) note that long-term care facilities have a high prevalence of pressure ulcers since most of their patients have neurodegenerative conditions and paraplegias, which increase immobility and the risk of pressure ulcers.

Different stakeholders are the decision-makers in the long-term care facility. The stakeholders include the nursing unit leaders, general managers, nurses, physicians, nurse aides, patients and their families, and the general institutional leaders. These stakeholders’ decisions affect how the pressure ulcer practice problem is prevented, managed, controlled and addressed. For example, research shows that nurses play a significant role in preventing, managing and controlling pressure ulcers (Kim & Lee, 2019). Nurses work with the institution’s nursing unit leaders and managers to develop and suggest interventions to address pressure ulcers.

The practice problem is identified as a patient safety and quality issue that negatively impacts patient outcomes and the quality of life for the patients. It also increases the healthcare expenses incurred by the family. Additionally, the problem is identified using the number of pressure ulcer cases reported in the organization and the cost of treating and managing the reported cases.

Practice Gap

            A practice gap is an existing skill and knowledge or an opportunity for improvement in an organization. From the organization’s needs assessment, the practice gap is that it needs to be adequate in its methods to prevent pressure ulcers. For example, many pressure ulcer cares are reported in the organization, mainly resulting from inadequate prevention interventions. Ideally, long-term care facilities are expected to have low cases of pressure ulcers by ensuring high standards of intervention of pressure ulcer prevention are put in place. However, the practice gap is seen when there is a deficit in these interventions and the facility reports a high number of pressure ulcer cares. The factors contributing to the practice gap include potential issues with a need for more knowledge in pressure ulcer prevention and inadequate prevention measures in the organization. The practice gap is evidenced by the comments by the nurses in the facility, pressure ulcer case reports, and nurses’ reports of the desire to be able to play their part in preventing pressure ulcers more effectively.

Practice Question

            The focus population includes male and female adult patients admitted to the facility for over six months. The proposed intervention is using readily available ripple mattresses. Ripple mattresses prevent pressure ulcers by relieving the pressure on the joint areas. According to Shi et al. (2020), bed and mattress interventions effectively prevent pressure ulcers in immobile patients. In addition, research shows that ripple mattresses as a preventive intervention have been tested effective in pressure ulcer prevention (Shi et al., 2021). The current practice is a routine care two-hour repositioning. Additionally, the outcome is reducing the facility’s new pressure ulcer cases. The project intervention will be implemented in 10 weeks.

The practice question developed to address the practice gap is as follows: For the patients hospitalized for more than six months, does using ripple mattresses, compared to routine care, reduce the number of new pressure ulcer cases as measured before and after the intervention in 10 weeks?

Leading the Practice-Change Project

As mentioned earlier, DNP-prepared nurses play a significant role in leading practice change projects in their organizations/practice settings. They employ their leadership skills, strengths and competencies, and management skills to steer the implementation of practice change projects. Interprofessional collaboration, effective communication, and leadership ethics are essential considerations when leading practice change projects.

Interprofessional Collaboration in Leading Project Teams

            Interprofessional collaboration brings together members of different disciplines to work together in all project phases, thus enhancing adequate involvement and promoting project success (Wei et al., 2022). The professional teams that will be involved in the project include the institutional leaders, executive management, nurses, nurse assistants, doctors, social workers and caregivers. First and foremost, I will select a team comprising representatives from all professional teams involved. I will work closely with the team to lead the other professional members, ensure they are informed on the way forward, decisions, roles/expectations, and enhance timely communication. Nachbagauer (2022) notes that decision-making is easier when working with a smaller team than with a large one. Secondly, I will emphasize role clarity and ensure that feedback from all teams is welcomed and incorporated into the practice change project.

Creating an Environment of Mutual Respect and Shared Values

As a project manager, fostering an environment of shared values and mutual respect is essential, thus promoting working together effectively and project success. Mutual respect and shared values also enhance collaboration. I intend to create an environment of mutual respect and shared values by showing that all teams are equally important and their contribution is valued. In addition, we will lay out the project’s core values at the beginning of the project implementation. These values will be respected by all and guide all teams toward working in harmony.

Facilitating Team Roles and Flexibility to Perform Effectively

I will intentionally facilitate team roles by ensuring roles and expectations of every team are clear and distinct. In addition, the teams’ contributions and expected outcomes will be made clear. The roles will be delegated based on the teams’ scope of practice, specialty, and what they do best. The teams will be more so engaged while assigning roles, enhancing flexibility and effective performance.        

Communicating Comportment in Project Management

            Alvarenga et al. (2020) state that project managers must be professional while communicating with the project team and stakeholders. It is integral for project managers to have communication guidelines to serve them throughout the project. The communication guideline I will apply in the project will include six steps: selecting a communication format, setting a communication goal, identifying stakeholder recipients, identifying communication method/channel, determining the communication frequency, and the person responsible for providing communication updates. All the steps will differ depending on the communication content and the intended recipients. For instance, meeting invitations to the executive can be sent through emails, while clarifications to nurse assistants can be made through verbal communication.

Verbal and Non-Verbal Communication Competencies

Effective leadership requires having verbal and non-verbal communication skills and competencies applied at a doctoral level. Communicating leadership using verbal communication involves using spoken words to convey a message to the team members. The professional competencies in verbal communication will include speaking, being concise and precise, and being ready to make clarifications. Additionally, the competencies I will apply in non-verbal communication include maintaining eye contact, nodding when conversing, and showing a desire to speak using the raised hand gesture.

Written Professional Communication

Effective leadership requires having verbal and non-verbal communication skills and competencies applied at a doctoral level. Communicating leadership using verbal communication involves using spoken words to convey a message to the team members. The professional competencies in verbal communication will include speaking clearly, being concise and precise, and being ready to make clarifications. Additionally, the competencies I will apply in non-verbal communication include maintaining eye contact, nodding when conversing, and showing a desire to speak using the raised hand gesture.

Leadership Ethics

Leadership ethics involves maintaining ethical conduct as a leader, developing standards, and fostering an environment for other followers to maintain high ethical conduct. I intend to create a consistent image of ethical comportment while implementing the practice change project by leading as an example using the transformational leadership style, displaying high ethical conduct, and empowering my team to uphold ethical conduct. My team is expected to employ the principles of leadership ethics, including honesty, integrity, respect, transparency, trust, and fairness.

Balance an Ethic of Justice with an Ethic of Care

According to Juujärvi et al. (2019), the ethic of justice focuses on maintaining equity and fairness by applying ethical principles, while the ethic of care focuses on maintaining relationships by meeting the needs of others and avoiding hurt. Using the transformational leadership approach, I will balance the two by treating project team members equally and promoting respect and dignity among interprofessional teams, thus maintaining their relationships.

Conflict Resolution Approach

Project managers should be equipped with conflict management skills and competencies since conflicts are bound to occur when working with a diverse team. The conflict resolution approach that will be used among the project team in cases of bullying or disagreements is the collaboration approach. The collaboration approach will be used with bilateral and multilateral negotiations whereby the conflicting parties will converse to identify a common-win situation.

Lead Social Justice Change within the Project Environment

Leading social justice change entails leadership that reduces discrimination and bias by employing equitable treatment for all (Warner, 2020). I intend to ensure that the project intervention is implemented even to patients from minority groups to address bias, counter inequities, and combat social injustices. Additionally, the project team will not discriminate against professionals based on cultural differences and thus apply cultural humility.

Leading Practice-change Teams with Innovation and Effective Management

            Leadership in practice change projects requires creating an environment of innovation and using appropriate management skills to enhance success. Project managers should foster a working environment where team members are encouraged to be creative and innovative. In addition, the manager should select and integrate leadership and management models in leading practice change projects. Developing an approach to managing human and material resources efficiently is also essential.

Leading Through Innovation

There are various ways in which a leader can foster an environment of innovation and creativity. First and foremost, I will ensure that my team is allowed to work individually and that suggestions and feedback are welcomed and acted upon. Weintrub and McKee (2019) note that leaders can use individuality, anonymous feedback, and suggestions to cultivate innovation and creativity. Secondly, I will ensure that the best talent is incorporated into the team and that the team has diverse talents.

Adaptive leadership is the practical approach that prepares individuals and organizations to remain agile even in challenging environments. Applying the adaptive leadership framework in my practice change project will positively impact my leadership identity by improving my leadership character and capabilities to embrace change and steer my team members to adapt to organizational changes.

I intend to improve my leadership communication capacity across interprofessional teams by selecting a favorable communication channel and medium for all team members. Additionally, I will employ different communication forms to ensure that the communication message reaches all the team members. Two-way and top-down communication from one source will also be applied to avoid miscommunication and message duplication.

Integrating Leadership and Management Models:

Incorporating leadership competencies and behaviors is also essential when working with an interprofessional change team to implement the practice change. I will employ the leadership and behavior competencies of influence, agility, and emotional intelligence. I will lead change by example using influence. I will also act quickly in making decisions and ensure my emotions do not affect my leadership roles and activities.

Furthermore, I will use management and leadership skills to sustain the practice change and describe the critical components of the practice change project. I will integrate my leadership competencies and management skills to influence and motivate my team members and, at the same time, control the process and the team to enhance achieving the set objectives.

Managing Materials and Human Resources

            Human resources and materials are essential in implementing practice change projects. It is, therefore, vital to manage them efficiently to minimize waste and enhance project success. Buljac-Samardzic et al. (2020) note that project managers should develop a strategic approach to managing human and material resources to ensure they are efficiently used to facilitate practice change. I intend to maximize the available material resources while minimizing waste. I will also encourage the team members’ productivity to ensure the human resources are maximized to enhance the effective implementation of the project. The best talent and skill set required to implement the project will also be selected.

Conclusion

            Assimilating professional leadership capacities and project management in managing practice change projects is vital in enhancing project success. The discussion above has explored how a project manager can conduct an organizational needs assessment, lead the practice change project, and lead practice change teams with innovation and effective management. The needs assessment identified pressure ulcers as a significant problem in the focus institution. The practice change project will introduce an evidence-based intervention on pressure ulcer prevention. The practice change project will be led through innovation and effective management. The paper has laid out the leadership and management framework for the practice change project and identified the essential considerations in implementing the project.

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References

Alvarenga, J. C., Branco, R. R., Guedes, A. L. A., Soares, C. A. P., & e Silva, W. D. S. (2019). The project manager’s core competencies to project success. International Journal of Managing Projects in Business. https://doi.org/10.1108/IJMPB-12-2018-0274

Buljac-Samardzic, M., Doekhie, K. D., & van Wijngaarden, J. D. (2020). Interventions to improve team effectiveness within health care: a systematic review of the past decade. Human resources for health, 18(1), 1-42. Https://doi.org/10.1186/s12960-019-0411-3

Cowan, L. J., Ahn, H., Flores, M., Yarrow, J., Barks, L. S., Garvan, C., Weaver, M. T., & Stechmiller, J. (2019). Pressure Ulcer Prevalence by Level of Paralysis in Patients with Spinal Cord Injury in Long-term Care. Advances in Skin & Wound Care, 32(3), 122–130. https://doi.org/10.1097/01.ASW.0000553109.70752.bf

Juujärvi, S., Ronkainen, K., & Silvennoinen, P. (2019). The ethics of care and justice in primary nursing of older patients. Clinical Ethics, 14(4), 187-194. https://doi.org/10.1177/1477750919876250

Kim, J. Y., & Lee, Y. J. (2019). A study on the nursing knowledge, attitude, and performance towards pressure ulcer prevention among nurses in Korea long‐term care facilities. International Wound Journal, 16, 29-35. https://doi.org/10.1111/iwj.13021

Nachbagauer, A. (2022). Resilient project management. The Journal of Modern Project Management, 10(1), 03-17. https://doi.org/10.19255/JMPM02901

Shi, C., Dumville, J. C., Cullum, N., Rhodes, S., & McInnes, E. (2020). Beds and mattresses for treating pressure ulcers. The Cochrane Database of Systematic Reviews, 2020(5), CD013624. https://doi.org/10.1002/14651858.CD013624

Shi, C., Dumville, J. C., Cullum, N., Rhodes, S., McInnes, E., Goh, E. L., & Norman, G. (2021). Beds, overlays and mattresses for preventing and treating pressure ulcers: an overview of Cochrane Reviews and network meta‐analysis. The Cochrane Database of Systematic Reviews, 2021(8). https://doi.org/10.1002%2F14651858.CD013761.pub2

Warner, T. L. (2020). Leading for Social Justice: A Call to Action to improve society. Journal of Organizational and Educational Leadership, 5(1), 2. https://files.eric.ed.gov/fulltext/EJ1247349.pdf

Wei, H., Horns, P., Sears, S. F., Huang, K., Smith, C. M., & Wei, T. L. (2022). A systematic meta-review of systematic reviews about interprofessional collaboration: facilitators, barriers, and outcomes. Journal of Interprofessional Care, 36(5), 735–749. https://doi.org/10.1080/13561820.2021.1973975

Weintraub, P., & McKee, M. (2019). Leadership for Innovation in Healthcare: An Exploration. International Journal of Health Policy and Management, 8(3), 138. https://doi.org/10.15171%2Fijhpm.2018.122

 

Table 1

Organizational Needs Assessment: Practice Gap Identification

What is currently happening in the practicum site that causes clinical problems?	What should be happening in the practicum site based on current evidence?	What do the stakeholders (decision-makers) & the evidence identify as the gap between what is currently happening and what should be happening (this is your practice gap)?	1. Why is there a gap in practice?   2. What factors are contributing to the gap in practice?	What evidence do you have to demonstrate there is a practice gap (NDNQI, AHRQ Quality Indicators, National Hospital Quality Measures, CAHPS Hospital Survey, Joint Commission ORYX®, etc.)?
There is a high number of new pressure ulcer cases reported in long-term care facilities.	Nurse Practitioners (NPs) should use evidence-based pressure ulcer prevention strategies to reduce the number of new cases.	Approximately 35% of the patient population have reported pressure ulcers; however, there are no clear pressure ulcer prevention guidelines besides routine care.	Potential issue with lack of knowledge associated with pressure ulcers prevention   Inadequate prevention measures in the facility	Comments provided by the Nurses.   NPs report that they want to be able better to prevent pressure ulcers, especially among elderly patients.
PICOT Problem Statement: For the patients hospitalized for more than six months, does using ripple mattresses, compared to routine care, reduce the number of new pressure ulcer cases as measured before and after the intervention in 10 weeks?   P (Population – example: For critical care patients in X hospital ICU)   I (Intervention – example: Does the implementation of the medical sepsis protocol)   O (Outcome, measurable – example: Reduce the incidence of medical sepsis as measured before and after)

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Table 2

Johns Hopkins Individual Evidence Summary Tool

Article Number	Author and Date	Evidence Type	Sample, Sample Size, Setting	Findings That Help Answer the EBP Question	Observable Measures	Limitations	Evidence Level, Quality
2021 (8)	Shi (2021).	Review of Meta-analyses	Four reviews with 68 studies and 18174 participants	Bed overlays and mattresses were found effective in preventing pressure ulcers as compared to routine care	The article reviewed articles with bed overlays, and mattresses pressure ulcer prevention interventions	Other prevention interventions were not considered in the comparisons	Shi et al. (2021) appraised Level I  evidence with grade A quality. The study has generalizable results, and the sample size is sufficient for the study design.
32(3)	Cowan (2019).	Quasi-experimental study	Seven thousand five hundred forty patients with quadriplegia, 11,614 patients with paraplegia, and 32,510 patients with hemiplegia in LTC facilities.	Patients with paraplegic issues are at a high risk of pressure ulcers, thus a need to implement prevention interventions.	The study aimed to assess the prevalence of pressure ulcers in long-term care facilities.	The study only focused n patients with paraplegic issues, leaving out other important factors such s neurodegenerative factors.	Cowan et al. (2019) were appraised at Level II grade A Quality. The sample size is sufficient, and the results are generalizable.
2020 (5)	Shi (2020)	Systematic review	32 studies with 9038 participants from acute care settings	Alternating pressure in ripple mattresses reduced the proportion of participants developing new pressure ulcers	The observable measures included the prevalence of pressure ulcers and the number of new cases	The studies included in the review have an average of 80 participants, which is a small number. The methods used in these studies were also likely to produce errors	Shi et al. (2020) were appraised at the level I grade B quality since the sample was inadequate
16	Kim (2019)	Experimental study	282 registered nurses in long-term care facilities	Nurses were found to play a major role in the prevention of pressure ulcers using various nursing interventions	Registered demonstrated a positive attitude, knowledge and skills toward the prevention of pressure ulcers	The study’s primary limitation is the failure to include other factors of pressure ulcers prevention	Kim and Lee (2019) were appraised at level II grade A quality The sample is adequate, and the results are generalizable to similar populations.

 

Professional DNP Leadership Capacity

Assignment

Purpose

NOTE: This assignment must use the provided Paper Template which is found in this Link (Word doc): Week 7 Assignment Paper TemplateLinks to an external site.

The purpose of this assignment is to demonstrate your leadership capacity to manage a practice change project. You will create a collective manuscript that incorporates the revised Week 2 and Week 5 assignments with an additional section that you will create this week.

 

 

This assignment will allow for the assimilation of professional leadership competencies in project management as a DNP-prepared nurse. Assignment content supports professional formation, communication, and dissemination skills relevant to the DNP-prepared nurse.

Please note that this is the third part of a 3-part assignment submitted in Weeks 2, 5, and 7. You have received feedback from your course faculty on the Week 2 and Week 5 assignments, which you should use to revise and prepare the Week 7 assignment.

NOTE: All NR703 assignments and their requirements should be discussed in relation to your proposed or hypothetical DNP practicum project.

Instructions

 

Use the provided Week 7 Assignment Paper Template and include the following:

Introduction: The organizing introduction is the first paragraph that does the following:

Introduce the paper’s topic and establishes its importance.
Present a clear purpose statement.

Create a brief overview (outline statement) for the combined paper using the three primary Level 1 headings.

Integrate the Week 2 corrected content under the first Level 1 heading, “Organizational Needs Assessment.”

Don’t forget to include the discussions of Table 1 (Organizational Needs Assessment: Practice Gap Identification) and Table 2 (Johns Hopkins Individual Evidence Summary Tool). Both tables must be referred to in the paper’s content.

Include the required level 2 headings (as they are on the template):Practice Gap

Problem

Practice Gap

Practice Question

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Integrate the Week 5 corrected assignment content under the second Level 1 heading, “Leading the Practice Change Project,” using the following level 2 headings (Note: level 3 headings for sub-topics are recommended):

Interprofessional Collaboration in Leading Project Teams

Communicating Comportment in Project Management

Leadership Ethics

Create the content to place under the third Level 1 heading, “Leading Practice Change Teams with Innovation and Effective Management,” using the following level 2 headings:

Leading Through Innovation

Integrating Leadership and Management Models

Managing Materials and Human Resources

Conclusion

Recap the paper’s purpose statement and brief overview (outline statement) for the combined paper using the three level 1 headings (don’t include “conclusion”).

Draw major conclusions from the body of your paper.

Summarize the paper’s relevance to the practice change project.

References (minimum of 4 scholarly, peer-reviewed sources)

Create a reference page.

Include the references from the first two papers that you have used in this paper if they are still used.

Ensure each reference has a matching citation.

Support your paper by using evidence from at least four (4) scholarly peer-reviewed journal article sources (preferably research or systematic reviews) that are retrieved from the Chamberlain library databases. Do not use the internet, textbooks, government sources, or organizational websites for these four sources in this assignment. However, you may use other gray materials for additional sources if you need them.

Attach the revised Table 1 (Organizational Needs Assessment: Practice Gap Identification) and Table 2 (Johns Hopkins Individual Evidence Summary Tool) from the Week 2 assignment as displayed on the Week 7 Assignment Template

Review the rubric for the grading criteria.

APA Guidelines

Use the current Publication Manual of the American Psychological Association (APA Manual) and the Chamberlain Guidelines for Writing Professional Papers: Graduate Programs (located in the APA Basics section of the Writing Center) to complete this assignment. Follow these guidelines when completing each component. Contact your course faculty if you have questions.

Use the NR703 Week 7 Assignment Template provided to insert your content for this assignment.

Link (Word doc): Week 7 Assignment Paper TemplateLinks to an external site.

Personalize the title page by adding your name and the session month and year of the course where indicated.

The title is already provided for you in the template.

Turn on Grammarly to check the correctness of the grammar and punctuation as you write. (Note: if you have not already done so, please download the free version at Grammarly.com before the construction of the assignment.)

Note: Because this assignment builds on the materials used in the Weeks 2 and 5 assignments as well as several discussions, similarities are expected; therefore, Turnitin will not be routinely used in this cumulative assignment. However, papers may be reviewed in Turnitin if the instructor deems it necessary.

Use the following prescribed Level 1 and Level 2 headings, which are already provided in the template, for this paper (level 3 headings are encouraged where needed):

Organizational Needs Assessment

Problem

Practice Gap

Practice Question

Leading the Practice Change Project

Interprofessional Collaboration in Leading Project Teams

Communicating Comportment in Project Management

Leadership Ethics

 

 

Leading Practice Change Teams with Innovation and Effective Management

Leading Through Innovation

Integrating Leadership and Management Models

Managing Materials and Human Resources

Conclusion

Writing Requirements (APA format)

Length: 8-12 pages for accumulated paper (not including the  title page, references page, or tables)

Use the Week 7 Assignment Paper Template that is formatted with the following APA conventions

1-inch margins

Double-spaced pages

12-point Times New Roman

Headings & subheadings

Title page

Reference page

Table 1 and Table 2

In-text citations

Standard English usage and mechanics

CARE Plan paragraph development structure

Revisions based on course faculty feedback from Week 2 and 5 Assignments

 

 

Program Competencies

 

 

This assignment enables the student to meet the following program competences:

 

 

 

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Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)

Appraises current information systems and technologies to improve health care. (POs 6, 7)

Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)

Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)

Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)

Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)

Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Date

By 11:59 p.m. MT on Sunday

Late Assignment Policy applies

 

Rubric

W7 Assignment Grading Rubric

W7 Assignment Grading Rubric

Criteria Ratings Pts
This criterion is linked to a Learning OutcomeIntroduction

Requirements:

1. Introduce the paper’s topic and establish its importance.

2. Present a clear purpose statement.

3. Create a brief overview for the combined paper using the three primary Level 1 headings.

 

10 pts

Includes all requirements and provides an in-depth introduction.

 

9 pts

Includes 2 requirements and/or provides a sufficient introduction.

 

8 pts

Includes 1 requirement and/or provides a partial introduction.

 

0 pts

Provides an undeveloped introduction.

 

10 pts

 

This criterion is linked to a Learning OutcomeOrganizational Needs Assessment: Problem: Using the information that you gathered on the Organizational Needs Assessment: Practice Gap Identification (Table 1), describe the practice problem.

Requirements:

1. Describe a specific location (hospital unit, community health clinic, surgical suite, primary care practice).

2. Identify the key stakeholders (decision-makers).

3. Relate the practice problem identified by the stakeholders.

 

20 pts

Includes all requirements and provides an in-depth discussion in the assessment of the practice problem.

 

18 pts

Includes at least 2 requirements and/or provides a sufficient description of the problem.

 

16 pts

Includes at least 1 requirement and/or provides a partial description of the problem.

 

0 pts

Provides an undeveloped description of the problem.

 

20 pts

 

This criterion is linked to a Learning OutcomeOrganizational Needs Assessment: Practice Gap

Organizational Needs Assessment: Practice Gap

 

Requirements:

1. In 1-2 organized paragraphs, summarize the Organizational Needs Assessment: Practice Gap Identification (Table 1).

 

2. Add the revised Table 1 to the paper after the reference list (use the Assignment Template). Table 1 must be referred to in this section’s content.

 

3. Add the revised Table 2 to the paper after the reference list (use the Assignment Template). Table 2 sources must be included in the reference list and cited in the paper.

 

20 pts

Includes all requirements and provides an in-depth summary of the Organizational Needs Assessment: Practice Gap Identification

 

18 pts

Includes 2 requirements and/or provides a sufficient summary of the Organizational Needs Assessment: Practice Gap Identification.

 

16 pts

Includes 1 requirement and/or provides a partial summary of the Organizational Needs Assessment: Practice Gap Identification.

 

0 pts

Missing both tables and/or provides an undeveloped or no summary of the Organizational Needs Assessment: Practice Gap Identification.

 

20 pts

 

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This criterion is linked to a Learning OutcomeOrganizational Needs Assessment: Practice Question-Define and briefly explain the project’s intended population, evidence-based intervention, and measurable outcomes (PICOT).

Requirements:

1. Population. Describe the specific characteristics of the population.

2. Intervention. Based on the evidence in the Johns Hopkins Individual Evidence Summary Tool (Table 2) initiated in previous courses, describe your evidence for an evidence-based intervention.

3. Comparison: State as “compared to current practice” for the purposes of this assignment.

4. Outcome. Create and explain specific outcome measurements based on the current evidence collected in the Johns Hopkins Individual Evidence Summary Tool (attached as Table 2).

5. State the Practice Question.

 

20 pts

Includes all requirements and provides an in-depth summary of the practice question.

 

18 pts

Includes no fewer than 5 of the requirements and provides a sufficient summary of the practice question.

 

16 pts

Includes no fewer than 4 of the requirements and provides a partial summary of the practice question.

 

0 pts

Includes fewer than 4 of the requirements and/or provides an undeveloped summary of the practice question.

 

20 pts

 

This criterion is linked to a Learning OutcomeLeading the Practice Change Project: Interprofessional Collaboration in Leading Project Teams

Requirements:

Create an approach to implementing the practice change project with an interprofessional team, including a description of how you will manage the following challenges:

1. Creating a climate of mutual respect and shared values.

2. Facilitating team roles and flexibility to perform effectively.

 

20 pts

Includes both requirements and provides an in-depth analysis of implementing the project with an interprofessional team.

 

18 pts

Includes both requirements and provides a sufficient analysis of implementing the project with an interprofessional team.

 

16 pts

Includes at least 1 requirement and/or provides a partial analysis of implementing the project with an interprofessional team.

 

0 pts

Provides an undeveloped analysis of implementing the project with an interprofessional team.

 

20 pts

 

This criterion is linked to a Learning OutcomeLeading the Practice Change Project: Communication Comportment in Project Management

Requirements:

Create a guideline for your professional communication to serve you in the practice change project and future roles. Include the following:

1. Verbal and non-verbal communication competencies at a doctoral level:

i) Communicating leadership comportment

ii) Creating alignment of verbal and nonverbal messages

2. Written professional communication:

i) Writing with a leadership tone and style

ii) Using standard English

iii) Creating summary and synthesis in writing

 

20 pts

Includes all 5 components and provides an in-depth summary of professional communication.

 

18 pts

Includes at least 4 of the 5 components and/or provides a sufficient summary of professional communication.

 

16 pts

Includes at least 3 of the 5 components and/or provides a partial summary of professional communication.

 

0 pts

Includes fewer than 3 of the 5 components and/or provides an undeveloped summary of professional communication.

 

20 pts

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This criterion is linked to a Learning OutcomeLeading the Practice Change Project: Leadership Ethics

Requirements: Discuss how you will create a consistent image of ethical comportment, including consideration of the following:

1. Balance an Ethic of Justice with an Ethic of Care in your leadership style.

2. Create a conflict resolution approach for the project team management of issues.

3. Lead social justice change within the project environment.

 

20 pts

Includes all requirements and provides an in-depth discussion of leadership ethics.

 

18 pts

Includes at least 2 requirements and/or provides a sufficient discussion of leadership ethics.

 

16 pts

Includes at least 1 requirement and/or provides a partial discussion of leadership ethics.

 

0 pts

Provides an undeveloped discussion of leadership ethics.

 

20 pts

 

This criterion is linked to a Learning OutcomeLeading Practice Change Teams with Innovation and Effective Management

Requirements:

1. Leading Through Innovation.

 

2. Integrating Leadership and Management Models.

 

3. Managing Materials and Human Resources.

 

40 pts

Includes all requirements and provides an in-depth discussion of leading practice change teams with innovation and effective management.

 

36 pts

Includes at least 2 requirements and/or provides a sufficient discussion of leading practice change teams with innovation and effective management.

 

32 pts

Includes at least 1 requirement and/or provides a partial discussion of leading practice change teams with innovation and effective management.

 

0 pts

Provides an undeveloped discussion of leading practice change teams with innovation and effective management.

 

40 pts

 

This criterion is linked to a Learning OutcomeConclusion

Requirements:

1. Recap the paper’s purpose statement and brief overview criteria.

2. Draw major conclusions from the body of your paper.

3. Summarize the paper’s relevance to the practice change project.

 

10 pts

Includes all requirements and provides an in-depth summary in the conclusion.

 

9 pts

Includes at least 2 requirements and/or provides a sufficient summary in the conclusion.

 

8 pts

Includes at least 1 requirement and/or provides a partial summary in the conclusion.

 

0 pts

Provides an undeveloped summary in the conclusion.

 

10 pts

 

ORDER A PLAGIARISM-FREE PAPER HERE

This criterion is linked to a Learning OutcomeReferences

Requirements:

 

1. Create the reference page that includes the references in Table 2.

 

2. Ensure each reference has a matching citation, & reference and citations are in the current APA style.

 

3. Support your discussion by using evidence from at least four (4) scholarly peer-reviewed journal article sources.

 

10 pts

Includes all requirements of the reference section, at least three scholarly references with matching citations, and the reference page is formatted without errors.

 

9 pts

Includes at least 2 requirements for the reference section and/or the reference page is formatted with 1-2 error types (patterns).

 

8 pts

Includes 1 requirement for the references and/or the reference page is formatted with 3-5 error types (patterns).

 

0 pts

Includes no requirements for the reference section and/or the reference page is formatted with 6 or more error types (patterns).

 

10 pts

 

This criterion is linked to a Learning OutcomeAPA Style and Standards

Requirements:

1. Use the prescribed level 1 and level 2 headings, and add level 3 headings as appropriate to your content.

2. APA style is maintained in the template, and the assignment template is used.

3. Paper is 8-12 pages in length, excluding the title page, reference pages, and tables.

 

30 pts

Includes all requirements of APA style.

 

27 pts

Includes 2 requirements of APA style.

 

22 pts

Includes 1 requirement of APA style.

 

0 pts

Includes no requirement of APA style that conforms to the current APA manual.

 

30 pts

 

This criterion is linked to a Learning OutcomeClarity of Writing

Requirements:

1. Standard English grammar, punctuation, spelling, & sentence structure conform to guidelines in the APA manual.

2. APA style/mechanics/grammar & Week 2 & 5 content corrections/revisions were completed based on faculty feedback.

3. Organized and logical presentation of ideas in paragraphs (CARE Plan), sentences, and phrases.

 

30 pts

Includes all requirements and demonstrates an in-depth clarity of writing.

 

27 pts

Includes all requirements and demonstrates a sufficient clarity of writing.

 

22 pts

Includes no fewer than 2 requirements and/or demonstrates partial clarity of writing.

 

0 pts

Includes 1 or fewer requirements and/or demonstrates an undeveloped clarity of writing.

30 pts

Total Points: 250

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