NURS-FPX 4010 Assessment 3: Interdisciplinary Plan Proposal
NURS-FPX 4010 Assessment 3: Interdisciplinary Plan Proposal
Assessment 3 Instructions: Interdisciplinary Plan Proposal
• PRINT
• For this assessment you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.
The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a shared vision and team goals (Mulvale et al., 2016). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality.
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You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you the opportunity to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this formative will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.
Demonstration of Proficiency
• Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
o Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan.
• Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
o Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes.
o Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
• Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
o Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
• Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
o Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
o Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Reference
Mulvale, G., Embrett, M., & Shaghayegh, D. R. (2016). ‘Gearing up’ to improve interprofessional collaboration in primary care: A systematic review and conceptual framework. BMC Family Practice, 17.
Professional Context
This assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment.
Scenario
Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue.
Note: You will not be expected to implement the plan during this course. However, the plan should be evidence-based and realistic within the context of the issue and your interviewee’s organization.
Instructions
For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.
The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.
Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end.
Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
• Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.
• Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
• Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
• Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.
• Communicate the interdisciplinary plan, with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.
Additional Requirements
• Length of submission: Use the provided template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan.
• Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old.
• APA formatting: Make sure that in-text citations and reference list follow current APA style.
Note: Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated.
Resources: Applying PDSA
• PRINT
• Applying PDSA
• Crowfoot, D., & Prasad, V. (2017). Using the Plan-Do-Study-Act (PSDA) cycle to make change in general practice. InnovAIT, 10(7), 425–430.
o This article details principles of PDSA, offering a variety of resources for implementing and assessing the success of change efforts.
• McNamara, D. A., Rafferty, P., & Fitzpatrick, F. (2016). An improvement model to optimise hospital interdisciplinary learning. International Journal of Health Care Quality Assurance, 29(5), 550–558.
o This article presents a study in which the PDSA cycle was applied to drive continuous improvement in interdisciplinary learning within a health care setting.
• Institute for Healthcare Improvement. (n.d.). Plan-Do-Study-Act (PDSA) worksheet. http://www.ihi.org/resources/Pages/Tools/PlanDoStudyActWorksheet.aspx
o While you are not expected to use this worksheet, it has been used in many health care organizations and is offered as a supplementary resource.
• McGowan, M., & Reid, B. (2018). Using the Plan, Do, Study, Act cycle to enhance a patient feedback system for older adults. British Journal of Nursing, 27(16), 936–941.
o This article presents a study in which PDSA was used to refine a patient-feedback system.
Resources: Evidence-Based Practice and Improvement
• PRINT
• Evidence-Based Practice and Improvement
• Duffy, J. R., Culp, S., Marchessault, P., & Olmsted, K. (2020). Longitudinal comparison of hospital nurses’ values, knowledge, and implementation of evidence-based practice. The Journal of Continuing Education in Nursing, 51(5), 209‒214.
o This article reviews the results of a study looking at how a hospital-based residency program helps the RN to administer EBP care.
• Friesen, M., Brady, J., Miligan, R., & Christensen, P. (2017). Findings from a pilot study: Bringing evidence-based practice to the bedside. Worldviews of Evidence Based Nursing, 14(1), 22‒34.
o This article reviews the results of a study designed to evaluate a structured EBP educational process with mentoring.
• Rahmayanti, E. I., Kadar, K. S., & Saleh, A. (2020). Readiness, barriers, and potential strength of nursing in implementing evidence-based practice. International Journal of Caring Sciences, 13(2), 1203‒1211.
o This article identifies the readiness, barriers and strengths to carry out EBP care.
• Woods, A. (n.d.). Evidence-based practice: Improving practice, improving outcomes (Part one) [Video] | Transcript. https://www.youtube.com/watch?v=OvenUa3Ww8o
o This video discusses the value of, and current challenges in, implementing evidence-based practice in health care organizations.
Resources: Budgeting and Staffing
• PRINT
• Budgeting
• Kolakowski, D. (2016). Constructing a nursing budget using a patient classification system. Nursing Management, 47(2), 14–16.
o This article provides guidelines for creating a budget.
• Rundio, A. (2016). The nurse manager’s guide to budgeting & finance (2nd ed.). Indianapolis, IN: Sigma Theta International.
o The following chapters will help you to develop a basic understanding of budgeting in health care settings.
o Chapter 1, “Budgeting for the Nurse Manager.”
o Chapter 4, “Budget Development.”
Staffing
• van Oostveen, C. J., Ubbink, D. T., Mens, M. A., Pompe, E. A., & Vermeulen, H. (2016). Pre-implementation studies of a workforce planning tool for nurse staffing and human resource management in university hospitals. Journal of Nursing Management, 24(2), 184–191.
o This paper presents an analysis of a workforce planning tool prior to its implementation.
o In addition to ideas on human resources planning, this article may prompt some things for you to consider before beginning your plan proposal
Resources: Interprofessional Collaboration
• PRINT
• Interprofessional Collaboration
• Ellenbecker, C., & Edward, J. (2016). Conducting nursing research to advance and inform health policy. Policy, Politics, & Nursing Practice, 17(4), 208–217.
o This article discusses how nurses should conduct research to have an impact on health care policies.
• Schot, E., Tummers, L., & Noordegraaf, M. (2020). Working on working together: A systematic review on how healthcare professionals contribute to interprofessional collaboration. Journal of Interprofessional Care, 34(3), 332‒342.
o This article presents metadata on strategies to promote interprofessional collaboration.
• Mulvale, G., Embrett, M., & Shaghayegh, D. R. (2016). ‘Gearing up’ to improve interprofessional collaboration in primary care: A systematic review and conceptual framework. BMC Family Practice, 17.
o This article offers a view of factors that influence interprofessional collaboration.
• Sigmon, L. B. (2020). Interprofessional collaboration made easy. American Nurse Today, 15(11), 36–38.
o This article presents several effective strategies that can improve collaboration in the health care team.
• Interprofessional Education Collaborative. (n.d.). Recommended links. https://www.ipecollaborative.org/index.php?option=com_content&view=article&id=41:recommended-links&catid=20:site-content&Itemid=135
o IPEC’s list of recommended links includes professional associations, centers for interprofessional education, supporting organizations, and a short video showing an example of interprofessional education.
Resources: Leadership
• PRINT
• Leadership
• Clausen, C., Emed, J., Frunchak, V., Purden, M., & Sol Bruno, F. (2019). Toward resilient nurse leaders: The leadership-in-action program in nursing (LEAP-IN). Nursing Leadership (1910-622X), 32(3), 40–56.
o This article describes a tailored leadership development program.
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