Improvement Plan In-Service Presentation Paper

Improvement Plan In-Service Presentation Paper

Improvement Plan In-Service Presentation Paper

Part 1: Agenda and Outcomes.

• Learn about Medication Administration Errors
• Impact of MAEs on patient safety, workflow, & the organization
• Proposed safety improvement plan
• Audience role & importance in implementing the plan

During this presentation, you will learn about Medication Administration Errors (MAEs) and how they impact patient safety, workflow, and the organization. I will also discuss a safety improvement plan I have proposed to mitigate MAEs in the organization and explain your role and importance in implementing and maintaining the plan.

BUY A CUSTOM-PAPER HERE ON; Improvement Plan In-Service Presentation Paper

Part 2: Safety Improvement Plan

• MAEs are the prevalent types of medication errors.
• Have adverse consequences for patients, providers, and facility
• Causes: Failure of providers to cross-check drug contraindications
• Lack of a clinical decision support system
• High patient workload- Nurse fatigue & burnout
• Plan: Implementing a CDSS
• CDSS has allergy and drug interaction checks & recommendations
• The plan will promote the use of evidence-based guidelines in decision-making
• Reduce medication errors, associated side effects, & medical costs
• MAEs in increase morbidity, mortality, & medical costs

MAEs are the prevalent types of medication errors in our setting. They are associated with adverse consequences for patients, healthcare providers, and the facility. The factors identified as the cause of MAEs include: Failure of physicians, nurses, and pharmacists to cross-check drug contraindications before prescribing, dispensing, and administering medications; Lack of a clinical decision support system (CDSS); High patient workload; Nursing fatigue and burnout (Härkänen et al., 2019). 

The safety improvement plan is implementing a CDSS to help prevent medication errors. The CDSS has drug-allergy and drug-drug interaction checks and drug recommendations that guide the physician in prescribing the correct medication (Shahmoradi et al., 2021). The improvement plan seeks to promote the use of evidence-based guidelines in clinical decision-making and improved quality of care. It is anticipated to reduce medication errors, associated side effects, and medical costs. It is crucial for the organization to address the MAEs in the inpatient unit because they increase patients’ morbidity, mortality, and medical costs and cause adverse drug events and prolonged hospital stays (Härkänen et al., 2019).

Part 3: Audience’s Role and Importance

• Clinicians will consult the CDSS when prescribing medication
• Apply the advice and suggestions about treatment plans offered by the CDSS
• Note alerts and reminders made by the CDSS
• Clinicians will use the clinical guidelines and patient data reports provided by the CDSS.
• To make clinical decisions that promote patient safety
• Embracing the CDSS will optimize clinicians’ workflow
• Greater chances of delivering accurate patient outcomes and avoiding errors              

Clinicians will be expected to execute and drive the CDSS project by consulting the system when prescribing medication. They should apply the advice and clinical suggestions about treatment plans offered by the system to make appropriate evidence-based clinical decisions. Besides, the CDSS has automated alerts and reminders, and clinicians are expected to take note of them to avoid prescribing drugs with potential interactions, allergic reactions, or ADEs (Sutton et al., 2020). 

Clinicians will be critical to the success of the CDSS since they will use the clinical guidelines and patient data reports provided by the system to make clinical decisions that promote patient safety. Furthermore, embracing the role in CDSS implementation will optimize clinicians’ workflow since it will save the time they spend going through manual clinical guidelines (Sutton et al., 2020). With the CDSS, clinicians will have greater chances of delivering accurate patient outcomes and avoiding medication errors. Moreover, by embracing the CDSS, clinicians will be assured of getting reliable information about specific patients, enabling them to treat the patient accordingly without wasting time on research.

Part 4: New Process and Skills Practice

• Comprehensive understanding of how the CDSS works and operates
• Clinicians will need computer skills
• Opportunity to take computer classes
• Activity- Simulation training to promote skill development
• Training through a model CDSS before the actual system
• Training on using alerts, reminders, templates, and clinical guidelines

Clinicians will need to have a comprehensive understanding of how the CDSS works and operates. They will also need computer skills since they will determine if the CDSS is used appropriately (Sutton et al., 2020). Thus, you will be allowed to take classes to improve your computer skills to ensure a more pleasurable and rewarding experience with the CDSS.

Simulation training is the selected activity to promote skill development and understanding of using the CDSS among clinicians. Clinicians will be trained through a model CDSS before the actual system is introduced into the clinical setting. They will be trained to integrate the EHR information with the CDSS and how to use features like alerts, reminders, templates, and clinical guidelines.

 Part 5: Soliciting Feedback

Brainstorming on how the audience finds the plan

Approaches that can be taken to improve it further

Ask about potential challenges with the plan

Administer questionnaires to obtain information on views about the CDSS

Thoughts on how it will improve patient care & reduce medication errors

I will ask for feedback from the audience about the CDSS by brainstorming on how they find the plan and approaches that can be taken to improve it further. I will also ask them about potential challenges with the plan and how they can be mitigated. In addition, I would administer questionnaires to obtain information on the audience’s views on the CDSS, including their thoughts on how it will improve patient care and reduce medication errors.

References

Härkänen, M., Paananen, J., Murrells, T., Rafferty, A. M., & Franklin, B. D. (2019). Identifying risks areas related to medication administrations-text mining analysis using free-text descriptions of incident reports. BMC Health Services Research, 19(1), 1-9. https://doi.org/10.1186/s12913-019-4597-9

Shahmoradi, L., Safdari, R., Ahmadi, H., & Zahmatkeshan, M. (2021). Clinical decision support systems-based interventions to improve medication outcomes: A systematic literature review on features and effects. Medical journal of the Islamic Republic of Iran, 35, 27. https://doi.org/10.47176/mjiri.35.27

Sutton, R. T., Pincock, D., Baumgart, D. C., Sadowski, D. C., Fedorak, R. N., & Kroeker, K. I. (2020). An overview of clinical decision support systems: benefits, risks, and strategies for success. NPJ digital medicine, 3(1), 1-10. https://doi.org/10.1038/s41746-020-0221-y

ORDER A PLAGIARISM-FREE PAPER HERE ON; Improvement Plan In-Service Presentation Paper

Assessment 3 Instructions: Improvement Plan In-Service Presentation

Top of Form

Bottom of Form

• For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the safe medication administration improvement plan you developed in Assessment 2.

As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).

As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.

You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• • Competency 1: Analyze the elements of a successful quality improvement initiative.

• • • Explain the need and process to improve safety outcomes related to medication administration.

• • • Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.

• • Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.

• • • List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.

• • • Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.

• • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.

• • • Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.

• • • Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).

Reference

Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic & Neonatal Nursing​, 47(3), s16–s17.

Professional Context

As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.

Scenario

For this assessment it is suggested you take one of two approaches:

1. Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, or
2. Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.

Instructions

The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

Be sure that your presentation 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.

• • List the purpose and goals of an in-service session focusing on safe medication administration for nurses.
  • Explain the need for and process to improve safety outcomes related to medication administration.
  • Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.
  • Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
  • Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

There are various ways to structure an in-service session; below is just one example:

• • Part 1: Agenda and Outcomes.

• • • Explain to your audience what they are going to learn or do, and what they are expected to take away.

• • Part 2: Safety Improvement Plan.

• • • Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address.

• • • Explain why it is important for the organization to address the current situation.

• • Part 3: Audience’s Role and Importance.

• • • Discuss how the staff audience will be expected to help implement and drive the improvement plan.

• • • Explain why they are critical to the success of the improvement plan focusing on medication administration.

• • • Describe how their work could benefit from embracing their role in the plan.

• • Part 4: New Process and Skills Practice.

• • • Explain new processes or skills.

• • • Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills.

• • • In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.

• • Part 5: Soliciting Feedback.

• • • Describe how you would solicit feedback from the audience on the improvement plan and the in-service.

• • • Explain how you might integrate this feedback for future improvements.

Remember to account for activity and discussion time.

For tips on developing PowerPoint presentations, refer to:

• • Capella University Library: PowerPoint Presentations.
  • Guidelines for Effective PowerPoint Presentations [PPTX].

Additional Requirements

• • Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenter’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slides).
  • Speaker notes: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker’s notes.
  • APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation.
  • Number of references: Cite a minimum of 3 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old.
• SCORING GUIDE

Use the scoring guide to understand how your assessment will be evaluated.

VIEW SCORING GUIDE

Improvement Plan In-Service Presentation Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.	Does not list the purpose and goals of an in-service session focusing on safe medication administration for nurses.	Lists with insufficient clarity the purpose and goals of an in-service session on safe medication administration for nurses.	Lists clearly the purpose and goals of an in-service session on safe medication administration for nurses.	Lists clearly the purpose and goals of an in-service session on safe medication administration for nurses, with purpose and goals that are relevant and achievable within the in-service session.
Explain the need and process to improve safety outcomes related to medication administration.	Does not describe the need and process to improve safety outcomes related to medication administration.	Describes a safety improvement outcome for medication administration, but the described need for the improvement or process to achieve improvement is unclear or irrelevant.	Explains the need and process to improve safety outcomes related to medication administration.	Explains the need and process to improve safety outcomes related to medication administration, with reference to specific data, evidence, or standards to support the explanation.
Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.	Does not describe the audience’s role in and importance of making the improvement plan focusing on medication administration successful.	Describes the audience’s role in the improvement plan focusing on medication administration but does not clearly address how the audience is important to the success of the improvement plan.	Explains audience’s role and importance of making the improvement plan focusing on medication administration successful.	Explains audience’s role and importance of making the improvement plan focusing on medication administration successful, using persuasive and transparent communication to improve buy-in.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.	Does not list resources or activities related to safe medication administration.	Lists resources or activities related to safe medication administration, but their relevance to skill development or process understanding related to a safety improvement initiative is unclear.	Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative on medication administration.	Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative on medication administration, explaining their value.
Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.	Slides are difficult to read with multiple editing errors. No speaker notes provided.	Slides are easy to read with few editing errors. Speaker notes are sufficient to support the slides.	Slides are easy to read and error free. Detailed speaker notes are provided.	Slides are easy to read and clutter free. Slide background is “visually” pleasing with a contrasting color for the text and may utilize graphics. Detailed speaker notes are provided.
Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).	Does not organize content with clear purpose or goals. PowerPoint slides do not support main points, assertions, arguments, conclusions, or recommendations. Sources are not relevant or evidence-based (published within 5 years).	Organizes content with clear purpose or goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).	Organizes content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).	Organizes content with clear purpose or goals. PowerPoint slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).