Category: Nursing

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 ProficiencyBy 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).
ReferencePatel, 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 ContextAs 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.
ScenarioFor this assessment it is suggested you take one of two approaches:
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
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.
InstructionsThe 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 RequirementsPresentation 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.
Improvement Plan In-Service Presentation Scoring Guide
CRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHED
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).

In 400 words, describe your experiences during the first week of your internship at a nursing home center. The assignment should be about self-reflection and synthesis of the practicum.

In your initial post, address each of the following:
Give an example of one patient with whom guided imagery would be useful and one example of a patient with whom guided imagery should not be recommended.
For the patient for whom guided imagery would be therapeutic, how would you employ methods of guided imagery? Come up with two.
Please use at least 3 scholarly references to support your ideas. Refer to the learning materials and videos to help you answer the post.

Module 01 Content
Select an electrolyte from the list in the document linked below. Using references that you may already have identified, indicate conditions caused by too much or too little of that electrolyte. In the first column with the identified electrolyte write the normal lab value range and cause of imbalance. After you have identified the hyper- and hypo- conditions, also identify treatment of those conditions.
After you have identified the hyper- and hypo- conditions, also identify treatment of those conditions.
Use at least one scholarly source to support your findings. Examples of scholarly sources include academic journals, textbooks, reference texts, and CINAHL nursing guides. Be sure to cite your sources in-text and on a References page using APA format.
You can find useful reference materials for this assignment, such as a lab values book, in the School of Nursing guide: https://guides.rasmussen.edu/nursing/referenceebooksHave questions about APA? Visit the online APA guide: https://guides.rasmussen.edu/apa
title of Assignment: Module 01 Written Assignment – Electrolyte Imbalance
Purpose of Assignment:Identifying abnormal findings and treatment options for electrolyte imbalances is an expected function of ahealthcare team.Course Competency(s): Determine the cellular functions required to regulate homeostasis.Content:Instructions:Content:Select an electrolyte from the list below.Electrolytes Potassium Sodium Calcium Magnesium PhosphorusIn the table below, include the following information for the electrolyte you selected. Normal range of the lab value Causes of excess (hyper) and deficiency (hypo) Signs and symptoms of excess (hyper) and deficiency (hypo) Treatment options for excess (hyper) and deficiency (hypo

Care expressed and practiced in professional nursing models provides a way of looking at the nursing role from the aspect of care. It may seem excessive to consider aspects of caring and compassion in nursing. However, precisely because it IS nursing makes it crucial to our continual progress of defining and upholding one of our central professional principles.
Address each of these items:
Reflect on a caring and compassionate experience with a patient or family encountered in your practice.
How was your compassion demonstrated?
How does your thinking about compassion expand to include self and colleagues?
Reflect on the iCARE Self-Assessment and share an insight related to this discussion.

Instructions for Project:
Select a topic for a teaching project in your area of clinical experience.
Create a teaching presentation as if it is going to be implemented in your clinical setting.
Describe why you chose this topic and the importance to your intended audience.
Describe your audience. What learning styles are representative of the group? What generations are represented?
Search the literature for relevant teaching strategies appropriate in implementing your project. Describe these in 2-3 slides.
Develop and list at least 3-4 goals and 4-5 objectives for the project.
Review the unit on objectives and include all data required. You will be graded on the completeness of the goals and objectives.
Present this assignment as a PowerPoint presentation that is recorded (voice-over) and posted in the assignment drop box. The presentation should be no longer than 10 minutes.
You will be graded on your creativity and professionalism.
Make sure your PowerPoint presentation is professional with APA formatting and spacing that is appropriate.
Post only one time and label the post with your name_teachingproject (smith_teachingproject).
You should have a minimum of 5 references, 2 can be your textbooks. Include a slide for your references in your PPT presentation.