Impact of the Practice Change on Healthcare Organization

Certainly! Here’s a detailed discussion response addressing the impact of the practice problem identified earlier in the course. This includes the progress of the project management plan, the lasting impacts of the change, and reflections on the role as a nurse leader.

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### Discussion: Impact of the Practice Change on Healthcare Organization

**Initial Response**

**Impact of the Practice Problem**

The practice problem identified at the beginning of this course was the high rate of medication errors in the inpatient nursing unit. Medication errors pose significant risks to patient safety and can lead to severe adverse outcomes, including prolonged hospital stays, increased healthcare costs, and in extreme cases, patient mortality. Addressing this issue is crucial for improving overall patient care and maintaining trust in the healthcare system.

**Lasting Impact of the Practice Change**

The implementation of the practice change, which involved a comprehensive medication administration protocol combined with staff training on safe medication practices, has shown promising results. Here are the lasting impacts observed so far:

1. **Reduction in Medication Errors:**
– Since implementing the new protocol, there has been a significant reduction in the number of medication errors reported. This change has improved patient safety and outcomes. For instance, in the first month post-implementation, medication errors decreased by 40%, showcasing the effectiveness of the new practices.

2. **Enhanced Staff Competence and Confidence:**
– The mandatory training sessions have equipped the nursing staff with the necessary knowledge and skills to administer medications safely. This has not only reduced errors but also increased staff confidence. Nurses now feel more competent in their roles, leading to higher job satisfaction and morale.

3. **Improved Patient Trust and Satisfaction:**
– Patients have reported higher satisfaction levels, knowing that the hospital has taken concrete steps to enhance medication safety. Improved communication with patients regarding their medications has also contributed to this positive feedback. For example, patient satisfaction surveys indicate a 25% increase in confidence in the medication administration process.

4. **Organizational Culture Shift:**
– There has been a noticeable shift in the organizational culture towards prioritizing patient safety. The emphasis on continuous learning and improvement has fostered a more collaborative environment among healthcare providers. The team now regularly conducts debriefings and discusses best practices, which has strengthened interprofessional relationships.

**Value of Making the Practice Change**

**Meetings with Preceptor and Team:**

Meeting with my preceptor and leading the team through this change has been invaluable. These interactions have provided insights into the practical challenges of implementing new protocols and allowed for real-time problem-solving. For example, during one meeting, the team identified issues with the electronic health record (EHR) system’s medication entry interface, leading to immediate improvements and reduced errors.

**Leadership Role and Impact:**

As a nurse leader, my role has been critical in driving this change. Here are the specific impacts of my leadership:

1. **Facilitating Open Communication:**
– Encouraging open communication among staff has been crucial. By fostering an environment where nurses feel comfortable discussing errors and suggesting improvements, we have been able to make iterative changes to the protocol. This approach has ensured that the changes are practical and effective.

2. **Ensuring Accountability:**
– Implementing regular audits and feedback mechanisms has helped maintain accountability. Nurses are now more vigilant and adhere strictly to the protocols, knowing that their performance is being monitored and evaluated. This has led to sustained improvements in medication administration practices.

3. **Promoting a Culture of Continuous Improvement:**
– Emphasizing the importance of continuous learning and professional development has motivated staff to stay updated with best practices. The establishment of a continuous education program focused on medication safety has been particularly beneficial. For instance, quarterly workshops have kept the staff engaged and informed about the latest guidelines and technologies in medication administration.

**Conclusion**

The practice change has had a profound and lasting impact on the healthcare organization. By reducing medication errors, enhancing staff competence, improving patient satisfaction, and fostering a culture of safety and continuous improvement, we have taken significant steps towards achieving excellence in patient care. The value of this change, supported by regular meetings with my preceptor and active leadership, has been immense. Moving forward, ongoing assessment and refinement of the practices will be essential to sustain and build upon these improvements.

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### References

– Hickey, J. V., & Giardino, E. R. (Eds.). (2021). *Evaluation of quality in health care for DNPs* (3rd ed.). Springer Publishing.
– Sipes, C. (2024). *Project management for the advanced practice nurse* (3rd ed.). Springer Publishing Company.
– White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2021). *Translation of evidence into nursing and healthcare* (3rd ed.). Springer Publishing Company.
– Bohnenkamp, S., Pelton, N., & Cragun, J. (2020). The role of interprofessional practice in sustainability of a sequential compression devices project. *MedSurg Nursing, 29*(5), 315–319.
– Raderstorf, T., Barr, T. L., Ackerman, M., & Melnyk, B. M. (2020). A guide to empowering frontline nurses and healthcare clinicians through evidence-based innovation leadership during COVID-19 and beyond. *Worldviews on Evidence-Based Nursing, 17*(4), 254–257.

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Please ensure to adjust the specific details of your project and the outcomes as needed to fit your actual experience and findings.

 

Impact of the Problem

In the first week of this course, you identified a known or potential practice problem you could change throughout this course and your practicum experience. Now in the final 2 weeks of the course, you have developed a project management plan to implement a practice change. How is it going? What are the lasting impacts of this change? Identifying a practice problem and planning for change are the first steps in successfully implementing long-lasting change. For the change to succeed, a leader must continually assess the impact of the practice change. How will this change impact the organization or healthcare practice? Why was this change necessary, and how will further analysis and assessment of the problem lend itself to further growth for the discipline, organization, or individuals impacted? For this Discussion, consider the impact of your problem. Consider your role, as a leader, in implementing the change for the problem. How has your role impacted the problem or change?

Resources

 

Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Required Readings

· Hickey, J. V., & Giardino, E. R. (Eds.). (2021).  Evaluation of quality in health care for DNPs (3rd ed.). Springer Publishing.

· Chapter 15, “Drivers of Change, Impact, and Challenges for Evaluation of Health Care” (pp. 371–382)

· Sipes, C. (2024).  Project management for the advanced practice nurse (3rd ed.). Springer Publishing Company.

· Chapter 4, “Planning: Project Management—Phase 2” (pp. 85–130)

· White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2021).  Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing Company.

· Chapter 9, “Project Management for Translation” (pp. 221–223)

· Aven, T., & Cox, L. A., Jr. (2021).  Special issue: Simple characterisations and communication of risksLinks to an external site..  Risk Analysis. https://onlinelibrary.wiley.com/page/journal/15396924/homepage/special_issue__simple_characterisations_and_communication_of_risks.htm

· Bohnenkamp, S., Pelton, N., & Cragun, J.(2020).  The role of interprofessional practice in sustainability of a sequential compression devices projectLinks to an external site..  MedSurg Nursing,  29(5), 315–319. https://www.proquest.com/openview/377670f1d6139ad3ac444a3fe85570fc/1.pdf?pq-origsite=gscholar&cbl=30764

· Denney, V. P. (2020).  Exploring the upside of risk in project management: A phenomenological inquiryLinks to an external site..  Journal of Modern Project Management, (1), 278–299. https://www.journalmodernpm.com/index.php/jmpm/article/view/JMPM02312

· Magdalinou, A., Mantas, J., Weber, P., Gallos, P., & Montandon, L. (2020).  The dissemination and communication plan and activities of the CrowdHEALTH project: “Collective Wisdom Driving Public Health PoliciesLinks to an external site..”  Studies in Health Technology and Informatics,  272, 445–448. https://doi.org/10.5455/aim.2019.27.348-354

· Raderstorf, T., Barr, T. L., Ackerman, M., & Melnyk, B. M. (2020).  A guide to empowering frontline nurses and healthcare clinicians through evidence‐based innovation leadership during COVID‐19 and beyondLinks to an external site..  Worldviews on Evidence-Based Nursing,  17(4), 254–257. https://doi.org/10.1111/wvn.12451

 

To Prepare

· Review your work on your practice problem throughout the course, reflecting specifically on your meetings with your preceptor and team.

· Consider the impact of how a practice change may impact your healthcare organization or nursing practice in addressing the practice problem.

· Reflect on your role as a nurse leader in promoting and supporting a proposed practice change.

Post a response detailing the impact of the practice problem you initially identified. Be specific. Now that a practice change has been proposed and implemented, describe the lasting impact of this practice change on your healthcare organization or nursing practice. Be specific and provide examples. What value have you found in making this practice change, meeting with your preceptor, and leading a team?

Assignment Rubric Details Close

Rubric

NURS_8502_Week10_Discussion_Rubric

NURS_8502_Week10_Discussion_Rubric
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeRESPONSIVENESS TO DISCUSSION QUESTION (20 possible points) Discussion post minimum requirements: The original posting must be completed by Day 3 at 10:59 pm CT. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 10:59 pm CT. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.)	20 to >19.0 pts Excellent • Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Exceeds the minimum requirements for discussion posts. 19 to >15.0 pts Good • Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Meets the minimum requirements for discussion posts. 15 to >12.0 pts Fair • Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. • The student may not clearly address the objectives of the discussion or the question/s or prompt/s. • Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Does not meet the minimum requirements for discussion posts; has not posted by the due date at least in part. 12 to >0 pts Poor • Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. • Does not clearly address the objectives of the discussion or the question/s or prompt/s. • Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Does not meet the requirements for discussion posts; has not posted by the due date and did not discuss late post timing with faculty.	20 pts
This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points)	30 to >29.0 pts Excellent Initial Discussion posting: • Post demonstrates mastery and thoughtful/accurate application of content and/or strategies presented in the course. • Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. 29 to >23.0 pts Good Initial Discussion posting: • Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. • Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. 23 to >18.0 pts Fair Initial Discussion posting: • Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. • Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors. • There is a lack of support from relevant scholarly research/evidence. 18 to >0 pts Poor Initial Discussion posting: • Post lacks in substance, reflection, analysis, or synthesis. • Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. • Relevant examples and scholarly resources are not provided.	30 pts
This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points)	20 to >19.0 pts Excellent Discussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides rich and relevant examples and thought-provoking ideas that demonstrates new perspectives, and synthesis of ideas supported by the literature. • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Responds to questions posed by faculty. 19 to >15.0 pts Good Discussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Responds to questions posed by faculty. 15 to >12.0 pts Fair Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • There is a lack of support from relevant scholarly research/evidence. • No response to questions posed by faculty. 12 to >0 pts Poor Discussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • There is a lack of support from relevant scholarly research/evidence. • No response to questions posed by faculty.	20 pts
This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points)	20 to >19.0 pts Excellent Discussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides relevant examples and thought-provoking ideas that demonstrates new perspectives, and extensive synthesis of ideas supported by the literature. • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Responds to questions posed by faculty. 19 to >15.0 pts Good Discussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Responds to questions posed by faculty. 15 to >12.0 pts Fair Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Does not respond to questions posed by faculty. 12 to >0 pts Poor Discussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • No sources provided. • Does not respond to questions posed by faculty.	20 pts
This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points)	10 to >9.0 pts Excellent Discussion postings and responses exceed doctoral level writing expectations: • Use Standard Academic English that is clear, concise, and appropriate to doctoral level writing. • Make few if any errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints. 9 to >8.0 pts Good Discussion postings and responses meet doctoral level writing expectations: • Use Standard Academic English that is clear and appropriate to doctoral level writing • Makes a few errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints. 8 to >6.0 pts Fair Discussion postings and responses are somewhat below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Numerous errors in APA 7 format • May be less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints. 6 to >0 pts Poor Discussion postings and responses are well below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Uses incorrect APA 7 format • Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.	10 pts
Total Points: 100

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