Interview and Interdisciplinary Issue Identification
For this assessment, you will create a 2-4 page report on an interview you have conducted with a health care professional. You will identify an issue from the interview that could be improved with an interdisciplinary approach, and review best practices and evidence to address the issue.
As a baccalaureate-prepared nurse, your participation and leadership in interdisciplinary teams will be vital to the health outcomes for your patients and organization. One way to approach designing an improvement project is to use the Plan-Do-Study-Act (PDSA) cycle. The Institute for Healthcare Improvement describes it thus:
The Plan-Do-Study-Act (PDSA) cycle is shorthand for testing a change in the real work setting—by planning it, trying it, observing the results, and acting on what is learned. This is the scientific method adapted for action-oriented learning…Essentially, the PDSA cycle helps you test out change ideas on a smaller scale before evaluating the results and making adjustments before potentially launching into a somewhat larger scale project (n.d.).
You might also recognize that the PDSA cycle resembles the nursing process. The benefit of gaining experience with this model of project design is that it provides nurses with an opportunity to ideate and lead improvements. For this assessment, you will not be implementing all of the PDSA cycle. Instead, you are being asked to interview a health care professional of your choice to determine what kind of interdisciplinary problem he or she is experiencing or has experienced in the workplace. This interview, in Assessment 2, will inform the research that you will conduct to propose a plan for interdisciplinary collaboration in Assessment 3.
It would be an excellent choice to complete the PDSA Cycle activity prior to developing the report. The activity consists of four questions that create the opportunity to check your understanding of best-practices related to each stage of the PDSA cycle. The information gained from completing this formative will promote your success with the Interview and Interdisciplinary Issue Identification report. This will take just a few minutes of your time and is not graded.
Reference
Institute for Healthcare Improvement. (n.d.). How to improve. Retrieved from http://www.ihi.org/resources/Pages/HowtoImprove/default.aspx
Demonstration of Proficiency
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Summarize an interview focused on past or current issues at a health care organization.
Describe collaboration approaches from the literature that could be relevant in establishing or improving an interdisciplinary team to address an organizational issue.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
Describe change theories and a leadership strategy that could help develop an interdisciplinary solution to an organizational issue.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Communicate with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.
Professional Context
This assessment will introduce the Plan-Do-Study-Act (PDSA) Model to create change in an organization. By interviewing a colleague of your choice, you will begin gathering information about an interprofessional collaboration problem that your colleague is experiencing or has experienced. You will identify a change theory and leadership strategies to help solve this problem.
Scenario
This assessment is the first of three related assessments in which you will gather interview information (Assessment 2); design a proposal for interdisciplinary problem-solving, (Assessment 3); and report on how an interdisciplinary improvement plan could be implemented in a place of practice (Assessment 4). At the end of the course, your interviewee will have a proposal plan based on the PDSA cycle that he or she could present to stakeholders to address an interdisciplinary problem in the workplace.
For this assessment, you will need to interview a health care professional such as a fellow learner, nursing colleague, administrator, business partner, or another appropriate person who could provide you with sufficient information regarding an organizational problem that he or she is experiencing or has experienced, or an area where they are seeking improvements. Consult the Interview Guide [DOCX] for an outline of how to prepare and the types of information you will need to complete this project successfully.
Remember: this is just the first in a series of three assessments.
Instructions
For this assessment, you will report on the information that you collected in your interview, analyzing the interview data and identifying a past or current issue that would benefit from an interdisciplinary approach. This could be an issue that has not been addressed by an interdisciplinary approach or one that could benefit from improvements related to the interdisciplinary approach currently being used. You will discuss the interview strategy that you used to collect information. Your interview strategy should be supported by citations from the literature. Additionally, you will start laying the foundation for your Interdisciplinary Plan Proposal (Assessment 3) by researching potential change theories, leadership strategies, and collaboration approaches that could be relevant to issue you have identified. Please be certain to review the scoring guide to confirm specific required elements of this assessment. Note that there are differences between basic, proficient and distinguished scores.
When submitting your plan, use the Interview and Issue Identification Template [DOCX], which will help you to stay organized and concise. As you complete the template, make sure you use APA format for in-text citations for the evidence and best practices that are informing your plan, as well as for the reference list at the end.
Additionally, be sure to address 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.
Summarize an interview focused on past or current issues at a health care organization.
Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
Describe potential change theories and a leadership strategies that could inform an interdisciplinary solution to an organizational issue.
Describe collaboration approaches from the literature that could facilitate establishing or improving an interdisciplinary team to address an organizational issue.
Communicate with writing that is clear, logically organized, and professional, with correct grammar and spelling, and using current APA style.
Additional Requirements
Length of submission: Use the provided template. 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.
Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course
Nursing
Margaret is a 40-year-old white female in for her annual examination. She states she has been under increased stress in her life for the past few months. She and her husband are currently separated and considering divorce. Her teenaged sons are acting out and she is working extra hours to make ends meet. Secondary to the increased stress she has started smoking again, ""about a pack per day"" and states ""I know that I am not eating right.""
Margaret has been on the ""pill"" for almost 20 years and has always liked the method. She states the she has heard that smoking and taking the pill are not good, and she is worried about that. ""I really do not need birth control since I am separated but just in case I probably need something."" She states that she has been in a mutually monogamous relationship (as far as she knows) since her marriage 18 years ago. She denies a new partner since her separation. Menarche was at 11 years, her cycles when on the pill are regular and very light. Her menstrual period should start tomorrow as she just finished her active pills. She denies a personal history of abnormal Pap smears, gynecological issues, hypertension (HTN), or diabetes. She is G2P2002, and her pregnancies were full term and uncomplicated at ages 24 and 26. Family history is significant for both parents with HTN and mom has type 2 diabetes. Her paternal grandfather died at age 64 years from type 2 diabetes, HTN, and coronary artery disease. Her other grandparents died in their late 70s early 80s and she is unaware of any medical issues.
Assessment:
Margaret's examination finds her height 5'5"", weight 172 lb (up 10 lb. from last year), current body mass index (BMI 28.6), and blood pressure (BP) 148/88. Head, eyes, ears, nose, and throat (HEENT) are grossly within normal limits (WNL). No thyromegaly or lymphadenopathy. Heart rate is regular and rhythm is without murmurs, thrills, or rubs. Lungs are clear to auscultation in all lobes. Breasts are without masses, nipple discharge, asymmetry, or lymphadenopathy; self breast examination techniques and frequency reviewed during examination. Abdomen is soft, nontender, with no masses or hepatosplenomegaly; bowel sounds present in all four quadrants. Pelvic examination reveals normal vulva and negative Bartholin's and Skene's glands; vagina is pink, rugated, with minimal white nonodorous discharge; cervix is pink, multiparous os. Pap smear collected during speculum examination was normal. Bimanual examination reveals a retoverted, firm, mobile, nonenlarged, nontender uterus with negative cervical motion tenderness; adnexa nontender; and ovaries palpable bilaterally, mobile, without masses. Lower extremities were without edema or varicosities.
1. What options are appropriate for this patient?
2. What contraceptive options are contraindicated?
3. What type of patient education is indicated?
4. Given that she has a normal pelvic exam, does that change would that influence your decision?
FACILITATING PARTNERSHIPS IN HEALTH EDUCATION
Now that you have all of the necessary information/components, assemble and complete your mini-grant application.
Up to this point in this course you have:
Described a health-related problem for an educational program and identified a mini-grant for development.
Developed a concept paper for your health educational program.
Developed a budget.
Discussed community partnerships, coalitions, and personnel.
Remember, this is a practice exercise, so you will not actually be submitting your proposal /application to the funding source; you will merely upload the document by the end of this module for review by me. Nevertheless, here are some things to keep in mind were you to actually await a decision on your proposal:
The grant-seeking process is exceedingly competitive, particularly in the present era of fiscal constraint. This means that a large number of individuals/organizations are competing for the same limited funds. Should your application be rejected, consider resubmission after speaking with the staff person who oversees the grant program to see where your proposal can be strengthened.
Although this was not a requirement for your SLP, in the “real world” one should always seek feedback from those familiar with grant writing, the funding agency, the problem being addressed, etc., prior to submitting your proposal to the funder; by this I mean providing an individual you trust a copy of your proposal draft, and soliciting their constructive feedback.
Assessing the fit between your project and the funder early in the game will spare you unnecessary frustration. Keep in mind that “poor fit” with one funder does not preclude a “great fit” with another.
Should your proposal be funded the first time around, CELEBRATE, as you are about to embark upon an adventure, one that will likely be a platform for future projects of broader scale, from which you will learn tremendously.
NOTE: Your grade on this assignment will be based upon the extent to which your application conforms to the requirements of the mini-grant program you selected in Module 1. With this in mind, please “put your best foot forward!” and be sure to introduce the program and a brief discussion on the grant.
Length: With all SLP assignments combined, this submission should be approximately 11- 12 pages total.
SLP Assignment Expectations
Assessment and Grading: Your paper will be assessed based on the performance assessment rubric that is linked within the course. Review it before you begin working on the assignment.
Your submission should meet the guidelines on file format, in-text citations and references, scholarly sources, scholarly writing, and use of direct quotes noted under Module 1 Assignment Expectations.
Healthcare Policy and Ethics
Directions
Turn in the final draft of your research paper in the dropbox labeled ""Research Paper."" This paper must:
1) address the ethical theories or principles that most influence current conversations about this topic.
2) discuss how these ethical theories or principles translate into healthcare policy decisions.
In the course of addressing these topics, it must prove your thesis statement or answer your research question.
Before you submit your draft, check to be sure you've fulfilled all the requirements. Your research paper submission must include:
.No less than 5 written pages of work (double spaced, 12-point, Times New Roman font, and 1"" margins), NOT including cover page and references page.
.Cover page and references page.
.Main section
.Introduction section
.Definitions of important terms
.Body (several sections and topics which address your research question or thesis)
.Conclusion
.At least 6 credible references
.APA-style formatting
.ORIGINAL WRITING
Your paper must be original writing. Papers found to be plagiarized will receive no points. The instructor appreciates reading your original thoughts on a topic
The Business of Pop Culture
For this assignment, select an artifact that, in your opinion, unfairly creates a negative bias or promotes a negative stereotype about one population of society. The pop culture artifact can be a media source (song, movie, television program), a product or other tangible associated with pop culture. Provide a link to this artifact (or an image). Explain why you have selected this artifact, and why you feel that this creates a negative bias. Describe how you would re-design or re-write the script of this artifact to change the way others would view this population.
In your paper:
Provide a specific link to pop culture artifact used for this paper or an image of the artifact.
Discuss the artifact in depth. Explain the stereotypes or biases that you see being perpetuated in the artifact.
Discuss the role of popular culture in communicating harmful or incorrect stereotypes or biases. Using the concepts, terminology, and ideas within Units 1-7, recommendations for how people can identify and correct views that are incorrect or harmful.
Re-design or re-write this artifact to change the way others could view this population without the negative bias. Be sure to support this revised artifact with factual examples of the culture.
Specifications:
Submit a 1200-1500 word essay addressing the questions above.
In your essay:
Be sure to structure your essay with an introduction paragraph that includes a thesis statement, well-organized supporting paragraphs, and a conclusion that reiterates the main points of your argument.
Your argument should be supported by reputable research cited in APA format both in the body of the paper and in your references section.
Interaction Between Nurse Informaticists and Other Specialists
Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.
Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.
In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.
To Prepare:
Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty.
Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization.
Post a two-page description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization.
Suggest at least one strategy on how these interactions might be improved.
Be specific and provide examples.
Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
· Chapter 25, “The Art of Caring in Technology-Laden Environments” (pp. 525–535)
· Chapter 26, “Nursing Informatics and the Foundation of Knowledge” (pp. 537–551)
Mosier, S., Roberts, W. D., & Englebright, J. (2019). A Systems-Level Method for Developing Nursing Informatics Solutions: The Role of Executive Leadership. JONA: The Journal of Nursing Administration, 49(11), 543-548.
Ng, Y. C., Alexander, S., & Frith, K. H. (2018). Integration of Mobile Health Applications in Health Information Technology Initiatives: Expanding Opportunities for Nurse Participation in Population Health. CIN: Computers, Informatics, Nursing, 36(5), 209-213.
Sipes, C. (2016). Project management: Essential skill of nurse informaticists. Studies in Health Technology and Informatics, 225, 252-256.
Discussion
Evaluating Use of Literature and Problem Statement,"Post a critique of the research study in which you:
Evaluate the authors’ use of literature.
Evaluate the research problem.
Explain what it means for a research study to be justified and grounded in the literature; then, explain what it means for a problem to be original.
The Use of Literature Checklist and Problem Statement Checklist serve as guides for your evaluations. Please do not respond to the checklists in a Yes/No format in writing your Discussion post.
Discussion
The Health Information Technology (HIT) for Economic and Clinical Health (HITECH) Act of 2009 increased electronic medical record (EMR) and electronic health records (EHR) adoption across the country, making cybersecurity a growing concern for health care organizations. There are regular news reports on healthcare facilities that have been breached.
Analyze the report: Hackers target health data; 82% of hospital tech experts reported 'significant security incident' in last year.
Provide a personal action plan to protect against security lapses on your watch.
Include the following aspects in the assignment:
Ø Summarize the seriousness of the data breaches
Ø Include your definition of "" bad security hygiene""
Ø Describe how you will "" create a culture of security awareness""
Ø Develop a personal action plan which you will follow to assure technology security
Nursing Leadership Debate
Debate topic: Nursing curriculum needs an overhaul: Redesigning a nursing curriculum VS. Nursing education is providing the ultimate educational experience for nursing students and no adjustment is required
Given that you will be graduating very shortly, reflect back on your academic journey. Consider the courses that you took for your general education requirements and your nursing courses. Please answer the following questions:
What courses did you enjoy and why?
What courses did you not enjoy and why? Did the course meet the QSEN requirements?
What would you change regarding the nursing curriculum? What courses would you remove and/or add? Remember all courses added must adhere to the QSEN competencies and meet approval of the WSBON.
Has Covid impacted nursing education for the better in any way or has it provided a significant barrier to learning?
Come to class prepared to discuss these questions. Be prepared to discuss your rationales for any changes you would implement.
Please upload your answers to the above questions into Canvas.
Here is the link for the QSEN Institute to reveiw the QSEN competencies for pre-liscensure nursing education
https://qsen.org/competencies/pre-licensure-ksas/ (Links to an external site.)
Here is a link for the WBON self evaluation for approval of nursing curriculum. If you have suggestions for curriculum changes, use this tool to review if a suggestioned revision would meet the approval of the WSBON
https://dsps.wi.gov/Documents/fm3028.pdf
Here are a few articles that may be helpful on this topic
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4796347/ (Links to an external site.)
https://www.ncbi.nlm.nih.gov/books/NBK209885/ (Links to an external site.)
https://www.researchgate.net/post/How-Will-COVID-19-Reshape-Nursing-Education-Globally
Discussion Response
The importance of a developmental assessment of children and adolescents
Child and adolescent development is characterized as a continuous, predictable sequence of biological, psychological, and emotional changes that occur between birth and the end of adolescence (Choo et al., 2019). Specific developmental milestones are used as guidelines to gauge the child’s functioning level within their given age group. By performing a developmental assessment, clinicians can track growth and engagement patterns and identify developmental problems that will require the implementation of interventions to improve the child’s functioning. Determining the extent to which behaviors and experiences are appropriate for a child’s age and stage of development is critical in evaluating mental health conditions. Effective screening and assessment maximize the potential to direct patients and their families to the help they need before problems become entrenched (American Academy of Child & Adolescent Psychiatry [AACAP], n.d.). Awareness of a pediatric patient’s development enables caregivers and clinicians to perceive the world from their perspective. Individualized care is best achieved when the provider’s interaction is based on the patient’s developmental level.
Description of two assessment instruments used for children and adolescents but not adults
BASC-3 Behavioral and Emotional Screening System (BASC-3 BESS)
The BASC-3 BESS is a quick and reliable, systematic tool to determine behavioral and emotional strengths and weaknesses of children and adolescents from preschool through high school (3 to 18 years) (Evidence-based Intervention Network, 2011). This assessment has three forms: parent and teacher forms (ages 3 to 18 years) and the student self-report form (ages 8 to 18 years). The screening tool uses a Likert scale to assess four dimensions of behavioral and emotional functioning, which includes internalizing problems, externalizing problems, school problems, and adaptive skills (Evidence-based Intervention Network, 2011). The tool has 25 to 30 items depending on the form in use. A T-score of 60 or below indicates normal risk level; 61 to 70 indicates elevated risk; and above 71 indicates extremely elevated risk level that may require support planning from a behavioral specialist (DiStefano et al., 2013).
Ages and Stages Questionnaire-Social Emotional (ASQ-SE)
The ASQ-SE is a highly reliable, parent-administered screening tool that assesses children's social and emotional development between 3 to 66 months. It looks at the domains of self-regulation, communication, autonomy, compliance, adaptive functioning, affect, and social interaction. The assessment results can determine if a referral for intervention services is necessary (California Evidence-based Clearinghouse for Child Welfare [CEBC], 2015). The test is broken down into age ranges, with cutoff scores varying by age. Scores above the cutoff for age indicates that a mental health assessment is warranted for the child (Squires & Bricker, 2009).
Describe two treatment options for children and adolescents that may not be used for treating adults
Child-centered Play Therapy (CCPT) is an effective treatment option for children ages 3 to 10 years experiencing social, emotional, behavioral, and relational problems (CEBC, 2019). In the pediatric population, language development lags behind cognitive development. Play therapy is an effective intervention to allow children to communicate their awareness within their world. Emotionally significant experiences can be expressed through the symbolic representation toys provide. Anxieties, fears, fantasies, and guilt are transferred to objects rather than people (Wilson & Ray, 2018). Therapeutic interactions and a therapeutic environment that includes play and symbols allow the child to experience full acceptance, empathy, and understanding while processing inner feelings and experiences (CEBC, 2019). The goal of CCPT is to decrease symptomatic behaviors and improve the child’s overall functioning.
Multisystemic Therapy (MST) was developed to address risk factors among children and adolescents with serious externalizing problems at-risk for out-of-home placement (Henggeler et al., 2009). Children and teens are conceptualized by their family, social, school, and community systems. MST uses a home-based model that limits treatment barriers, such as limited access to transportation, lack of childcare, or parent work hour restrictions. Young clients are treated within their real-world settings. The MST providers work with the client, their families, and the school community to encourage adherence to the nine core principles. Interventions are developed to eliminate drivers that influence undesirable behaviors and symptoms. Examples of effective interventions include reframing negative behaviors and family interactions, emphasizing familial strengths, and contingency management. The treatment duration is typically four to six months, in which the MST team is available to families on a 24-hour basis through an on-call rotation (Zajac, Randall, & Swenson, 2015).
Explain the roles parents play in assessment and treatment
According to Sadock, Sadock, and Ruiz (2014), it is necessary to involve parents in the assessment process to get a chronological picture of the child’s growth and development, details of stressors or important events, accurate family history, and their perspective of the family dynamic. Parents also help make informed decisions about goals and treatments. Many studies show that parent participation in treatment improves client outcomes. Empowered with information and strategies, parents increase compliance through assisting their child in treatment engagement, learning new skills, and becoming more independent (Haine-Schlagel & Walsh, 2015). Parent participation is needed to continue the intervention delivery within the home.
References
AACAP. (n.d.). Assessment of young children. Retrieved on December 9, 2020,
from https://www.aacap.org/AACAP/Member_Resources/AACAP_Committees/Infant_and_
Preschool_Committee/Assessment_of_Young_Children.aspx
CEBC. (2015). Ages & stages questionnaire: Social-emotional (ASQ-SE). Retrieved
on December 9, 2020, from https://www.cebc4cw.org/assessment-tool/ages-stages-
questionnaires-social-emotional-asq-se/
CEBC. (2019). Child-centered play therapy (CCPT). Retrieved on December 9, 2020,
from https://www.cebc4cw.org/program/child-centered-play-therapy-ccpt/
Choo, Y. Y., Yeleswarapu, S. P., How, C. H., & Agarwal, P. (2019). Developmental
assessment: Practice tips for primary care physicians. Singapore Medical Journal,
60(2), 57-62.
DiStefano, C., Greer, F. W., & Kamphaus, R. W. (2013). Multifactor modeling of emotional
and behavioral risk of preschool-age children. Psychological Assessment, 25(2), 467-476.
Evidence-based Intervention Network. (2011). Behavioral and emotional screening
system (BESS). Retrieved on December 9, 2020,
from https://ebi.missouri.edu/wp-content/uploads/2014/03/EBA-Brief-BESS.pdf
Haine-Schlagel, R., & Walsh, N. E. (2015). A review of parent participation engagement in
child and family mental health treatment. Clinical Child and Family Psychology Review,
18(2), 133-150.
Henggeler, S. W., Schoenwald, S. K., Borduin, C. M., Rowland, M. D., & Cunningham,
P. B. (2009). Multisystemic therapy for antisocial behavior in children and adolescents
(2nd ed.). New York: Guilford.
Squires, J, & Bricker, D. (2009). Ages & stages questionnaires (ASQ-3) (3rd ed.).
Baltimore, MD: Brookes Publishing.
Wilson, B. J., & Ray, D. (2018). Child-centered play therapy: Aggression, empathy,
and self-regulation. Journal of Counseling & Development, 96, 399-409.
Zajac, K., Randall, J., & Swenson, C. C. (2015). Multisystemic therapy for externalizing
youth. Child and Adolescent Psychiatric Clinics of North America, 24(3), 601-616.
