Tag: Care Plans, Pathophysiology & Pharmacology

  • [Solved] The Problem

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    Identify a clinically relevant issue, health problem, or service delivery challenge that aligns with your area of practice. Clearly define the problem and support it with current evidence (e.g., prevalence, outcomes, disparities, or cost implications). Identify one specific aspect of the issue that …

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    Assignment Prompt & Instructions

    Identify a clinically relevant issue, health problem, or service delivery challenge that aligns with your area of practice. Clearly define the problem and support it with current evidence (e.g., prevalence, outcomes, disparities, or cost implications). Identify one specific aspect of the issue that could be improved or warrants further investigation through translational research. Explain the significance of this issue to patients, providers, systems, or populations. Describe the potential consequences of not addressing the issue using both clinical and systems-level perspectives.

    Guidelines: APA, HEADINGS FOR EACH SECTION, References, 4 PG Max

    – a month ago

  • [Solved] Unit 5

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    **files (1)** – ## NU553_Unit_5_Template.docx **## NU553_Unit_5_Template.docx** **NU553 Unit 5 Template** Review the [grading rubric](https://kapextmediassl-a.akamaihd.net/nursing/NU553/NU553_2601A/NU553_Unit_5_Assignment_Rubric.docx). **Communication, Shared Decision Making and Interprofessio…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## NU553_Unit_5_Template.docx

    **## NU553_Unit_5_Template.docx**

    **NU553 Unit 5 Template**

    Review the
    [grading rubric](https://kapextmediassl-a.akamaihd.net/nursing/NU553/NU553_2601A/NU553_Unit_5_Assignment_Rubric.docx).

    **Communication, Shared Decision Making and Interprofessional Teams in Thromboembolic Disorders**

    **Student Name:**

    **Date:**

    **Instructor Name:**

    **Introduction**

    **Communication Techniques**

    **Patients and Families.**

    **Interprofessional Teams.**

    **Shared Decision Making**

    **Patients and Families.**

    **Interprofessional Teams.**

    **Nonprescriptive Considerations**

    **Determinants of Health Considerations**

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | Anticoagulant Agents |
    | **Drug Class**<br>**Drug Name**<br>**Brand/**<br>**Generic** | **Indications and Uses** | **Mechanism of Action** | **Dosage and Considerations** | **Interactions** | **Contraindications** | **Antedote** | **Monitoring**<br>**Goals/ Labs** |
    | **UFH** | | | | | | | |
    | **LMWH** | | | | | | | |
    | **VKA** | | | | | | | |
    | **DOAC (DTI)** | | | | | | | |
    | **DOAC (Xa Inhibitor)** | | | | | | | |
    | **APT** | | | | | | | |
    | **tPA**<br>**_Thrombolytic_** | | | | | | | |

    Anticoagulants include the injectable agents unfractionated heparin (UFH) and low-molecular-weight heparins (LMWHs), oral vitamin K antagonist (VKA) warfarin, and the DOACs (a direct thrombin inhibitors), and oral factor Xa inhibitors. Recombinant tissue plasminogen activators (rtPAs) are thrombolytic agents. Antiplatelet therapy (APT).

    References

    **## NU553_Unit_5_Template.docx**

    **NU553 Unit 5 Template**

    Review the
    [grading rubric](https://kapextmediassl-a.akamaihd.net/nursing/NU553/NU553_2601A/NU553_Unit_5_Assignment_Rubric.docx).

    **Communication, Shared Decision Making and Interprofessional Teams in Thromboembolic Disorders**

    **Student Name:**

    **Date:**

    **Instructor Name:**

    **Introduction**

    **Communication Techniques**

    **Patients and Families.**

    **Interprofessional Teams.**

    **Shared Decision Making**

    **Patients and Families.**

    **Interprofessional Teams.**

    **Nonprescriptive Considerations**

    **Determinants of Health Considerations**

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | Anticoagulant Agents |
    | **Drug Class**<br>**Drug Name**<br>**Brand/**<br>**Generic** | **Indications and Uses** | **Mechanism of Action** | **Dosage and Considerations** | **Interactions** | **Contraindications** | **Antedote** | **Monitoring**<br>**Goals/ Labs** |
    | **UFH** | | | | | | | |
    | **LMWH** | | | | | | | |
    | **VKA** | | | | | | | |
    | **DOAC (DTI)** | | | | | | | |
    | **DOAC (Xa Inhibitor)** | | | | | | | |
    | **APT** | | | | | | | |
    | **tPA**<br>**_Thrombolytic_** | | | | | | | |

    Anticoagulants include the injectable agents unfractionated heparin (UFH) and low-molecular-weight heparins (LMWHs), oral vitamin K antagonist (VKA) warfarin, and the DOACs (a direct thrombin inhibitors), and oral factor Xa inhibitors. Recombinant tissue plasminogen activators (rtPAs) are thrombolytic agents. Antiplatelet therapy (APT).

    References

  • [Solved] annotated bibliography

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    In-depth study guidance and analytical solution covering annotated bibliography.

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    Assignment Prompt & Instructions

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  • [Solved] nursing project

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    In-depth study guidance and analytical solution covering nursing project.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Aim New

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    see attached files **files (3)** – ## IHITool_Aim-Statement-Worksheetforunit10.pdf – ## Aiminstructions.docx – ## PaperTemplatewithAIInputIncluded.docx **## IHITool_Aim-Statement-Worksheetforunit10.pdf** IHI TOOL Aim Statement Worksheet Copyright © 2019 Institute for Healthcare Improvement. All ri…

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    Assignment Prompt & Instructions

    see attached files

    **files (3)**

    – ## IHITool_Aim-Statement-Worksheetforunit10.pdf

    – ## Aiminstructions.docx

    – ## PaperTemplatewithAIInputIncluded.docx

    **## IHITool_Aim-Statement-Worksheetforunit10.pdf**

    IHI TOOL

    Aim Statement Worksheet

    Copyright © 2019 Institute for Healthcare Improvement. All rights reserved. Individuals may photocopy these materials for educational, not-for-profit uses,
    provided that the contents are not altered in any way and that proper attribution is given to IHI as the source of the content. These materials may not be reproduced
    for commercial, for-profit use in any form or by any means, or republished under any circumstances, without the written permission of the Institute for Healthcare
    Improvement.

    What? What’s the problem or opportunity? Make sure it relates to a fundamental customer need.

    How much? By how much will you improve? Or “how good” do you want to get?

    By when? What is the date by which you will achieve the level of improvement you’ve set out to accomplish?

    For whom? Who is the customer or population who will benefit from the improvement?

    Where? What are the boundaries of the process or system you’re trying to improve? Where does it begin and end?

    Complete aim statement:

    Ask a colleague to double-check your work and recommend improvements:
    q Is the problem or opportunity clearly stated?
    q Do you know what the team is going to do about the problem?
    q Has the team set a numerical goal to quantify the amount of improvement they’d like achieve?
    q Do you know the calendar date by which the team plans to achieve the goal?
    q Is it clear who will benefit from the improvement?
    q Is the scope of the project clear?
    q Do you know why this improvement effort is important?

    Aim Statement Worksheet

    An aim statement is the answer to the first question in the Model for Improvement, “What are we trying to accomplish?”
    Effective aim statements delineate clear, specific plans for the work ahead.

    Use the prompts below to write an effective aim statement. Then use the checklist to double-check your work.

    IHI TOOL: Aim Statement Worksheet

    Institute for Healthcare Improvement • ihi.org 2

    01. Text1: E.g. Increase the percent of children who receive a Health Needs Assessment
    02. Text2: E.g. 95% of children who should receive a Health Needs Assessment will receive one
    03. Text3: E.g. January 31, 2020
    04. Text4: E.g. Children under the age of 12 who have an initial referral to Child Protective Services
    05. Text5: E.g. In Middlesex County
    06. Text6: E.g. By January 31, 2020, of children under the age of 12 for whom a Health Needs Assessment is recommended, 95% will receive the assessment in Middlesex County.
    07. Check Box15: Off
    08. Check Box16: Off
    09. Check Box17: Off
    10. Check Box18: Off
    11. Check Box19: Off
    12. Check Box20: Off
    13. Check Box21: Off

    **## Aiminstructions.docx**

    Due Sept.27th :The assignment is an
    **academic paper formatted according to APA guidelines, including a title page, headings for each main section, proper in-text citations, and a references page. complete the assignment using the Template provided below. Must be less than 10% AI and similarity detection and I need the report!!!!**

    In the last assignment you completed a Gap Analysis, selected a single Gap to examine deeper, examined root causes of that selected Gap, and formulated a Problem Statement.(Mine was Consistency of fall-risk assessment and reassessment in hospital or acute care setting).

    For this assignment you will draft an adapted Aim Statement and identify a Theoretical/Explanatory Framework to guide the design of an improvement project to address the identified problem.

    The assignment template includes the following sections:

    ·
    **Introduction:** Begin with a relevant, cited statistic to draw the reader in, then introduce your topic and explain its importance. Write in third person; do not use first person in this paper. End the introduction with a purpose/thesis statement that identifies at least the two main points/sections your paper will address (e.g., "The purpose of this paper is to explore my practice problem of…"). The entire paper should be written in your authentic graduate-level voice and supported by full-text evidence throughout.

    ·
    **Practice Setting:** Describe the practice setting where you identified the problem (current or prior). Include enough detail to frame the problem's context (e.g., outpatient or inpatient, urban or rural, facility and unit type, population served, staffing).

    ·
    **Description of the Problem:** This section should be the most substantively developed in your paper and draw on the broadest range of evidence. Describe the problem using local observations or data from your practice setting (e.g., audits, metrics, incident reports, direct examples), and address its scope and significance, who is affected, and the clinical, safety, financial, or quality consequences if left unaddressed. Clearly state how current practice deviates from guidelines, evidence, or expected outcomes. Include evidence that this problem has also been identified in other practice settings, establishing it as a recognized issue in the literature rather than an isolated local concern. Briefly note the contributing context (e.g., workflow, staffing, or training gaps) without fully analyzing causation, as that deeper analysis belongs in the Framework section. Clearly establish the gap between current practice and best practice or performance benchmarks, since this gap is what your Problem Statement will later distill into a single sentence. Aim to synthesize at least
    **4–6 scholarly sources from the last 5 years** (nursing and medical journals are great!) here, supporting every claim about scope, prevalence, or consequence with a citation.

    ·
    **Problem Statement:** Write a succinct, single problem statement. Use the "Constructing a Problem Statement" document linked in the assignment instructions as a guide.

    ·
    **Aim Statement:** Draft an Aim Statement that addresses only the one intervention you have selected — do not present or compare multiple intervention options in this section; that comparative work should already be resolved before you write this statement. Use IHI's Aim Statement worksheet (found in your assignment resources below) to guide your development of a clear, measurable, time-bound statement, but write this section in narrative form. Do not copy and paste the worksheet directly. Include:

    · A timeframe for the improvement project process

    · A description of your single, selected proposed intervention or change strategy

    · A descriptor of the practice setting where the improvement project will occur

    · The specific Aim and desired outcome of implementing that intervention

    ·
    **Framework:** This section requires you to identify and apply frameworks to understand why your problem exists and what factors are driving it. The purpose here is not to describe how to implement or evaluate change, but to analyze the underlying behavioral, motivational, environmental, organizational, and system-level factors contributing to the problem.

    · You will work with two related yet distinct types of frameworks:

    ·
    **Explanatory Framework:** Identifies and organizes the specific variables or factors that cause or sustain the problem (e.g., workflow gaps, knowledge deficits, staffing patterns, communication breakdowns, or resource constraints). An explanatory framework answers the question, "What factors contribute to this problem, and how do they interact?"

    ·
    **Theoretical Framework:** Provides the broader conceptual or disciplinary lens that explains why the problem exists at a more fundamental level, based on behaviors, motivation, or decision-making processes, and can help predict outcomes (e.g., Health Belief Model, Theory of Planned Behavior, Self-Determination Theory). It may also take the form of a conceptual model that illustrates relationships among core concepts in your topic (e.g., Technology Acceptance Model, Roy Adaptation Model). If no clear existing framework or model fits your problem, you may instead provide an in-depth framing of the concept grounded in the literature. Whichever form it takes, the framework must be supported by evidence.

    _Note: Frameworks focused primarily on implementation or evaluation (e.g., PDSA, Lean, Six Sigma, Knowledge-to-Action, RE-AIM) or EBP models (e.g., Iowa Model) are not appropriate for this section because they describe how to implement or evaluate change, not why the problem exists._

    ·
    **Conclusion:** Include a Conclusion section (Level 1 header, centered and bolded), typically one paragraph. Summarize the paper and restate its main points, including a restated or rephrased version of your purpose/thesis statement. Do not introduce new ideas or new cited information here — if you find yourself wanting to add cited information, move it to the appropriate earlier section instead. You may close by clarifying the paper’s intent and importance.

    ·
    **References:** All references must be accessible and cited in the body of the paper, formatted in APA style.

    · All references and supporting evidence must be independently verified, appropriately cited, and drawn from current scholarly literature with accessible full-text sources. Validate your opinions and ideas with proper APA citations throughout.
    **Must download the pdf file of each reference source/ website you get information from and add it to the end of the paper!!!!!**

    Assignment Resources

    **Use the following resources to assist with this assignment (see other 2 files):**

    ·
    [Problem Statement Instruction Sheet](https://herzing.instructure.com/courses/57058/files/15022292?wrap=1) [Download Problem Statement Instruction Sheet](https://herzing.instructure.com/courses/57058/files/15022292/download?download_frd=1)

    ·
    [IHITool Aim-Statement Worksheet](https://herzing.instructure.com/courses/57058/files/15022513?wrap=1) [Download IHITool Aim-Statement Worksheet](https://herzing.instructure.com/courses/57058/files/15022513/download?download_frd=1) [PDF]

    **Put information into the attached template format!!!**

    Ethical Artificial Intelligence Use

    You are expected to use AI ethically as a tool for idea generation and exploration:

    1. Survey the literature using AI to identify a minimum of three potential explanatory and/or theoretical frameworks, models, or literature-based concepts that could help explain your problem.

    2. Review the AI-generated output and select one primary framework (explanatory, theoretical, or a combined approach if justified) that best aligns with your identified practice problem and your selected intervention.

    3. Synthesize what you learned into your own scholarly discussion, describing the framework you selected and discussing how it aligns with the elements of the problem and informs your project design. Write in your authentic graduate-level voice.

    **## PaperTemplatewithAIInputIncluded.docx**

    **Title of Paper**

    Student Name

    University

    Nursing Practice

    Faculty Name

    Due Date

    1

    8

    **Insert Title of Paper Here**

    Tips for the Introduction: It is effective to open a paper with a statistic (supported with a citation) on the topic to grab the reader's attention. Then introduce the paper's topic and explain why it is important. End the introduction paragraph describing the purpose of the paper. Example: The purpose of this paper is to explore the identified practice problem of… (Include at least 2 main points/sections you will address in the body of your paper.) and describe the framework selected as the best fit to inform project design.
    _One final note: this entire paper should be written in your authentic graduate-level voice and supported with full-text evidence._

    **Practice Setting**

    This section should describe the practice setting where you identified the problem. This could be your current or a prior practice setting, with sufficient detail to frame the problem's context (e.g., outpatient/inpatient, urban/rural, facility, unit type, population, staffing).

    **Description of the Problem**

    This section should be the most substantively developed in your paper, drawing on the broadest range of evidence.
    **Describe the problem using local observations or data from your practice setting**(e.g., audits, metrics, incident reports, direct examples) and address its scope and significance, including who is affected and the clinical, safety, financial, or quality consequences if left unaddressed. Clearly state how current practice deviates from guidelines, evidence, or expected outcomes.
    **Include evidence demonstrating that this problem has been identified in other practice settings, establishing it as a recognized issue in the literature rather than an isolated local concern.** Briefly note the contributing context (workflow, staffing, or training gaps) without fully analyzing causation, as that deeper analysis belongs in the Framework section. Clearly establish the gap between current practice and best practice or performance benchmarks, as this gap is what your Problem Statement will distill into a single sentence later. Aim to synthesize 4-6 scholarly sources here, supporting every claim about scope, prevalence, or consequence with a citation.

    **Problem Statement**

    This section should include a succinct problem statement, using the linked document “Constructing a Problem Statement” provided in the assignment instructions as a guide.

    **Aim Statement**

    This section should include your Aim statement relevant to the identified problem. Use IHI’s Aim Statement worksheet to guide your development of the elements of an adapted statement so that it is clear, measurable, and time-bound. Include a proposed intervention or change strategy. This section should be in narrative form, not a copy-and-paste of the worksheet.

    **Framework Options Sourced from AI Engagement**

    Use an ethical approach with AI to guide your construction of this section. You may use ChatGPT or any other AI platform you may be familiar with are already using. Numerous AI platforms offer free engagement which will be sufficient to complete this element of the assignment.

    Below is the prompt you will utilize to generate your discussion for this section of the assignment:

    I am a graduate nursing student in a Scholarship for Nursing Practice course completing an assignment that requires search, synthesis and selection of a suitable theory or conceptual model for providing a framework that informs the elements/actions of a graduate level scholarship improvement project where the identified practice problem is ***** [here you will input your identified practice problem,
    **succinctly**]. I need help generating a list of three such frameworks for my review that I can later narrow to one. Do not include any frameworks in the output that inform only the implementation process, include only frameworks that inform the design of the improvement actions and activities.

    **Note:** The purpose of generating three framework options is to help you critically evaluate potential conceptual foundations for your project.

    **Here you will copy-and-paste your AI query prompt and the AI query output for faculty review.**

    In the final paragraph in this section, you will
    **identify the framework you have selected** from the AI outputs. After you have identified your selected framework,
    **provide a rationale as to why you believe this is the best framework to inform your project design**. Hint, if it is the best framework, is the intervention you included in your Aim Statement encompassed in the AI output relative to this framework? If yes, congratulate yourself for discerning that in advance of the AI output generation. If no, perhaps you need to revisit the literature about potential, evidence-informed solutions that you can apply to address the problem.

    **Framework**

    This section should include a completed description – overview – of the key concepts encompassed in the framework you selected from the AI outputs. Next you will construct a discussion of how the selected framework aligns with the elements of the problem and how it informs your project design. The framework could be a relevant theory that explains why a problem exists, based on behaviors, motivation, or decision-making processes, and that predicts outcomes (e.g., Health Belief Model, Theory of Planned Behavior, Self-Determination Theory). Alternatively, it could be a conceptual (explanatory) model that illustrates relationships among the core concepts of your problem. The framework should be supported by evidence. NOTE: The AI output you generated may not provide reference to the original work for your selected framework. You are responsible to search for the originating work on the theory and cite that work – do not cite a secondary source for the theory. Do not use an implementation framework like the Iowa, KTA, PDSA, or any other QI framework.

    Conclusion

    Tips: Notice that the Conclusion is a Level 1 Header, centered and bolded. A conclusion section should be included in all scholarly papers to summarize the paper. It is normally one paragraph, succinct, and restates the main points of your paper. You should also restate or rephrase your purpose/thesis statement. In conclusion, do not add new ideas or new information with citations; instead, summarize the paper and reflect on key elements. If you need to add cited information, move it to a previous section of your paper. You can end the conclusion by clarifying the intent and importance of the paper. For additional APA font choices for scholarly papers, see
    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/font](https://apastyle.apa.org/style-grammar-guidelines/paper-format/font).

    **References**

    Field, B., Booth, A., Ilott, I., & Gerrish, K. (2014). Using the knowledge to action framework in practice: A citation analysis and systematic review.
    _Implementation Science_,
    _9_(1), 1.
    [https://doi.org/10.1186/s13012-014-0172-2](https://doi.org/10.1186/s13012-014-0172-2) (Journal Example for a template)

    Knowles, M., Holton, E.F., & Swanson, R.A. (2005).
    _The adult learner: The definitive class in adult education and human resource development_ (6th ed.). Elsevier. (Book Example)

    National League for Nursing (2021).
    _Coaching for excellence in nursing: A guide for educators._ NLN.
    [https://ondemand.nln.org/product?catalog=Coaching-for-Excellence-in-Nursing](https://ondemand.nln.org/product?catalog=Coaching-for-Excellence-in-Nursing) (Web article Example; Use all 3 examples as templates)

    \*\* Remember that ALL references should be accessible and cited in the body of the paper. The in-text citations for the above examples are as follows:

    (Field et al., 2014)

    (Knowles et al., 2005)

    (National League for Nursing [NLN], 2021)- First citation.

    (NLN, 2021)- Subsequent citation.

    **## PaperTemplatewithAIInputIncluded.docx**

    **Title of Paper**

    Student Name

    University

    Nursing Practice

    Faculty Name

    Due Date

    1

    8

    **Insert Title of Paper Here**

    Tips for the Introduction: It is effective to open a paper with a statistic (supported with a citation) on the topic to grab the reader's attention. Then introduce the paper's topic and explain why it is important. End the introduction paragraph describing the purpose of the paper. Example: The purpose of this paper is to explore the identified practice problem of… (Include at least 2 main points/sections you will address in the body of your paper.) and describe the framework selected as the best fit to inform project design.
    _One final note: this entire paper should be written in your authentic graduate-level voice and supported with full-text evidence._

    **Practice Setting**

    This section should describe the practice setting where you identified the problem. This could be your current or a prior practice setting, with sufficient detail to frame the problem's context (e.g., outpatient/inpatient, urban/rural, facility, unit type, population, staffing).

    **Description of the Problem**

    This section should be the most substantively developed in your paper, drawing on the broadest range of evidence.
    **Describe the problem using local observations or data from your practice setting**(e.g., audits, metrics, incident reports, direct examples) and address its scope and significance, including who is affected and the clinical, safety, financial, or quality consequences if left unaddressed. Clearly state how current practice deviates from guidelines, evidence, or expected outcomes.
    **Include evidence demonstrating that this problem has been identified in other practice settings, establishing it as a recognized issue in the literature rather than an isolated local concern.** Briefly note the contributing context (workflow, staffing, or training gaps) without fully analyzing causation, as that deeper analysis belongs in the Framework section. Clearly establish the gap between current practice and best practice or performance benchmarks, as this gap is what your Problem Statement will distill into a single sentence later. Aim to synthesize 4-6 scholarly sources here, supporting every claim about scope, prevalence, or consequence with a citation.

    **Problem Statement**

    This section should include a succinct problem statement, using the linked document “Constructing a Problem Statement” provided in the assignment instructions as a guide.

    **Aim Statement**

    This section should include your Aim statement relevant to the identified problem. Use IHI’s Aim Statement worksheet to guide your development of the elements of an adapted statement so that it is clear, measurable, and time-bound. Include a proposed intervention or change strategy. This section should be in narrative form, not a copy-and-paste of the worksheet.

    **Framework Options Sourced from AI Engagement**

    Use an ethical approach with AI to guide your construction of this section. You may use ChatGPT or any other AI platform you may be familiar with are already using. Numerous AI platforms offer free engagement which will be sufficient to complete this element of the assignment.

    Below is the prompt you will utilize to generate your discussion for this section of the assignment:

    I am a graduate nursing student in a Scholarship for Nursing Practice course completing an assignment that requires search, synthesis and selection of a suitable theory or conceptual model for providing a framework that informs the elements/actions of a graduate level scholarship improvement project where the identified practice problem is ***** [here you will input your identified practice problem,
    **succinctly**]. I need help generating a list of three such frameworks for my review that I can later narrow to one. Do not include any frameworks in the output that inform only the implementation process, include only frameworks that inform the design of the improvement actions and activities.

    **Note:** The purpose of generating three framework options is to help you critically evaluate potential conceptual foundations for your project.

    **Here you will copy-and-paste your AI query prompt and the AI query output for faculty review.**

    In the final paragraph in this section, you will
    **identify the framework you have selected** from the AI outputs. After you have identified your selected framework,
    **provide a rationale as to why you believe this is the best framework to inform your project design**. Hint, if it is the best framework, is the intervention you included in your Aim Statement encompassed in the AI output relative to this framework? If yes, congratulate yourself for discerning that in advance of the AI output generation. If no, perhaps you need to revisit the literature about potential, evidence-informed solutions that you can apply to address the problem.

    **Framework**

    This section should include a completed description – overview – of the key concepts encompassed in the framework you selected from the AI outputs. Next you will construct a discussion of how the selected framework aligns with the elements of the problem and how it informs your project design. The framework could be a relevant theory that explains why a problem exists, based on behaviors, motivation, or decision-making processes, and that predicts outcomes (e.g., Health Belief Model, Theory of Planned Behavior, Self-Determination Theory). Alternatively, it could be a conceptual (explanatory) model that illustrates relationships among the core concepts of your problem. The framework should be supported by evidence. NOTE: The AI output you generated may not provide reference to the original work for your selected framework. You are responsible to search for the originating work on the theory and cite that work – do not cite a secondary source for the theory. Do not use an implementation framework like the Iowa, KTA, PDSA, or any other QI framework.

    Conclusion

    Tips: Notice that the Conclusion is a Level 1 Header, centered and bolded. A conclusion section should be included in all scholarly papers to summarize the paper. It is normally one paragraph, succinct, and restates the main points of your paper. You should also restate or rephrase your purpose/thesis statement. In conclusion, do not add new ideas or new information with citations; instead, summarize the paper and reflect on key elements. If you need to add cited information, move it to a previous section of your paper. You can end the conclusion by clarifying the intent and importance of the paper. For additional APA font choices for scholarly papers, see
    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/font](https://apastyle.apa.org/style-grammar-guidelines/paper-format/font).

    **References**

    Field, B., Booth, A., Ilott, I., & Gerrish, K. (2014). Using the knowledge to action framework in practice: A citation analysis and systematic review.
    _Implementation Science_,
    _9_(1), 1.
    [https://doi.org/10.1186/s13012-014-0172-2](https://doi.org/10.1186/s13012-014-0172-2) (Journal Example for a template)

    Knowles, M., Holton, E.F., & Swanson, R.A. (2005).
    _The adult learner: The definitive class in adult education and human resource development_ (6th ed.). Elsevier. (Book Example)

    National League for Nursing (2021).
    _Coaching for excellence in nursing: A guide for educators._ NLN.
    [https://ondemand.nln.org/product?catalog=Coaching-for-Excellence-in-Nursing](https://ondemand.nln.org/product?catalog=Coaching-for-Excellence-in-Nursing) (Web article Example; Use all 3 examples as templates)

    \*\* Remember that ALL references should be accessible and cited in the body of the paper. The in-text citations for the above examples are as follows:

    (Field et al., 2014)

    (Knowles et al., 2005)

    (National League for Nursing [NLN], 2021)- First citation.

    (NLN, 2021)- Subsequent citation.

    **## IHITool_Aim-Statement-Worksheetforunit10.pdf**

    IHI TOOL

    Aim Statement Worksheet

    Copyright © 2019 Institute for Healthcare Improvement. All rights reserved. Individuals may photocopy these materials for educational, not-for-profit uses,
    provided that the contents are not altered in any way and that proper attribution is given to IHI as the source of the content. These materials may not be reproduced
    for commercial, for-profit use in any form or by any means, or republished under any circumstances, without the written permission of the Institute for Healthcare
    Improvement.

    What? What’s the problem or opportunity? Make sure it relates to a fundamental customer need.

    How much? By how much will you improve? Or “how good” do you want to get?

    By when? What is the date by which you will achieve the level of improvement you’ve set out to accomplish?

    For whom? Who is the customer or population who will benefit from the improvement?

    Where? What are the boundaries of the process or system you’re trying to improve? Where does it begin and end?

    Complete aim statement:

    Ask a colleague to double-check your work and recommend improvements:
    q Is the problem or opportunity clearly stated?
    q Do you know what the team is going to do about the problem?
    q Has the team set a numerical goal to quantify the amount of improvement they’d like achieve?
    q Do you know the calendar date by which the team plans to achieve the goal?
    q Is it clear who will benefit from the improvement?
    q Is the scope of the project clear?
    q Do you know why this improvement effort is important?

    Aim Statement Worksheet

    An aim statement is the answer to the first question in the Model for Improvement, “What are we trying to accomplish?”
    Effective aim statements delineate clear, specific plans for the work ahead.

    Use the prompts below to write an effective aim statement. Then use the checklist to double-check your work.

    IHI TOOL: Aim Statement Worksheet

    Institute for Healthcare Improvement • ihi.org 2

    01. Text1: E.g. Increase the percent of children who receive a Health Needs Assessment
    02. Text2: E.g. 95% of children who should receive a Health Needs Assessment will receive one
    03. Text3: E.g. January 31, 2020
    04. Text4: E.g. Children under the age of 12 who have an initial referral to Child Protective Services
    05. Text5: E.g. In Middlesex County
    06. Text6: E.g. By January 31, 2020, of children under the age of 12 for whom a Health Needs Assessment is recommended, 95% will receive the assessment in Middlesex County.
    07. Check Box15: Off
    08. Check Box16: Off
    09. Check Box17: Off
    10. Check Box18: Off
    11. Check Box19: Off
    12. Check Box20: Off
    13. Check Box21: Off

    **## Aiminstructions.docx**

    Due Sept.27th :The assignment is an
    **academic paper formatted according to APA guidelines, including a title page, headings for each main section, proper in-text citations, and a references page. complete the assignment using the Template provided below. Must be less than 10% AI and similarity detection and I need the report!!!!**

    In the last assignment you completed a Gap Analysis, selected a single Gap to examine deeper, examined root causes of that selected Gap, and formulated a Problem Statement.(Mine was Consistency of fall-risk assessment and reassessment in hospital or acute care setting).

    For this assignment you will draft an adapted Aim Statement and identify a Theoretical/Explanatory Framework to guide the design of an improvement project to address the identified problem.

    The assignment template includes the following sections:

    ·
    **Introduction:** Begin with a relevant, cited statistic to draw the reader in, then introduce your topic and explain its importance. Write in third person; do not use first person in this paper. End the introduction with a purpose/thesis statement that identifies at least the two main points/sections your paper will address (e.g., "The purpose of this paper is to explore my practice problem of…"). The entire paper should be written in your authentic graduate-level voice and supported by full-text evidence throughout.

    ·
    **Practice Setting:** Describe the practice setting where you identified the problem (current or prior). Include enough detail to frame the problem's context (e.g., outpatient or inpatient, urban or rural, facility and unit type, population served, staffing).

    ·
    **Description of the Problem:** This section should be the most substantively developed in your paper and draw on the broadest range of evidence. Describe the problem using local observations or data from your practice setting (e.g., audits, metrics, incident reports, direct examples), and address its scope and significance, who is affected, and the clinical, safety, financial, or quality consequences if left unaddressed. Clearly state how current practice deviates from guidelines, evidence, or expected outcomes. Include evidence that this problem has also been identified in other practice settings, establishing it as a recognized issue in the literature rather than an isolated local concern. Briefly note the contributing context (e.g., workflow, staffing, or training gaps) without fully analyzing causation, as that deeper analysis belongs in the Framework section. Clearly establish the gap between current practice and best practice or performance benchmarks, since this gap is what your Problem Statement will later distill into a single sentence. Aim to synthesize at least
    **4–6 scholarly sources from the last 5 years** (nursing and medical journals are great!) here, supporting every claim about scope, prevalence, or consequence with a citation.

    ·
    **Problem Statement:** Write a succinct, single problem statement. Use the "Constructing a Problem Statement" document linked in the assignment instructions as a guide.

    ·
    **Aim Statement:** Draft an Aim Statement that addresses only the one intervention you have selected — do not present or compare multiple intervention options in this section; that comparative work should already be resolved before you write this statement. Use IHI's Aim Statement worksheet (found in your assignment resources below) to guide your development of a clear, measurable, time-bound statement, but write this section in narrative form. Do not copy and paste the worksheet directly. Include:

    · A timeframe for the improvement project process

    · A description of your single, selected proposed intervention or change strategy

    · A descriptor of the practice setting where the improvement project will occur

    · The specific Aim and desired outcome of implementing that intervention

    ·
    **Framework:** This section requires you to identify and apply frameworks to understand why your problem exists and what factors are driving it. The purpose here is not to describe how to implement or evaluate change, but to analyze the underlying behavioral, motivational, environmental, organizational, and system-level factors contributing to the problem.

    · You will work with two related yet distinct types of frameworks:

    ·
    **Explanatory Framework:** Identifies and organizes the specific variables or factors that cause or sustain the problem (e.g., workflow gaps, knowledge deficits, staffing patterns, communication breakdowns, or resource constraints). An explanatory framework answers the question, "What factors contribute to this problem, and how do they interact?"

    ·
    **Theoretical Framework:** Provides the broader conceptual or disciplinary lens that explains why the problem exists at a more fundamental level, based on behaviors, motivation, or decision-making processes, and can help predict outcomes (e.g., Health Belief Model, Theory of Planned Behavior, Self-Determination Theory). It may also take the form of a conceptual model that illustrates relationships among core concepts in your topic (e.g., Technology Acceptance Model, Roy Adaptation Model). If no clear existing framework or model fits your problem, you may instead provide an in-depth framing of the concept grounded in the literature. Whichever form it takes, the framework must be supported by evidence.

    _Note: Frameworks focused primarily on implementation or evaluation (e.g., PDSA, Lean, Six Sigma, Knowledge-to-Action, RE-AIM) or EBP models (e.g., Iowa Model) are not appropriate for this section because they describe how to implement or evaluate change, not why the problem exists._

    ·
    **Conclusion:** Include a Conclusion section (Level 1 header, centered and bolded), typically one paragraph. Summarize the paper and restate its main points, including a restated or rephrased version of your purpose/thesis statement. Do not introduce new ideas or new cited information here — if you find yourself wanting to add cited information, move it to the appropriate earlier section instead. You may close by clarifying the paper’s intent and importance.

    ·
    **References:** All references must be accessible and cited in the body of the paper, formatted in APA style.

    · All references and supporting evidence must be independently verified, appropriately cited, and drawn from current scholarly literature with accessible full-text sources. Validate your opinions and ideas with proper APA citations throughout.
    **Must download the pdf file of each reference source/ website you get information from and add it to the end of the paper!!!!!**

    Assignment Resources

    **Use the following resources to assist with this assignment (see other 2 files):**

    ·
    [Problem Statement Instruction Sheet](https://herzing.instructure.com/courses/57058/files/15022292?wrap=1) [Download Problem Statement Instruction Sheet](https://herzing.instructure.com/courses/57058/files/15022292/download?download_frd=1)

    ·
    [IHITool Aim-Statement Worksheet](https://herzing.instructure.com/courses/57058/files/15022513?wrap=1) [Download IHITool Aim-Statement Worksheet](https://herzing.instructure.com/courses/57058/files/15022513/download?download_frd=1) [PDF]

    **Put information into the attached template format!!!**

    Ethical Artificial Intelligence Use

    You are expected to use AI ethically as a tool for idea generation and exploration:

    1. Survey the literature using AI to identify a minimum of three potential explanatory and/or theoretical frameworks, models, or literature-based concepts that could help explain your problem.

    2. Review the AI-generated output and select one primary framework (explanatory, theoretical, or a combined approach if justified) that best aligns with your identified practice problem and your selected intervention.

    3. Synthesize what you learned into your own scholarly discussion, describing the framework you selected and discussing how it aligns with the elements of the problem and informs your project design. Write in your authentic graduate-level voice.

    **## PaperTemplatewithAIInputIncluded.docx**

    **Title of Paper**

    Student Name

    University

    Nursing Practice

    Faculty Name

    Due Date

    1

    8

    **Insert Title of Paper Here**

    Tips for the Introduction: It is effective to open a paper with a statistic (supported with a citation) on the topic to grab the reader's attention. Then introduce the paper's topic and explain why it is important. End the introduction paragraph describing the purpose of the paper. Example: The purpose of this paper is to explore the identified practice problem of… (Include at least 2 main points/sections you will address in the body of your paper.) and describe the framework selected as the best fit to inform project design.
    _One final note: this entire paper should be written in your authentic graduate-level voice and supported with full-text evidence._

    **Practice Setting**

    This section should describe the practice setting where you identified the problem. This could be your current or a prior practice setting, with sufficient detail to frame the problem's context (e.g., outpatient/inpatient, urban/rural, facility, unit type, population, staffing).

    **Description of the Problem**

    This section should be the most substantively developed in your paper, drawing on the broadest range of evidence.
    **Describe the problem using local observations or data from your practice setting**(e.g., audits, metrics, incident reports, direct examples) and address its scope and significance, including who is affected and the clinical, safety, financial, or quality consequences if left unaddressed. Clearly state how current practice deviates from guidelines, evidence, or expected outcomes.
    **Include evidence demonstrating that this problem has been identified in other practice settings, establishing it as a recognized issue in the literature rather than an isolated local concern.** Briefly note the contributing context (workflow, staffing, or training gaps) without fully analyzing causation, as that deeper analysis belongs in the Framework section. Clearly establish the gap between current practice and best practice or performance benchmarks, as this gap is what your Problem Statement will distill into a single sentence later. Aim to synthesize 4-6 scholarly sources here, supporting every claim about scope, prevalence, or consequence with a citation.

    **Problem Statement**

    This section should include a succinct problem statement, using the linked document “Constructing a Problem Statement” provided in the assignment instructions as a guide.

    **Aim Statement**

    This section should include your Aim statement relevant to the identified problem. Use IHI’s Aim Statement worksheet to guide your development of the elements of an adapted statement so that it is clear, measurable, and time-bound. Include a proposed intervention or change strategy. This section should be in narrative form, not a copy-and-paste of the worksheet.

    **Framework Options Sourced from AI Engagement**

    Use an ethical approach with AI to guide your construction of this section. You may use ChatGPT or any other AI platform you may be familiar with are already using. Numerous AI platforms offer free engagement which will be sufficient to complete this element of the assignment.

    Below is the prompt you will utilize to generate your discussion for this section of the assignment:

    I am a graduate nursing student in a Scholarship for Nursing Practice course completing an assignment that requires search, synthesis and selection of a suitable theory or conceptual model for providing a framework that informs the elements/actions of a graduate level scholarship improvement project where the identified practice problem is ***** [here you will input your identified practice problem,
    **succinctly**]. I need help generating a list of three such frameworks for my review that I can later narrow to one. Do not include any frameworks in the output that inform only the implementation process, include only frameworks that inform the design of the improvement actions and activities.

    **Note:** The purpose of generating three framework options is to help you critically evaluate potential conceptual foundations for your project.

    **Here you will copy-and-paste your AI query prompt and the AI query output for faculty review.**

    In the final paragraph in this section, you will
    **identify the framework you have selected** from the AI outputs. After you have identified your selected framework,
    **provide a rationale as to why you believe this is the best framework to inform your project design**. Hint, if it is the best framework, is the intervention you included in your Aim Statement encompassed in the AI output relative to this framework? If yes, congratulate yourself for discerning that in advance of the AI output generation. If no, perhaps you need to revisit the literature about potential, evidence-informed solutions that you can apply to address the problem.

    **Framework**

    This section should include a completed description – overview – of the key concepts encompassed in the framework you selected from the AI outputs. Next you will construct a discussion of how the selected framework aligns with the elements of the problem and how it informs your project design. The framework could be a relevant theory that explains why a problem exists, based on behaviors, motivation, or decision-making processes, and that predicts outcomes (e.g., Health Belief Model, Theory of Planned Behavior, Self-Determination Theory). Alternatively, it could be a conceptual (explanatory) model that illustrates relationships among the core concepts of your problem. The framework should be supported by evidence. NOTE: The AI output you generated may not provide reference to the original work for your selected framework. You are responsible to search for the originating work on the theory and cite that work – do not cite a secondary source for the theory. Do not use an implementation framework like the Iowa, KTA, PDSA, or any other QI framework.

    Conclusion

    Tips: Notice that the Conclusion is a Level 1 Header, centered and bolded. A conclusion section should be included in all scholarly papers to summarize the paper. It is normally one paragraph, succinct, and restates the main points of your paper. You should also restate or rephrase your purpose/thesis statement. In conclusion, do not add new ideas or new information with citations; instead, summarize the paper and reflect on key elements. If you need to add cited information, move it to a previous section of your paper. You can end the conclusion by clarifying the intent and importance of the paper. For additional APA font choices for scholarly papers, see
    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/font](https://apastyle.apa.org/style-grammar-guidelines/paper-format/font).

    **References**

    Field, B., Booth, A., Ilott, I., & Gerrish, K. (2014). Using the knowledge to action framework in practice: A citation analysis and systematic review.
    _Implementation Science_,
    _9_(1), 1.
    [https://doi.org/10.1186/s13012-014-0172-2](https://doi.org/10.1186/s13012-014-0172-2) (Journal Example for a template)

    Knowles, M., Holton, E.F., & Swanson, R.A. (2005).
    _The adult learner: The definitive class in adult education and human resource development_ (6th ed.). Elsevier. (Book Example)

    National League for Nursing (2021).
    _Coaching for excellence in nursing: A guide for educators._ NLN.
    [https://ondemand.nln.org/product?catalog=Coaching-for-Excellence-in-Nursing](https://ondemand.nln.org/product?catalog=Coaching-for-Excellence-in-Nursing) (Web article Example; Use all 3 examples as templates)

    \*\* Remember that ALL references should be accessible and cited in the body of the paper. The in-text citations for the above examples are as follows:

    (Field et al., 2014)

    (Knowles et al., 2005)

    (National League for Nursing [NLN], 2021)- First citation.

    (NLN, 2021)- Subsequent citation.

    **## IHITool_Aim-Statement-Worksheetforunit10.pdf**

    IHI TOOL

    Aim Statement Worksheet

    Copyright © 2019 Institute for Healthcare Improvement. All rights reserved. Individuals may photocopy these materials for educational, not-for-profit uses,
    provided that the contents are not altered in any way and that proper attribution is given to IHI as the source of the content. These materials may not be reproduced
    for commercial, for-profit use in any form or by any means, or republished under any circumstances, without the written permission of the Institute for Healthcare
    Improvement.

    What? What’s the problem or opportunity? Make sure it relates to a fundamental customer need.

    How much? By how much will you improve? Or “how good” do you want to get?

    By when? What is the date by which you will achieve the level of improvement you’ve set out to accomplish?

    For whom? Who is the customer or population who will benefit from the improvement?

    Where? What are the boundaries of the process or system you’re trying to improve? Where does it begin and end?

    Complete aim statement:

    Ask a colleague to double-check your work and recommend improvements:
    q Is the problem or opportunity clearly stated?
    q Do you know what the team is going to do about the problem?
    q Has the team set a numerical goal to quantify the amount of improvement they’d like achieve?
    q Do you know the calendar date by which the team plans to achieve the goal?
    q Is it clear who will benefit from the improvement?
    q Is the scope of the project clear?
    q Do you know why this improvement effort is important?

    Aim Statement Worksheet

    An aim statement is the answer to the first question in the Model for Improvement, “What are we trying to accomplish?”
    Effective aim statements delineate clear, specific plans for the work ahead.

    Use the prompts below to write an effective aim statement. Then use the checklist to double-check your work.

    IHI TOOL: Aim Statement Worksheet

    Institute for Healthcare Improvement • ihi.org 2

    01. Text1: E.g. Increase the percent of children who receive a Health Needs Assessment
    02. Text2: E.g. 95% of children who should receive a Health Needs Assessment will receive one
    03. Text3: E.g. January 31, 2020
    04. Text4: E.g. Children under the age of 12 who have an initial referral to Child Protective Services
    05. Text5: E.g. In Middlesex County
    06. Text6: E.g. By January 31, 2020, of children under the age of 12 for whom a Health Needs Assessment is recommended, 95% will receive the assessment in Middlesex County.
    07. Check Box15: Off
    08. Check Box16: Off
    09. Check Box17: Off
    10. Check Box18: Off
    11. Check Box19: Off
    12. Check Box20: Off
    13. Check Box21: Off

    **## Aiminstructions.docx**

    Due Sept.27th :The assignment is an
    **academic paper formatted according to APA guidelines, including a title page, headings for each main section, proper in-text citations, and a references page. complete the assignment using the Template provided below. Must be less than 10% AI and similarity detection and I need the report!!!!**

    In the last assignment you completed a Gap Analysis, selected a single Gap to examine deeper, examined root causes of that selected Gap, and formulated a Problem Statement.(Mine was Consistency of fall-risk assessment and reassessment in hospital or acute care setting).

    For this assignment you will draft an adapted Aim Statement and identify a Theoretical/Explanatory Framework to guide the design of an improvement project to address the identified problem.

    The assignment template includes the following sections:

    ·
    **Introduction:** Begin with a relevant, cited statistic to draw the reader in, then introduce your topic and explain its importance. Write in third person; do not use first person in this paper. End the introduction with a purpose/thesis statement that identifies at least the two main points/sections your paper will address (e.g., "The purpose of this paper is to explore my practice problem of…"). The entire paper should be written in your authentic graduate-level voice and supported by full-text evidence throughout.

    ·
    **Practice Setting:** Describe the practice setting where you identified the problem (current or prior). Include enough detail to frame the problem's context (e.g., outpatient or inpatient, urban or rural, facility and unit type, population served, staffing).

    ·
    **Description of the Problem:** This section should be the most substantively developed in your paper and draw on the broadest range of evidence. Describe the problem using local observations or data from your practice setting (e.g., audits, metrics, incident reports, direct examples), and address its scope and significance, who is affected, and the clinical, safety, financial, or quality consequences if left unaddressed. Clearly state how current practice deviates from guidelines, evidence, or expected outcomes. Include evidence that this problem has also been identified in other practice settings, establishing it as a recognized issue in the literature rather than an isolated local concern. Briefly note the contributing context (e.g., workflow, staffing, or training gaps) without fully analyzing causation, as that deeper analysis belongs in the Framework section. Clearly establish the gap between current practice and best practice or performance benchmarks, since this gap is what your Problem Statement will later distill into a single sentence. Aim to synthesize at least
    **4–6 scholarly sources from the last 5 years** (nursing and medical journals are great!) here, supporting every claim about scope, prevalence, or consequence with a citation.

    ·
    **Problem Statement:** Write a succinct, single problem statement. Use the "Constructing a Problem Statement" document linked in the assignment instructions as a guide.

    ·
    **Aim Statement:** Draft an Aim Statement that addresses only the one intervention you have selected — do not present or compare multiple intervention options in this section; that comparative work should already be resolved before you write this statement. Use IHI's Aim Statement worksheet (found in your assignment resources below) to guide your development of a clear, measurable, time-bound statement, but write this section in narrative form. Do not copy and paste the worksheet directly. Include:

    · A timeframe for the improvement project process

    · A description of your single, selected proposed intervention or change strategy

    · A descriptor of the practice setting where the improvement project will occur

    · The specific Aim and desired outcome of implementing that intervention

    ·
    **Framework:** This section requires you to identify and apply frameworks to understand why your problem exists and what factors are driving it. The purpose here is not to describe how to implement or evaluate change, but to analyze the underlying behavioral, motivational, environmental, organizational, and system-level factors contributing to the problem.

    · You will work with two related yet distinct types of frameworks:

    ·
    **Explanatory Framework:** Identifies and organizes the specific variables or factors that cause or sustain the problem (e.g., workflow gaps, knowledge deficits, staffing patterns, communication breakdowns, or resource constraints). An explanatory framework answers the question, "What factors contribute to this problem, and how do they interact?"

    ·
    **Theoretical Framework:** Provides the broader conceptual or disciplinary lens that explains why the problem exists at a more fundamental level, based on behaviors, motivation, or decision-making processes, and can help predict outcomes (e.g., Health Belief Model, Theory of Planned Behavior, Self-Determination Theory). It may also take the form of a conceptual model that illustrates relationships among core concepts in your topic (e.g., Technology Acceptance Model, Roy Adaptation Model). If no clear existing framework or model fits your problem, you may instead provide an in-depth framing of the concept grounded in the literature. Whichever form it takes, the framework must be supported by evidence.

    _Note: Frameworks focused primarily on implementation or evaluation (e.g., PDSA, Lean, Six Sigma, Knowledge-to-Action, RE-AIM) or EBP models (e.g., Iowa Model) are not appropriate for this section because they describe how to implement or evaluate change, not why the problem exists._

    ·
    **Conclusion:** Include a Conclusion section (Level 1 header, centered and bolded), typically one paragraph. Summarize the paper and restate its main points, including a restated or rephrased version of your purpose/thesis statement. Do not introduce new ideas or new cited information here — if you find yourself wanting to add cited information, move it to the appropriate earlier section instead. You may close by clarifying the paper’s intent and importance.

    ·
    **References:** All references must be accessible and cited in the body of the paper, formatted in APA style.

    · All references and supporting evidence must be independently verified, appropriately cited, and drawn from current scholarly literature with accessible full-text sources. Validate your opinions and ideas with proper APA citations throughout.
    **Must download the pdf file of each reference source/ website you get information from and add it to the end of the paper!!!!!**

    Assignment Resources

    **Use the following resources to assist with this assignment (see other 2 files):**

    ·
    [Problem Statement Instruction Sheet](https://herzing.instructure.com/courses/57058/files/15022292?wrap=1) [Download Problem Statement Instruction Sheet](https://herzing.instructure.com/courses/57058/files/15022292/download?download_frd=1)

    ·
    [IHITool Aim-Statement Worksheet](https://herzing.instructure.com/courses/57058/files/15022513?wrap=1) [Download IHITool Aim-Statement Worksheet](https://herzing.instructure.com/courses/57058/files/15022513/download?download_frd=1) [PDF]

    **Put information into the attached template format!!!**

    Ethical Artificial Intelligence Use

    You are expected to use AI ethically as a tool for idea generation and exploration:

    1. Survey the literature using AI to identify a minimum of three potential explanatory and/or theoretical frameworks, models, or literature-based concepts that could help explain your problem.

    2. Review the AI-generated output and select one primary framework (explanatory, theoretical, or a combined approach if justified) that best aligns with your identified practice problem and your selected intervention.

    3. Synthesize what you learned into your own scholarly discussion, describing the framework you selected and discussing how it aligns with the elements of the problem and informs your project design. Write in your authentic graduate-level voice.

    **## PaperTemplatewithAIInputIncluded.docx**

    **Title of Paper**

    Student Name

    University

    Nursing Practice

    Faculty Name

    Due Date

    1

    8

    **Insert Title of Paper Here**

    Tips for the Introduction: It is effective to open a paper with a statistic (supported with a citation) on the topic to grab the reader's attention. Then introduce the paper's topic and explain why it is important. End the introduction paragraph describing the purpose of the paper. Example: The purpose of this paper is to explore the identified practice problem of… (Include at least 2 main points/sections you will address in the body of your paper.) and describe the framework selected as the best fit to inform project design.
    _One final note: this entire paper should be written in your authentic graduate-level voice and supported with full-text evidence._

    **Practice Setting**

    This section should describe the practice setting where you identified the problem. This could be your current or a prior practice setting, with sufficient detail to frame the problem's context (e.g., outpatient/inpatient, urban/rural, facility, unit type, population, staffing).

    **Description of the Problem**

    This section should be the most substantively developed in your paper, drawing on the broadest range of evidence.
    **Describe the problem using local observations or data from your practice setting**(e.g., audits, metrics, incident reports, direct examples) and address its scope and significance, including who is affected and the clinical, safety, financial, or quality consequences if left unaddressed. Clearly state how current practice deviates from guidelines, evidence, or expected outcomes.
    **Include evidence demonstrating that this problem has been identified in other practice settings, establishing it as a recognized issue in the literature rather than an isolated local concern.** Briefly note the contributing context (workflow, staffing, or training gaps) without fully analyzing causation, as that deeper analysis belongs in the Framework section. Clearly establish the gap between current practice and best practice or performance benchmarks, as this gap is what your Problem Statement will distill into a single sentence later. Aim to synthesize 4-6 scholarly sources here, supporting every claim about scope, prevalence, or consequence with a citation.

    **Problem Statement**

    This section should include a succinct problem statement, using the linked document “Constructing a Problem Statement” provided in the assignment instructions as a guide.

    **Aim Statement**

    This section should include your Aim statement relevant to the identified problem. Use IHI’s Aim Statement worksheet to guide your development of the elements of an adapted statement so that it is clear, measurable, and time-bound. Include a proposed intervention or change strategy. This section should be in narrative form, not a copy-and-paste of the worksheet.

    **Framework Options Sourced from AI Engagement**

    Use an ethical approach with AI to guide your construction of this section. You may use ChatGPT or any other AI platform you may be familiar with are already using. Numerous AI platforms offer free engagement which will be sufficient to complete this element of the assignment.

    Below is the prompt you will utilize to generate your discussion for this section of the assignment:

    I am a graduate nursing student in a Scholarship for Nursing Practice course completing an assignment that requires search, synthesis and selection of a suitable theory or conceptual model for providing a framework that informs the elements/actions of a graduate level scholarship improvement project where the identified practice problem is ***** [here you will input your identified practice problem,
    **succinctly**]. I need help generating a list of three such frameworks for my review that I can later narrow to one. Do not include any frameworks in the output that inform only the implementation process, include only frameworks that inform the design of the improvement actions and activities.

    **Note:** The purpose of generating three framework options is to help you critically evaluate potential conceptual foundations for your project.

    **Here you will copy-and-paste your AI query prompt and the AI query output for faculty review.**

    In the final paragraph in this section, you will
    **identify the framework you have selected** from the AI outputs. After you have identified your selected framework,
    **provide a rationale as to why you believe this is the best framework to inform your project design**. Hint, if it is the best framework, is the intervention you included in your Aim Statement encompassed in the AI output relative to this framework? If yes, congratulate yourself for discerning that in advance of the AI output generation. If no, perhaps you need to revisit the literature about potential, evidence-informed solutions that you can apply to address the problem.

    **Framework**

    This section should include a completed description – overview – of the key concepts encompassed in the framework you selected from the AI outputs. Next you will construct a discussion of how the selected framework aligns with the elements of the problem and how it informs your project design. The framework could be a relevant theory that explains why a problem exists, based on behaviors, motivation, or decision-making processes, and that predicts outcomes (e.g., Health Belief Model, Theory of Planned Behavior, Self-Determination Theory). Alternatively, it could be a conceptual (explanatory) model that illustrates relationships among the core concepts of your problem. The framework should be supported by evidence. NOTE: The AI output you generated may not provide reference to the original work for your selected framework. You are responsible to search for the originating work on the theory and cite that work – do not cite a secondary source for the theory. Do not use an implementation framework like the Iowa, KTA, PDSA, or any other QI framework.

    Conclusion

    Tips: Notice that the Conclusion is a Level 1 Header, centered and bolded. A conclusion section should be included in all scholarly papers to summarize the paper. It is normally one paragraph, succinct, and restates the main points of your paper. You should also restate or rephrase your purpose/thesis statement. In conclusion, do not add new ideas or new information with citations; instead, summarize the paper and reflect on key elements. If you need to add cited information, move it to a previous section of your paper. You can end the conclusion by clarifying the intent and importance of the paper. For additional APA font choices for scholarly papers, see
    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/font](https://apastyle.apa.org/style-grammar-guidelines/paper-format/font).

    **References**

    Field, B., Booth, A., Ilott, I., & Gerrish, K. (2014). Using the knowledge to action framework in practice: A citation analysis and systematic review.
    _Implementation Science_,
    _9_(1), 1.
    [https://doi.org/10.1186/s13012-014-0172-2](https://doi.org/10.1186/s13012-014-0172-2) (Journal Example for a template)

    Knowles, M., Holton, E.F., & Swanson, R.A. (2005).
    _The adult learner: The definitive class in adult education and human resource development_ (6th ed.). Elsevier. (Book Example)

    National League for Nursing (2021).
    _Coaching for excellence in nursing: A guide for educators._ NLN.
    [https://ondemand.nln.org/product?catalog=Coaching-for-Excellence-in-Nursing](https://ondemand.nln.org/product?catalog=Coaching-for-Excellence-in-Nursing) (Web article Example; Use all 3 examples as templates)

    \*\* Remember that ALL references should be accessible and cited in the body of the paper. The in-text citations for the above examples are as follows:

    (Field et al., 2014)

    (Knowles et al., 2005)

    (National League for Nursing [NLN], 2021)- First citation.

    (NLN, 2021)- Subsequent citation.

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  • [Solved] Assigment .Apa seven . All instructions attached.

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    **files (1)** – ## CASESTUDY2.docx **## CASESTUDY2.docx** CASE STUDY 2 – Chest Pain and Dyspnea: Diagnostic Reasoning in Primary Care **CASE STUDY 2 – Chest Pain and Dyspnea: Diagnostic Reasoning in Primary Care** **Case Scenario** Ms. L.T. is a **61-year-old female** presenting with intermittent ch…

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    **files (1)**

    – ## CASESTUDY2.docx

    **## CASESTUDY2.docx**

    CASE STUDY 2 – Chest Pain and Dyspnea: Diagnostic Reasoning in Primary Care

    **CASE STUDY 2 – Chest Pain and Dyspnea: Diagnostic Reasoning in Primary Care**

    **Case Scenario**

    Ms. L.T. is a
    **61-year-old female** presenting with intermittent chest tightness and exertional dyspnea for 3 weeks.

    **History:**

    · PMH: Hypertension, tobacco use (30 pack-years), anxiety

    · Medications: Amlodipine 5 mg daily

    · Symptoms: Chest discomfort radiating to jaw, relieved by rest

    **Vitals:**

    · BP: 156/88 mmHg

    · HR: 96 bpm

    **Initial Findings:**

    · EKG: Nonspecific ST-T changes

    · SpO₂: 95% on room air

    **Student Assignment Requirements**

    **1. Pathophysiology (25%)**

    · Compare and contrast ischemic vs non-ischemic chest pain mechanisms

    · Explain cardiopulmonary causes of dyspnea

    · Address anxiety overlap

    **2. Assessment & Differential Diagnosis (35%)**

    · Focused cardiac and pulmonary exam

    · Prioritized differential diagnosis

    · Identification of
    **life-threatening conditions**

    · Decision-making for ED referral vs outpatient management

    **3. Pharmacology & Initial Management (30%)**

    · Acute and chronic pharmacologic considerations

    · Antihypertensive optimization

    · Risk reduction strategies

    · Follow-up testing and referrals

    **4. APA & Evidence Integration (10%)**

    **RUBRIC – CASE STUDY 2 – Chest Pain and Dyspnea Diagnostic Reasoning (100 Points)**

    **1. Pathophysiology of Symptoms (25 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (23–25)** | Clearly differentiates ischemic and non-ischemic mechanisms of chest pain and dyspnea, accurately linking physiology to patient presentation. |
    | **Satisfactory (18–22)** | Correct explanation of major mechanisms with limited depth or integration. |
    | **Unsatisfactory (13–17)** | Partial or unclear explanation of pathophysiology. |
    | **Poor (1–12)** | Incorrect or superficial explanation of mechanisms. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **2. Assessment & Differential Diagnosis (35 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (33–35)** | Thorough, prioritized differential diagnosis with clear identification of life-threatening conditions and appropriate disposition decisions. |
    | **Satisfactory (26–32)** | Appropriate differential but limited prioritization or incomplete reasoning. |
    | **Unsatisfactory (18–25)** | Incomplete or poorly prioritized differential diagnosis. |
    | **Poor (1–17)** | Unsafe or inaccurate diagnostic reasoning. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **3. Pharmacology & Initial Management Plan (30 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (28–30)** | Evidence-based management addressing acute and chronic needs with clear rationale and follow-up. |
    | **Satisfactory (22–27)** | Management plan is appropriate but lacks detail or optimization. |
    | **Unsatisfactory (16–21)** | Partial or unsupported management decisions. |
    | **Poor (1–15)** | Unsafe or inappropriate treatment plan. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **4. APA & Evidence Use (10 points)**

    _(Same descriptors as Case 1)_

    **Submission**

    **Drag files here**

    Maximum size: 512 MB

    **or**

    **Details & Information**

    **## CASESTUDY2.docx**

    CASE STUDY 2 – Chest Pain and Dyspnea: Diagnostic Reasoning in Primary Care

    **CASE STUDY 2 – Chest Pain and Dyspnea: Diagnostic Reasoning in Primary Care**

    **Case Scenario**

    Ms. L.T. is a
    **61-year-old female** presenting with intermittent chest tightness and exertional dyspnea for 3 weeks.

    **History:**

    · PMH: Hypertension, tobacco use (30 pack-years), anxiety

    · Medications: Amlodipine 5 mg daily

    · Symptoms: Chest discomfort radiating to jaw, relieved by rest

    **Vitals:**

    · BP: 156/88 mmHg

    · HR: 96 bpm

    **Initial Findings:**

    · EKG: Nonspecific ST-T changes

    · SpO₂: 95% on room air

    **Student Assignment Requirements**

    **1. Pathophysiology (25%)**

    · Compare and contrast ischemic vs non-ischemic chest pain mechanisms

    · Explain cardiopulmonary causes of dyspnea

    · Address anxiety overlap

    **2. Assessment & Differential Diagnosis (35%)**

    · Focused cardiac and pulmonary exam

    · Prioritized differential diagnosis

    · Identification of
    **life-threatening conditions**

    · Decision-making for ED referral vs outpatient management

    **3. Pharmacology & Initial Management (30%)**

    · Acute and chronic pharmacologic considerations

    · Antihypertensive optimization

    · Risk reduction strategies

    · Follow-up testing and referrals

    **4. APA & Evidence Integration (10%)**

    **RUBRIC – CASE STUDY 2 – Chest Pain and Dyspnea Diagnostic Reasoning (100 Points)**

    **1. Pathophysiology of Symptoms (25 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (23–25)** | Clearly differentiates ischemic and non-ischemic mechanisms of chest pain and dyspnea, accurately linking physiology to patient presentation. |
    | **Satisfactory (18–22)** | Correct explanation of major mechanisms with limited depth or integration. |
    | **Unsatisfactory (13–17)** | Partial or unclear explanation of pathophysiology. |
    | **Poor (1–12)** | Incorrect or superficial explanation of mechanisms. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **2. Assessment & Differential Diagnosis (35 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (33–35)** | Thorough, prioritized differential diagnosis with clear identification of life-threatening conditions and appropriate disposition decisions. |
    | **Satisfactory (26–32)** | Appropriate differential but limited prioritization or incomplete reasoning. |
    | **Unsatisfactory (18–25)** | Incomplete or poorly prioritized differential diagnosis. |
    | **Poor (1–17)** | Unsafe or inaccurate diagnostic reasoning. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **3. Pharmacology & Initial Management Plan (30 points)**

    | | |
    | — | — |
    | **Level** | **Description** |
    | **Excellent (28–30)** | Evidence-based management addressing acute and chronic needs with clear rationale and follow-up. |
    | **Satisfactory (22–27)** | Management plan is appropriate but lacks detail or optimization. |
    | **Unsatisfactory (16–21)** | Partial or unsupported management decisions. |
    | **Poor (1–15)** | Unsafe or inappropriate treatment plan. |
    | **Not Submitted (0)** | Section not submitted or missing. |

    **4. APA & Evidence Use (10 points)**

    _(Same descriptors as Case 1)_

    **Submission**

    **Drag files here**

    Maximum size: 512 MB

    **or**

    **Details & Information**

  • [Solved] Discussion

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    Executive Solution Overview

    **files (2)** – ## Week4-Discussion.docx – ## AHRQ-CAUTIs.docx **## Week4-Discussion.docx** It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum requirement but must demonstrate topic knowledge and scholarly engagement wi…

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    Assignment Prompt & Instructions

    **files (2)**

    – ## Week4-Discussion.docx

    – ## AHRQ-CAUTIs.docx

    **## Week4-Discussion.docx**

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling

    **Instructions:**

    When developing new clinical interventions or practice changes, a systems approach can help maintain a culture of safety and minimize liability. For this discussion, answer the following question prompts:

    1. Outline the potential risks associated with the one of the proposed practice changes examined in your Unit 3 Gap Analysis.

    2. When harm does occur, what is your organization's/system's policy on disclosure?

    3. Locate and discuss your state's apology law and provide an overview of what it encompasses. (Minnesota, MN)

    4. Are there formal policies within your organization/system about what to do when harm occurs? Are these aligned with your state's apology law?

    **Please be sure to validate your opinions and ideas with citations and references in APA format.**

    **## AHRQ-CAUTIs.docx**

    **INSTRUCTIONS**

    **Gap Analysis Tool Adapted from AHRQ**

    **What is this tool**? The purpose of the gap analysis is to provide project teams with a format in which to do the following:

    · Compare the best practices with the processes currently in place in your organization.

    · Determine the “gaps” between your organization’s practices and the identified best

    practices.

    · Select the best practices you will implement in your organization.

    **Who are the target audiences?** The project liaison (you will serve as the liaison for this assignment) will be the primary individual to prepare this written gap analysis, but the entire improvement project team should be engaged in performing the gap analysis.

    **How can the tool help you?** Upon completion of the gap analysis, project teams will have the

    following:

    · An understanding of the differences between current practices and best practice.

    · An assessment of the barriers that need to be addressed before successful implementation

    of best practices.

    **How does this tool relate to others?** Information from AHRQ’s Self-Assessment
    [(Tool A.3)](https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/qitoolkit/combined/a3_combo_selfassessment.pdf) about

    the readiness of the hospital/practice setting to perform quality improvement for the Quality Indicators or Best/Evidence-based practices can be considered in the gap analysis as possible strengths or weaknesses (i.e., barriers) to be managed when implementing improvements. The best practice elements defined in the Selected Best Practices and Suggestions for Improvement
    [(Tool D.4](https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/qitoolkit/combined/d4_combo_bestpracticescover.pdf)) are prefilled in the gap analysis tool. This provides the elements for the Implementation Plan
    [(Tool D.6).](https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/qitoolkit/combined/d6_combo_implementationplan.pdf)

    **Instructions**

    1. List the identified practice problem in Column 1.

    2. In Column 2, provide a description of identified best practices (3 best practices required) to address the problem

    4. In Column 3, identify barriers that may hinder successful implementation of each best

    practice strategy. Consider systems, procedures, policies, people (aka stakeholders), equipment, etc.

    5. In Column 4, discuss your thoughts whether your organization will implement that best practice strategy. If not, explain why.

    6. Repeat steps 1-4 for each best practice.

    **Gap Analysis Tool (as adapted from AHRQ’s Tool D-5)**

    **Improvement Project: Quality Indicator/Practice Metric:**

    Preventing catheter-associated urinary CAUTIs per 1,000 indwelling urinary catheter-days
    tract infections (CAUTIs) Adult medical-surgical unit; catheter use and care adherence

    **Individual Completing This Form:** ______________________________

    | | | | |
    | — | — | — | — |
    | **Column 1** | **Column 2** | **Column 3** | **Column 4** |
    | **How Your Practices Differ From Best Practice (describe the practice problem you have identified for this improvement process)** | **Best Practice Strategies (what a review of the literature indicates is a best practice approach that you could implement to address the problem)** | **Barriers to Best Practice Implementation (this could be actual or anticipated/potential barriers)** | **Will Implement Best Practice (considering the barriers you identified – discuss your thoughts about the identified best practices being implemented** |
    | **Best Practice #1:**<br>**_Use clear clinical indications and consider alternatives before insertion_** |
    | A potential gap is catheter insertion for convenience rather than clinical need. Prolonged use is the most important CAUTI risk factor (Centers for Disease Control and Prevention [CDC], 2025). | Require a recognized indication, such as acute urinary retention or bladder outlet obstruction; incontinence alone is insufficient (CDC, 2024). Take into account assisted toileting, urinals, commodes, appropriate external devices, or intermittent catheterization when clinically appropriate (Patel et al., 2023). | Busy admissions and familiar ordering habits may encourage unnecessary insertion. These habits can be reinforced by limited toileting support and lack of available alternatives. | I would begin here to prevent unnecessary catheter use. Agreed indications and available alternatives would make adoption feasible. |
    | The goal is to use a catheter only when a recognized indication outweighs its risks and to consider suitable alternatives first (CDC, 2024). | Include an essential indication field and a short alternatives prompt in the electronic health record (EHR). Bladder scanning should be used by trained staff when necessary. Communicate the choices in a manner that honors the mobility, communication and privacy of each patient. | The change of the order needs the support of information technology and consensus between the nursing, hospital medicine, and referring teams. Bladder scanners and appropriate collection devices should also be available to staff. | Pilot on one unit, urgent drainage with subsequent documentation. The teacher would train the personnel with short clinical cases. |
    | A four-week audit would compare each new catheter order with the patient's clinical findings. Classifying insertions as appropriate, inappropriate, or unclear would help distinguish missing documentation from care that was genuinely unnecessary. | External devices collect urine but do not relieve retention. Uncertain or complex drainage decisions should be referred to the responsible clinician. Patient preferences should inform discussions without replacing a clinical assessment of whether catheterization is needed. | Some patients may prefer a catheter. Electronic restrictions could also delay urgent drainage. Completing an order field alone is not proof that insertion was appropriate. | Review uncertain indications weekly. Target 95% documented appropriate indications within 90 days; this is a proposed local goal. |
    | **Best Practice #2:**<br>**_Use aseptic insertion and consistent daily catheter care_** |
    | A second gap to assess is variation in insertion technique and daily care. A completed checklist does not necessarily show that asepsis, securement, bag positioning, and hygiene were maintained. | Use trained staff, hand hygiene, aseptic technique, and sterile equipment for insertion. Secure the catheter, keep the drainage system closed, prevent kinking, and keep the bag below the bladder and off the floor. Provide routine meatal hygiene; avoid routine antimicrobial irrigation or fixed-interval changes solely to prevent infection (CDC, 2024). | Interruptions, inconsistent kits, missing securement supplies, and differences in float-staff preparation may make care less reliable. Staffing pressures can also leave little time for training. | I would implement this alongside appropriate use. Reliable supplies, protected training time, and supportive supervision are essential. |
    | Every necessary catheter should receive the same insertion and maintenance safeguards, regardless of the shift or staff member providing care (CDC, 2024). | Use a shared insertion checklist and a brief maintenance check each shift. Ask staff to demonstrate the required skills and correct unsafe practices immediately. This links documentation to bedside care rather than treating a completed form as the end goal. | Staff may see observation as criticism rather than support. Auditing only during the day could also miss problems on nights or weekends. | The educator would train permanent and float staff; supply staff would standardize kits, and unit champions would coach at the bedside. |
    | The educator would observe insertions where feasible and review maintenance across shifts. Comparing observations with records, checking supplies, and identifying missed steps would show whether problems involve skills, resources, or documentation. | Li et al. (2025) reported improved outcomes after a nursing initiative in a medical intensive care unit. Because several changes were introduced together in a different setting, the study supports a coordinated approach but does not establish the benefit of each element on a general ward. | The team needs protected teaching time and a shared definition of full compliance. A completed checklist should not substitute for demonstrated skill or observation of safe care. | Track encounters meeting every required element as a percentage of all observations. Review missed steps weekly, not just average scores. |
    | **Best Practice #3:**<br>**_Review catheter need daily and use an approved nurse-driven removal protocol_** |
    | A catheter may remain after its indication resolves because reassessment responsibilities are unclear or removal awaits another order. Handoffs may mention the device without discussing whether it is still needed. | Review catheter necessity during daily multidisciplinary rounds. Use an approved nurse-driven removal protocol, with clinician review for exceptions such as postoperative urologic care or specialist-assisted placement (Patel et al., 2023). | Nurses may hesitate to remove catheters, while prescribers may disagree about authority or indications. Incomplete handoffs and an unclear removal plan can delay action. | I would support a supervised pilot after nursing and medical leaders approve the protocol, clarify authority, and confirm staff readiness. |
    | The desired practice is a documented daily reason for continued use and a clear removal decision. Eligible catheters should be removed promptly when the indication ends (Patel et al., 2023). | The bedside nurse would document continued need and follow the approved removal protocol. The care plan should cover voiding after removal, bladder scanning when indicated, and escalation to a clinician when retention is suspected. | Kamel et al. (2025) reported staff distrust of the protocol, nursing hesitancy, and documentation difficulties. These concerns should be addressed before expecting consistent use. | Medical, nursing, and urology leads would agree on exceptions and follow-up care. The charge nurse would review unresolved cases daily. |
    | Audit daily reviews and the time between resolution of the indication and removal. Separate justified exceptions and uncertain cases from avoidable delays instead of assuming that every additional catheter-day was unnecessary. | Kamel et al. (2025) reported CAUTI rates of 0.99 before and 0.27 after implementation per 1,000 catheter-days. However, infections numbered only three before and one afterward, and catheter utilization did not change significantly. The nonrandomized study combined several changes, so it cannot establish the removal protocol's independent effect or guarantee similar local results. | Fear of retention or difficult reinsertion can delay removal. Removal targets could also encourage premature action. Clear exceptions, bladder assessment, toileting support, and clinician review are essential. | Review necessity checks, removal delays, retention, and reinsertion within 24 hours weekly. Address adverse events before expansion without compromising necessary drainage. |

    **References**

    Kamel, M., Harris, N., Berry, A., Warsavage, T., Bessesen, M. T., & Kon, S. E. (2025). Implementation of a nurse-driven protocol for indwelling urinary catheter removal and novel utilization dashboard: A pre/postintervention observational study.
    _Therapeutic Advances in Infectious Disease, 12_, 20499361251317900.
    [https://journals.sagepub.com/doi/10.1177/20499361251317900](https://journals.sagepub.com/doi/10.1177/20499361251317900)

    Li, Q., Ussery, R. K., Woodby, S., Hastedt, R., Tyler, B., Demaet, M. A., & Patel, J. (2025). A multifaceted nursing process to reduce catheter-associated urinary tract infections in a medical intensive care unit in the era of COVID-19.
    _American Journal of Infection Control, 53_(7), 747-752.
    [https://linkinghub.elsevier.com/retrieve/pii/S0196655325001130](https://linkinghub.elsevier.com/retrieve/pii/S0196655325001130)

    Patel, P. K., Advani, S. D., Kofman, A. D., Lo, E., Maragakis, L. L., Pegues, D. A., Pettis, A. M., Saint, S., Trautner, B., Yokoe, D. S., & Meddings, J. (2023). Strategies to prevent catheter-associated urinary tract infections in acute-care hospitals: 2022 update.
    _Infection Control & Hospital Epidemiology, 44_(8), 1209-1231.
    [https://www.cambridge.org/core/journals/infection-control-and-hospital-epidemiology/article/strategies-to-prevent-catheterassociated-urinary-tract-infections-in-acutecare-hospitals-2022-update/7A56FE9DABD0A9C670D728AD16F9FC48](https://www.cambridge.org/core/journals/infection-control-and-hospital-epidemiology/article/strategies-to-prevent-catheterassociated-urinary-tract-infections-in-acutecare-hospitals-2022-update/7A56FE9DABD0A9C670D728AD16F9FC48)

    Centers for Disease Control and Prevention. (2024, March 25).
    _Summary of recommendations._ [https://www.cdc.gov/infection-control/hcp/cauti/summary-of-recommendations.html](https://www.cdc.gov/infection-control/hcp/cauti/summary-of-recommendations.html)

    Centers for Disease Control and Prevention. (2025, June 27).
    _Clinical safety: Preventing catheter-associated urinary tract infections (CAUTIs)._ [https://www.cdc.gov/uti/hcp/clinical-safety/index.html](https://www.cdc.gov/uti/hcp/clinical-safety/index.html)

    **## AHRQ-CAUTIs.docx**

    **INSTRUCTIONS**

    **Gap Analysis Tool Adapted from AHRQ**

    **What is this tool**? The purpose of the gap analysis is to provide project teams with a format in which to do the following:

    · Compare the best practices with the processes currently in place in your organization.

    · Determine the “gaps” between your organization’s practices and the identified best

    practices.

    · Select the best practices you will implement in your organization.

    **Who are the target audiences?** The project liaison (you will serve as the liaison for this assignment) will be the primary individual to prepare this written gap analysis, but the entire improvement project team should be engaged in performing the gap analysis.

    **How can the tool help you?** Upon completion of the gap analysis, project teams will have the

    following:

    · An understanding of the differences between current practices and best practice.

    · An assessment of the barriers that need to be addressed before successful implementation

    of best practices.

    **How does this tool relate to others?** Information from AHRQ’s Self-Assessment
    [(Tool A.3)](https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/qitoolkit/combined/a3_combo_selfassessment.pdf) about

    the readiness of the hospital/practice setting to perform quality improvement for the Quality Indicators or Best/Evidence-based practices can be considered in the gap analysis as possible strengths or weaknesses (i.e., barriers) to be managed when implementing improvements. The best practice elements defined in the Selected Best Practices and Suggestions for Improvement
    [(Tool D.4](https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/qitoolkit/combined/d4_combo_bestpracticescover.pdf)) are prefilled in the gap analysis tool. This provides the elements for the Implementation Plan
    [(Tool D.6).](https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/qitoolkit/combined/d6_combo_implementationplan.pdf)

    **Instructions**

    1. List the identified practice problem in Column 1.

    2. In Column 2, provide a description of identified best practices (3 best practices required) to address the problem

    4. In Column 3, identify barriers that may hinder successful implementation of each best

    practice strategy. Consider systems, procedures, policies, people (aka stakeholders), equipment, etc.

    5. In Column 4, discuss your thoughts whether your organization will implement that best practice strategy. If not, explain why.

    6. Repeat steps 1-4 for each best practice.

    **Gap Analysis Tool (as adapted from AHRQ’s Tool D-5)**

    **Improvement Project: Quality Indicator/Practice Metric:**

    Preventing catheter-associated urinary CAUTIs per 1,000 indwelling urinary catheter-days
    tract infections (CAUTIs) Adult medical-surgical unit; catheter use and care adherence

    **Individual Completing This Form:** ______________________________

    | | | | |
    | — | — | — | — |
    | **Column 1** | **Column 2** | **Column 3** | **Column 4** |
    | **How Your Practices Differ From Best Practice (describe the practice problem you have identified for this improvement process)** | **Best Practice Strategies (what a review of the literature indicates is a best practice approach that you could implement to address the problem)** | **Barriers to Best Practice Implementation (this could be actual or anticipated/potential barriers)** | **Will Implement Best Practice (considering the barriers you identified – discuss your thoughts about the identified best practices being implemented** |
    | **Best Practice #1:**<br>**_Use clear clinical indications and consider alternatives before insertion_** |
    | A potential gap is catheter insertion for convenience rather than clinical need. Prolonged use is the most important CAUTI risk factor (Centers for Disease Control and Prevention [CDC], 2025). | Require a recognized indication, such as acute urinary retention or bladder outlet obstruction; incontinence alone is insufficient (CDC, 2024). Take into account assisted toileting, urinals, commodes, appropriate external devices, or intermittent catheterization when clinically appropriate (Patel et al., 2023). | Busy admissions and familiar ordering habits may encourage unnecessary insertion. These habits can be reinforced by limited toileting support and lack of available alternatives. | I would begin here to prevent unnecessary catheter use. Agreed indications and available alternatives would make adoption feasible. |
    | The goal is to use a catheter only when a recognized indication outweighs its risks and to consider suitable alternatives first (CDC, 2024). | Include an essential indication field and a short alternatives prompt in the electronic health record (EHR). Bladder scanning should be used by trained staff when necessary. Communicate the choices in a manner that honors the mobility, communication and privacy of each patient. | The change of the order needs the support of information technology and consensus between the nursing, hospital medicine, and referring teams. Bladder scanners and appropriate collection devices should also be available to staff. | Pilot on one unit, urgent drainage with subsequent documentation. The teacher would train the personnel with short clinical cases. |
    | A four-week audit would compare each new catheter order with the patient's clinical findings. Classifying insertions as appropriate, inappropriate, or unclear would help distinguish missing documentation from care that was genuinely unnecessary. | External devices collect urine but do not relieve retention. Uncertain or complex drainage decisions should be referred to the responsible clinician. Patient preferences should inform discussions without replacing a clinical assessment of whether catheterization is needed. | Some patients may prefer a catheter. Electronic restrictions could also delay urgent drainage. Completing an order field alone is not proof that insertion was appropriate. | Review uncertain indications weekly. Target 95% documented appropriate indications within 90 days; this is a proposed local goal. |
    | **Best Practice #2:**<br>**_Use aseptic insertion and consistent daily catheter care_** |
    | A second gap to assess is variation in insertion technique and daily care. A completed checklist does not necessarily show that asepsis, securement, bag positioning, and hygiene were maintained. | Use trained staff, hand hygiene, aseptic technique, and sterile equipment for insertion. Secure the catheter, keep the drainage system closed, prevent kinking, and keep the bag below the bladder and off the floor. Provide routine meatal hygiene; avoid routine antimicrobial irrigation or fixed-interval changes solely to prevent infection (CDC, 2024). | Interruptions, inconsistent kits, missing securement supplies, and differences in float-staff preparation may make care less reliable. Staffing pressures can also leave little time for training. | I would implement this alongside appropriate use. Reliable supplies, protected training time, and supportive supervision are essential. |
    | Every necessary catheter should receive the same insertion and maintenance safeguards, regardless of the shift or staff member providing care (CDC, 2024). | Use a shared insertion checklist and a brief maintenance check each shift. Ask staff to demonstrate the required skills and correct unsafe practices immediately. This links documentation to bedside care rather than treating a completed form as the end goal. | Staff may see observation as criticism rather than support. Auditing only during the day could also miss problems on nights or weekends. | The educator would train permanent and float staff; supply staff would standardize kits, and unit champions would coach at the bedside. |
    | The educator would observe insertions where feasible and review maintenance across shifts. Comparing observations with records, checking supplies, and identifying missed steps would show whether problems involve skills, resources, or documentation. | Li et al. (2025) reported improved outcomes after a nursing initiative in a medical intensive care unit. Because several changes were introduced together in a different setting, the study supports a coordinated approach but does not establish the benefit of each element on a general ward. | The team needs protected teaching time and a shared definition of full compliance. A completed checklist should not substitute for demonstrated skill or observation of safe care. | Track encounters meeting every required element as a percentage of all observations. Review missed steps weekly, not just average scores. |
    | **Best Practice #3:**<br>**_Review catheter need daily and use an approved nurse-driven removal protocol_** |
    | A catheter may remain after its indication resolves because reassessment responsibilities are unclear or removal awaits another order. Handoffs may mention the device without discussing whether it is still needed. | Review catheter necessity during daily multidisciplinary rounds. Use an approved nurse-driven removal protocol, with clinician review for exceptions such as postoperative urologic care or specialist-assisted placement (Patel et al., 2023). | Nurses may hesitate to remove catheters, while prescribers may disagree about authority or indications. Incomplete handoffs and an unclear removal plan can delay action. | I would support a supervised pilot after nursing and medical leaders approve the protocol, clarify authority, and confirm staff readiness. |
    | The desired practice is a documented daily reason for continued use and a clear removal decision. Eligible catheters should be removed promptly when the indication ends (Patel et al., 2023). | The bedside nurse would document continued need and follow the approved removal protocol. The care plan should cover voiding after removal, bladder scanning when indicated, and escalation to a clinician when retention is suspected. | Kamel et al. (2025) reported staff distrust of the protocol, nursing hesitancy, and documentation difficulties. These concerns should be addressed before expecting consistent use. | Medical, nursing, and urology leads would agree on exceptions and follow-up care. The charge nurse would review unresolved cases daily. |
    | Audit daily reviews and the time between resolution of the indication and removal. Separate justified exceptions and uncertain cases from avoidable delays instead of assuming that every additional catheter-day was unnecessary. | Kamel et al. (2025) reported CAUTI rates of 0.99 before and 0.27 after implementation per 1,000 catheter-days. However, infections numbered only three before and one afterward, and catheter utilization did not change significantly. The nonrandomized study combined several changes, so it cannot establish the removal protocol's independent effect or guarantee similar local results. | Fear of retention or difficult reinsertion can delay removal. Removal targets could also encourage premature action. Clear exceptions, bladder assessment, toileting support, and clinician review are essential. | Review necessity checks, removal delays, retention, and reinsertion within 24 hours weekly. Address adverse events before expansion without compromising necessary drainage. |

    **References**

    Kamel, M., Harris, N., Berry, A., Warsavage, T., Bessesen, M. T., & Kon, S. E. (2025). Implementation of a nurse-driven protocol for indwelling urinary catheter removal and novel utilization dashboard: A pre/postintervention observational study.
    _Therapeutic Advances in Infectious Disease, 12_, 20499361251317900.
    [https://journals.sagepub.com/doi/10.1177/20499361251317900](https://journals.sagepub.com/doi/10.1177/20499361251317900)

    Li, Q., Ussery, R. K., Woodby, S., Hastedt, R., Tyler, B., Demaet, M. A., & Patel, J. (2025). A multifaceted nursing process to reduce catheter-associated urinary tract infections in a medical intensive care unit in the era of COVID-19.
    _American Journal of Infection Control, 53_(7), 747-752.
    [https://linkinghub.elsevier.com/retrieve/pii/S0196655325001130](https://linkinghub.elsevier.com/retrieve/pii/S0196655325001130)

    Patel, P. K., Advani, S. D., Kofman, A. D., Lo, E., Maragakis, L. L., Pegues, D. A., Pettis, A. M., Saint, S., Trautner, B., Yokoe, D. S., & Meddings, J. (2023). Strategies to prevent catheter-associated urinary tract infections in acute-care hospitals: 2022 update.
    _Infection Control & Hospital Epidemiology, 44_(8), 1209-1231.
    [https://www.cambridge.org/core/journals/infection-control-and-hospital-epidemiology/article/strategies-to-prevent-catheterassociated-urinary-tract-infections-in-acutecare-hospitals-2022-update/7A56FE9DABD0A9C670D728AD16F9FC48](https://www.cambridge.org/core/journals/infection-control-and-hospital-epidemiology/article/strategies-to-prevent-catheterassociated-urinary-tract-infections-in-acutecare-hospitals-2022-update/7A56FE9DABD0A9C670D728AD16F9FC48)

    Centers for Disease Control and Prevention. (2024, March 25).
    _Summary of recommendations._ [https://www.cdc.gov/infection-control/hcp/cauti/summary-of-recommendations.html](https://www.cdc.gov/infection-control/hcp/cauti/summary-of-recommendations.html)

    Centers for Disease Control and Prevention. (2025, June 27).
    _Clinical safety: Preventing catheter-associated urinary tract infections (CAUTIs)._ [https://www.cdc.gov/uti/hcp/clinical-safety/index.html](https://www.cdc.gov/uti/hcp/clinical-safety/index.html)

    **## Week4-Discussion.docx**

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling

    **Instructions:**

    When developing new clinical interventions or practice changes, a systems approach can help maintain a culture of safety and minimize liability. For this discussion, answer the following question prompts:

    1. Outline the potential risks associated with the one of the proposed practice changes examined in your Unit 3 Gap Analysis.

    2. When harm does occur, what is your organization's/system's policy on disclosure?

    3. Locate and discuss your state's apology law and provide an overview of what it encompasses. (Minnesota, MN)

    4. Are there formal policies within your organization/system about what to do when harm occurs? Are these aligned with your state's apology law?

    **Please be sure to validate your opinions and ideas with citations and references in APA format.**

    **## AHRQ-CAUTIs.docx**

    **INSTRUCTIONS**

    **Gap Analysis Tool Adapted from AHRQ**

    **What is this tool**? The purpose of the gap analysis is to provide project teams with a format in which to do the following:

    · Compare the best practices with the processes currently in place in your organization.

    · Determine the “gaps” between your organization’s practices and the identified best

    practices.

    · Select the best practices you will implement in your organization.

    **Who are the target audiences?** The project liaison (you will serve as the liaison for this assignment) will be the primary individual to prepare this written gap analysis, but the entire improvement project team should be engaged in performing the gap analysis.

    **How can the tool help you?** Upon completion of the gap analysis, project teams will have the

    following:

    · An understanding of the differences between current practices and best practice.

    · An assessment of the barriers that need to be addressed before successful implementation

    of best practices.

    **How does this tool relate to others?** Information from AHRQ’s Self-Assessment
    [(Tool A.3)](https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/qitoolkit/combined/a3_combo_selfassessment.pdf) about

    the readiness of the hospital/practice setting to perform quality improvement for the Quality Indicators or Best/Evidence-based practices can be considered in the gap analysis as possible strengths or weaknesses (i.e., barriers) to be managed when implementing improvements. The best practice elements defined in the Selected Best Practices and Suggestions for Improvement
    [(Tool D.4](https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/qitoolkit/combined/d4_combo_bestpracticescover.pdf)) are prefilled in the gap analysis tool. This provides the elements for the Implementation Plan
    [(Tool D.6).](https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/qitoolkit/combined/d6_combo_implementationplan.pdf)

    **Instructions**

    1. List the identified practice problem in Column 1.

    2. In Column 2, provide a description of identified best practices (3 best practices required) to address the problem

    4. In Column 3, identify barriers that may hinder successful implementation of each best

    practice strategy. Consider systems, procedures, policies, people (aka stakeholders), equipment, etc.

    5. In Column 4, discuss your thoughts whether your organization will implement that best practice strategy. If not, explain why.

    6. Repeat steps 1-4 for each best practice.

    **Gap Analysis Tool (as adapted from AHRQ’s Tool D-5)**

    **Improvement Project: Quality Indicator/Practice Metric:**

    Preventing catheter-associated urinary CAUTIs per 1,000 indwelling urinary catheter-days
    tract infections (CAUTIs) Adult medical-surgical unit; catheter use and care adherence

    **Individual Completing This Form:** ______________________________

    | | | | |
    | — | — | — | — |
    | **Column 1** | **Column 2** | **Column 3** | **Column 4** |
    | **How Your Practices Differ From Best Practice (describe the practice problem you have identified for this improvement process)** | **Best Practice Strategies (what a review of the literature indicates is a best practice approach that you could implement to address the problem)** | **Barriers to Best Practice Implementation (this could be actual or anticipated/potential barriers)** | **Will Implement Best Practice (considering the barriers you identified – discuss your thoughts about the identified best practices being implemented** |
    | **Best Practice #1:**<br>**_Use clear clinical indications and consider alternatives before insertion_** |
    | A potential gap is catheter insertion for convenience rather than clinical need. Prolonged use is the most important CAUTI risk factor (Centers for Disease Control and Prevention [CDC], 2025). | Require a recognized indication, such as acute urinary retention or bladder outlet obstruction; incontinence alone is insufficient (CDC, 2024). Take into account assisted toileting, urinals, commodes, appropriate external devices, or intermittent catheterization when clinically appropriate (Patel et al., 2023). | Busy admissions and familiar ordering habits may encourage unnecessary insertion. These habits can be reinforced by limited toileting support and lack of available alternatives. | I would begin here to prevent unnecessary catheter use. Agreed indications and available alternatives would make adoption feasible. |
    | The goal is to use a catheter only when a recognized indication outweighs its risks and to consider suitable alternatives first (CDC, 2024). | Include an essential indication field and a short alternatives prompt in the electronic health record (EHR). Bladder scanning should be used by trained staff when necessary. Communicate the choices in a manner that honors the mobility, communication and privacy of each patient. | The change of the order needs the support of information technology and consensus between the nursing, hospital medicine, and referring teams. Bladder scanners and appropriate collection devices should also be available to staff. | Pilot on one unit, urgent drainage with subsequent documentation. The teacher would train the personnel with short clinical cases. |
    | A four-week audit would compare each new catheter order with the patient's clinical findings. Classifying insertions as appropriate, inappropriate, or unclear would help distinguish missing documentation from care that was genuinely unnecessary. | External devices collect urine but do not relieve retention. Uncertain or complex drainage decisions should be referred to the responsible clinician. Patient preferences should inform discussions without replacing a clinical assessment of whether catheterization is needed. | Some patients may prefer a catheter. Electronic restrictions could also delay urgent drainage. Completing an order field alone is not proof that insertion was appropriate. | Review uncertain indications weekly. Target 95% documented appropriate indications within 90 days; this is a proposed local goal. |
    | **Best Practice #2:**<br>**_Use aseptic insertion and consistent daily catheter care_** |
    | A second gap to assess is variation in insertion technique and daily care. A completed checklist does not necessarily show that asepsis, securement, bag positioning, and hygiene were maintained. | Use trained staff, hand hygiene, aseptic technique, and sterile equipment for insertion. Secure the catheter, keep the drainage system closed, prevent kinking, and keep the bag below the bladder and off the floor. Provide routine meatal hygiene; avoid routine antimicrobial irrigation or fixed-interval changes solely to prevent infection (CDC, 2024). | Interruptions, inconsistent kits, missing securement supplies, and differences in float-staff preparation may make care less reliable. Staffing pressures can also leave little time for training. | I would implement this alongside appropriate use. Reliable supplies, protected training time, and supportive supervision are essential. |
    | Every necessary catheter should receive the same insertion and maintenance safeguards, regardless of the shift or staff member providing care (CDC, 2024). | Use a shared insertion checklist and a brief maintenance check each shift. Ask staff to demonstrate the required skills and correct unsafe practices immediately. This links documentation to bedside care rather than treating a completed form as the end goal. | Staff may see observation as criticism rather than support. Auditing only during the day could also miss problems on nights or weekends. | The educator would train permanent and float staff; supply staff would standardize kits, and unit champions would coach at the bedside. |
    | The educator would observe insertions where feasible and review maintenance across shifts. Comparing observations with records, checking supplies, and identifying missed steps would show whether problems involve skills, resources, or documentation. | Li et al. (2025) reported improved outcomes after a nursing initiative in a medical intensive care unit. Because several changes were introduced together in a different setting, the study supports a coordinated approach but does not establish the benefit of each element on a general ward. | The team needs protected teaching time and a shared definition of full compliance. A completed checklist should not substitute for demonstrated skill or observation of safe care. | Track encounters meeting every required element as a percentage of all observations. Review missed steps weekly, not just average scores. |
    | **Best Practice #3:**<br>**_Review catheter need daily and use an approved nurse-driven removal protocol_** |
    | A catheter may remain after its indication resolves because reassessment responsibilities are unclear or removal awaits another order. Handoffs may mention the device without discussing whether it is still needed. | Review catheter necessity during daily multidisciplinary rounds. Use an approved nurse-driven removal protocol, with clinician review for exceptions such as postoperative urologic care or specialist-assisted placement (Patel et al., 2023). | Nurses may hesitate to remove catheters, while prescribers may disagree about authority or indications. Incomplete handoffs and an unclear removal plan can delay action. | I would support a supervised pilot after nursing and medical leaders approve the protocol, clarify authority, and confirm staff readiness. |
    | The desired practice is a documented daily reason for continued use and a clear removal decision. Eligible catheters should be removed promptly when the indication ends (Patel et al., 2023). | The bedside nurse would document continued need and follow the approved removal protocol. The care plan should cover voiding after removal, bladder scanning when indicated, and escalation to a clinician when retention is suspected. | Kamel et al. (2025) reported staff distrust of the protocol, nursing hesitancy, and documentation difficulties. These concerns should be addressed before expecting consistent use. | Medical, nursing, and urology leads would agree on exceptions and follow-up care. The charge nurse would review unresolved cases daily. |
    | Audit daily reviews and the time between resolution of the indication and removal. Separate justified exceptions and uncertain cases from avoidable delays instead of assuming that every additional catheter-day was unnecessary. | Kamel et al. (2025) reported CAUTI rates of 0.99 before and 0.27 after implementation per 1,000 catheter-days. However, infections numbered only three before and one afterward, and catheter utilization did not change significantly. The nonrandomized study combined several changes, so it cannot establish the removal protocol's independent effect or guarantee similar local results. | Fear of retention or difficult reinsertion can delay removal. Removal targets could also encourage premature action. Clear exceptions, bladder assessment, toileting support, and clinician review are essential. | Review necessity checks, removal delays, retention, and reinsertion within 24 hours weekly. Address adverse events before expansion without compromising necessary drainage. |

    **References**

    Kamel, M., Harris, N., Berry, A., Warsavage, T., Bessesen, M. T., & Kon, S. E. (2025). Implementation of a nurse-driven protocol for indwelling urinary catheter removal and novel utilization dashboard: A pre/postintervention observational study.
    _Therapeutic Advances in Infectious Disease, 12_, 20499361251317900.
    [https://journals.sagepub.com/doi/10.1177/20499361251317900](https://journals.sagepub.com/doi/10.1177/20499361251317900)

    Li, Q., Ussery, R. K., Woodby, S., Hastedt, R., Tyler, B., Demaet, M. A., & Patel, J. (2025). A multifaceted nursing process to reduce catheter-associated urinary tract infections in a medical intensive care unit in the era of COVID-19.
    _American Journal of Infection Control, 53_(7), 747-752.
    [https://linkinghub.elsevier.com/retrieve/pii/S0196655325001130](https://linkinghub.elsevier.com/retrieve/pii/S0196655325001130)

    Patel, P. K., Advani, S. D., Kofman, A. D., Lo, E., Maragakis, L. L., Pegues, D. A., Pettis, A. M., Saint, S., Trautner, B., Yokoe, D. S., & Meddings, J. (2023). Strategies to prevent catheter-associated urinary tract infections in acute-care hospitals: 2022 update.
    _Infection Control & Hospital Epidemiology, 44_(8), 1209-1231.
    [https://www.cambridge.org/core/journals/infection-control-and-hospital-epidemiology/article/strategies-to-prevent-catheterassociated-urinary-tract-infections-in-acutecare-hospitals-2022-update/7A56FE9DABD0A9C670D728AD16F9FC48](https://www.cambridge.org/core/journals/infection-control-and-hospital-epidemiology/article/strategies-to-prevent-catheterassociated-urinary-tract-infections-in-acutecare-hospitals-2022-update/7A56FE9DABD0A9C670D728AD16F9FC48)

    Centers for Disease Control and Prevention. (2024, March 25).
    _Summary of recommendations._ [https://www.cdc.gov/infection-control/hcp/cauti/summary-of-recommendations.html](https://www.cdc.gov/infection-control/hcp/cauti/summary-of-recommendations.html)

    Centers for Disease Control and Prevention. (2025, June 27).
    _Clinical safety: Preventing catheter-associated urinary tract infections (CAUTIs)._ [https://www.cdc.gov/uti/hcp/clinical-safety/index.html](https://www.cdc.gov/uti/hcp/clinical-safety/index.html)

    **## Week4-Discussion.docx**

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling

    **Instructions:**

    When developing new clinical interventions or practice changes, a systems approach can help maintain a culture of safety and minimize liability. For this discussion, answer the following question prompts:

    1. Outline the potential risks associated with the one of the proposed practice changes examined in your Unit 3 Gap Analysis.

    2. When harm does occur, what is your organization's/system's policy on disclosure?

    3. Locate and discuss your state's apology law and provide an overview of what it encompasses. (Minnesota, MN)

    4. Are there formal policies within your organization/system about what to do when harm occurs? Are these aligned with your state's apology law?

    **Please be sure to validate your opinions and ideas with citations and references in APA format.**

    **## AHRQ-CAUTIs.docx**

    **INSTRUCTIONS**

    **Gap Analysis Tool Adapted from AHRQ**

    **What is this tool**? The purpose of the gap analysis is to provide project teams with a format in which to do the following:

    · Compare the best practices with the processes currently in place in your organization.

    · Determine the “gaps” between your organization’s practices and the identified best

    practices.

    · Select the best practices you will implement in your organization.

    **Who are the target audiences?** The project liaison (you will serve as the liaison for this assignment) will be the primary individual to prepare this written gap analysis, but the entire improvement project team should be engaged in performing the gap analysis.

    **How can the tool help you?** Upon completion of the gap analysis, project teams will have the

    following:

    · An understanding of the differences between current practices and best practice.

    · An assessment of the barriers that need to be addressed before successful implementation

    of best practices.

    **How does this tool relate to others?** Information from AHRQ’s Self-Assessment
    [(Tool A.3)](https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/qitoolkit/combined/a3_combo_selfassessment.pdf) about

    the readiness of the hospital/practice setting to perform quality improvement for the Quality Indicators or Best/Evidence-based practices can be considered in the gap analysis as possible strengths or weaknesses (i.e., barriers) to be managed when implementing improvements. The best practice elements defined in the Selected Best Practices and Suggestions for Improvement
    [(Tool D.4](https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/qitoolkit/combined/d4_combo_bestpracticescover.pdf)) are prefilled in the gap analysis tool. This provides the elements for the Implementation Plan
    [(Tool D.6).](https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/qitoolkit/combined/d6_combo_implementationplan.pdf)

    **Instructions**

    1. List the identified practice problem in Column 1.

    2. In Column 2, provide a description of identified best practices (3 best practices required) to address the problem

    4. In Column 3, identify barriers that may hinder successful implementation of each best

    practice strategy. Consider systems, procedures, policies, people (aka stakeholders), equipment, etc.

    5. In Column 4, discuss your thoughts whether your organization will implement that best practice strategy. If not, explain why.

    6. Repeat steps 1-4 for each best practice.

    **Gap Analysis Tool (as adapted from AHRQ’s Tool D-5)**

    **Improvement Project: Quality Indicator/Practice Metric:**

    Preventing catheter-associated urinary CAUTIs per 1,000 indwelling urinary catheter-days
    tract infections (CAUTIs) Adult medical-surgical unit; catheter use and care adherence

    **Individual Completing This Form:** ______________________________

    | | | | |
    | — | — | — | — |
    | **Column 1** | **Column 2** | **Column 3** | **Column 4** |
    | **How Your Practices Differ From Best Practice (describe the practice problem you have identified for this improvement process)** | **Best Practice Strategies (what a review of the literature indicates is a best practice approach that you could implement to address the problem)** | **Barriers to Best Practice Implementation (this could be actual or anticipated/potential barriers)** | **Will Implement Best Practice (considering the barriers you identified – discuss your thoughts about the identified best practices being implemented** |
    | **Best Practice #1:**<br>**_Use clear clinical indications and consider alternatives before insertion_** |
    | A potential gap is catheter insertion for convenience rather than clinical need. Prolonged use is the most important CAUTI risk factor (Centers for Disease Control and Prevention [CDC], 2025). | Require a recognized indication, such as acute urinary retention or bladder outlet obstruction; incontinence alone is insufficient (CDC, 2024). Take into account assisted toileting, urinals, commodes, appropriate external devices, or intermittent catheterization when clinically appropriate (Patel et al., 2023). | Busy admissions and familiar ordering habits may encourage unnecessary insertion. These habits can be reinforced by limited toileting support and lack of available alternatives. | I would begin here to prevent unnecessary catheter use. Agreed indications and available alternatives would make adoption feasible. |
    | The goal is to use a catheter only when a recognized indication outweighs its risks and to consider suitable alternatives first (CDC, 2024). | Include an essential indication field and a short alternatives prompt in the electronic health record (EHR). Bladder scanning should be used by trained staff when necessary. Communicate the choices in a manner that honors the mobility, communication and privacy of each patient. | The change of the order needs the support of information technology and consensus between the nursing, hospital medicine, and referring teams. Bladder scanners and appropriate collection devices should also be available to staff. | Pilot on one unit, urgent drainage with subsequent documentation. The teacher would train the personnel with short clinical cases. |
    | A four-week audit would compare each new catheter order with the patient's clinical findings. Classifying insertions as appropriate, inappropriate, or unclear would help distinguish missing documentation from care that was genuinely unnecessary. | External devices collect urine but do not relieve retention. Uncertain or complex drainage decisions should be referred to the responsible clinician. Patient preferences should inform discussions without replacing a clinical assessment of whether catheterization is needed. | Some patients may prefer a catheter. Electronic restrictions could also delay urgent drainage. Completing an order field alone is not proof that insertion was appropriate. | Review uncertain indications weekly. Target 95% documented appropriate indications within 90 days; this is a proposed local goal. |
    | **Best Practice #2:**<br>**_Use aseptic insertion and consistent daily catheter care_** |
    | A second gap to assess is variation in insertion technique and daily care. A completed checklist does not necessarily show that asepsis, securement, bag positioning, and hygiene were maintained. | Use trained staff, hand hygiene, aseptic technique, and sterile equipment for insertion. Secure the catheter, keep the drainage system closed, prevent kinking, and keep the bag below the bladder and off the floor. Provide routine meatal hygiene; avoid routine antimicrobial irrigation or fixed-interval changes solely to prevent infection (CDC, 2024). | Interruptions, inconsistent kits, missing securement supplies, and differences in float-staff preparation may make care less reliable. Staffing pressures can also leave little time for training. | I would implement this alongside appropriate use. Reliable supplies, protected training time, and supportive supervision are essential. |
    | Every necessary catheter should receive the same insertion and maintenance safeguards, regardless of the shift or staff member providing care (CDC, 2024). | Use a shared insertion checklist and a brief maintenance check each shift. Ask staff to demonstrate the required skills and correct unsafe practices immediately. This links documentation to bedside care rather than treating a completed form as the end goal. | Staff may see observation as criticism rather than support. Auditing only during the day could also miss problems on nights or weekends. | The educator would train permanent and float staff; supply staff would standardize kits, and unit champions would coach at the bedside. |
    | The educator would observe insertions where feasible and review maintenance across shifts. Comparing observations with records, checking supplies, and identifying missed steps would show whether problems involve skills, resources, or documentation. | Li et al. (2025) reported improved outcomes after a nursing initiative in a medical intensive care unit. Because several changes were introduced together in a different setting, the study supports a coordinated approach but does not establish the benefit of each element on a general ward. | The team needs protected teaching time and a shared definition of full compliance. A completed checklist should not substitute for demonstrated skill or observation of safe care. | Track encounters meeting every required element as a percentage of all observations. Review missed steps weekly, not just average scores. |
    | **Best Practice #3:**<br>**_Review catheter need daily and use an approved nurse-driven removal protocol_** |
    | A catheter may remain after its indication resolves because reassessment responsibilities are unclear or removal awaits another order. Handoffs may mention the device without discussing whether it is still needed. | Review catheter necessity during daily multidisciplinary rounds. Use an approved nurse-driven removal protocol, with clinician review for exceptions such as postoperative urologic care or specialist-assisted placement (Patel et al., 2023). | Nurses may hesitate to remove catheters, while prescribers may disagree about authority or indications. Incomplete handoffs and an unclear removal plan can delay action. | I would support a supervised pilot after nursing and medical leaders approve the protocol, clarify authority, and confirm staff readiness. |
    | The desired practice is a documented daily reason for continued use and a clear removal decision. Eligible catheters should be removed promptly when the indication ends (Patel et al., 2023). | The bedside nurse would document continued need and follow the approved removal protocol. The care plan should cover voiding after removal, bladder scanning when indicated, and escalation to a clinician when retention is suspected. | Kamel et al. (2025) reported staff distrust of the protocol, nursing hesitancy, and documentation difficulties. These concerns should be addressed before expecting consistent use. | Medical, nursing, and urology leads would agree on exceptions and follow-up care. The charge nurse would review unresolved cases daily. |
    | Audit daily reviews and the time between resolution of the indication and removal. Separate justified exceptions and uncertain cases from avoidable delays instead of assuming that every additional catheter-day was unnecessary. | Kamel et al. (2025) reported CAUTI rates of 0.99 before and 0.27 after implementation per 1,000 catheter-days. However, infections numbered only three before and one afterward, and catheter utilization did not change significantly. The nonrandomized study combined several changes, so it cannot establish the removal protocol's independent effect or guarantee similar local results. | Fear of retention or difficult reinsertion can delay removal. Removal targets could also encourage premature action. Clear exceptions, bladder assessment, toileting support, and clinician review are essential. | Review necessity checks, removal delays, retention, and reinsertion within 24 hours weekly. Address adverse events before expansion without compromising necessary drainage. |

    **References**

    Kamel, M., Harris, N., Berry, A., Warsavage, T., Bessesen, M. T., & Kon, S. E. (2025). Implementation of a nurse-driven protocol for indwelling urinary catheter removal and novel utilization dashboard: A pre/postintervention observational study.
    _Therapeutic Advances in Infectious Disease, 12_, 20499361251317900.
    [https://journals.sagepub.com/doi/10.1177/20499361251317900](https://journals.sagepub.com/doi/10.1177/20499361251317900)

    Li, Q., Ussery, R. K., Woodby, S., Hastedt, R., Tyler, B., Demaet, M. A., & Patel, J. (2025). A multifaceted nursing process to reduce catheter-associated urinary tract infections in a medical intensive care unit in the era of COVID-19.
    _American Journal of Infection Control, 53_(7), 747-752.
    [https://linkinghub.elsevier.com/retrieve/pii/S0196655325001130](https://linkinghub.elsevier.com/retrieve/pii/S0196655325001130)

    Patel, P. K., Advani, S. D., Kofman, A. D., Lo, E., Maragakis, L. L., Pegues, D. A., Pettis, A. M., Saint, S., Trautner, B., Yokoe, D. S., & Meddings, J. (2023). Strategies to prevent catheter-associated urinary tract infections in acute-care hospitals: 2022 update.
    _Infection Control & Hospital Epidemiology, 44_(8), 1209-1231.
    [https://www.cambridge.org/core/journals/infection-control-and-hospital-epidemiology/article/strategies-to-prevent-catheterassociated-urinary-tract-infections-in-acutecare-hospitals-2022-update/7A56FE9DABD0A9C670D728AD16F9FC48](https://www.cambridge.org/core/journals/infection-control-and-hospital-epidemiology/article/strategies-to-prevent-catheterassociated-urinary-tract-infections-in-acutecare-hospitals-2022-update/7A56FE9DABD0A9C670D728AD16F9FC48)

    Centers for Disease Control and Prevention. (2024, March 25).
    _Summary of recommendations._ [https://www.cdc.gov/infection-control/hcp/cauti/summary-of-recommendations.html](https://www.cdc.gov/infection-control/hcp/cauti/summary-of-recommendations.html)

    Centers for Disease Control and Prevention. (2025, June 27).
    _Clinical safety: Preventing catheter-associated urinary tract infections (CAUTIs)._ [https://www.cdc.gov/uti/hcp/clinical-safety/index.html](https://www.cdc.gov/uti/hcp/clinical-safety/index.html)

  • [Solved] Problem identification

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attached instructions and read the pdf article attached here **files (2)** – ## DueOct2nd.docx – EBSCO-FullText-09_25_2026.pdf **## DueOct2nd.docx** **Due Oct 2nd** **Must be less than 10%AI and similarity and you MUST SUPPLY THE REPORT!!!!** 1. You are going to construct an APA formatted pap…

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    Assignment Prompt & Instructions

    See attached instructions and read the pdf article attached here

    **files (2)**

    – ## DueOct2nd.docx

    – EBSCO-FullText-09_25_2026.pdf

    **## DueOct2nd.docx**

    **Due Oct 2nd**

    **Must be less than 10%AI and similarity and you MUST SUPPLY THE REPORT!!!!**

    1. You are going to construct an APA formatted paper for the assignment.

    2. Provide an APA formatted title page.

    3. Develop an introduction section that includes the professional nurses’ role in identifying practice problems.

    Use the article from attached file as the primary basis for this assignment (see attached file)

    4. .)

    ·
    **NOTE**: This article and the identified practice problem will be the focus for a theoretical intervention, implementation, and evaluation process using the KTA Framework for Units 5, 6, & 7. In those units, you will apply the practice problem to your clinical setting.

    5. Using the article, identify and state the clinical practice problem.

    6. Provide a summary that:

    1.

    · Supports the existence of the practice problem, including background evidence, incidence, and/or prevalence.

    · Explains the significance of the practice problem, including the clinical implications or cost of inaction.

    · Presents the study design (method & sample population) and data results (qualitative and/or quantitative) that support the existence and significance of the problem.

    7. Locate three (3) additional journal articles that provide additional support for the same/similar practice problem.

    8. Develop a summary of each article with points a, b, and c just as you did in the primary article.

    ·
    **NOTE**: The three (3) additional articles you locate and summarize cannot be articles that are referenced in the article you selected from the list. They should have a
    **publication date within the last 5 to 10 years.**

    9. Develop a conclusion section for the paper that summarizes the content and includes your thoughts about the significance of the identified problem.

    10. Provide an APA formatted reference page and include citations for each source in the body of the assignment where appropriate.

    11.
    **The suggested length for this submission,**
    **excluding title and reference pages, is no less than 3 pages.**

    **The assignment requirements include that you upload a file of the full-text article for each listed reference.**

    **EBSCO-FullText-09_25_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-09-25-2026-pdf)

    **EBSCO-FullText-09_25_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-09-25-2026-pdf)

    **## DueOct2nd.docx**

    **Due Oct 2nd**

    **Must be less than 10%AI and similarity and you MUST SUPPLY THE REPORT!!!!**

    1. You are going to construct an APA formatted paper for the assignment.

    2. Provide an APA formatted title page.

    3. Develop an introduction section that includes the professional nurses’ role in identifying practice problems.

    Use the article from attached file as the primary basis for this assignment (see attached file)

    4. .)

    ·
    **NOTE**: This article and the identified practice problem will be the focus for a theoretical intervention, implementation, and evaluation process using the KTA Framework for Units 5, 6, & 7. In those units, you will apply the practice problem to your clinical setting.

    5. Using the article, identify and state the clinical practice problem.

    6. Provide a summary that:

    1.

    · Supports the existence of the practice problem, including background evidence, incidence, and/or prevalence.

    · Explains the significance of the practice problem, including the clinical implications or cost of inaction.

    · Presents the study design (method & sample population) and data results (qualitative and/or quantitative) that support the existence and significance of the problem.

    7. Locate three (3) additional journal articles that provide additional support for the same/similar practice problem.

    8. Develop a summary of each article with points a, b, and c just as you did in the primary article.

    ·
    **NOTE**: The three (3) additional articles you locate and summarize cannot be articles that are referenced in the article you selected from the list. They should have a
    **publication date within the last 5 to 10 years.**

    9. Develop a conclusion section for the paper that summarizes the content and includes your thoughts about the significance of the identified problem.

    10. Provide an APA formatted reference page and include citations for each source in the body of the assignment where appropriate.

    11.
    **The suggested length for this submission,**
    **excluding title and reference pages, is no less than 3 pages.**

    **The assignment requirements include that you upload a file of the full-text article for each listed reference.**

    **EBSCO-FullText-09_25_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-09-25-2026-pdf)

    **## DueOct2nd.docx**

    **Due Oct 2nd**

    **Must be less than 10%AI and similarity and you MUST SUPPLY THE REPORT!!!!**

    1. You are going to construct an APA formatted paper for the assignment.

    2. Provide an APA formatted title page.

    3. Develop an introduction section that includes the professional nurses’ role in identifying practice problems.

    Use the article from attached file as the primary basis for this assignment (see attached file)

    4. .)

    ·
    **NOTE**: This article and the identified practice problem will be the focus for a theoretical intervention, implementation, and evaluation process using the KTA Framework for Units 5, 6, & 7. In those units, you will apply the practice problem to your clinical setting.

    5. Using the article, identify and state the clinical practice problem.

    6. Provide a summary that:

    1.

    · Supports the existence of the practice problem, including background evidence, incidence, and/or prevalence.

    · Explains the significance of the practice problem, including the clinical implications or cost of inaction.

    · Presents the study design (method & sample population) and data results (qualitative and/or quantitative) that support the existence and significance of the problem.

    7. Locate three (3) additional journal articles that provide additional support for the same/similar practice problem.

    8. Develop a summary of each article with points a, b, and c just as you did in the primary article.

    ·
    **NOTE**: The three (3) additional articles you locate and summarize cannot be articles that are referenced in the article you selected from the list. They should have a
    **publication date within the last 5 to 10 years.**

    9. Develop a conclusion section for the paper that summarizes the content and includes your thoughts about the significance of the identified problem.

    10. Provide an APA formatted reference page and include citations for each source in the body of the assignment where appropriate.

    11.
    **The suggested length for this submission,**
    **excluding title and reference pages, is no less than 3 pages.**

    **The assignment requirements include that you upload a file of the full-text article for each listed reference.**

    **EBSCO-FullText-09_25_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-09-25-2026-pdf)

  • [Solved] Map Concept – infection

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    DFC Concept Map Instructions Level 2 Concept Map Assignment Instructions – Levels 2 and 3 Concept maps allow you to organize and display key information in a way that you can see how information is connected and interrelated. The DFC Concept Map Assignments in this course allow you to extract key cl…

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    Assignment Prompt & Instructions

    DFC Concept Map Instructions Level 2

    Concept Map Assignment Instructions – Levels 2 and 3

    Concept maps allow you to organize and display key information in a way that you can see how information is connected and interrelated. The DFC Concept Map Assignments in this course allow you to extract key client information and practice clinical judgment using DFC or VCBC clients. Choose a concept from the Concepts for Nursing Practice eBook (found under your course eBooks) that relates to the patient you selected. You must choose a different concept for each of your concept map assignments.

    DFC Concept Map goal:

    The purpose of this assignment is to provide the learner an opportunity to strengthen their clinical judgment using a concept map format. Use the attached rubric for map requirements to ensure you receive full credit.

    Divider.png

    Instructions:

    1. Choose your map concept: infection

    Choose a concept from the Concepts for Nursing Practice eBook (found under your course eBooks) that relates to the patient you selected.

    2. Choose a client that aligns with your chosen concept.

    You can use a current client, a past encounter, or a simulated experience if needed.

    You can use a concept only once per course.  SIMULATED

    3. Complete the client information section and the topic of the map.

    Use SBAR format for the client information. Visit the ELO to learn more. SBAR includes:

    Situation

    Situation states what is currently happening with the patient. It usually begins with the identity of the person communicating the SBAR, patient identifiers such as age and gender, and a brief statement of the current problem or situation.

    Background

    Background covers clinical background such as patient history related to the current situation, signs and symptoms of the presenting complaint, and any test results, such as lab or imaging reports.

    Assessment

    Assessment reports what the person communicating the SBAR thinks the problem is. It states what the nurse or other provider has assessed based on the background information, patient history, and observations.

    Recommendation

    Recommendations and Requests states an initial recommendation, what is needed and when, and repeats back the stated response from the other provider or patient to ensure accuracy.

    The topic of the map is your chosen concept. This might not always be the client’s primary concern.

    For example, if your chosen concept is ‘Mobility’, focus on cues and interventions related to ‘Mobility’ even if the client has a higher priority concern (such as ‘Perfusion’.) Concepts are often interrelated, but you should maintain the focus of the map on the chosen concept.

    4. Build your Clinical Judgment Concept Map.

    Locate and download the concept map template within the ‘DFC Concept Map’ module.

    Complete all boxes for your client.

    Use the assignment rubric to ensure you meet the requirements of the assignment.

    The arrows on the template are there to remind you that this map is intended to be completed in a certain order.

    What is a hypothesis?

    A hypothesis is a proposed explanation made on the basis of available information. It is a starting point to problem-solving.

    Recognize cues: Based on available client data, identify relevant or important cues or information. Subjective and objective could be considered. Specific client values are included where appropriate (i.e. heart rate, oxygen saturation, etc).

    Analyze cues: Link identified cues to the client’s presentation. Determine conditions that are consistent with those cues.

    A condition is defined as “a normal state with regard to one's health, such as pregnancy, or to a disease, disorder, illness, or injury” (National Institutes of Health, n.d.).

    Prioritize hypotheses: Think “Where do I start?” Based on your analysis of the client’s condition, determine which explanations are most likely. List and rank hypotheses according to most urgent problems and priority order.

    Generate solutions: Using the hypothesis, identify desirable outcomes for the client. Goals are listed in SMART format.

    In SMART format, goals are Specific, Measurable, Achievable, Relevant, and Time-Bound. Visit the ELO for more information.

    Here is an example of a SMART goal: The patient will report a pain level of 4 or less on a 0-10 scale within 30 minutes of pain medication administration.

    Take action: Using the identified SMART goals, identify and describe how nursing interventions will be performed, administered, communicated, or taught. Interventions will address the priority concerns and are designed to help meet the client’s goals.

    Intervention #1 should be crafted to help meet SMART goal #1.

    Evaluate outcomes: Compare observed outcomes against expected outcomes. Determine if your identified interventions were effective.

    Be sure that these evaluative statements are in past tense, as you are seeing how the interventions progressed. This should look like "The (goal was achieved) by (time specified) as evidenced by (supporting findings) after (nursing intervention was performed)."

    You are evaluating if Goal #1 was accomplished by Intervention #1 by the time frame specified.

    *To reiterate: SMART goal #1, Intervention #1, and Evaluation #1 should all be related. This should be repeated for all goals and their associated interventions and outcomes.

    – [\
    \
    DFCConceptMapTemplateLevel2-Unlocked.docx](https://www.sweetstudy.com/files/dfcconceptmaptemplatelevel2-unlocked-docx-10602659 "DFCConceptMapTemplateLevel2-Unlocked.docx")

    – a month ago