Complete the following items and incorporate them into the final version of your Academic Success and Professional Development Plan.

· Write a paragraph that provides a detailed comparison at least two nursing specialties, including your selected specialization(Psychiatric mental health Nurse practitioner) and second-preferred specialization.(Family Nurse practitioner)

· Write a clear and accurate 2- to 3-paragraph justification statement identifying your reasons for choosing your MSN specialization. Provide sufficient evidence of incorporating feedback you received from colleagues in this week’s Discussion Forum.

· Clearly identify and accurately describe in detail the professional organization related to the specialization you have chosen to focus on for this assignment and explain how you can become an active member of this organization.

Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph

Using Improvement Science Models to Promote Quality and Safety   …while all changes do not lead to improvement, all improvement requires change.  —United States Agency for International Development  Improvement science models bring together research and evidence-based practice to identify the most effective ways to promote quality and safety in health care. As a central tenet of quality improvement, attention must be paid to the processes that contribute to outcomes.  In this Discussion, you examine quality improvement models and evaluate how they could be applied to address specific issues within health care organizations.

To prepare: •Review the improvement models presented in the Learning Resources.

•Evaluate each of the models and select two on which to focus for this Discussion.

•Consider how each of the two models could be utilized in a health care organization to promote quality and safety. Think about the following: •How does the model bring together research and evidence-based practice to facilitate quality improvement?

•How does the model contribute to a culture of quality and safety?

•How does it address changes in process?

•Reflect on the quality improvement issue and the health care setting that you are addressing for your Course Project. Of the two models that you have selected, determine which one you, as a nurse leader-manager, would use to address this issue. Also consider how this would relate to one or more of the IOM’s six aims for quality and safety.

By Day 3  Post your analysis of how the two improvement models that you selected could foster a culture of quality and patient safety and facilitate changes in process that promote positive outcomes. Explain how you would use one of these models to address the quality improvement issue in the organization that you have selected for your Course Project, and how doing so would relate to one or more of the IOM’s six aims for improving quality and safety.

Required Readings  Hickey, J. V., & Brosnan, C. A. (2012). Evaluation of health care quality in advanced practice nursing. New York, NY: Springer Publishing Company.

•Review Chapter 6, “Evaluating Health Care Information Systems and Patient Care Technology” (pp. 113–133) (assigned in Week 6)  This chapter examines federally mandated use of health information technology to improve health care and care delivery. In addition, technology competencies are discussed along with strategies for evaluating health information technologies in coordination with nurse informaticists.

•Chapter 7, “Evaluation of Patient Care Standards, Guidelines, and Protocols” (pp. 135–158) (assigned in Week 4)  How can you know if an organization is delivering the best possible care? This chapter explores evaluation methods for patient care and discusses methods used to evaluate innovations that can lead to practice changes.   Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations. Burlington, MA: Jones & Bartlett Learning.

•Chapter 7, “Understanding Quality and Performance” (pp. 133–160)

•Chapter 9, “Closing the Gaps” (pp. 179–194)  Altmann, T. K. (2007). An evaluation of the seminal work of Patricia Benner: Theory or philosophy? Contemporary Nurse: A Journal for the Australian Nursing Profession, 25(1/2), 114–123.  Retrieved from the Walden Library databases.     Altmann summarizes the foundational work of Benner’s novice to expert theory, reviews critiques, and outlines how Benner’s concepts are important in nursing.

• Review the agenda priorities of the current/sitting U.S. president and the two previous presidential administrations.
• Select an issue related to healthcare that was addressed by each of the last three U.S. presidential administrations.
• Reflect on the focus of their respective agendas, including the allocation of financial resources for addressing the healthcare issue you selected.
• Consider how you would communicate the importance of a healthcare issue to a legislator/policymaker or a member of their staff for inclusion on an agenda.

Part 1: Agenda Comparison Grid

Use the Agenda Comparison Grid Template found in the Learning Resources and complete the Part 1: Agenda Comparison Grid based on the current/sitting U.S. president and the two previous presidential administrations and their agendas related to the public health concern you selected. Be sure to address the following:

• Identify and provide a brief description of the population health concern you selected and the factors that contribute to it.
• Describe the administrative agenda focus related to the issue you selected.
• Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.
• Explain how each of the presidential administrations approached the issue.

Part 2: Agenda Comparison Grid Analysis

Using the information you recorded in Part 1: Agenda Comparison Grid on the template, complete the Part 2: Agenda Comparison Grid Analysis portion of the template, by addressing the following:

• Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected?
• How do you think your selected healthcare issue might get on the agenda for the current and two previous presidents? How does it stay there?
• Who would you choose to be the entrepreneur/ champion/sponsor of the healthcare issue you selected for the current and two previous presidents?

Based on the feedback that you received from your colleagues in the Discussion, revise Part 1: Agenda Comparison Grid and Part 2: Agenda Comparison Grid Analysis.

Then, using the information recorded on the template in Parts 1 and 2, develop a 1-page Fact Sheet or Talking Points Brief that you could use to communicate with a policymaker/legislator or a member of their staff for this healthcare issue. You can use Microsoft Word or PowerPoint to create your Fact Sheet or Talking Point Brief. Be sure to address the following:

• Summarize why this healthcare issue is important and should be included in the agenda for legislation.
• Justify the role of the nurse in agenda setting for healthcare issues.

For this task you will first compare the ACHE and AHIMA code of ethics, and then review a brief case from Healthcare Marketing: A Case Study that involves ethical decision-making. Then, you will discuss the role of the healthcare marketer in relation to ethical behavior and conduct. To complete this assignment, review the Module Three Worksheet Guidelines and Rubric document.

This is assignment needs to be due by Sunday. Rubric is attached & case study exercise.

Following reference should be used as well:

Cellucci, L. W., Wiggins, C., & Farnsworth, T. J. (2014). Healthcare marketing: a case study approach. Chicago, IL: Health Administration Press. ISBN: 978-1-56793-605-6

Course Outcomes

This assignment enables the student to meet the following Course Outcomes (COs):

CO 1: Apply leadership skills concepts of project management as a nurse executive in an organizational setting to develop, implement and evaluate successful project plans. (PO 4,5)

CO 3: Exemplify professional values and scholarship that support the role of a student in a practicum setting. (PO 4)

Learning Agreement Guidelines

Directions

For Week 1, complete the Learning Agreement with self-identified goals to meet cos and initial plans to meet those self-identified goals; review the “Sample Learning Agreement” document to help you and discuss your goals and plans with your mentor. Your mentor must sign the Learning Agreement for your Week 1 submission.

The agreement should be revised each week to reflect completed goals, additional goals, and changes to the plan dictated by the actual experience or revisions suggested by faculty or the mentor. At the end of the practicum experience, evaluate success with your mentor and obtain the mentor’s signature at the bottom of agreement. Save this form as a Word document and enter required information directly onto it; submit the completed Learning Agreement, signed by your mentor, on the Friday of Week 8. See the Learning Agreement Grading Rubric for grading details.

The Learning Agreement consists of three sections.

1. Student Learning Outcomes Table (Week 1)
2. Signatures approving plan (Week 1)
3. Signatures and mentor verification (Week 8)

Due Dates

1. Initial signed Learning Agreement is submitted by 11:59 p.m. MT, Sunday at the end of Week 1
2. Completed signed Learning Agreement is submitted by 11:59 p.m. MT, Saturday of Week 8
3. Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:
   • Monday = 10% of total possible point reduction
   • Tuesday = 20% of total possible point reduction
   • Wednesday = 30% of total possible point reduction
   • If the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows:
   • Monday = 10% of total possible point reduction
   • Tuesday = 20% of total possible point reduction
   • Wednesday = 30% of total possible point reduction

A minimum of 144 hours practicum experience is required by the end of NR632.

If the 144 hours are not completed by end of term, you will receive a grade of “I” and not be able to graduate until completed.

I. Student Learning Outcomes

Course Outcomes

Student-Identified Practicum Goals to Meet Course Outcomes

Plan to Meet Student-Identified Practicum Goals

Narrative Description of Attainment of Student-Identified Goals through the end of CGE 1

CO1: Apply leadership skills concepts of project management as a nurse executive in an organizational setting to develop, implement and evaluate successful project plans. (POs 4 and 5)

CO2: Using current knowledge, standards of practice, and research from evidence-based literature, synthesize a foundation for the nurse executive role. (POs 3 and 4)

CO3: Exemplify professional values and scholarship that support the role of a student in a practicum setting. (PO 4)

CO4: Contribute to the body of nursing leadership and management knowledge through research, planning, evaluation and dissemination of findings. (PO 4)

CO5: Apply professional values characteristic of the competent and caring nurse executive that promote holistic care principles and an appreciation of cultural humility ( POs 1, 3, and 4)

CO6: Apply evidence-based fiscal principles that contribute to the creation of a caring environment characterized by high quality, safe, patient-centered care (POs 1 and 2)

II. Weeks 1 and 8 signatures must be obtained and completed on the physical Learning Agreement.

Rubric

NR631 Week 1 Initial Learning AgreementNR631 Week 1 Initial Learning AgreementCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeDevelops measurable goals for each course outcome10.0 ptsFor each course outcome, the student creates measurable goals related to the CGE project and/or attainment of Nurse Executive competencies0.0 ptsOne or more course outcomes do not have measurable goals developed10.0 pts
This criterion is linked to a Learning OutcomeDevelops specific plans that detail how the student will attain the stated goal(s)10.0 ptsFor each goal, the student creates plans and tasks to that describe how the student will accomplish the stated goal(s)0.0 ptsOne or more goals do not have plans/tasks associated with them10.0 pts
This criterion is linked to a Learning OutcomeBoth the student and mentor acknowledge reviewing the learning agreement by placing signatures in the appropriate signature spaces5.0 ptsBoth the student and mentor signatures are present0.0 ptsEither the mentor or student signature is missing5.0 pts
Total Points: 25.0