NRS 493 Discussion Questions Essay Paper
DQ2-Topic 4
Compare and contrast two change theories and/or nursing theories. Determine which theory makes the most sense for implementing your specific EBP intervention. Why? Has your preceptor used either theory, and to what result?
200 words minimum.
Assignment –2 Capstone Change Project Outcomes NRS 493 Discussion Questions Essay Paper
After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a two – three sentence rationale.
The assignment will be used to develop a written implementation plan.
APA style is not required, but solid academic writing is expected.
Assignment –3 Professional Capstone and Practicum Reflective Journal- Topic 4
Assessment Description
Students are required to submit weekly journal entries throughout the course. These reflective narratives help students identify important learning events that happen throughout the course and the practicum. In each week’s entry, students should reflect on the personal knowledge and skills gained.
Write a reflection journal (250-300 words) to outline what has been discovered about your professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week there will be a specific focus to use in your reflection. Integrate leadership and inquiry into the current practice. Please make sure to address all areas in your writing.
Topic Focus: Ethical Considerations in Health Care
While APA style is not required for the body of this assignment, solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite
Use leadership and community aspects in the ER for this journal. NRS 493 Discussion Questions Essay Paper
DQ2. Comparing and Contrasting Two Change Theories
Change theories provide frameworks for initiating, implementing, evaluating, and sustaining new approaches for quality improvement. Two change theories that compare effectively are Lewin’s three-step theory and Kotter’s eight-step change management theory. According to Hussain et al. (2018), Kurt Lewin’s change model encompasses three profound steps for facilitating change: unfreezing, actual change, and refreezing. During the unfreezing stage, change agents improve readiness for change by addressing restraining factors and elements of the status quo that compromise new interventions. In the change implementation phase, stakeholders share knowledge, develop plans, incorporate new technologies, and share skills necessary for facilitating change (Hussain et al,.2018). Finally, the refreezing stage entails anchoring new approaches in organizational culture and strengthening new norms.
Similarly, Kotter’s eight-step change theory offers steps for initiating, implementing, evaluating, and sustaining change. According to Carman et al. (2019), the eight steps for change management include creating a climate of change, establishing a sense of urgency, developing partnerships and coalitions, developing visions and strategies, communicating change aspects, employee empowerment, generating short-term wins, consolidating gains and emphasizing more change, and anchoring new approaches in the culture. Although Kotter’s eight-step change theory provides a comprehensive framework for initiating, implementing, evaluating, and sustaining change, Lewin’s model emphasizes the need to “unlearn” older patterns and challenge comfort zones to embrace new approaches.
Lewin’s change theory makes more sense for implementing my evidence-based practice (EBP) intervention because it emphasizes on changing the status quo by unlearning older patterns and encouraging new approaches for quality improvement. My preceptor often uses this theory because it strengthens nurses’ role as drivers of change. In this sense, the theory enables nurses to understand their roles as change agents and establish mechanisms for addressing restraining factors, implementing change, and sustaining new approaches for quality improvement. NRS 493 Discussion Questions Essay Paper
Capstone Change Project Outcomes
The capstone project aims to investigate the effectiveness of training and educating nurses on safer medication management approaches in preventing and reducing medication errors compared to other interventions, including effective communication and reporting and the incorporation of advanced technologies. Therefore, the project’s outcomes include:
- Enhancing nurses’ understanding of the root causes of medication errors
Individual and organizational factors that perpetrate medication errors include experience issues, a lack of medication management guidelines, poor communication, ineffective reporting systems, time pressure, and psychological exhaustion (Izadpanah et al., 2018). Understanding these root causes of medication errors is essential in developing interventions for preventing medication mistakes, especially in emergency departments.
- Enhance patient safety by reducing and preventing medication errors
Medication errors are the leading causes of increased mortality rates, prolonged hospitalization, compromised quality of life, increased care costs, and negative legal and ethical implications (Wondmieneh et al., 2020). As a result, investigating potential preventative measures would enhance patient safety by reducing their susceptibility to the consequences of medication mistakes. NRS 493 Discussion Questions Essay Paper
- Improve nurses’ knowledge and awareness of medication management processes through training and education
Undoubtedly, educating and training nurses on medication management processes is a profound strategy for improving their knowledge and preventing avoidable medication mistakes. As stated earlier, inadequate knowledge and experience issues are among the root causes of medication errors. Therefore, training and education programs can prevent and reduce the prevalence of medication errors.
Professional Capstone and Practicum Reflective Journal
The capstone project and practicum have provided opportunities for assessing my professional practice, strengths, and weaknesses. Initially, I thought that the knowledge acquired in class is adequate for me to provide quality and optimal care. However, the practicum experience has exposed some chasms between theoretical knowledge and the ability to provide quality care consistent with ever-increasing demands. Further, my collaboration with the preceptor during practicum has bolstered my knowledge of various topics, including new practice approaches, interprofessional collaboration, ethical considerations in healthcare, practices of culturally sensitive care, population health concerns, and the importance of advanced technologies in improving care outcomes. Finally, I have learned about the current healthcare policies, leadership and economic models, and healthcare disparities. The knowledge acquired from these topics has enabled me to select an evidence-based capstone project topic. NRS 493 Discussion Questions Essay Paper
Throughout the process of developing that capstone project topic and practicum experience, I have realized that I can apply critical thinking skills to analyze healthcare concerns and make informed decisions. Also, I can effectively utilize new models for care delivery to provide culturally responsive care and incorporate ethical considerations into nursing practice. However, I have a weakness in understanding different models of evidence-based practice (EBP) that provide frameworks for selecting and appraising evidence sources and implementing recommendations to improve care quality.
The complexity of understanding EBP models is an issue of concern, considering the overarching demand for implementing evidence-based and research-driven interventions. According to Patelarou et al. (2020), nursing students lack the knowledge and skills necessary for incorporating and implementing evidence-based practice. Therefore, it is essential to teach them about the tenets, models, and strategies of incorporating evidence into nursing practice. Horntvedt et al. (2018) recommend the use of interactive methods when teaching nursing students about evidence-based practice. These interventions include interactive lectures, workshops, problem-based learning, journal clubs, and small group work. Also, it is vital to provide nursing students with supplemental resources like access to the internet, functional computer systems, and learning materials that support evidence-based practice.
References
Carman, A. L., Vanderpool, R. C., Stradtman, L. R., & Edmiston, E. A. (2019). A change-management approach to closing care gaps in a federally qualified health center: A rural Kentucky case study. Preventing Chronic Disease, 16(E105). https://doi.org/10.5888/pcd16.180589
Horntvedt, M.-E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: A thematic literature review. BMC Medical Education, 18(1). https://doi.org/10.1186/s12909-018-1278-z
Hussain, S. T., Lei, S., Akram, T., Haider, M. J., Hussain, S. H., & Ali, M. (2018). Kurt Lewin’s change model: A critical review of the role of leadership and employee involvement in organizational change. Journal of Innovation & Knowledge, 3(3), 123–127. Science Direct. https://doi.org/10.1016/j.jik.2016.07.002
Izadpanah, F., Nikfar, S., Bakhshi Imcheh, F., Amini, M., & Zargaran, M. (2018). Assessment of frequency and causes of medication errors in pediatrics and emergency wards of teaching hospitals Affiliated to Tehran University of Medical Sciences (24 hospitals). Journal of Medicine and Life, 11(4), 299–305. https://doi.org/10.25122/jml-2018-0046
Patelarou, A. E., Mechili, E. A., Ruzafa-Martinez, M., Dolezel, J., Gotlib, J., Skela-Savič, B., Ramos-Morcillo, A. J., Finotto, S., Jarosova, D., Smodiš, M., Mecugni, D., Panczyk, M., & Patelarou, E. (2020). Educational interventions for teaching evidence-based practice to undergraduate nursing students: A scoping review. International Journal of Environmental Research and Public Health, 17(17), 6351. https://doi.org/10.3390/ijerph17176351
Wondmieneh, A., Alemu, W., Tadele, N., & Demis, A. (2020). Medication administration errors and contributing factors among nurses: A cross-sectional study in tertiary hospitals, Addis Ababa, Ethiopia. BMC Nursing, 19(1), 1–9. https://doi.org/10.1186/s12912-020-0397-0 NRS 493 Discussion Questions Essay Paper
