Dnp Project Proposal Development Project Evaluation

This simulation experience allowed me to practice my focused assessment skills, delegation of tasks, prioritization on of tasks, interdisciplinary communication skills, and skills that I have not been able to participate in such as blood administration. I learned that my strengths are patient education, delegation, noticing changes in patient condition, and working as a member of a team. I need to improve my speed of completing tasks, my confidence, and my process of working through new skills.

A. Nurse sensitive indicators are factors that are directly impacted by nursing.  There indicators fall into three categories; structure, process and outcomes of nursing care.  The structure indicators are the organizational piece of nursing care. These relates to the amount of staff on duty at a given time, how many RN's are on duty and experience level of the staff. For example, evidence indicates institutions with a higher number of RN’s possessing a Bachelor Degree in nursing result in improved patient outcomes. The process indicators measure nursing care such as patient assessment, patient care and intervention. These are the organizational policies and procedures of nursing.   The patient outcomes are indicators directly related to

Many hospitals and some healthcare facilities have attempted to research how the nursing practice model correlates with patient outcomes. “Hospital studies frequently consider attributes of medical staff but neglect attributes of nursing staff.” (Weisman). Some of the factors to consider when looking the nursing practice model are structural dimensions such as nurses’ individual level of practice and education, management per unit rather than traditional supervisors, case management, and the degree to which nursing or multidisciplinary teams are employed. The National Center for Nursing Research (NCNR) and the Division of Nursing, have funded two research projects in Arizona and New York. “The University of Rochester School of Nursing is implementing and evaluating an Enhanced Professional Practice Model for Nursing, designed to increase nurses’ control over practice at the unit level and to provide professional compensation.” (Weisman). The experiment will include five hospitals and the patient outcomes being studied include morbidity and mortality, patients’ perceptions of the hospital experience, and unplanned hospital readmission up to 30 days after discharge. “The University of Arizona College of Nursing is implementing and evaluating a unit-based Differentiated Group Professional Practice Model that includes three components: group governance (including participative management, staff bylaws, peer

The sample size was large enough since it brought together 2,545 nurses, from different nursing units. In addition, the selection of four different hospitals ensured that there was no bias and that any similarity in research findings could be considered as part of the study’s objectives (Brewer, 2006, p. 650).

Nursing simulation, a progressive method of education and utilized by nursing programs, improves patient outcomes by giving students opportunities to practice and learn new nursing skills in non-threatening environments. The use of simulation experiences origins hold root in the military and airline industries. Nevertheless, since that time, many academic interest groups, including medical and nursing education have adopted this educational method. Furthermore, anticipated is the idea that simulation experiences will allow students the opportunities they need to practice skill sets that will lead to the improvement of the patient’s condition. Additionally, an evaluation of the nursing simulation also serves an important role in determining the effectiveness of the activity in meeting the objectives of various nursing curricula. Completing, recording, and studying the outcomes of a methodical evaluation, such as a rubric, are foundational to the enhancement of both the procedure and results (Robinson & Dearmon, 2013). This capstone project specifically concentrates on the development, implementation, and evaluation of a rubric for nursing simulation scenarios conducted by baccalaureate level nursing students at WKU.

“Every project has a beginning and an end” (Zaccagnini & White, 2014, pp. 455). Previous chapters have discussed the closure of the project and the need for a formal evaluation of the project’s impact on the organization in which it was implemented. The most significant reasoning behind the formal evaluation process of the DNP project is the need for translation of learned knowledge to practice (Zaccagnini & White, 2014). Translation science is an essential part of the overall reasoning behind the project, but the stakeholders involved must be provided the information and subsequent recommendations for further improvement within their organization (Zaccagnini & White, 2014). This chapter discusses the various data and how they are interpreted. Project recommendations are evaluated, acknowledging the interpretation of the data, to determine how the project interventions made an

Student nurses can learn a lot about teamwork through simulation labs as well as observing and taking part in real life scenarios (Endacott et al., 2015). A student can recognize that they may not have the experience to be the person best-suited to be involved in the emergency situation. However, they can recognize how they can be helpful, such as being a runner for supplies, and can learn through observation.

Simulation labs and clinical placements are effective for practicing skills and building hands-on dexterity, habits, rhythms, and confidence. Not every facet of nursing education prepares student nurses with this kind of learning; originally an, most commonly clinical hours spent in simulation labs were integrated strictly into BSN programs, eliciting the statement made by Taylor (2008) that ADN programs have had to expand their curricula and offer students more content (p.613). According to Go’s (2012) dissertation on High Fidelity Patient Simulation (HFPS), simulation labs are advantageous because they give student nurses a venue for instruction while working in a clinical setting (p. 34). HFPS promotes and validates the clinical judgment competency of nursing students; it offers opportunities for feedback, debriefing, and guided reflection; it increases the student's ability to synthesize knowledge and insight, forming the bridge between theory and practice (Go, 2012, p. 34). However, hours spent in standard clinical settings are often inadequate in preparing

The use of simulation allows students to experience hypothetical clinical scenarios without threat of harm to patients. One of the objectives of running the simulation is to allow to experience and learn from various scenarios that they will likely encounter on the nursing floor and provide an opportunity to apply theory into practice. Prior to this simulation, we were introduced to several literature covering concepts on nursing responsibilities when floating, impaired nursing, diversion of medication, reasonable suspicion, and the AACN standards for establishing and sustaining healthy work environments. Such concepts help the nurse to practice her profession safely and transform into a leader that can initiate and influence change towards the success of an organization.

My answers were not decisive which reflect my weak critical thinking skill. For example, when it comes to medication administration, in instances where things are not clear, it should always be referred to the doctor which in this case I belatedly remembered. Nurses should also make sure that they knew how to use all the equipment that is used in the nursing care. In a medical emergency situation, every second counts. In the simulation, epinephrine administration was delayed since the nurse did not know how to use the automatic injection. Over-all the simulation had a significant impact to my learning process.

This paper will address and evaluate the research problem itself, the design of the study, the sample, how the data is collected, its limitations, and its findings. Furthermore, how does this study impact the overall nursing process?

For years nurses have gained experience in the medical field through clinical rounds at hospitals and doctors offices. Learning has always taken place first through textbooks and then through personal experience during required clinical time. These methods have proven effective but include limitations to the amount of exposure a student can gain before entering the workforce. A new way of learning is on the rise with the use of High Fidelity Simulations (HFS) or the Sim Man. HFS is a computerized life size manikin that simulates real human responses to treatment. This new technology allows students to practice rare procedures or treat common diagnoses.

The Giger and Davidhizar model was “developed in 1988 in response to the need for nursing students in an undergraduate program to assess

Hospitals are working towards a more team-based training. The last couple years most of my training has been in a simulation lab. I feel it improves communication, teamwork, reinforces skills and new practices. Hands-on simulation experience allows healthcare workers to get messy, make mistakes and sharpen problem-solving skills — with no risk to patients. As nurses, we collaborate with each other on a daily basis but we are trained and tested individually on our skills, theory, and practical situations. As healthcare evolves, stimulation labs should be part of all healthcare works training and testing, that way everyone is better prepared to handle real time events.

Research shows that novice nurses find it difficult to handle patient situation properly in the event that their condition rapidly deteriorate. Barbara Aronson (PhD, RN, and CNE) and her colleague Barbara Glynn (DNP, RN-BC) conducted the research. The title of the article was clearly stated and it focused on the effectiveness of a role- modeling intervention on student nurse simulation competency. The researchers used quasi -experimental studies to conduct a pre-test and post-test study to evaluate whether student been exposed to the role- modeling intervention simulation competency will be able to handle patient conditions better than student not exposed to that intervention. The study was been