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  • [Solved] nursing, evidence based practice

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  • [Solved] MR soap note week 5

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    Mr soap note week 5 42yo new divorcee seeking STD testing after vaginal odor/discharge/bleeding for 3 weeks – ## AGPCSOAPNoteAssignmentInstructions.pdf **## AGPCSOAPNoteAssignmentInstructions.pdf** 1 SOAP Note Assignment Instructions Consider constructing a Word document ‘SOAP note template’ and use…

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    Mr soap note week 5
    42yo new divorcee seeking STD testing after vaginal odor/discharge/bleeding for 3 weeks

    – ## AGPCSOAPNoteAssignmentInstructions.pdf

    **## AGPCSOAPNoteAssignmentInstructions.pdf**

    1

    SOAP Note Assignment Instructions

    Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
    note. By doing this you can use the template for efficiently constructing your SOAP notes such
    that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
    person requests to see your SOAP note template you will be required to send it to them for
    review.

    Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
    complaint.

    Typhon Encounter #:

    Type of Note: Focused or Comprehensive

    Subjective (S):

    CC: chief complaint – What are they being seen for? This is the reason that the patient sought
    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
    approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
    C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
    S=summary]

    Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

    Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
    menstrual history. Include dates if possible.

    Allergies: State the offending medication/food and the reactions.

    Medications: Names, dosages, routes, frequency, and indications.

    Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
    risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
    impact health and illness. Financial resources.

    Family history: Use terms like maternal, paternal and the diseases and the ages they were
    deceased or diagnosed if known.

    Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
    screening, etc. Remember to use the United States Clinical Preventative Services Task Force
    (USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
    Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
    Up to date on health maintenance/promotion will NOT be accepted. Requires references.

    Review of systems (ROS) –

    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
    conducting your ROS to make sure you have not missed any important symptoms,

    2


    particularly in areas that you have not already thoroughly explored while discussing the
    history of present illness.]

    You would also want to include any pertinent negatives or positives that would help with your
    differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
    certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
    would address each system.

    Perform either a focused or comprehensive ROS based on the visit type.

    General: May include if patient has had a fever, chills, fatigue, malaise, etc.

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GYN: gynecologic

    GU: genito-urinary

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Objective (O):

    Physical exam (PE) –
    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

    determining what physical assessments, you want to include to further explore what you
    have learned from your subjective data collection]

    Perform either a focused or comprehensive exam based on the visit type.

    This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
    visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
    comprehensive visit will exam each area.

    Ensure that you include appropriate male and female specific physical assessments when
    applicable to the encounter. Your physical exam information should be organized using the

    3

    same body system format as the ROS section. Appropriate medical terminology describing the
    objective examination is mandatory.
    Gen: general statement of appearance if there is any acute distress.

    VS: vital signs, height and weight, BMI

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GU: genito-urinary

    Gyn: gynecologic

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
    that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

    Assessment (A):
    This section should be a write-up utilizing your clinical decision-making with your
    diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
    positives and negatives must be found in the write-up. References required.

    Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
    diagnosis.

    Remember to include the appropriate ICD-10 code for each diagnosis.

    A statement of current condition and all other chronic illnesses that were addressed during the
    visit must be included (i.e., HTN-well managed on medication).

    Plan (P):

    Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
    APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
    to comment if there is a deviation in standard of care.

    4

    Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
    found in the assessment should correlate with Plan #1). Address the following aspects (it should
    be separated out as listed below):

    Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
    that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
    Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
    any pharmacologic interventions including the name of the medication, dose, route,
    quantity, and number of refills for any new or refilled medications.

    Educational: information clients need in order to address their health problems including the
    diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
    guidance and counseling.

    Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
    referral made was there a possible referral you could make and why? Advance care planning.

    CPT:

    References
    Reference should support your patient’s management plan, including evidence-based practice,
    and utilize APA formatting.

    **## AGPCSOAPNoteAssignmentInstructions.pdf**

    1

    SOAP Note Assignment Instructions

    Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
    note. By doing this you can use the template for efficiently constructing your SOAP notes such
    that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
    person requests to see your SOAP note template you will be required to send it to them for
    review.

    Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
    complaint.

    Typhon Encounter #:

    Type of Note: Focused or Comprehensive

    Subjective (S):

    CC: chief complaint – What are they being seen for? This is the reason that the patient sought
    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
    approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
    C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
    S=summary]

    Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

    Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
    menstrual history. Include dates if possible.

    Allergies: State the offending medication/food and the reactions.

    Medications: Names, dosages, routes, frequency, and indications.

    Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
    risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
    impact health and illness. Financial resources.

    Family history: Use terms like maternal, paternal and the diseases and the ages they were
    deceased or diagnosed if known.

    Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
    screening, etc. Remember to use the United States Clinical Preventative Services Task Force
    (USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
    Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
    Up to date on health maintenance/promotion will NOT be accepted. Requires references.

    Review of systems (ROS) –

    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
    conducting your ROS to make sure you have not missed any important symptoms,

    2


    particularly in areas that you have not already thoroughly explored while discussing the
    history of present illness.]

    You would also want to include any pertinent negatives or positives that would help with your
    differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
    certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
    would address each system.

    Perform either a focused or comprehensive ROS based on the visit type.

    General: May include if patient has had a fever, chills, fatigue, malaise, etc.

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GYN: gynecologic

    GU: genito-urinary

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Objective (O):

    Physical exam (PE) –
    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

    determining what physical assessments, you want to include to further explore what you
    have learned from your subjective data collection]

    Perform either a focused or comprehensive exam based on the visit type.

    This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
    visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
    comprehensive visit will exam each area.

    Ensure that you include appropriate male and female specific physical assessments when
    applicable to the encounter. Your physical exam information should be organized using the

    3

    same body system format as the ROS section. Appropriate medical terminology describing the
    objective examination is mandatory.
    Gen: general statement of appearance if there is any acute distress.

    VS: vital signs, height and weight, BMI

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GU: genito-urinary

    Gyn: gynecologic

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
    that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

    Assessment (A):
    This section should be a write-up utilizing your clinical decision-making with your
    diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
    positives and negatives must be found in the write-up. References required.

    Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
    diagnosis.

    Remember to include the appropriate ICD-10 code for each diagnosis.

    A statement of current condition and all other chronic illnesses that were addressed during the
    visit must be included (i.e., HTN-well managed on medication).

    Plan (P):

    Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
    APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
    to comment if there is a deviation in standard of care.

    4

    Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
    found in the assessment should correlate with Plan #1). Address the following aspects (it should
    be separated out as listed below):

    Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
    that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
    Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
    any pharmacologic interventions including the name of the medication, dose, route,
    quantity, and number of refills for any new or refilled medications.

    Educational: information clients need in order to address their health problems including the
    diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
    guidance and counseling.

    Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
    referral made was there a possible referral you could make and why? Advance care planning.

    CPT:

    References
    Reference should support your patient’s management plan, including evidence-based practice,
    and utilize APA formatting.

  • [Solved] Rw soap week 5

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    **Rw soap week 5** **Osteoporosis Screening** – Patient: 67-year-old woman – Complaint: No acute symptoms, presents for Medicare Annual Wellness Visit. – Focus: Bone density scan, calcium/vitamin D intake, fall risk assessment. \ AGPCSOAPNoteAssignmentInstructions.pdf](https://www.sweetstudy.com/fi…

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    **Rw soap week 5**
    **Osteoporosis Screening**
    – Patient: 67-year-old woman
    – Complaint: No acute symptoms, presents for Medicare Annual Wellness Visit.
    – Focus: Bone density scan, calcium/vitamin D intake, fall risk assessment.
    \
    AGPCSOAPNoteAssignmentInstructions.pdf](https://www.sweetstudy.com/files/agpcsoapnoteassignmentinstructions-pdf-10414003 "AGPCSOAPNoteAssignmentInstructions.pdf")

  • [Solved] 28 slides RH

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    In-depth study guidance and analytical solution covering 28 slides RH.

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  • [Solved] Help

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    In-depth study guidance and analytical solution covering Help.

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  • [Solved] Nursing Clinical Assignment: Quality Improvement Final

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    **Goal:** – To assess a clinical issue that is the focus of the Quality Improvement Project. – Evaluate the clinical project. – Create an outline of the action plan for the project. req 01. A description of the clinical issue to be addressed in the project. 02. A SWOT (strengths, weaknesses, opportu…

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    **Goal:**
    – To assess a clinical issue that is the focus of the Quality Improvement Project.
    – Evaluate the clinical project.
    – Create an outline of the action plan for the project.
    req
    01. A description of the clinical issue to be addressed in the project.
    02. A SWOT (strengths, weaknesses, opportunities, threats) analysis for the project. Analysis of the strengths, weaknesses, opportunities, and threats related to the quality improvement process.
    03. An outline of the action plan for the project.
    04. An assessment of clinical issue that is the focus of the quality improvement project.
    05. Discuss stakeholders and decision makers who need to be involved in the quality improvement project.
    06. Discuss resources including budget, personnel and time needed for the quality improvement project.
    07. Discuss potential strategies for implementation and evaluation.
    08. Identify stakeholders that will be impacted by the quality improvement project.
    09. Identify and discussed resources including budget needed to implement the quality improvement project.
    10. Develop an action plan for change including a proposed implementation time line
    – 12 pages in length and formatted per the current APA, excluding the title, abstract and references page.  minimum of 9 current (published within the last five years) scholarly journal articles or primary legal sources
    no AI , Turnitinreport

  • [Solved] Nursing ASSIGNMENT

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  • [Solved] m6r

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  • [Solved] quality improvement and program evaluation

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    Analyze the cost of quality improvement in healthcare. – What is most expensive? Why? – What might be least expensive? Why? – Describe three factors that contribute to the cost of quality improvement in healthcare. This analysis should be 2 pages (double spaced) and utilize APA format and style (tit…

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    Analyze the cost of quality improvement in healthcare.
    – What is most expensive? Why?
    – What might be least expensive? Why?
    – Describe three factors that contribute to the cost of quality improvement in healthcare.
    This analysis should be 2 pages (double spaced) and utilize APA format and style (title page, in-text citations, reference page) and should include at least one reference outside of what is used in the course.
    #### **Document Type/Template:**
    – Word Document
    \
    Rubric.pdf](https://www.sweetstudy.com/files/rubric-pdf-10413463 "Rubric.pdf")

  • [Solved] Nursing HW

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    – ## Discussion2PICOTQuestion.docx – ## PDSAPROJECT.docx **## Discussion2PICOTQuestion.docx** Discussion 2 PICOT Question During my clinical rotation in the step-down unit for trauma at Broward Medical Center, I have noticed that nursing ratios are high for the acuity of these patients. In a fast-pa…

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    – ## Discussion2PICOTQuestion.docx

    – ## PDSAPROJECT.docx

    **## Discussion2PICOTQuestion.docx**

    Discussion 2 PICOT Question

    During my clinical rotation in the step-down unit for trauma at Broward Medical Center, I have noticed that nursing ratios are high for the acuity of these patients. In a fast-paced acute care environment, finding the proper nurse-to-patient ratios is not just a logistical challenge but a matter of life and death. Staffing levels often fluctuate due to budget constraints and widespread shortages. Research shows a clear connection: when nurses care for fewer patients, outcomes improve, mortality drops, medical errors decline, and patient satisfaction rises (Phillips et al., 2021). This pressing clinical issue, identified through quality improvement efforts, emphasizes how inadequate staffing can jeopardize patient safety and satisfaction scores. Tackling this challenge head-on is critical to delivering high-quality care and building a more resilient, effective healthcare system. Also, evidence shows that appropriate nurse staffing contributes to improved patient outcomes and improved satisfaction scores that benefits both patients and nurses. Addressing this major problem would help our patients and our nurses’ well-being.

    **Clinical Question**

    In adult patients admitted to an acute care hospital setting, how does a lower nurse-to-patient ratio compared to a higher ratio affect patient outcomes such as mortality rates, incidence of medical errors and Hospital Acquired Pneumonia, and patient and nurse satisfaction over a period of 8 months?

    **PICOT Question**

    **P-Patient or Problem:** Adult patients in acute care hospital settings.

    **I-Intervention:** Lower nurse-to-patient ratios.

    **C-Comparison:** Higher nurse-to-patient ratios.

    **O-Outcome**: Improved patient outcomes, reduced patient mortality rates, reduced incidence related to medical errors, decreased incidence of Hospital-acquired pneumonia (HAP), and increased patient and nurse satisfaction.

    **T**-
    **Time:** Within 8 months of implementation

    References

    _Nurse staffing_. ANA. (2019a, July 11). https://www.nursingworld.org/practice-policy/nurse-staffing/

    Phillips, J., Malliaris, A. P., & Bakerjian, D. (n.d.). Nursing and patient safety. https://psnet.ahrq.gov/primer/nursing-and-patient-safety

    **## PDSAPROJECT.docx**

    **PDSA PROJECT & POWERPOINT PRESENTATION**

    **PDSA Practice Improvement Plan** PDSA Practice Improvement Plan The assignment will be divided into four phases.

    The PDSA project will give students the experience to initiate and coordinate planned changes in a healthcare organization. This assignment aims to engage the student in identifying a clinical problem or process, undertaking a literature review, and implementing an evidence-based intervention to improve patient, nurse/staff, or clinical outcomes and/or processes.

    **_Students will use the Agency for Healthcare Research and Quality's (2020) Plan-Do-Study-Act (PDSA) Directions and Examples as a guideline for this assignment (Web link Available in Modules)_**

    **Part I: Plan**

    1.
    **Problem Identification**

    ·
    Problem Identification:

    · Students will identify a clinical issue or process by:

    · Reviewing clinical site's electronic health records.

    · Nurses can leverage Electronic Health Records (EHRs) to identify clinical issues and improve system processes in several impactful ways:

    2.

    1.
    **Data Aggregation and Analysis**: EHRs compile comprehensive patient data, allowing nurses to analyze trends and patterns. This can help identify common clinical issues, such as frequent infections or medication errors, and address them proactively

    1.
    **Clinical Alerts and Reminders**: EHRs can generate alerts for potential clinical issues, such as abnormal lab results or missed medications. These alerts help nurses intervene promptly, improving patient safety and care quality

    1.
    **Support for Diagnostic and Therapeutic Decisions**: EHRs provide decision support tools that assist nurses in making informed clinical decisions. These tools can suggest potential diagnoses or treatment options based on patient data, enhancing the accuracy and efficiency of care

    1.
    **Improving Communication**: EHRs facilitate better communication among healthcare team members by providing a centralized platform for patient information. This ensures that all team members are aware of the patient's status and any clinical issues, leading to more coordinated and effective care

    1.
    **Identifying Systemic Issues**: By analyzing data from EHRs, nurses can identify systemic issues within the healthcare facility, such as workflow inefficiencies or resource shortages. Addressing these issues can lead to improved processes and better patient outcomes

    1.
    **Quality Improvement Initiatives**: EHRs enable the tracking of key performance indicators and outcomes. Nurses can use this data to participate in quality improvement initiatives, aiming to enhance care standards and patient satisfaction

    1.
    **Documentation and Compliance**: Accurate and thorough documentation in EHRs helps ensure compliance with regulatory requirements and standards. This not only improves patient care but also protects the healthcare facility from legal and financial risks

    2.
    **Review of Literature**

    ·
    Review of literature:

    · What level of knowledge is out there to address the clinical problem or process you identified at your clinical site?

    · Currently, what evidence-based guidelines are published on the clinical problem or process?

    · The literature reviewed should consist of systematic reviews, meta-analyses, peer-reviewed studies, or clinical guidelines.

    · Expert opinion articles and clinical articles can be used as supportive literature for clinical issues with limited research.

    · Students will also "review the literature" by going to the "MDC Resources" tab available on their Canvas' Navigation Panel, then click on the weblink titled "MDC's Research Databases (i.e., Journals)" or simply click on this weblink:
    [MDC's Research Databases (i.e., Journals)](https://mdc.instructure.com/courses/131153/modules/items/12175272)

    · Students will need to reference a minimum of five (5) research articles published by professional journals or organizations on their identified clinical problem or process.

    · Present a summary of your literature review in a table format using the following criteria:

    · 1st column: Study (i.e., author(s))

    · 2nd Column: Population

    · 3rd Column: Intervention

    · 4th Column: Comparison

    · 5th Column: Outcomes

    · 6th column: Results

    · 7th Column: Level of Evidence

    · Please use "Level of Evidence" instead of Quality

    · Use Winona State University's (WSU) Evidence Based Practice Toolkit: Levels of Evidence (Melynk & Fineout-Overholt, 2023) by clicking here:
    [https://libguides.winona.edu/ebptoolkit/Levels-EvidenceLinks to an external site.](https://libguides.winona.edu/ebptoolkit/Levels-Evidence)

    ·
    [Links to an external site.](https://libguides.winona.edu/ebptoolkit/Levels-Evidence) For each source, students will review WSU's Levels of evidence and determine which level to assign to each
    ![A table of pain management AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-hw-20941951)source.

    3.
    **I plan to:** You will write a concise statement of what you plan to do in your PDSA project

    4.
    **I hope this produces:** Here you will put a measurement or outcome that you hope to achieve with your project

    5.
    **PICO(T) Question (Must be the same PICOT question approved by Course Professor in Discussion #2)**

    · Please see Discussion #2 Guidelines & Grading Rubric

    **The Process**

    1.
    **Steps to Execute:** Write the steps you're going to take in the PDSA cycle, the population you are working with, and the time limit

    ·

    ·
    The population could be a patient, a problem, a population, a unit, a division, or an organization problem.

    · The population has to be greater than 10

    ·

    ·
    The time limit that you will do this project.

    · The time is limited to the days you attend clinical

    · Time limit cannot start before you started you clinical hours or end after your last day

    · The PDSA project must be completed within your 48 in-person/on site clinical hours

    **Part II: Do**

    1. After you have your plan, you will execute it or set it in motion.

    2.
    **What happened when you implemented your plan?  What did you observe?**

    · Here you will write down data (i.e., numbers) you gathered OR observations you witnessed during the implementation of your plan.

    · Present data/numbers or observations in a table.

    · This may include how the patients react, how the nurses react, and what impact it had on patient outcomes, unit practices, or organizational processes.

    3. After presenting your data/observations in a table, you will also answer the following questions:

    ·

    · "Did everything go as planned?"

    · If yes, provide a brief summary.

    · If no, provide a brief summary.

    · "Did I have to modify the plan?"

    · If yes, describe what you modified and why?

    · If no, state that no modifications were necessary.

    **Part III: Study**

    1. After implementation, you will study the results (i.e., data/numbers or observations that you gathered).

    1. If you will use observations instead of numbers as your data, you will need to write very detailed notes on what you observed.

    2.
    **What did you learn?**

    ·
    **Did you meet your measurement goals?**

    · If yes, provide a brief summary.

    · If no, provide a brief summary.

    **Part IV: Act**

    ·
    **What did you conclude from this cycle?**

    · You will write what you came away with for this implementation and whether it worked.

    · If it did not work, what can you do differently in your next PDSA cycle to address what went wrong?

    · If it did work, is your unit ready to implement your intervention across the unit or healthcare system?

    **References & Citations (i.e., Parenthetical & Narrative)**

    ·

    · Please note that you must list all your references in a separate slide(s) at the end of your presentation.

    · All references must be cited in APA 7th edition.

    · All citations (i.e., parenthetical or narrative) must be cited in APA 7th edition.

    · Please note that every time you use information gathered from a source or AI, you must use a parenthetical or narrative citation for each in your PowerPoint slides.

    **Formatting:**

    ·

    ·
    **APA 7th edition Formatting**:

    · Please make sure to consult your APA 7th edition manual or one of the following APA 7th edition websites:

    **Handout**

    **Design a handout to give out on the day of your presentation to your preceptor and other audience members (i.e, unit leadership, other departments. and other team members at your clinical site)**

    · The handout (one to two pages long) should contain a brief summary of the PDSA project including:

    · Title of Project

    · Problem Identified

    · Plan: State PICOT question

    · Do: What did you observe? (Use data to answer this question)

    · Study: What did you learn? Did you meet your measurement goals?

    · Act: What did you conclude from this cycle?

    · Add photos, graphics, tables, etc. to your handout to enhance presentation of information

    · A screenshot of the handout should be included in your PDSA PowerPoint presentation after your "References" slide.

    **Discussion Questions**

    · Student will create three (3) discussion questions to ask the audience at the end of presentation.

    · These questions will be integrated into the PDSA PowerPoint presentation after the slide containing the screenshot of the "handout".

    · One question per slide.

    ## image1.png

    **## PDSAPROJECT.docx**

    **PDSA PROJECT & POWERPOINT PRESENTATION**

    **PDSA Practice Improvement Plan** PDSA Practice Improvement Plan The assignment will be divided into four phases.

    The PDSA project will give students the experience to initiate and coordinate planned changes in a healthcare organization. This assignment aims to engage the student in identifying a clinical problem or process, undertaking a literature review, and implementing an evidence-based intervention to improve patient, nurse/staff, or clinical outcomes and/or processes.

    **_Students will use the Agency for Healthcare Research and Quality's (2020) Plan-Do-Study-Act (PDSA) Directions and Examples as a guideline for this assignment (Web link Available in Modules)_**

    **Part I: Plan**

    1.
    **Problem Identification**

    ·
    Problem Identification:

    · Students will identify a clinical issue or process by:

    · Reviewing clinical site's electronic health records.

    · Nurses can leverage Electronic Health Records (EHRs) to identify clinical issues and improve system processes in several impactful ways:

    2.

    1.
    **Data Aggregation and Analysis**: EHRs compile comprehensive patient data, allowing nurses to analyze trends and patterns. This can help identify common clinical issues, such as frequent infections or medication errors, and address them proactively

    1.
    **Clinical Alerts and Reminders**: EHRs can generate alerts for potential clinical issues, such as abnormal lab results or missed medications. These alerts help nurses intervene promptly, improving patient safety and care quality

    1.
    **Support for Diagnostic and Therapeutic Decisions**: EHRs provide decision support tools that assist nurses in making informed clinical decisions. These tools can suggest potential diagnoses or treatment options based on patient data, enhancing the accuracy and efficiency of care

    1.
    **Improving Communication**: EHRs facilitate better communication among healthcare team members by providing a centralized platform for patient information. This ensures that all team members are aware of the patient's status and any clinical issues, leading to more coordinated and effective care

    1.
    **Identifying Systemic Issues**: By analyzing data from EHRs, nurses can identify systemic issues within the healthcare facility, such as workflow inefficiencies or resource shortages. Addressing these issues can lead to improved processes and better patient outcomes

    1.
    **Quality Improvement Initiatives**: EHRs enable the tracking of key performance indicators and outcomes. Nurses can use this data to participate in quality improvement initiatives, aiming to enhance care standards and patient satisfaction

    1.
    **Documentation and Compliance**: Accurate and thorough documentation in EHRs helps ensure compliance with regulatory requirements and standards. This not only improves patient care but also protects the healthcare facility from legal and financial risks

    2.
    **Review of Literature**

    ·
    Review of literature:

    · What level of knowledge is out there to address the clinical problem or process you identified at your clinical site?

    · Currently, what evidence-based guidelines are published on the clinical problem or process?

    · The literature reviewed should consist of systematic reviews, meta-analyses, peer-reviewed studies, or clinical guidelines.

    · Expert opinion articles and clinical articles can be used as supportive literature for clinical issues with limited research.

    · Students will also "review the literature" by going to the "MDC Resources" tab available on their Canvas' Navigation Panel, then click on the weblink titled "MDC's Research Databases (i.e., Journals)" or simply click on this weblink:
    [MDC's Research Databases (i.e., Journals)](https://mdc.instructure.com/courses/131153/modules/items/12175272)

    · Students will need to reference a minimum of five (5) research articles published by professional journals or organizations on their identified clinical problem or process.

    · Present a summary of your literature review in a table format using the following criteria:

    · 1st column: Study (i.e., author(s))

    · 2nd Column: Population

    · 3rd Column: Intervention

    · 4th Column: Comparison

    · 5th Column: Outcomes

    · 6th column: Results

    · 7th Column: Level of Evidence

    · Please use "Level of Evidence" instead of Quality

    · Use Winona State University's (WSU) Evidence Based Practice Toolkit: Levels of Evidence (Melynk & Fineout-Overholt, 2023) by clicking here:
    [https://libguides.winona.edu/ebptoolkit/Levels-EvidenceLinks to an external site.](https://libguides.winona.edu/ebptoolkit/Levels-Evidence)

    ·
    [Links to an external site.](https://libguides.winona.edu/ebptoolkit/Levels-Evidence) For each source, students will review WSU's Levels of evidence and determine which level to assign to each
    ![A table of pain management AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-hw-20941951)source.

    3.
    **I plan to:** You will write a concise statement of what you plan to do in your PDSA project

    4.
    **I hope this produces:** Here you will put a measurement or outcome that you hope to achieve with your project

    5.
    **PICO(T) Question (Must be the same PICOT question approved by Course Professor in Discussion #2)**

    · Please see Discussion #2 Guidelines & Grading Rubric

    **The Process**

    1.
    **Steps to Execute:** Write the steps you're going to take in the PDSA cycle, the population you are working with, and the time limit

    ·

    ·
    The population could be a patient, a problem, a population, a unit, a division, or an organization problem.

    · The population has to be greater than 10

    ·

    ·
    The time limit that you will do this project.

    · The time is limited to the days you attend clinical

    · Time limit cannot start before you started you clinical hours or end after your last day

    · The PDSA project must be completed within your 48 in-person/on site clinical hours

    **Part II: Do**

    1. After you have your plan, you will execute it or set it in motion.

    2.
    **What happened when you implemented your plan?  What did you observe?**

    · Here you will write down data (i.e., numbers) you gathered OR observations you witnessed during the implementation of your plan.

    · Present data/numbers or observations in a table.

    · This may include how the patients react, how the nurses react, and what impact it had on patient outcomes, unit practices, or organizational processes.

    3. After presenting your data/observations in a table, you will also answer the following questions:

    ·

    · "Did everything go as planned?"

    · If yes, provide a brief summary.

    · If no, provide a brief summary.

    · "Did I have to modify the plan?"

    · If yes, describe what you modified and why?

    · If no, state that no modifications were necessary.

    **Part III: Study**

    1. After implementation, you will study the results (i.e., data/numbers or observations that you gathered).

    1. If you will use observations instead of numbers as your data, you will need to write very detailed notes on what you observed.

    2.
    **What did you learn?**

    ·
    **Did you meet your measurement goals?**

    · If yes, provide a brief summary.

    · If no, provide a brief summary.

    **Part IV: Act**

    ·
    **What did you conclude from this cycle?**

    · You will write what you came away with for this implementation and whether it worked.

    · If it did not work, what can you do differently in your next PDSA cycle to address what went wrong?

    · If it did work, is your unit ready to implement your intervention across the unit or healthcare system?

    **References & Citations (i.e., Parenthetical & Narrative)**

    ·

    · Please note that you must list all your references in a separate slide(s) at the end of your presentation.

    · All references must be cited in APA 7th edition.

    · All citations (i.e., parenthetical or narrative) must be cited in APA 7th edition.

    · Please note that every time you use information gathered from a source or AI, you must use a parenthetical or narrative citation for each in your PowerPoint slides.

    **Formatting:**

    ·

    ·
    **APA 7th edition Formatting**:

    · Please make sure to consult your APA 7th edition manual or one of the following APA 7th edition websites:

    **Handout**

    **Design a handout to give out on the day of your presentation to your preceptor and other audience members (i.e, unit leadership, other departments. and other team members at your clinical site)**

    · The handout (one to two pages long) should contain a brief summary of the PDSA project including:

    · Title of Project

    · Problem Identified

    · Plan: State PICOT question

    · Do: What did you observe? (Use data to answer this question)

    · Study: What did you learn? Did you meet your measurement goals?

    · Act: What did you conclude from this cycle?

    · Add photos, graphics, tables, etc. to your handout to enhance presentation of information

    · A screenshot of the handout should be included in your PDSA PowerPoint presentation after your "References" slide.

    **Discussion Questions**

    · Student will create three (3) discussion questions to ask the audience at the end of presentation.

    · These questions will be integrated into the PDSA PowerPoint presentation after the slide containing the screenshot of the "handout".

    · One question per slide.

    ## image1.png

    **## Discussion2PICOTQuestion.docx**

    Discussion 2 PICOT Question

    During my clinical rotation in the step-down unit for trauma at Broward Medical Center, I have noticed that nursing ratios are high for the acuity of these patients. In a fast-paced acute care environment, finding the proper nurse-to-patient ratios is not just a logistical challenge but a matter of life and death. Staffing levels often fluctuate due to budget constraints and widespread shortages. Research shows a clear connection: when nurses care for fewer patients, outcomes improve, mortality drops, medical errors decline, and patient satisfaction rises (Phillips et al., 2021). This pressing clinical issue, identified through quality improvement efforts, emphasizes how inadequate staffing can jeopardize patient safety and satisfaction scores. Tackling this challenge head-on is critical to delivering high-quality care and building a more resilient, effective healthcare system. Also, evidence shows that appropriate nurse staffing contributes to improved patient outcomes and improved satisfaction scores that benefits both patients and nurses. Addressing this major problem would help our patients and our nurses’ well-being.

    **Clinical Question**

    In adult patients admitted to an acute care hospital setting, how does a lower nurse-to-patient ratio compared to a higher ratio affect patient outcomes such as mortality rates, incidence of medical errors and Hospital Acquired Pneumonia, and patient and nurse satisfaction over a period of 8 months?

    **PICOT Question**

    **P-Patient or Problem:** Adult patients in acute care hospital settings.

    **I-Intervention:** Lower nurse-to-patient ratios.

    **C-Comparison:** Higher nurse-to-patient ratios.

    **O-Outcome**: Improved patient outcomes, reduced patient mortality rates, reduced incidence related to medical errors, decreased incidence of Hospital-acquired pneumonia (HAP), and increased patient and nurse satisfaction.

    **T**-
    **Time:** Within 8 months of implementation

    References

    _Nurse staffing_. ANA. (2019a, July 11). https://www.nursingworld.org/practice-policy/nurse-staffing/

    Phillips, J., Malliaris, A. P., & Bakerjian, D. (n.d.). Nursing and patient safety. https://psnet.ahrq.gov/primer/nursing-and-patient-safety

    **## PDSAPROJECT.docx**

    **PDSA PROJECT & POWERPOINT PRESENTATION**

    **PDSA Practice Improvement Plan** PDSA Practice Improvement Plan The assignment will be divided into four phases.

    The PDSA project will give students the experience to initiate and coordinate planned changes in a healthcare organization. This assignment aims to engage the student in identifying a clinical problem or process, undertaking a literature review, and implementing an evidence-based intervention to improve patient, nurse/staff, or clinical outcomes and/or processes.

    **_Students will use the Agency for Healthcare Research and Quality's (2020) Plan-Do-Study-Act (PDSA) Directions and Examples as a guideline for this assignment (Web link Available in Modules)_**

    **Part I: Plan**

    1.
    **Problem Identification**

    ·
    Problem Identification:

    · Students will identify a clinical issue or process by:

    · Reviewing clinical site's electronic health records.

    · Nurses can leverage Electronic Health Records (EHRs) to identify clinical issues and improve system processes in several impactful ways:

    2.

    1.
    **Data Aggregation and Analysis**: EHRs compile comprehensive patient data, allowing nurses to analyze trends and patterns. This can help identify common clinical issues, such as frequent infections or medication errors, and address them proactively

    1.
    **Clinical Alerts and Reminders**: EHRs can generate alerts for potential clinical issues, such as abnormal lab results or missed medications. These alerts help nurses intervene promptly, improving patient safety and care quality

    1.
    **Support for Diagnostic and Therapeutic Decisions**: EHRs provide decision support tools that assist nurses in making informed clinical decisions. These tools can suggest potential diagnoses or treatment options based on patient data, enhancing the accuracy and efficiency of care

    1.
    **Improving Communication**: EHRs facilitate better communication among healthcare team members by providing a centralized platform for patient information. This ensures that all team members are aware of the patient's status and any clinical issues, leading to more coordinated and effective care

    1.
    **Identifying Systemic Issues**: By analyzing data from EHRs, nurses can identify systemic issues within the healthcare facility, such as workflow inefficiencies or resource shortages. Addressing these issues can lead to improved processes and better patient outcomes

    1.
    **Quality Improvement Initiatives**: EHRs enable the tracking of key performance indicators and outcomes. Nurses can use this data to participate in quality improvement initiatives, aiming to enhance care standards and patient satisfaction

    1.
    **Documentation and Compliance**: Accurate and thorough documentation in EHRs helps ensure compliance with regulatory requirements and standards. This not only improves patient care but also protects the healthcare facility from legal and financial risks

    2.
    **Review of Literature**

    ·
    Review of literature:

    · What level of knowledge is out there to address the clinical problem or process you identified at your clinical site?

    · Currently, what evidence-based guidelines are published on the clinical problem or process?

    · The literature reviewed should consist of systematic reviews, meta-analyses, peer-reviewed studies, or clinical guidelines.

    · Expert opinion articles and clinical articles can be used as supportive literature for clinical issues with limited research.

    · Students will also "review the literature" by going to the "MDC Resources" tab available on their Canvas' Navigation Panel, then click on the weblink titled "MDC's Research Databases (i.e., Journals)" or simply click on this weblink:
    [MDC's Research Databases (i.e., Journals)](https://mdc.instructure.com/courses/131153/modules/items/12175272)

    · Students will need to reference a minimum of five (5) research articles published by professional journals or organizations on their identified clinical problem or process.

    · Present a summary of your literature review in a table format using the following criteria:

    · 1st column: Study (i.e., author(s))

    · 2nd Column: Population

    · 3rd Column: Intervention

    · 4th Column: Comparison

    · 5th Column: Outcomes

    · 6th column: Results

    · 7th Column: Level of Evidence

    · Please use "Level of Evidence" instead of Quality

    · Use Winona State University's (WSU) Evidence Based Practice Toolkit: Levels of Evidence (Melynk & Fineout-Overholt, 2023) by clicking here:
    [https://libguides.winona.edu/ebptoolkit/Levels-EvidenceLinks to an external site.](https://libguides.winona.edu/ebptoolkit/Levels-Evidence)

    ·
    [Links to an external site.](https://libguides.winona.edu/ebptoolkit/Levels-Evidence) For each source, students will review WSU's Levels of evidence and determine which level to assign to each
    ![A table of pain management AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-hw-20941951)source.

    3.
    **I plan to:** You will write a concise statement of what you plan to do in your PDSA project

    4.
    **I hope this produces:** Here you will put a measurement or outcome that you hope to achieve with your project

    5.
    **PICO(T) Question (Must be the same PICOT question approved by Course Professor in Discussion #2)**

    · Please see Discussion #2 Guidelines & Grading Rubric

    **The Process**

    1.
    **Steps to Execute:** Write the steps you're going to take in the PDSA cycle, the population you are working with, and the time limit

    ·

    ·
    The population could be a patient, a problem, a population, a unit, a division, or an organization problem.

    · The population has to be greater than 10

    ·

    ·
    The time limit that you will do this project.

    · The time is limited to the days you attend clinical

    · Time limit cannot start before you started you clinical hours or end after your last day

    · The PDSA project must be completed within your 48 in-person/on site clinical hours

    **Part II: Do**

    1. After you have your plan, you will execute it or set it in motion.

    2.
    **What happened when you implemented your plan?  What did you observe?**

    · Here you will write down data (i.e., numbers) you gathered OR observations you witnessed during the implementation of your plan.

    · Present data/numbers or observations in a table.

    · This may include how the patients react, how the nurses react, and what impact it had on patient outcomes, unit practices, or organizational processes.

    3. After presenting your data/observations in a table, you will also answer the following questions:

    ·

    · "Did everything go as planned?"

    · If yes, provide a brief summary.

    · If no, provide a brief summary.

    · "Did I have to modify the plan?"

    · If yes, describe what you modified and why?

    · If no, state that no modifications were necessary.

    **Part III: Study**

    1. After implementation, you will study the results (i.e., data/numbers or observations that you gathered).

    1. If you will use observations instead of numbers as your data, you will need to write very detailed notes on what you observed.

    2.
    **What did you learn?**

    ·
    **Did you meet your measurement goals?**

    · If yes, provide a brief summary.

    · If no, provide a brief summary.

    **Part IV: Act**

    ·
    **What did you conclude from this cycle?**

    · You will write what you came away with for this implementation and whether it worked.

    · If it did not work, what can you do differently in your next PDSA cycle to address what went wrong?

    · If it did work, is your unit ready to implement your intervention across the unit or healthcare system?

    **References & Citations (i.e., Parenthetical & Narrative)**

    ·

    · Please note that you must list all your references in a separate slide(s) at the end of your presentation.

    · All references must be cited in APA 7th edition.

    · All citations (i.e., parenthetical or narrative) must be cited in APA 7th edition.

    · Please note that every time you use information gathered from a source or AI, you must use a parenthetical or narrative citation for each in your PowerPoint slides.

    **Formatting:**

    ·

    ·
    **APA 7th edition Formatting**:

    · Please make sure to consult your APA 7th edition manual or one of the following APA 7th edition websites:

    **Handout**

    **Design a handout to give out on the day of your presentation to your preceptor and other audience members (i.e, unit leadership, other departments. and other team members at your clinical site)**

    · The handout (one to two pages long) should contain a brief summary of the PDSA project including:

    · Title of Project

    · Problem Identified

    · Plan: State PICOT question

    · Do: What did you observe? (Use data to answer this question)

    · Study: What did you learn? Did you meet your measurement goals?

    · Act: What did you conclude from this cycle?

    · Add photos, graphics, tables, etc. to your handout to enhance presentation of information

    · A screenshot of the handout should be included in your PDSA PowerPoint presentation after your "References" slide.

    **Discussion Questions**

    · Student will create three (3) discussion questions to ask the audience at the end of presentation.

    · These questions will be integrated into the PDSA PowerPoint presentation after the slide containing the screenshot of the "handout".

    · One question per slide.

    ## image1.png

    **## Discussion2PICOTQuestion.docx**

    Discussion 2 PICOT Question

    During my clinical rotation in the step-down unit for trauma at Broward Medical Center, I have noticed that nursing ratios are high for the acuity of these patients. In a fast-paced acute care environment, finding the proper nurse-to-patient ratios is not just a logistical challenge but a matter of life and death. Staffing levels often fluctuate due to budget constraints and widespread shortages. Research shows a clear connection: when nurses care for fewer patients, outcomes improve, mortality drops, medical errors decline, and patient satisfaction rises (Phillips et al., 2021). This pressing clinical issue, identified through quality improvement efforts, emphasizes how inadequate staffing can jeopardize patient safety and satisfaction scores. Tackling this challenge head-on is critical to delivering high-quality care and building a more resilient, effective healthcare system. Also, evidence shows that appropriate nurse staffing contributes to improved patient outcomes and improved satisfaction scores that benefits both patients and nurses. Addressing this major problem would help our patients and our nurses’ well-being.

    **Clinical Question**

    In adult patients admitted to an acute care hospital setting, how does a lower nurse-to-patient ratio compared to a higher ratio affect patient outcomes such as mortality rates, incidence of medical errors and Hospital Acquired Pneumonia, and patient and nurse satisfaction over a period of 8 months?

    **PICOT Question**

    **P-Patient or Problem:** Adult patients in acute care hospital settings.

    **I-Intervention:** Lower nurse-to-patient ratios.

    **C-Comparison:** Higher nurse-to-patient ratios.

    **O-Outcome**: Improved patient outcomes, reduced patient mortality rates, reduced incidence related to medical errors, decreased incidence of Hospital-acquired pneumonia (HAP), and increased patient and nurse satisfaction.

    **T**-
    **Time:** Within 8 months of implementation

    References

    _Nurse staffing_. ANA. (2019a, July 11). https://www.nursingworld.org/practice-policy/nurse-staffing/

    Phillips, J., Malliaris, A. P., & Bakerjian, D. (n.d.). Nursing and patient safety. https://psnet.ahrq.gov/primer/nursing-and-patient-safety

    **## PDSAPROJECT.docx**

    **PDSA PROJECT & POWERPOINT PRESENTATION**

    **PDSA Practice Improvement Plan** PDSA Practice Improvement Plan The assignment will be divided into four phases.

    The PDSA project will give students the experience to initiate and coordinate planned changes in a healthcare organization. This assignment aims to engage the student in identifying a clinical problem or process, undertaking a literature review, and implementing an evidence-based intervention to improve patient, nurse/staff, or clinical outcomes and/or processes.

    **_Students will use the Agency for Healthcare Research and Quality's (2020) Plan-Do-Study-Act (PDSA) Directions and Examples as a guideline for this assignment (Web link Available in Modules)_**

    **Part I: Plan**

    1.
    **Problem Identification**

    ·
    Problem Identification:

    · Students will identify a clinical issue or process by:

    · Reviewing clinical site's electronic health records.

    · Nurses can leverage Electronic Health Records (EHRs) to identify clinical issues and improve system processes in several impactful ways:

    2.

    1.
    **Data Aggregation and Analysis**: EHRs compile comprehensive patient data, allowing nurses to analyze trends and patterns. This can help identify common clinical issues, such as frequent infections or medication errors, and address them proactively

    1.
    **Clinical Alerts and Reminders**: EHRs can generate alerts for potential clinical issues, such as abnormal lab results or missed medications. These alerts help nurses intervene promptly, improving patient safety and care quality

    1.
    **Support for Diagnostic and Therapeutic Decisions**: EHRs provide decision support tools that assist nurses in making informed clinical decisions. These tools can suggest potential diagnoses or treatment options based on patient data, enhancing the accuracy and efficiency of care

    1.
    **Improving Communication**: EHRs facilitate better communication among healthcare team members by providing a centralized platform for patient information. This ensures that all team members are aware of the patient's status and any clinical issues, leading to more coordinated and effective care

    1.
    **Identifying Systemic Issues**: By analyzing data from EHRs, nurses can identify systemic issues within the healthcare facility, such as workflow inefficiencies or resource shortages. Addressing these issues can lead to improved processes and better patient outcomes

    1.
    **Quality Improvement Initiatives**: EHRs enable the tracking of key performance indicators and outcomes. Nurses can use this data to participate in quality improvement initiatives, aiming to enhance care standards and patient satisfaction

    1.
    **Documentation and Compliance**: Accurate and thorough documentation in EHRs helps ensure compliance with regulatory requirements and standards. This not only improves patient care but also protects the healthcare facility from legal and financial risks

    2.
    **Review of Literature**

    ·
    Review of literature:

    · What level of knowledge is out there to address the clinical problem or process you identified at your clinical site?

    · Currently, what evidence-based guidelines are published on the clinical problem or process?

    · The literature reviewed should consist of systematic reviews, meta-analyses, peer-reviewed studies, or clinical guidelines.

    · Expert opinion articles and clinical articles can be used as supportive literature for clinical issues with limited research.

    · Students will also "review the literature" by going to the "MDC Resources" tab available on their Canvas' Navigation Panel, then click on the weblink titled "MDC's Research Databases (i.e., Journals)" or simply click on this weblink:
    [MDC's Research Databases (i.e., Journals)](https://mdc.instructure.com/courses/131153/modules/items/12175272)

    · Students will need to reference a minimum of five (5) research articles published by professional journals or organizations on their identified clinical problem or process.

    · Present a summary of your literature review in a table format using the following criteria:

    · 1st column: Study (i.e., author(s))

    · 2nd Column: Population

    · 3rd Column: Intervention

    · 4th Column: Comparison

    · 5th Column: Outcomes

    · 6th column: Results

    · 7th Column: Level of Evidence

    · Please use "Level of Evidence" instead of Quality

    · Use Winona State University's (WSU) Evidence Based Practice Toolkit: Levels of Evidence (Melynk & Fineout-Overholt, 2023) by clicking here:
    [https://libguides.winona.edu/ebptoolkit/Levels-EvidenceLinks to an external site.](https://libguides.winona.edu/ebptoolkit/Levels-Evidence)

    ·
    [Links to an external site.](https://libguides.winona.edu/ebptoolkit/Levels-Evidence) For each source, students will review WSU's Levels of evidence and determine which level to assign to each
    ![A table of pain management AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-hw-20941951)source.

    3.
    **I plan to:** You will write a concise statement of what you plan to do in your PDSA project

    4.
    **I hope this produces:** Here you will put a measurement or outcome that you hope to achieve with your project

    5.
    **PICO(T) Question (Must be the same PICOT question approved by Course Professor in Discussion #2)**

    · Please see Discussion #2 Guidelines & Grading Rubric

    **The Process**

    1.
    **Steps to Execute:** Write the steps you're going to take in the PDSA cycle, the population you are working with, and the time limit

    ·

    ·
    The population could be a patient, a problem, a population, a unit, a division, or an organization problem.

    · The population has to be greater than 10

    ·

    ·
    The time limit that you will do this project.

    · The time is limited to the days you attend clinical

    · Time limit cannot start before you started you clinical hours or end after your last day

    · The PDSA project must be completed within your 48 in-person/on site clinical hours

    **Part II: Do**

    1. After you have your plan, you will execute it or set it in motion.

    2.
    **What happened when you implemented your plan?  What did you observe?**

    · Here you will write down data (i.e., numbers) you gathered OR observations you witnessed during the implementation of your plan.

    · Present data/numbers or observations in a table.

    · This may include how the patients react, how the nurses react, and what impact it had on patient outcomes, unit practices, or organizational processes.

    3. After presenting your data/observations in a table, you will also answer the following questions:

    ·

    · "Did everything go as planned?"

    · If yes, provide a brief summary.

    · If no, provide a brief summary.

    · "Did I have to modify the plan?"

    · If yes, describe what you modified and why?

    · If no, state that no modifications were necessary.

    **Part III: Study**

    1. After implementation, you will study the results (i.e., data/numbers or observations that you gathered).

    1. If you will use observations instead of numbers as your data, you will need to write very detailed notes on what you observed.

    2.
    **What did you learn?**

    ·
    **Did you meet your measurement goals?**

    · If yes, provide a brief summary.

    · If no, provide a brief summary.

    **Part IV: Act**

    ·
    **What did you conclude from this cycle?**

    · You will write what you came away with for this implementation and whether it worked.

    · If it did not work, what can you do differently in your next PDSA cycle to address what went wrong?

    · If it did work, is your unit ready to implement your intervention across the unit or healthcare system?

    **References & Citations (i.e., Parenthetical & Narrative)**

    ·

    · Please note that you must list all your references in a separate slide(s) at the end of your presentation.

    · All references must be cited in APA 7th edition.

    · All citations (i.e., parenthetical or narrative) must be cited in APA 7th edition.

    · Please note that every time you use information gathered from a source or AI, you must use a parenthetical or narrative citation for each in your PowerPoint slides.

    **Formatting:**

    ·

    ·
    **APA 7th edition Formatting**:

    · Please make sure to consult your APA 7th edition manual or one of the following APA 7th edition websites:

    **Handout**

    **Design a handout to give out on the day of your presentation to your preceptor and other audience members (i.e, unit leadership, other departments. and other team members at your clinical site)**

    · The handout (one to two pages long) should contain a brief summary of the PDSA project including:

    · Title of Project

    · Problem Identified

    · Plan: State PICOT question

    · Do: What did you observe? (Use data to answer this question)

    · Study: What did you learn? Did you meet your measurement goals?

    · Act: What did you conclude from this cycle?

    · Add photos, graphics, tables, etc. to your handout to enhance presentation of information

    · A screenshot of the handout should be included in your PDSA PowerPoint presentation after your "References" slide.

    **Discussion Questions**

    · Student will create three (3) discussion questions to ask the audience at the end of presentation.

    · These questions will be integrated into the PDSA PowerPoint presentation after the slide containing the screenshot of the "handout".

    · One question per slide.

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