Explain the general purpose of conducting a root cause analysis (RCA).
Explain each of the six steps used to conduct an RCA, as defined by IHI.
Apply the RCA process to the scenario to describe the causative and contributing factors that led to the sentinel event outcome.
Propose a process improvement plan that would decrease the likelihood of a reoccurrence of the scenario outcome.
Discuss how each phase of Lewin’s change theory on the human side of change could be applied to the proposed improvement plan.
Explain the general purpose of the failure mode and effects analysis (FMEA) process.
Describe the steps of the FMEA process as defined by IHI.
Complete the attached FMEA table by appropriately applying the scales of severity, occurrence, and detection to the process improvement plan proposed in part B.
Note: You are not expected to carry out the full FMEA.
Explain how you would test the interventions from the process improvement plan from part B to improve care.
Explain how a professional nurse can competently demonstrate leadership in each of the following areas:
promoting quality care
improving patient outcomes
influencing quality improvement activities
Discuss how the involvement of the professional nurse in the RCA and FMEA processes demonstrates leadership qualities.
Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
Demonstrate professional communication in the content and presentation of your submission.
Discuss the link between the PICOT question, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes.
Begin this week’s activities by viewing the Healthy People 2020 website at http://wvimi healthypeople.gov/2020/topics-obiectivesitopicipbysical-activity.
Review the material on the overview. objective, and national snapshot tabs on this webpage.
Select and review at least I of the consumer information resources on the interventions and resources tabs. Consider: What is my level of physical activity?
How does it impact how I function at work, in school, and in the community? When my patients look at me what do they see? Am a role model for physical activity and health? Consider the impact on your credibility as a patient educator.
Do you do more than just -hear if? What effects have your level of physical activity had on your life? Your career’?
Describe the Pathophysiology of the Disease Pathophysiology of disease is not clearly documented and/or inaccurate.
Pathophysiology of disease is clearly stated with precise understanding of disease process.
Summarizes at Risk Patients/Populations and Statistical Data/Prevalence Populations at risk not summarized and relevant statistical data not addressed.
Populations at risk is clearly and completely summarized with precision and accuracy with well supported documentation.
Numerous reports of statistical data is discussed and analyzed for its relevance to health promotion and disease prevention.
Identify and Includes a link (or web address) to one risk assessment tool and 2 links (or web addresses) to health promotion and prevention websites Fails to identify and include required links/web addresses.
Identify and includes links/web addresses that are relevant to the topic, inclusive health promotion information, and easy to navigate byother users.
Outlines Patient Education Strategies to
Address Gaps in Care
Describe your professional context and relationship to the doctoral project.
Describe your role in the doctoral project, including relationships to the topic, participants, evidence, or institution (including any involvement included as part of the practicum experience).
Describe your motivations for this doctoral project and what perspectives may affect the choices about it.
Describe any potential biases you may possess, and steps taken to address them.
Here is a link of a resource for Guidelines for evaluating websites:
1.Provide the URL in site ( a brief overview of its content, and date of the website review
2. What are the major categories of information covered on the site?
3. Who is the audience for the site? What clues define the audience? Provide evidence such as tone, voice, language (accessible to the general public or technical) and assumed knowledge.
4. What are the hypertext links on the website page? How do the various links relate to the main theme? Are the links consistent with the main theme? Or does the site have personal links? Is it a hodgepodge of various personal interests of an individual?
5. What kinds of graphics are on the site? Describe them in detail. How do they relate to the topics? Are the graphics designed to grab your attention? Do they make the site easier to use or help explain concepts? Do the graphics support text information or do they stand alone? Do they overuse graphics to the point of distraction? Who are the various audiences for these graphics? What are your clues?
6. Whatclues do you have about the credit ability of the site and the information? You may not be familiar with the institutions, organizations, or individuals who sponsor or who contributed information to the site, but can you find text material by these authors or institutions in the library? From what institutions or organizations does the site originate? Any group can give themselves an official sounding name or a logo.
What beyond surface credibility gives you clues about the reliability of the site and its information? Is the sponsoring organization involved in the research and/or does it provide supporting documentation to supports its points? Does the site have built in bias? For example, is the web page an advertisement for a product or service? Does it have a particular political or social agenda? Having an agenda or selling a product on the Web is not necessarily “bad” but is the sponsor “sneaky” about its alliances or “up front”?
7. Make some general observations about what you learned about the subject you choose to investigate by exploring this site. What did you learn about your discipline through exploring Internet resources?
What general observations can you make about the usefulness and value of the information you found on the Internet while being aware that you have only looked at one site related to the content of this week’s lesson? What did you learn about the importance of critiquing sources web and non-Web based with a critical eye?
8. Which type of website does the information appear i.e. is it an educational (.edu), government (.gov), or organization (.org). or commercial (.com). or network infrastructure (.net) website? Is it a personal homepage, a special interest site, an information site, a news/journalistic site, or a commercial site?
9. How will the information on this site enhance your practice?
Describe the results of the Work Environment Assessment you completed on your workplace.
Identify two things that surprised you about the results and one idea you believed prior to conducting the Assessment that was confirmed.
Explain what the results of the Assessment suggest about the health and civility of your workplace.
Briefly describe the theory or concept presented in the article(s) you selected.
Explain how the theory or concept presented in the article(s) relates to the results of your Work Environment Assessment.
Explain how your organization could apply the theory highlighted in your selected article(s) to improve organizational health and/or create stronger work teams. Be specific and provide examples.
