Explore the historical evolution of the advance practice nurse.

Evaluate how you have achieved course competencies and your plans to develop further in these areas. The course competencies for this course are as follows:

Explore the historical evolution of the advance practice nurse.
Differentiate the roles and scope of practice for nurses working in advanced clinical, education, administration, informatics, research, and health policy arenas.
Analyze attributes of the practice arena such as access and availability, degree of consumer choice, competition, and financing that impact advanced practice nurses and their ability to effectively collaborate with other health professionals.
Integrate evidence from research and theory into discussions of practice competencies, health promotion and disease prevention strategies, quality improvement, and safety standards.
Identify collaborative, organizational, communication, and leadership skills in working with other professionals in healthcare facilities and/or academic institutions.
Synthesize knowledge from values theory, ethics, and legal/regulatory statutes in the development of a personal philosophy for a career as an advanced practice nurse.

Why are QI programs developed? What use are they for healthcare facilities?

Course Scenario
Chaparral Regional Hospital is a small, urban hospital of approximately 60 beds, and offers the following:
• Emergency room services
• Intensive care
• Surgical care
• Obstetrics
• Diagnostic services
• Some rehabilitation therapies
• Inpatient pharmacy services
• Geriatric services and
• Consumer physician referral services
Recently, the CEO has been hearing complaints from both patients and staff. You have been hired to design and implement a Quality Improvement Plan to help uncover quality problems and satisfactorily resolve them.
Scenario Continued
Your CEO has informed you that the Hospital has been invited to appear on a local cable television news station to discuss the proposed QI plan and how it will be applied. You are instructed to create a presentation to put on the television show.
Instructions
specifically discuss how the QI plan will be applied by giving examples.
• Why are QI programs developed?
• What use are they for healthcare facilities?
• What potential use would your facility have for the QI plan?
include an introduction, a and details on each slide, and a conclusion. Make sure to use audience-specific language and tone in your PowerPoint. Remember, you would be presenting this on a cable television show. The presentation will be assessed on your overall knowledge of the content, organization of your presentation, proper and professionalism, and general clarity.

Discuss and justify additional effort and/or areas of improvement that are evidently required in order to continuously improve the quality and safety of service provision in a large scale

Group assignment for on-campus students
What is expected from the writer: written report of 1500 words with references atleast 15 . Thanks.
Details of the assignment are given below. The writer may choose any domain of interest from Hospitals, aged care or disability services, mental health, community care or Dental Health Services.

The purpose of the assignments is to enable students to build a significant piece of work drawing on the major themes and methods explored in this subject using the knowledge, analytical and organisational skills developed during the study of the unit and the group work.
Group work requirements – for on-campus students
On-campus students will be divided into a number of groups consisting of 4 students for each group who will be working together on the group assignment based on their interests in the specific areas nominated below:
? ? Hospitals
? ? Aged care or disability services
? ? Mental Health
? ? Community Care
? ? Dental health services
Each group will focus their research on one of the above areas in the National or Victorian Statewide level.
You are required to :
? ? identify and examine the major efforts put into improving the quality and safety of service provision in the past ten years;
? ? use one of the initiative / policy as example to discuss the impacts or likely impacts of these efforts by presenting relevant evidence, and to identify and discuss the overall strategies in monitoring and evaluating the implementation and impact of such initiative / policy;
? ? discuss and justify additional effort and/or areas of improvement that are evidently required in the chosen area in the national or state-wide level.
Group assignment for on-campus students

After conducting your research and analysis, each group is required to develop the findings into two different pieces of work.
First: A written submission including the PowerPoint slides are due 9am, Monday. 16 September;
The following is the guide for the 25% group work mark distribution:
? Written submission 10%
? Group coordination and team work 3%
? Quality of the slides 6%
? Overall performance of the presentation 5%
? Responding to questions and questioning other groups 1%
Requirements: Students are required to read widely on relevant reports and articles and critically analyse the relevance of these resources to ensure that the presentation is informative and all arguments and conclusion made are well supported by the literature.
Written submission for group assignment:
The written submission will be closely related to the presentation that each group is developing. This is to provide group members the opportunities to practice academic writing prior to the development of their major individual final assignment.
The written submission should include the following:
Introduction of the overall focus of the presentation which includes a very brief breakdown of the key topics covered at the presentation.
Second section: brief sum up of the current policy and strategies in controlling and improving the quality and safety of service provision in the national or state level (no more than 500 words, and please avoid using dot points as they do not provide adequate explanation and details)
Third section: choose one initiative or policy to discuss the extent it has improved the quality and safety of service provision in the national or state level (no more than 500 words)
Forth section: Discuss and justify additional effort and/or areas of improvement that are evidently required in order to continuously improve the quality and safety of service provision in a large scale (no more than 500 words)
Conclusion (this is where you highlight the key messages from your discussions in the above three sections).

What are the pros and cons associated with using supplies and/or labor sourced from supply chain partners (direct and indirect) based in countries that do not have strict pollution standards?

For years, labor and environmental groups have criticized and pressured companies whose suppliers pay low wages, run sweatshops, use child labor, or use other similarly illicit labor practices. However, only recently have U.S. companies begun to come under fire for sourcing materials from foreign companies who are contributing to massive pollution problems in their local environments. When it was discovered that the  Textiles plant in southern China, a major fabric supplier for companies such as Nike, Liz Claiborne, and Target, had been dumping large quantities of untreated waste water into Chinese lakes and rivers, many U.S. companies downstream in the  supply chain were forced to take notice. As Daryl Brown, VP for Ethics and Compliance at Liz Claiborne noted, “The environment is the new frontier. We certainly don’t want to be associated with a company that’s polluting the waters.” 28 Questions 1. Should companies such as Nike, Liz Claiborne, and Target avoid structuring their supply chains so that they include polluters, even if the pollution is occurring somewhere far from the United States? 2. What are the pros and cons associated with using supplies and/or labor sourced from supply chain partners (direct and indirect) based in countries that do not have strict pollution standards? 3. Does the AMA Statement of Ethics address the issue of environmental protection in supply chain management? Go to http://www.marketingpower.com and review the code. Then, write a business memo to the Liz Claiborne president that describes how the AMA Statement of Ethics addresses the dilemma faced by the company.

Developing Organizational Policies And Practices

Competing needs arise within any organization as employees seek to meet their targets and leaders seek to meet company goals. As a leader, successful management of these goals requires establishing priorities and allocating resources accordingly.

Within a healthcare setting, the needs of the workforce, resources, and patients are often in conflict. Mandatory overtime, implementation of staffing ratios, use of unlicensed assisting personnel, and employer reductions of education benefits are examples of practices that might lead to conflicting needs in practice.

Leaders can contribute to both the problem and the solution through policies, action, and inaction. In this Assignment, you will further develop the white paper you began work on in Module 1 by addressing competing needs within your organization.

To Prepare:

  • Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected.
  • Identify and review two evidence-based scholarly resources that focus on proposed policies/practices to apply to your selected healthcare issue/stressor.
  • Reflect on the feedback you received from your colleagues on your Discussion post regarding competing needs. 

The Assignment (4-5 pages):

Developing Organizational Policies and Practices

Add a section to the paper you submitted in Module 1. The new section should address the following:

  • Identify and describe at least two competing needs impacting your selected healthcare issue/stressor. 
  • Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.
  • Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics.
  • Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.
  • Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations.

You will develop a syllabus for an 8-week undergraduate nursing course in your area of interest that conveys the essential components of that course to the learner.

You will develop a syllabus for an 8-week undergraduate nursing course in your area of interest that conveys the essential components of that course to the learner. 

Assignment GuidelinesWhen preparing your syllabus, pay attention to the organization and layout to ensure it is easy to read. Your syllabus should set the tone for your course and convey enthusiasm for the course topic; show how your course fits into a broader picture; communicate what, when, and how students will learn; clarify what students need to do to be successful; and communicate your expectations of student performance to satisfactorily complete your 8-week course.Your course syllabus should include:General information about the course: The instructor’s name (you), course title, course number, course credit hours, class days and time period (start and end times), class location (room number), and any prerequisites. You may also wish to include your office hours and contact information.A course description: A description of the course and how students will benefit; this is similar to a catalog description of a course.Course outcome objectives expected: A list of outcome statements describing the knowledge and skills that you expect students to have learned after completing your 8-week course. Your objectives should be: Appropriate to course and educational levelRealistic and clearStated in measurable termsRequired materials and learning resources: Textbook(s), supplies, and anything you may require students to bring to class each dayInstructional methods and activities: List the teaching strategies and approaches you plan to use for students to achieve the learning objectives (e.g., lecture, games, inquiry, discussions). If appropriate, you may want to include any special events or activities (e.g., field trips, experiments, guest speakers, projects). Note: This section is a list of your instructional methods and activities and not an explanation or description of how they will be implemented.Classroom policies or rules: This section should include any policies or rules that are specific to your course (e.g., classroom behavior, absenteeism, tardiness, late assignments, makeup work, and tests).Evaluation methods: This section should include all graded course requirements with the percent value (of the total course grade) for each requirement. This is where you list each of the course requirements or means of evaluating student learning (e.g., tests, quizzes, assignments, presentations, group work). You do not need to provide a rubric for grading each of the course requirements, guidelines, and grading criteria.You do need to provide the total percent value or the grade weight of each requirement.If using tests or quizzes, state the number of tests or quizzes and the grade weight for each.Note: As part of your teaching plan and presentation during weeks 6 and 7, you will provide guidelines and grading criteria (a rubric) for one of your required assignments.An outline and general time line of the course content: This section should be a table or flowchart depicting a schedule of the content to be covered over the 8-week period. In addition to the content, your table or flowchart should include: Estimated dates for when you plan to cover the content. Specific dates are not necessary, but some time line estimate should be provided (e.g., week 1 or class 1)Any activities, assignments, and tests, etc., with corresponding due datesRequired readings for each date and any supplemental or suggested readings you may want to list

Discuss what stood out to you about personality assessment practices.

What is human trafficing?

This essay should be between 900 and 1000 words, excluding the required annotated bibliography.

The Toulmin essay will help you practice what you have learned so far in this course. First, you will choose a topic of interest. Make sure that you choose a topic with two opposing sides. Then, you need to research that topic in order to specify the topic’s scope, so it can be easily discussed in 1000 word essay. For example, you may be interested in learning more about traffic issues in the United States. However, that topic is too large to cover in a 1000 word essay. After researching peer reviewed articles that discuss US traffic issues in general, you may discover that the metro system in the District of Columbia is underfunded and underutilized.  Through your research, you found that you could make a claim that more funds should be made available in order to upgrade the metro system, which would improve traffic issues in the District of Columbia. This would make for a stronger, specific argument.

This essay must include a minimum of five sources.  Three should be peer-reviewed sources, preferably from the APUS databases. From the library welcome page, click on Advanced Search at the bottom of the page and then check the “peer reviewed” sources box filter.

Note: Consider your audience as laymen in the field with only general knowledge of your topic.

Make sure to include the following sections in your essay:

an introduction and claim,

background,

body,

and a conclusion.

Within the body of your essay, make sure to include the following in any order:

support for your claim,

opposing or alternate views,

the strengths and weaknesses of your opponents’ claims,

and your rebuttals of their claims.

After you have written your essay, please make sure to revise the content of your essay. Lastly, be sure to edit your essay by checking grammar, format, and smaller technical details. Please make sure your essay is written in third person.

The Annotated Bibliography

An annotated Bibliography (AB) is due with your Toulmin essay. Using the MLA guide, list each source as it will appear on the Works Cited page of your essay. Summarize each source in two or three grammatically-correct  sentences. These short summaries are the “annotations.”

The following is a sample of an “annotated bibliography.”

Annotated Bibliography (Centered)

Clark, Irene L. The Genre of Argument. Fort Worth, TX: Harcourt Brace, 1998. Prin

Personality psychology

Imagine you have been asked to write a research-based blog post for a human resource management website.

Write a 800- to 1,050-word blog post that includes the following:

  • Discuss one of the major personality theories and how this theory is used to conduct assessment.
  • Discuss what stood out to you about personality assessment practices.
  • Reflect on current research trends that utilize this information and how the interpretation of these findings may vary across cultures.
  • Create three insightful questions based on the readings that your audience may also be wondering, and provide responses from the research you have reviewed in relation to this topic.

Include a minimum of three credible, peer-reviewed sources in the blog post.

Format the citations in your blog post consistent with APA guidelines.

Explain why it is important for representatives of your target population to be involved in developing the goals and objectives for the program.

Assignment 2: Program Design Elements
Program Design
With the continuation of Assignment 2, it is important to notice and appreciate the congruity provided through systematic program planning and evaluation. A well-developed program design facilitates the alignment necessary for an effective intervention, enabling the program to address the problem through appropriate services that–ideally!–result in positive outcomes.
This week you further delineate your program design, crafting elements visually and creating a time line using a Gantt chart.

To prepare for this week’s section of Assignment 2:

Refer      to the information presented in this week’s Learning Resources as you      consider all of the elements of your program.
Begin      to visualize or draft a graphical representation of your program based on      the theory or model you have chosen (Week 3 [see week 3 discussion paper attached]) as demonstrated in      Chapter 8 of Designing and Managing Programs. If your theory      or model of choice does not have such a visual representation associated      with it then you will need to create one.
Also,      in this design, state your mission, goal(s), and objectives for your      program. State all activities that will assist in meeting each objective      and outline this in a Gantt chart with time lines for implementing the      activities.

By tomorrow Friday 01/04/19 by 6 pm
In APA format with a minimum of 6 scholarly references, write a 3- to 5-page paper and create accompanying documents that address the following level 1 and 2 headers:

1) Stakeholder Involvement in Developing Mission Statement, Goals, and Objectives (developed in Week 5)

a) Explain why it is important for representatives of your target population to be involved in developing the goals and objectives for the program.

b) Identify which stakeholders you would involve in the planning process and discuss two or more strategies for facilitating their involvement.

2) Program Design (developed this week 6, with elements developed in Week 5 [see week 6 discussion paper attached])

a) Create a visual representation of your program design (e.g., a table or graph) that includes the program’s mission statement, goal(s), objectives, and activities to meet the objectives (http://www.ganttchart.com/Examples.html)

b) Develop a Gantt chart with time lines for implementing all activities that will assist in meeting each of your program objectives.

Individual success plan

NRS-490 Individual Success Plan

REQUIRED PRACTICE HOURS: 100

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Complete Contact Information
Student Information GCU
Name:
E-mail:
Phone Number:
Course Faculty Information GCU
Name:
E-mail:
Phone Number:
Practicum Mentor Information Practice Setting
Name:
E-mail:
Phone Number:
MOU signed & uploaded to Instructor in LoudCloud via Individual Forum Yes ► ☐ No ► ☐

If no, is an existing Affiliation Agreement on file? _____

ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish.

Application-based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement element noted within the assignment itself. In order for you to successfully complete and graduate from the RN-to-BSN Program you must meet the following programmatic requirements: (1) completion of 100 practice immersion hours, and (2) completion of work associated with all program competencies.

In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

ALL course assignments listing a “Practice Hours Portfolio” statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours must be recorded on this time log.

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

· Use the Individual Success Plan to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (Appendix A).

Completing your ISP does not earn practice hours, nor does telephone conference time, or time spent with your mentor.

· Within the Individual Success Plan, ensure you identify all course assignments which may include the following: Memorandums of Understanding (MOU)(if Affiliation Agreement is not required); comprehensive log of practice immersion hours applied to baccalaureate level learning outcomes; evaluations from faculty and mentors; your evaluations of your mentor; scholarly activity report; competency self-assessment (part of your ISP); reflective journal (Submitted in Week 10 but covering all weeks in the course); course goals and plan for how competencies and practice immersion hours will be met; and both faculty and mentor approvals of course goals and documented practice immersion hours.

Application-based Learning Course Assignments List of Current Course Objectives Number of Clock Hours Associated with Each Assignment Assignment

Date Due

Self-Assessment:

GCU RN-to-BSN

University Mission Critical Competencies and

Programmatic Domains & Competencies

(see Appendix A)

Date

Assignment

Completed

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty and/or program director.

Mentors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Student Signature
Name:
Date:
Mentor Signature [Upon Initiation of Course]
Name:
Date:
Mentor Signature [Upon Completion of Course]
Name:
Date:

cid:D7D4B297-EEAE-4174-AD01-F87097282051@canyon.com

© 2015. Grand Canyon University. All Rights Reserved.

© 2015. Grand Canyon University. All Rights Reserved.

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

A. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful.

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

MC5: Leadership: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

B. Domains and Competencies

How does this Individual Success Plan support the Program Domains and Competencies?

Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

1.1: Exemplify professionalism in diverse health care settings.

1.2: Manage patient care within the changing environment of the health care system.

1.3: Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4: Participate in health care policy development to influence nursing practice and health care.

1.5: Advocate for autonomy and social justice for individuals and diverse populations.

Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1: Incorporate liberal arts and science studies into nursing knowledge.

2.2: Comprehend nursing concepts and health theories.

2.3: Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

3.1: Utilize the nursing process to provide safe and effective care for patients across the health-illness continuum: promoting, maintaining, and restoring health; preventing disease; and facilitating a peaceful death.

3.2: Implement patient care decisions based on evidence-based practice.

3.3: Provide individualized education to diverse patient populations in a variety of health care settings.

3.4: Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1: Utilize patient care technology and information management systems.

4.2: Communicate therapeutically with patients.

4.3: Professionally communicate and collaborate with the interdisciplinary health care teams to provide safe and effective care.

Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1: Understand the human experience across the health-illness continuum.

5.2: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3: Provide culturally sensitive care.

5.4: Preserve the integrity and human dignity in the care of all patients.

Describe a patient-safety issue within your organization, comparing the way your organization addresses the issue with the concepts, principles, and practices that contribute to quality improvement and patient safety.

Write 8-10 pages in which you identify a major patient-safety issue within your own organization and use evidence-based best practices and technology to develop a plan to improve the safety issue.

Quality improvement and patient safety are central to the nursing leadership role.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 2: Safety and Quality Practices – Incorporate concepts of patient safety, clinical management, and quality improvement to improve patient outcomes.            

(IMPORTANT) -Describe a patient safety issue and compare currently used organizational processes for handling this issue with concepts, principles, and practices that contribute to quality improvement and patient safety.

Competency 3: Nursing Research and Informatics – Incorporate evidence-based practice interventions (for example, information systems and patient care technologies) as appropriate for managing the acute and chronic care of patients, promoting health across the lifespan.            

(IMPORTANT) -Recommend evidence-based interventions, including technology, to address specific patient-safety issues.

Competency 4: Policy, Finance, and Regulations – Understand the scope and role of policy, finance, and regulatory environments in relationship to individual and population outcomes.            

(IMPORTANT) -Analyze the legal and ethical consequences of not addressing patient-safety issues.

Competency 5: Communication – Communicate effectively with all members of the health care team, including interdepartmental and interdisciplinary collaboration for quality outcomes.            

(IMPORTANT) -Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and mechanics as expected of a nursing professional.

Competency 6: Organizational and Systems Management – Apply knowledge of organizational behavior, nursing theory, and systems (micro- and macro-) as appropriate for the scope and role of one’s own practice.            

(IMPORTANT) -Describe strategies to overcome specific organizational barriers to change.

Assessment Instructions 
Preparation
As you prepare for this assessment, complete the following:

Before you begin, examine your organization’s history of safety in a specific area and how your organization addresses patient safety issues. If possible, consult with a key stakeholder in the organization (such as an administrator) to better understand specific patient-safety concerns and how the organization is working to resolve the concerns. This person should also be able to discuss some of the organizational barriers impacting the patient safety issue.
Next, look at the basic concepts, principles, and practices that contribute to organizational quality improvement and patient safety. Review the literature for best practices and how technology might be used to improve the issue.
Finally, be sure to consider the legal and ethical implications associated with the safety issue, as well as possible organizational barriers to change.

Directions
As you construct this assessment, address each point as completely as possible:

Describe a patient-safety issue within your organization, comparing the way your organization addresses the issue with the concepts, principles, and practices that contribute to quality improvement and patient safety.
Analyze the legal and ethical consequences of not addressing the issue.
Recommend evidence-based interventions, including technology, to address the patient-safety issue.
Describe strategies to overcome specific organizational barriers to change, based on your knowledge of the organization.

Additional Requirements

Format: Include a title page and reference page. Use APA style and formatting.
Length: Ensure your completed assessment is 8–10 pages in length, not including the title page and reference page.
References: Cite at least five current scholarly or professional resources.
Font: Use double-spaced, 12-point, Times New Roman font.