Proposal to Solve Communication Issues in Healthcare PPT

Proposal to Solve Communication Issues in Healthcare PPT Proposal to Solve Communication Issues in Healthcare PPT For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment. As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others’ delivery and ensure that they convey the same content you would deliver if you were the presenter. You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded. NURS FPX4010 Capella Proposal to Solve Communication Issues in Healthcare PPT DEMONSTRATION OF PROFICIENCY Competency 1: Explain strategies for managing human and financial resources to promote organizational health. Proposal to Solve Communication Issues in Healthcare PPT Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes. Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal. Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team. Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue. Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal. Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes. Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style. PROFESSIONAL CONTEXT This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem. SCENARIO In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and Study parts of the PDSA cycle. Again, you will not be expected to execute the project, so you will not have any results to study. However, by carefully examining the ways in which your plan could be carried out and evaluated, you will get some of the experience of the thinking required for PDSA. When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee’s organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization. INSTRUCTIONS Please follow the Capella Guidelines for Effective PowerPoint Presentations [PPTX] . If you need technical information on using PowerPoint, refer to Capella University Library: PowerPoint Presentations . Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score. Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal. Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue. Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed. Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal. Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style. There are various ways to structure your presentation; following is one example: Part 1: Organizational or Patient Issue. What is the issue that you are trying to solve or improve? Why should the audience care about solving it? Part 2: Relevance of an Interdisciplinary Team Approach. Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue? How will it help to achieve improved outcomes or reach a goal? Part 3: Interdisciplinary Plan Summary. What is the objective? How likely is it to work? What will the interdisciplinary team do? Part 4: Implementation and Resource Management. How could the plan be implemented to ensure effective use of resources? How could the plan be managed to ensure that resources were not wasted? How does the plan justify the resource expenditure? Part 5: Evaluation. What would a successful outcome of the project look like? What are the criteria that could be used to measure that success? How could this be used to show the degree of success? Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide. ADDITIONAL REQUIREMENTS Number of slides: Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation. Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. APA formatting: Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format. interview.edited.docx ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Running head: HEALTH CARE PROFESSIONAL INTERVIEW Healthcare Professional Interview Student’s Name Institutional Affiliation Date 1 HEALTHCARE PROFESSIONAL INTERVIEW 2 Healthcare Professional Interview Issue identification The continuity of quality and effective patient care is attained by a clear transfer of patient health records from patients to health professionals. Effective communication is a vital element that medical practitioners require in the provision of safe and effective patient care. I conducted an interview with Meyer Jones, a nursing practitioner at Robert Johnson care foundation. In this organization, nurses and staff have formed teams that implement innovative ideas to enhance patients care through nursing-staff and patient engagement. In this organization, nurses face commutation challenges, which require profound changes in the organization’s healthcare system. I discovered the need to implement effective communication because poor communication in a health institution leads to severe therapeutic errors. According to my interviewee, sharing health records for a patient during handoffs need situational mindfulness. The interview helped me better understand that most communication related to patients is shared between physicians and nurses in a healthcare setting. Communication challenges among healthcare professionals are not restricted to disparities in health care training. Communication errors among healthcare professionals are confounded by cultural stress, fatigue, ethical differences, and hierarchical reporting structure. It is accounted for that difference in communication styles among doctors and nurses are among the contributing factors to communication errors in a clinical setup. Effective communication between nurses and doctors depends on the impacts of differences in reporting expectations and nursing training. How the issue can be improved The information gathered after interviewing Meyer helped me discover approaches that can be implemented to improve the issue. A structural communication tool can be useful to HEALTHCARE PROFESSIONAL INTERVIEW 3 viably pass patient health records, lessen unfriendly occasions, advance patient well-being, improve the nature of care, and improve healthcare service satisfaction (Alert, 2017). The sharing of patient healthcare information during handoffs requires understanding their clinical trajectory and current health history. Loss of situational awareness could consequently compromise patients care. In the setting of contemporary interdisciplinary groups giving healthcare to patients, sharing patients’ health information should be pointed toward guaranteeing a common thought of a patient’s consideration plans and desires. This goal’s accomplishment through structured and reproducible methods will probably prompt improved health care satisfaction and better health results. Despite the tremendous investment in innovation to record, and store, patients’ information, researchers have discovered that communication in medical facilities keeps on being problematic. Health care professionals should be aware of the difficulties confronting handoffs, including language barriers and social settings. Best practices and evidence to address the issue According to Patton et al. ( 2017), collaboration failure and communication breakdown, and failure to perceive conditional changes in patients are among the known reasons that cause serious patients’ events in hospitals. Meester et al. (2013) focused on a research to examine the impact brought by the utilization of the SBAR tool towards the occurrence of stern processes in medical wards. The research findings indicated that there was an upsurge in impromptu ICU confirmation and a critical decrease in patients’ demise after introducing the SBAR. The interview helped me conclude that patients’ safety is the priority for patient care, and errors in communicating a patient’s information from one physician to the other are the main cause of adverse condition s during a patient’s treatment. Therefore, healthcare providers should HEALTHCARE PROFESSIONAL INTERVIEW 4 make efforts to ensure communication errors are avoided during a patient’s handoff. It is also important to train healthcare professionals on the application of SBAR to sustain its clinical use. HEALTHCARE PROFESSIONAL INTERVIEW References Alert, S. E. (2017). Inadequate handoff communication. Sentinel Event Alert. Meester, K., Verspuy, M., Monsieurs, K., & Bogaert, P. (2013). SBAR improves nurse– physician communication and reduces unexpected death: A pre and post intervention study. Dsue.bol.ucla.edu. Retrieved 18 October 2020, from http://dsue.bol.ucla.edu/Handoff/SBAR%20article.pdf. Patton, L. J., Tidwell, J. D., Falder-Saeed, K. L., Young, V. B., Lewis, B. D., & Binder, J. F. (2017). Ensuring the safe transfer of pediatric patients: a quality improvement project to standardize handoff communication. 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