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Leadership, Collaboration, Communication, Change Management, and Policy Considerations

In a 5-7 page written assessment, define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective. Plan to spend approximately 2 direct practicum hours meeting with a patient, family, or group of your choice to explore the problem and, if desired, consulting with subject matter and industry experts.
Nurses in all professional roles work to effect positive patient outcomes and improve organizational processes. Professional nurses are leaders in problem identification, planning, and strategy implementation—skills that directly affect patient care or organizational effectiveness.
Too often, change agents jump to a conclusion that an intervention will promote the envisioned improvement. Instead, the ideal approach is to determine which interventions are appropriate, based on an assessment and review of credible evidence. Interventions could be patient-facing or involve a change in policy and process. In this assessment, you’ll identify and make the case for your practicum focus area, then explore it in depth from a leadership, collaboration, communication, change management, and policy perspective.
This assessment lays the foundation for the work that will carry you through your capstone experience and guide the practicum hours needed to complete the work in this course. In addition, it will enable you to do the following:
• Develop a problem statement for a patient, family, or population that’s relevant to your practice.
• Begin building a body of evidence that will inform your approach to your practicum.
• Focus on the influence of leadership, collaboration, communication, change management, and policy on the problem.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
• Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
o Define a patient, family, or population health problem that’s relevant to personal and professional practice.
• Competency 2: Make clinical and operational decisions based upon the best available evidence.
o Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem.
• Competency 5: Analyze the impact of health policy on quality and cost of care.
o Explain how state board nursing practice standards and/or organizational or governmental policies could affect a defined patient, family, or population problem.
• Competency 7: Implement patient-centered care to improve quality of care and the patient experience.
o Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to a defined patient, family, or population problem.
• Competency 8: Integrate professional standards and values into practice.
o Organize content so ideas flow logically with smooth transitions.
o Apply APA style and formatting to scholarly writing.
Preparation
In this assessment, you’ll assess the patient, family, or population health problem that will be the focus of your capstone project. Plan to spend approximately 2 hours working with a patient, family, or group of your choice to explore the problem from a leadership, collaboration, communication, change management, and policy perspective. During this time, you may also choose to consult with subject matter and industry experts about the problem (for example, directors of quality or patient safety, nurse managers/directors, physicians, and epidemiologists).
To prepare for the assessment, complete the following:
• Identify the patient, family, or group you want to work with during your practicum The patient you select can be a friend or a family member. You’ll work with this patient, family, or group throughout your capstone project, focusing on a specific health care problem.
• Begin surveying the scholarly and professional literature to establish your evidence and research base, inform your assessment, and meet scholarly expectations for supporting evidence.
In addition, you may wish to complete the following:
• Review the assessment instructions and scoring guide to ensure that you understand the work you’ll be asked to complete and how it will be assessed.
• Review the Practicum Focus Sheet: Assessment 1 [PDF], which provides guidance for conducting this portion of your practicum.
Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
Instructions
Complete this assessment in two parts.
Part 1
Define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective and establish your evidence and research base to plan, implement, and share findings related to your project.
Part 2
Connect with the patient, family, or group you’ll work with during your practicum. During this portion of your practicum, plan to spend at least 2 hours meeting with the patient, family, or group and, if desired, consulting with subject matter and industry experts of your choice. The hours you spend meeting with them should take place outside of regular work hours. Use the Practicum Focus Sheet [PDF] provided for this assessment to guide your work and interpersonal interactions.
CORE ELMS
Complete the NURS-FPX4900 Volunteer Experience Form in CORE ELMS. Include a description of your relationship to the patient, family, or group in the Volunteer Experience comments field.
Requirements
The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.
• Define a patient, family, or population health problem that’s relevant to your practice.
o Summarize the problem you’ll explore.
o Identify the patient, family, or group you intend to work with during your practicum.
o Provide context, data, or information that substantiates the presence of the problem and its significance and relevance to the patient, family, or population.
o Explain why this problem is relevant to your practice as a baccalaureate-prepared nurse.
• Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to the patient, family, or population problem you’ve defined.
o Note whether the authors provide supporting evidence from the literature that’s consistent with what you see in your nursing practice.
o Explain how you would know if the data are unreliable.
o Describe what the literature says about barriers to the implementation of evidence-based practice in addressing the problem you’ve defined.
o Describe research that has tested the effectiveness of nursing standards and/or policies in improving patient, family, or population outcomes for this problem.
o Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.
o Describe what the literature says about a nursing theory or conceptual framework that might frame and guide your actions during your clinical practicum.
• Explain how state board nursing practice standards and/or organizational or governmental policies could affect the patient, family, or population problem you’ve defined.
o Describe research that has tested the effectiveness of these standards and/or policies in improving patient, family, or population outcomes for this problem.
o Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.
o Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of this problem.
• Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to the patient, family, or population problem you’ve defined.
o Discuss research on the effectiveness of leadership strategies.
o Define the role that you anticipate leadership must play in addressing the problem.
o Describe collaboration and communication strategies that you anticipate will be needed to address the problem.
o Describe the change management strategies that you anticipate will be required to address the problem.
• Organize content so ideas flow logically with smooth transitions.

Sample Solution

The United States is home to the absolute generally infamous and productive chronic executioners ever. Names, for example, Ted Bundy, Gary Ridgeway, and the Zodiac Killer have become commonly recognized names because of the awful idea of their violations. One of the most productive chronic executioners in American history is John Wayne Gacy. Nicknamed the Killer Clown as a result of his calling, Gacy assaulted and killed at any rate 33 adolescent young men and youngsters somewhere in the range of 1972 and 1978, which is one of the most elevated realized casualty checks. Gacy's story has become so notable that his violations have been included in mainstream society and TV shows, for example, American Horror Story: Hotel and Criminal Minds. Scientific science has, and keeps on playing, a significant function in the understanding of the case and distinguishing proof of the people in question. John Wayne Gacy's set of experiences of sexual and psychological mistreatment was instrumental in arousing specialist's curiosity of him as a suspect. John Wayne Gacy was conceived on March 17, 1942, in Chicago, Illinois. Being the main child out of three youngsters, Gacy had a stressed relationship with his dad, who drank vigorously and was frequently oppressive towards the whole family (Sullivan and Maiken 48). In 1949, a contractual worker, who was a family companion, would stroke Gacy during rides in his truck; notwithstanding, Gacy never uncovered these experiences to his folks because of a paranoid fear of retaliation from his dad (Foreman 54). His dad's mental maltreatment proceeded into his young grown-up years, and Gacy moved to Las Vegas where he worked quickly in the rescue vehicle administration prior to turning into a morgue chaperon (Sullivan and Maiken 50). As a morgue specialist, Gacy was intensely engaged with the preserving cycle and conceded that one night, he moved into the final resting place of a perished high school kid and stroked the body (Cahill and Ewing 46). Stunned at himself, Gacy re-visitations of Chicago to live with his family and graduates from Northwestern Business College in 1963, and acknowledges an administration student position with Nunn-Bush Shoe Company. In 1964, Gacy is moved to Springfield and meets his future spouse, Marlynn Myers. In Springfield, Gacy has his subsequent gay experience when a collaborator unsteadily performed oral sex on him (London 11:7). Gacy moves to Waterloo, Iowa, and starts a family with Myers. In any case, after consistently undermining his better half with whores, Gacy submits his initially known rape in 1967 upon Donald Vorhees. In the coming months, Gacy explicitly mishandles a few different young people and is captured and accused of oral homosexuality (Sullivan and Maiken 60). On December 3, 1968, Gacy is indicted and condemned to ten years at the Anamosa State Penitentiary. Gacy turns into a model detainee at Anamosa and is conceded parole in June of 1970, an only a short time after his condemning. He had to move to Chicago and live with his mom and notice a 10:00PM time limit. Not exactly a year later, Gacy is accused again of explicitly attacking a young kid yet the adolescent didn't show up in court, so the charges were dropped. Gacy was known by numerous individuals in his locale to be a devoted volunteer and being dynamic in network governmental issues. His part as "Pogo the Clown" the jokester started in 1975 when Gacy joined a neighborhood "Chipper Joker" comedian club that consistently performed at gathering pledges functions. On January 3, 1972, Gacy submits his first homicide of Timothy McCoy, a 16-year old kid venturing out from Michigan to Omaha. Guaranteeing that McCoy went into his room employing a kitchen blade, Gacy gets into an actual fight with McCoy prior to cutting him over and again in the chest. In the wake of understanding that McCoy had absentmindedly strolled into the live with the blade while attempting to get ready breakfast, Gacy covers the body in his slither space. Gacy conceded in the meetings following his capture that slaughtering McCoy gave him a "mind-desensitizing climax", expressing that this homicide was the point at which he "understood demise was a definitive rush" (Cahill and Ewing 349). Very nearly 2 years after the fact, Gacy submits his second homicide of a unidentified young person. Gacy choked the kid prior to stuffing the body in his wardrobe prior to covering him (Cahill 349). In 1975, Gacy's business was developing rapidly and his hunger for youngsters developed with it. Gacy regularly attracted youngsters under his work to his home, persuading them to place themselves in binds, and assaulting and tormenting them prior to choking them (Cahill 169-170). A large portion of Gacy's homicides occurred somewhere in the range of 1976 and 1978, the first of this time occurring in April 1976. A large number of the young people that were killed during this time were covered in a creep space under Gacy's home. For the rest of the homicides, Gacy confessed to throwing five bodies off the I-55 scaffold into the Des Plaines River; in any case, just four of the bodies were ever recouped (Linedecker 152). In December 1978, Gacy meets Robert Jerome Piest, a 15-year old kid working at a drug store and extends to him an employment opportunity at Gacy's firm. Piest illuminates his mom regarding this and neglects to restore that night. The Piest family documents a missing individual's report and the drug specialist illuminates police that Gacy would undoubtedly be the man that Jerome addressed about a work. When addressed by the police, Gacy denied any association in Piest's vanishing. In any case, the police were not persuaded, and Gacy's set of experiences of sexual maltreatment and battery incited the police to look through his home. Among the things found at Gacy's home were a 1975 secondary school class ring with the initials J.A.S., numerous driver's licenses, cuffs, apparel that was excessively little for Gacy, and a receipt for the drug store that Piest had worked at. Throughout the following scarcely any days, agents got different calls and tips about Gacy's rapes and the strange vanishings of Gacy's representatives. The class ring was in the end followed back to John A. Szyc, one of Gacy's casualties in 1977. Futhermore, after looking at Gacy's vehicle, examiners found a little bunch of filaments taking after human hair, which were shipped off the labs for additional examination. That very night, search canines were utilized to recognize any hint of Piest in Gacy's vehicle, and one of the canines showed that Piest had, truth be told, been available in the vehicle. On December 20, 1977, under the pressure of steady police reconnaissance and examination, Gacy admits to more than 30 homicides and illuminates his attorney and companion where the bodies were covered, both in the creep space and the waterway. 26 casualties were found in the creep space and 4 in the waterway. Gacy is captured, indicted for 33 homicides, and condemned to death by deadly infusion. He endeavored a craziness request however was denied, and was executed on May 10, 1994. There were a few legal pointers that examiners used to attach Gacy to the killings. A portion of these include fiber investigation, dental and radiology records, utilizing the disintegration cycle of the human body, and facial reproduction in recognizing the people in question. Agents discovered filaments that looked like human hair in both Gacy's vehicle and close to the creep space where the bodies were covered. Notwithstanding these hair tests, agents likewise discovered filaments that contained hints of Gacy's blood and semen in a similar territory. Blood having a place with the casualties was found on a portion of the filaments, which would later legitimately attach Gacy to the violations. The filaments in Gacy's vehicle were investigated by legal researchers and coordinated Piest's hair tests. Moreover, the pursuit canines that established that Piest had been in Gacy's vehicle showed this by a "passing response", which told agents that Piest's dead body had been within Gacy's vehicle. Out of Gacy's 33 known casualties, just 25 were ever convincingly recognized. A considerable lot of Gacy's casualties had comparative actual depictions and were consequently difficult to distinguish by absolutely asking people in general. To recognize the people in question, agents went to Betty Pat Gatliff, a pioneer in scientific science and facial remaking. Facial reproduction is the way toward reproducing the facial highlights of a person by utilizing their remaining parts. Certain facial highlights, for example, facial structures, nasal structure, and by and large face shape can be helpful in distinguishing a casualty even long in the afterlife. By utilizing these highlights, and with the assistance of program, measurable examiners can make a picture of an individual's face, which is instrumental in recognizing casualties after their bodies have rotted. Facial remaking should be possible in a few measurements. Two-dimensional facial recreations is utilized with skull radiographs and depend on pre-demise photos and data. Notwithstanding, this isn't really ideal on the grounds that cranial highlights are not generally noticeable or at the correct scale (Downing). To get a reasonable and more exact portrayal of the casualty's face, a craftsman and a legal anthropologist are normally vital (Downing). Three-dimensional facial remaking is finished by models or high goal, three-dimensional pictures. PC programs can make facial reproductions by controlling examined photos of the remaining parts and use approximations to reproduce facial highlights. These will in general create results that don't look counterfeit (Reichs and Craig 491). Some of the time, specialists will utilize a strategy called superimposition as a method for facial remaking. Tragically, it's anything but a generally utilized strategy, as it expects specialists to have some information about the personality of the remaining parts they are managing. By superimposing a photo of a person over the skeletal remaining parts, examiners can check whether the facial highlights line up with the anatomical highlights, permitting them to distinguish a casualty. On account of John Wayne Gacy's casualties, specialists had the option to utilize facial remaking to recognize nine of the bodies found in the creep space. The accompanying realistic shows the facial recreations of these nine casualties: Since facial reproduction was insufficient to distinguish the entirety of the v
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