Discussion: Community Organizing Models

NOW F OR AN ORIGINAL PAPER ASSIGNMENT:Discussion: Community Organizing Models

change theory and complexity science • community organizing models • social change theories • creative and imaginative strategies in problem solving • communication, including elements, channels, levels, barriers, models,

organizational communication, skill development, workplace communication, conflict resolution, optimizing patient care outcomes, and chainofcommand

principles of interpersonal interactions/communication • healthcare systems (structure and finance) and organizational structures and

relationships (e.g., between finance, organizational structure, and delivery of care, particularly at the microsystem level, including mission/vision/philosophy and values)

• reliability and reliability sciences in health care • operations research, queuing theory, and systems designs in health care • teamwork skills, including effective teams/characteristics, application to patient

care teams, team process, conflict resolution, delegation, supervision, and collaboration

• microsystems and their relationship to complex systems, quality care, and patient safety

• patient safety principles, including safety standards, organizational safety processes, reporting processes, departmental responsibilities, ownership, national initiatives, and financial implications

• quality improvement (QI), including history, elements, Continuous Quality Improvement (CQI) models, concepts, principles, benchmarking, processes, tools, departmental ownership, roles/responsibility, methodologies, regulatory requirements, organizational structures for QI, outcomes, monitoring, Quality Assurance (QA) vs. QI, beginning resource need assessment, and resource identification, acquisition, and evaluation

overview of QI process techniques, including benchmarks, basic statistics, root cause analyses, and Failure Mode Effects Analysis (FMEA) in the quality improvement process

• principles of nursing care delivery management and evaluation

Essential III: Scholarship for EvidenceBased Practice

Rationale

Professional nursing practice is grounded in the translation of current evidence into practice. Scholarship for the baccalaureate graduate involves identification of practice issues; appraisal and integration of evidence; and evaluation of outcomes. As practitioners at the point of care, baccalaureate nurses are uniquely positioned to monitor patient outcomes and identify practice issues. Evidencebased practice models provide a

systematic process for the evaluation and application of scientific evidence surrounding practice issues (IOM, 2003b). Dissemination is a critical element of scholarly practice; baccalaureate graduates are prepared to share evidence of best practices with the interprofessional team.

Baccalaureate education provides a basic understanding of how evidence is developed, including the research process, clinical judgment, interprofessional perspectives, and patient preference as applied to practice. This basic understanding serves as a foundation for more complex applications at the graduate level (AACN, 2006a). Baccalaureate nurses integrate reliable evidence from multiple ways of knowing to inform practice and make clinical judgments. In collaboration with other healthcare team members, graduates participate in documenting and interpreting evidence for improving patient outcomes (AACN, 2006b).