Improvement Plan Efforts Towards Reducing Patient Falls Presentation For this assessment, you will develop an 8-14 slide PowerPoint presentation with thoro

Improvement Plan Efforts Towards Reducing Patient Falls Presentation For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the improvement plan you developed in Assessment 2.As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

DEMONSTRATION OF PROFICIENCY
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the elements of a successful quality improvement initiative.
Explain the need for and process to improve safety outcomes related to a specific organizational issue.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
List the purpose and goals of an in-service session for nurses.
Explain to the audience their role and importance of making the improvement plan successful.
Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.
Reference
Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic & Neonatal Nursing​, 47(3), s16–s17.
PROFESSIONAL CONTEXT
As a nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.
SCENARIO
For this assessment it is suggested you take one of two approaches:
Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan, or
Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals presented in your chosen context.
INSTRUCTIONS
The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.Be sure that your presentation 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.
List the purpose and goals of an in-service session for nurses.
Explain the need for and process to improve safety outcomes related to a specific organizational issue.
Explain to the audience their role and importance of making the improvement plan successful.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.
There are various ways to structure an in-service session; below is just one example:
Part 1: Agenda and Outcomes.
Explain to your audience what they are going to learn or do, and what they are expected to take away.
Part 2: Safety Improvement Plan.
Give an overview of the current problem, the proposed plan, and what the improvement plan is trying to address.
Explain why it is important for the organization to address the current situation.
Part 3: Audience’s Role and Importance.
Discuss how the staff audience will be expected to help implement and drive the improvement plan.
Explain why they are critical to the success of the improvement plan.
Describe how their work could benefit from embracing their role in the plan.
Part 4: New Process and Skills Practice.
Explain new processes or skills.
Develop an activity that allows the staff audience to practice and ask questions about these.
In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.
Part 5: Soliciting Feedback.
Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
Explain how you might integrate this feedback for future improvements.
Remember to account for activity and discussion time. For tips on developing PowerPoint presentations, refer to:
ADDITIONAL REQUIREMENTS
Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenter’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be 10–15 slides.
Speaker notes: Speaker notes should reflect what you would actually say if you were delivering the presentation to an audience. Another presenter would be able to use the presentation by following the speaker notes.
APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation.
Number of references: Cite a minimum of 3 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old.
Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

AONE Nurse Executive Competencies Review, to complete this formative activity, which will help you review your understanding of the AONE Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment. AONE Nurse Executive Competencies
Review
For the following questions, answer True or False as you explore your understanding of the AONE Nurse Executive
Competencies.
Question 1 of 10
Part of the role of the executive nurse leader, in nursing practice, includes assisting with the delivery of
safe, equitable, and efficient patient care.
Choose one answer.
a) True
b) False
Question 2 of 10
The nurse executive competency model includes the following domains: communication and
relationship management, professionalism, business skills and principles, and knowledge of current and
relevant treatment options.
Choose one answer.
a) True
b) False
Question 3 of 10
The effective communication domain pertains to making oral presentations as well as providing written
materials to diverse audiences.
Choose one answer.
a) True
b) False
Question 4 of 10
Under the effective communication domain, the concept of diversity identifies cultural beliefs, but does
not include incorporating them into the health care delivery process.
Choose one answer.
a) True
b) False
Question 5 of 10
The relationship management domain strives to build collaborative relationships and implement
effective conflict resolution skills.
Choose one answer.
a) True
b) False
Question 6 of 10
The knowledge of health care environment domain includes demonstrating knowledge of current
nursing practice, communicating patient standards, and adhering to the standards of nursing practice;
however, it does not include knowledge of federal and state laws and regulations.
Choose one answer.
a) True
b) False
Question 7 of 10
Under the knowledge of health care environment domain the concepts of patient safety and
performance improvement/metrics are addressed.
Choose one answer.
a) True
b) False
Question 8 of 10
Under the leadership domain the concept of foundational thinking skills involves addressing ideas,
beliefs or viewpoints of others, recognizing one’s own beliefs, values and influences, and applies critical
analyses to organizational issues.
Choose one answer.
a) True
b) False
Question 9 of 10
The professional domain includes: personal and professional accountability, career planning, ethics, and
change management.
Choose one answer.
a) True
b) False
Question 10 of 10
Under the business skills domain the concept of information management and technology constitutes
using technology to support performance improvements, collaborating of information, identify
technological trends, using skills and providing leadership with the implementation of information
systems.
Choose one answer.
a) True
b) False

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Improvement Plan In-Service Presentation Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
List clearly the purpose
and goals of an inservice session for
nurses.
Does not list the
purpose and goals
of an in-service
session for nurses.
Lists with
insufficient clarity
the purpose and
goals of an inservice session for
nurses.
Lists clearly the
purpose and goals
of an in-service
session for nurses.
Lists clearly the
purpose and goals
of an in-service
session for nurses,
with purpose and
goals that are
relevant and
achievable within
the in-service
session.
Explain the need and
process to improve
safety outcomes related
to a specific
organizational issue.
Does not describe
the need and
process to improve
safety outcomes
related to a specific
organizational
issue.
Describes a safety
improvement
outcome, but the
described need for
the improvement or
process to achieve
improvement is
unclear or
irrelevant.
Explains the need
and process to
improve safety
outcomes related to
a specific
organizational
issue.
Explains the need
and process to
improve safety
outcomes related to
a specific
organizational
issue, with
reference to specific
data, evidence, or
standards to
support the
explanation.
Explain audience’s role
in and importance of
making the improvement
plan successful.
Does not describe
the audience’s role
in and importance
of making the
improvement plan
successful.
Describes the
audience’s role in
the improvement
plan but does not
clearly address how
the audience is
important to the
success of the
improvement plan.
Explains audience’s
role and importance
of making the
improvement plan
successful.
Explains audience’s
role and importance
of making the
improvement plan
successful, using
persuasive and
transparent
communication to
improve buy-in.
Create resources or
activities to encourage
skill development and
process understanding
related to a safety
improvement initiative.
Does not list
resources or
activities.
Lists resources or
activities, but their
relevance to skill
development or
process
understanding
related to a safety
improvement
initiative is unclear.
Creates resources
or activities to
encourage skill
development and
process
understanding
related to a safety
improve initiative.
Creates resources
or activities to
encourage skill
development and
process
understanding
related to a safety
improve initiative,
explaining their
value.
Communicate with
nurses in a respectful
and informative way that
clearly presents
expectations and solicits
feedback on
communication
strategies for future
improvement.
Does not
communicate with
nurses in a
respectful and
informative way that
clearly presents
expectations and
solicits feedback on
communication
strategies for future
improvement.
Communicates with
nurses without
clarifying
expectations or
soliciting feedback,
or does not
communicate
respectfully.
Communicates with
nurses in a
respectful and
informative way that
clearly presents
expectations and
solicits feedback on
communication
strategies for future
improvement.
Communicates with
nurses in a
respectful and
informative way that
clearly presents
expectations and
solicits feedback on
communication
strategies for future
improvement.
Presentation slides
and speaker’s notes
are free from errors
that impact clarity or
persuasiveness.

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