POWER POINT
Assessment 3
Improvement Plan In-Service Presentation
Instructions
Resources
Activity
Attempt 1
available
Attempt 2
Attempt 3
InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3
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.
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Introduction
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 healthcare 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 AONL (American Organization of Nursing Leadership) Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONL 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.
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.
Overview
As a baccalaureate-prepared 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 their 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 to be a valuable resource to others.
For this assessment,
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 the safety improvement plan you created.
Instructions
Develop a PowerPoint presentation with detailed speaker’s notes representing the material you would deliver at a one-hour in-service session to raise awareness of your chosen safety improvement initiative and 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 plan addresses the following, which corresponds to the grading criteria in the rubric. Please study the rubric carefully so that you understand what is needed for a distinguished score.
· Describe the purpose and at least three goals of an in-service session for nurses.
· Include a one-line purpose statement followed by the goals.
· Start each goal with a verb, such as 1) Explain reasons for medication administration errors, 2) Discuss the importance of preventing medication errors, and 3) Describe strategies to prevent medication errors.
· Explain the need for and process to improve safety outcomes related to a specific patient-safety issue.
· Explain to the audience their role and the importance of making the improvement plan successful.
· Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
· Create a resource slide OR do an activity with the audience to assist them in learning and applying a new skill. A resource slide could consist of in-house materials, posters, or credible websites. An activity slide may include a quiz, simulation, group work, a case study, and so forth.
· 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, 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.
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 speaker’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slide).
· For PowerPoint help, see
Guidelines for Effective PowerPoint Presentations [PPTX]
and the
Capella University Library: PowerPoint Presentations
.
·
Speaker notes: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker’s notes.
·
APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation. See
APA Module
.
·
Number of references: Cite a minimum of three sources of scholarly or professional evidence to support your assertions. Resources should be no more than five years old. Use the
BSN Nursing Program Library Guide
as needed to guide your research in the Capella library.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide 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 patient safety 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.
· Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.
· Explain to an audience its role and importance of making an improvement plan successful.
· Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
· Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.
· Organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.
Scoring Guide
Use the scoring guide to understand how your assessment will be evaluated.
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Criterion 1
Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.
Distinguished
Describes the purpose and at least three goals of an in-service session on a specific patient safety issue, with purpose and goals that are relevant and achievable within the in-service session.
Proficient
Describes the purpose and at least three goals of an in-service session on a specific patient safety issue.
Basic
Lists incomplete purpose or goals of an in-service session.
Non Performance
Does not describe the purpose and at least three goals of an in-service session on a specific patient safety issue.
Criterion 2
Explain the need for and process to improve safety outcomes related to a specific patient safety issue.
Distinguished
Explains the need for and process to improve safety outcomes related to a specific patient safety issue, referring to specific data, evidence, or standards to support explanation, along with citation from a credible source.
Proficient
Explains the need for and process to improve safety outcomes related to a specific patient safety issue.
Basic
Describes a safety outcome and process but the relevance to a specific patient safety issue is unclear.
Non Performance
Does not describe the need for and process to improve safety outcomes related to a specific patient safety issue.
Criterion 3
Explain to an audience its role and importance of making an improvement plan successful.
Distinguished
Explains to an audience its role and the importance of making an improvement plan successful, using persuasive, transparent communication to improve buy-in.
Proficient
Explains to an audience its role and the importance of making an improvement plan successful.
Basic
Describes to an audience its role in the improvement plan, but does not clearly address its importance to the success of the improvement plan.
Non Performance
Does not describe to an audience its role and the importance of making an improvement plan successful.
Criterion 4
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
Distinguished
Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative, explaining their value.
Proficient
Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative.
Basic
Lists resources or activities, but their relevance to developing skills or process understanding related to a safety improvement initiative is unclear.
Non Performance
Does not create resources or activities to encourage skill development and process understanding related to a safety improve initiative.
Criterion 5
Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.
Distinguished
Slides are easy to read and clutter free. Slide background is visually pleasing with a contrasting color for the text and may utilize graphics. Detailed speaker notes are provided.
Proficient
Slides are easy to read and error free. Detailed speaker notes are provided.
Basic
Slides are easy to read with few editing errors. Speaker notes are sufficient to support the slides.
Non Performance
Slides are difficult to read with multiple editing errors. No speaker notes provided.
Criterion 6
Organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.
Distinguished
Organizes content with clear purpose and goals. PowerPoint slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources that were published within the last five years.
Proficient
Organizes content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.
Basic
Organizes content with clear purpose or goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources that were published within the last five years.
Non Performance
Does not organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.
