After discussion with your mentor, name one financial aspect, one quality aspect, and one clinical aspect that need to be taken into account for developing the evidence-based practice project(Topic- The effects of inadequate nurse staffing on patient care). Explain how your proposal will directly and indirectly impact each of the aspects.
Technology is an important part of ensuring success in implementing change projects. This is especially true in the case of implementing a postpartum hemorrhage bundle. Postpartum hemorrhage is considered a high-risk low-volume event which means it does not occur often, but when it does there is much at stake (Lutgendorf et al., 2017). Technology will be utilized to successfully implement the postpartum hemorrhage bundle. The main way we will use technology is during simulation training. Simulation trainings using the Noelle mannequin offer life-like scenarios in the department where patient care occurs. Using simulation allows staff to work as they would in real life but does not put patient safety at risk. It also allows for debriefing afterward and identifies gaps in the workflow (Lutgendorf et al., 2017). We can also use technology to help us track postpartum hemorrhage data. We are developing a spreadsheet that tracks the number of patients who experienced hemorrhage and need for transfusion. This allows us to validate the effectiveness of our postpartum hemorrhage bundle.
Reference
Lutgendorf, M. A., Spalding, C., Drake, E., Spence, D., Heaton, J. O., & Morocco, K. V.
(2017). Multidisciplinary in situ simulation-based training as a postpartum
hemorrhage quality improvement project. Military Medicine, 182(3/4)
e1762–e1766. doi:10.7205/MILMED-D-16-00030
In what way does managed care actually manage cost? Does it do so without diminishing the quality of care? If so, how does it accomplish this?
Refer to the assigned reading, “Guidelines for Writing Learning Objectives.” How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families?
Requirements 125 words no plagirism and by tomorrow at 12:00 pm
Measurable Behavioral Learning Objectives
Clear and measurable behavioral learning objectives are the foundation for planning an educational activity. Here are some guidelines to assist with this process. Learning objectives use an active verb to specify the behavior change you expect to be able to measure as a result of the learning. A learning objective is measurable when the participant can perform a task (list) identified in the learning objective. An example of a clear and measurable learning objective is:
The participant will: “List two nonsteroidal anti-inflammatory agents used in the treatment of rheumatoid arthritis”.
An example of an unmeasurable objective is:
The participant will: “Increase his/her knowledge of anti-inflammatory agents used in the treatment of arthritis.”
“Increase knowledge” can not be directly demonstrated, therefore it is not a measurable objective. The words “know” and “understand” are not measurable verbs.
When planning how to achieve the purpose of the class, ask yourself:
1. What do I want the participants to accomplish/learn?
2. How will the participants demonstrate that the desired information has been learned? 3. What verb (see samples listed below) will I use in the objective to indicate what the participant will do to demonstrate information learned?
Use of an Action Verb
The verb should correspond with what opportunities are given for the participants to demonstrate the newly learned information. For example, if your objective contains the verb discuss, then there must be opportunities for the participant to discuss (one of your teaching methods must include “discussion”). Following is a list of the six levels of cognitive learning with some of their accompanying verbs which are used when writing learning objectives.
KNOWLEDGE COMPREHENSION APPLICATION (to recall facts) (to understand) (to apply concepts/demonstrate skills) Identify List Define Label Match Name Describe Locate Discuss Give examples Explain Paraphrase Perform Demonstrate Use Practice Construct Operate
Guidelines for Writing Learning Objectives
ANALYSIS SYNTHESIS EVALUATION (use information/make connections) (formulation) (judgment) Diagram Examine Analyze Compare/contrast Differentiate Formulate Categorize Design, plan Organize Prepare Rate Evaluate Appraise Revise Interpret
Use of an Action Verb for Affective/Attitude Categories
Here are affective or attitude categories with some verbs and examples: Receiving Phenomena: Awareness, willingness to hear, selected attention. Listen to others with respect. Listen for and remember the name of newly introduced people.
Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Participates in class discussions. Gives a presentation. Questions new ideals.
Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior : Demonstrates belief, is sensitive towards
Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values.
Internalizing values (characterization): Has a value system that controls behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student’s general patterns of adjustment (personal, social, emotional). discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.
Use of an Action Verb for Psychomotor Categories
Here are some psychomotor (skill) categories and examples: Imitation: Observing and patterning behavior after someone else. Performance may be of low quality. Example: Copying a work of art.
Manipulation: Being able to perform certain actions by following instructions and practicing. Example: Creating work on one’s own, after taking lessons, or reading about it.
Precision: Refining, becoming more exact. Few errors are apparent. Example: Working and reworking something, so it will be “just right.”
Articulation:
Coordinating a series of actions, achieving harmony and internal consistency. Example: Producing a video that involves music, drama, color, sound, etc.
Naturalization: Having high level performance become natural, without needing to think much about it Examples: Michael Jordan playing basketball, Nancy Lopez hitting a golf ball, etc. ning Objectives.” How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families?
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