The identification of a need is the cornerstone of a project. The purpose is to conduct an organizational needs assessment. The formulation of a comprehensive organizational needs assessment supports the professional formation of the DNP-prepared nurse. To complete the assessment of the organizational need, you will need to interview a key decision-maker at the practicum site.
Organizational Needs Assessment
· Due Saturday 03/19/2022 by 11:59 pm
· Points 120
Purpose
The identification of a need is the cornerstone of a project. The purpose of this assignment is to conduct an organizational needs assessment. The formulation of a comprehensive organizational needs assessment supports the professional formation of the DNP-prepared nurse. To complete the assessment of the organizational need, you will need to interview a key decision-maker at the practicum site. For students not implementing their DNP Project at a practicum site, complete the assignment as if you had interviewed a key decision-maker at a practicum site.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
· CO 2: Formulate a needs-based organizational assessment to inform strategic leadership decision-making. (POs 3, 5, 7)
· CO 3: Develop strategies to lead project planning, implementation, management, and evaluation to promote high value healthcare. (POs 3, 5, 7)
Page Requirement:
Length: 3-4 pages, excluding cover page and references
Instructions
To create flexibility, we are providing you options on this assignment. Concept maps are an effective way to express complex ideas, especially for visual learners. For this assignment, each of the sections can be presented either as a narrative or as a concept map.
Please note that you are not required to complete any or all sections as a concept map. If you choose to use a concept map for a section, it should be created in Microsoft Word and placed in that section of your paper. The concept map must meet all the requirements of the assignment rubric for that section. The rubric and page length requirements of the paper are unchanged.
Graduate students have the opportunity to use previously submitted ideas as a foundation for future courses. No more than 30 percent of an assignment, excluding references, maybe repurposed from another course (excluding practicum courses). Previous course assignments that are deemed building blocks will be notated in the syllabus by the course leader. As with every assignment, students must uphold academic integrity; therefore, students must follow the guidelines for remaining academically honest according to the Academic Integrity policy. If the instructor is not made aware of the repurposing of an assignment, the submission will be treated as plagiarized work if not properly referenced
Follow these guidelines when completing each component of this assignment. Contact your course faculty if you have questions.
1. The assignment should be 3-4 pages (excluding title and reference pages).
2. The assignment will include the following components:
a. Title Page
b. Introduction
i. Start your introduction with a powerful statement or two to stimulate interest.
ii. Introduce the practice problem or need
iii. Provide a preview of what the paper will include with a strong thesis sentence.
c. Identification of the Practice Problem or Need
i. Describe
PRACTICE PROBLEM 4
This paper can serve to have an idea of my project topic and ideas for that, but feel free to modify or add whatever you find pertinent. Not all the information is needed for this specific work, but it is included to provide more details.
Practice Issues in a clinic of STD Prevention and Treatment.
I’m collaborating with a clinic specializing in the prevention and treatment of Sexually Transmitted Diseases (STDs) in Miami, Florida, and I want to focus my project on the problems of this clinic. At the practicum location, I had the opportunity to speak with relevant stakeholders and decision-makers, that include: the front desk team, medical providers, clinical manager, the clinic owner, clinical case manager, clinical administrator, patient appointment coordinators, medical practitioners, and some members of the local community. I was able to identify and discuss issues affecting the clinical health outcomes of STDs preventative and treatment activities. One of the issues is that despite the multiple calls and all the efforts done by the clinical personnel, the patients’ follow-up continues to be a significant issue. It is common to find that some of the patients, despite receiving STDs treatment and STDs prevention education, continue having the same high-risk sexual behavior, having inconsistent condom use with multiple sexual partners of STDs unknown status. After that, they don’t return to the clinic for continued care until they have an STD reinfection or new symptoms. Also, you can find other patients who started HIV PrEP medication that doesn’t come for follow-up as indicated until they have a new problem caused for continuing not using condoms and maintaining the same high-risk sexual behavior. According to the stakeholders, most of the patients are more focused on the STDs test and treatment and are less interested in the STDs prevention or behavior modification initiatives. After the discussion, I expressed my interest in solving clinical problems and finding a proven, evidence-based solution that can be implemented. New initiatives are needed to increase community awareness and education about STDs and treatment. All clinical personnel needs to train on techniques that help to engage patients in prevention and treatment. Also is necessary to work directly on the STDs prevention education, screening, and treatment of susceptible populations, like the homeless, drug users, people with high-risk sexual behavior, and uninsured patients. More money is required for these activities, which will necessitate the involvement of the government and other supportive organizations (Kantor et al., 2020). Therefore, we must focus on sourcing funds before the implementation.
PICOT Question: Do young adults with high-risk sexual behavior who start HIV Pre-exposure prophylaxis (PrEP) medication and sexual education program, compared with young adults not in the program, improve sexual behavior and consistently use condoms with
Practice Gap Identification
Directions
: After performing a needs assessment with the practicum site decision maker(s), use the following table to help you understand what gaps are occurring between current practice and evidence-based practice (EBP). An example is provided for you below.
Example
: Pediatric Practice
What is currently happening at the practicum site?
What should be happening at the practicum site based on current evidence?
What is your practice gap? (state what is currently happening and state what should be happening)
Why is there a practice gap?
What factors are contributing to the practice gap?
What evidence do you have to demonstrate there is a practice gap?
There are no clinical practice guidelines for the management of obese patients in a pediatric setting being used at the practicum site.
Nurse Practitioners (NPs) should be using evidence-based clinical practice guidelines to better manage children who are obese
Approximately 40% of the patient population have been identified as being obese; however, there are no clear processes/guidelines in place for the NPs to use/follow when planning patient care.
Potential issue with lack of knowledge associated with updated guidelines for pediatric obesity.
Physician-owned facility; potential lack of NP autonomy regarding practice.
Comments provided by the NPs.
NPs report they want to be able to better manage and plan care for pediatric patients who are obese.
Pediatric obesity prevalence is increasing in the clinic practice year over year.
What is currently happening at the practicum site?
What should be happening at the practicum site based on current evidence?
What is your practice gap? (state what is currently happening and state what should be happening)
Why is there a practice gap?
What factors are contributing to the practice gap?
What evidence do you have to demonstrate there is a practice gap?
2
Title in Upper and Lower Case (Bold)
Your Name
College of Nursing
Course Number: Course Name
Session Month and Year
1
3
Title in Upper and Lower Case (Centered, Bold, Matches Title Page)
Type your introduction here (and remove these instructions). Although the first paragraph after the paper title is the introduction, no heading labeled “Introduction” is used. The title takes the place of the first level 1 heading (that means that it is possible to have level 2 headings within it if required by the paper’s content). The best practice for a concise introduction is to (a) introduce the paper’s topic and establish its importance, (b) express a clear purpose statement for the paper (usually one that mirrors the assignment purpose), and (c) provide a mini-outline of the paper’s content in sentence format (often reflecting the Level 1 headings). See the American Psychological Association’s (APA, 2020) Publication Manual of the American Psychological Association (7th edition) and Chamberlain University’s (2020) Chamberlain Guidelines for Writing Professional Papers in Canvas Course Resources for further guidance in standard English writing style and formatting a professional paper.
Level 1 Heading (Bold, Centered, and Title Case)
Refer to your assignment guidelines for the lever headings to be used for the body of the paper. Begin to type the body of your paper here. Use as many paragraphs as needed to cover the content appropriately. Often the content can be guided by the assignment’s grading rubric and the assignment guidelines. The best practice for constructing a paragraph is to build each one using the CARE Plan format. The four components of the
CARE
Plan paragraph are (a)
Central
idea (only one main idea per paragraph), (b)
Authority
(evidence, scholarly reference citation, experience, etc.), (c)
Relevance
(discussion, analysis, or explanation of the main idea and the evidence), and (d)
Exit
(connect to the main idea, the paper’s topic, or link to the next paragraph’s content). Note that the
Exit
component may not always be needed or used.
Level 2 Heading (Flush Left, Bold, Title Case Heading)
When required by the paper’s content or the assignment guidelines, use a level 2 heading to organize the ideas or material within the level 1 heading’s section. Each paragraph within the section should conform to the CARE Plan format.
Next Level 2 Heading (Flush Left, Bold, Title Case Heading)
If there is one level 2 heading, there should be, at least, a second level 2 heading and subdivision. Each section of the paper should include at least one paragraph, and each paragraph should have more than one sentence at the minimum.
Level 3 Heading (Flush Left, Bold Italic, Title Case Heading)
In the APA (2020) 7th edition, level three headings are flush left, unlike the APA 6th (2010) edition formatting. The other level three heading difference between the two editions is that the paragraph begins i
DNP Topic Prioritization Worksheet
Directions: Use this worksheet to determine if your potential project
idea is recognized as a priority within the practicum site.
1. Please check which of the following most applies to the process you used to
identify your topic of interest:
The practice problem was identified by a primary decision maker within
the practicum site
I identified the practice problem and asked the primary decision maker
within the practicum site if he/she would allow me to work on it
During my meeting(s) with a primary decision maker at the practicum site,
we identified a practice problem I could work on
2. On a scale of 1-5, with 1 being ‘low’ and 5 being ‘high’ in regard to your
confidence, please answer the following questions.
My project aligns with the mission and vision of the practicum site.
1 2 3 4 5 Unsure
My project is seen as needed by the primary organizational decision maker(s).
1 2 3 4 5 Unsure
I have support from within the organization in the form of an individual(s)
who will serve as a champion(s) for my project.
1 2 3 4 5 Unsure
My project will improve patient outcomes and/or nursing practice at the
practicum site.
1 2 3 4 5 Unsure
The practicum site has data to support the need for this practice-change to
improve outcomes and/or nursing practice.
1 2 3 4 5 Unsure
My project will improve the safety of patient/families and/or nursing and
staff.
1 2 3 4 5 Unsure
My project has the potential to address an economic burden for the practicum
site (i.e. readmissions, retention of staff, etc.).
1 2 3 4 5 Unsure
My project is supported by current research or internal quality data in regard
to the need for change.
1 2 3 4 5 Unsure
Directions: Use this worksheet to determine if your potential project idea is recognized as a priority within the practicum site.
Group1: Choice3
Group2: Choice5
Group3: Choice5
Group4: Choice4
Group5: Choice5
Group6: Choice5
Group7: Choice5
Group8: Choice5
Group9: Choice5
Why Choose Us
- 100% non-plagiarized Papers
- 24/7 /365 Service Available
- Affordable Prices
- Any Paper, Urgency, and Subject
- Will complete your papers in 6 hours
- On-time Delivery
- Money-back and Privacy guarantees
- Unlimited Amendments upon request
- Satisfaction guarantee
How it Works
- Click on the “Place Order” tab at the top menu or “Order Now” icon at the bottom and a new page will appear with an order form to be filled.
- Fill in your paper’s requirements in the "PAPER DETAILS" section.
- Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
- Click “CREATE ACCOUNT & SIGN IN” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
- From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.