Teaching in Nursing A Guide for Faculty

Question: Do you believe the proposal would be approved if formally proposed? What are some strengths and weaknesses of the proposal? Answer: Nursing programs allow nursing students to have patient contact while learning about nursing skills in the classroom (Billings Halstead, 2013). Such programs allow the students to gain experience and gather valuable knowledge in different areas of nursing that are beneficial for them in the future in due course of their nursing practice (Keating, 2014). The programs teach students to function as a part of the medical team and give patient care to a diverse population of patients (Kable et al., 2013). There is a need for funding more such programs so that the quality of patient care becomes more advanced and of high quality. Such a nursing program is hereby presented to the board for funding approval. The title of the program is Nursing Quality and Performance Improvement Program. This executive summary of the program includes the purpose of the project, the target population, the benefits of the program, the cost justification and the basis of evaluation of the program. The purpose of the program Nurses involvement is very much crucial in health care improvement initiative (Hamric et al., 2013). The Nursing Quality and Performance Improvement Program establishes a framework for placing nurses on the frontline of transforming healthcare by high quality nursing practice. The program takes into consideration that ensures highly effective and reliable personalized care with the contributions and capabilities of the entire nursing team. The purpose of the program are as follows: Safety- nurses are able to avoid injuries to patients from the care given for helping them. Effective- nurses are able to provide services to the patients based on scientific evidence who can benefit to a great extent Patient-centered- nurses are able to provide to care that is responsive to and respectful of patient preferences, values and needs and ensures that the patient values are considered in the clinical decisions Timely- nurses are able to reduce wait times and potentially harmful delays for those who give and receive care Efficient- nurses are able to avoid waste of supplies, equipment, and human resources Equitable- nurses are able to provide care equitable in quality because of characteristics like gender, age, ethnicity and socioeconomic status (Ouslander et al., 2014). The program would focus on some particular goals. It would focus on transformational leadership of nursing. It would help to redesign care to optimize professional knowledge and expertise of the nurses. It would engage the nurses to work with members of the nursing team in the healthcare sector for ensuring reliable and safe care. Nurses would build system and culture of safety encouraging and supporting teamwork and vitality in all aspects of nursing. Nurses would be more knowledgeable about the processes and structures ensuring patient centered care. A quality learning system would be used up so that nurses get access to feedback and measurement about innovative care delivery (Oshiro et al., 2013). The target population The program would be set for final year nursing students. Such programs are highly beneficial for final year nursing students as they are to become a part of a healthcare setting in a short span of time. Sufficient training makes sure that the nurses are able to deliver proper care to the patients when they join a health care seting. The benefits of the program On completion of the program, the nurse would be able to develop the skills and knowledge required for delivering high quality patient care. They would be able to develop transformational leadership in themselves who would be able to create and implement an environment for meeting patient needs. The program would empower and engage nurses to act as leaders in ensuring high quality patient care. Organizational learning opportunities would be provided for the nurses to work in teams. The program would develop care systems that would support nurse workflow for optimizing patient and nurse interaction. It would provide the opportunity for the achievement of all measure targets and regulatory standards. Reduction of hospital-acquired conditions would be another benefit from the program (Nadeem et al., 2013). The cost justification The program needs funding for providing resources to the nurses taking part in the program. The main cost would involve preparing study materials and notes for the participants. Sufficient funding would make sure that all participants are provided with adequate resources and sufficient time for participation. It would be highly advantageous to the program if it is fully funded and the participants are thereby encouraged to bring positive changes in their nursing practice. The basis upon which the program will be evaluated The program would be evaluated by conducting a written examination for the participants. It would be conducted a month after the completion of the program. The aim would be to assess and evaluate the propagation of the knowledge aimed at imparting to the students. The nurses would be adjudged on the knowledge of the following points: nursing leadership, patient safety, risk management, patient care, team work, team collaboration, communication. Nurses must be able to participate in shared governance and improvement initiatives and adhere to evidence based policies and protocols. They must be able to be responsible for the delivery of effective and safe patient care and have the knowledge for actively participating in safety and quality of the patients. They must be responsible for proper identification and reporting of adverse effects that may rise in healthcare settings and participate in the design of safe processes (Panzer et al., 2013). References Billings, D. M., Halstead, J. A. (2013).Teaching in nursing: A guide for faculty. Elsevier Health Sciences. Hamric, A. B., Hanson, C. M., Tracy, M. F., O'Grady, E. T. (2013).Advanced practice nursing: An integrative approach. Elsevier Health Sciences. Kable, A. K., Arthur, C., Levett Jones, T., Reid Searl, K. (2013). Student evaluation of simulation in undergraduate nursing programs in Australia using quality indicators.Nursing health sciences,15(2), 235-243. Keating, S. B. (2014).Curriculum development and evaluation in nursing. Springer Publishing Company. Nadeem, E., Olin, S. S., Hill, L. C., Hoagwood, K. E., Horwitz, S. M. (2013). Understanding the components of quality improvement collaboratives: a systematic literature review.Milbank Quarterly,91(2), 354-394. Oshiro, B., Kowalewski, L., Sappenfield, W., Alter, C., Bettegowda, V., Russell, R. et al. (2013). A Multistate Quality Improvement Program to Decrease Elective Deliveries Before 39 Weeks of Gestation.Obstetrics Gynecology,121(5), 1025-1031. https://dx.doi.org/10.1097/aog.0b013e31828ca096 Ouslander, J. G., Bonner, A., Herndon, L., Shutes, J. (2014). The Interventions to Reduce Acute Care Transfers (INTERACT) quality improvement program: An overview for medical directors and primary care clinicians in long term care.Journal of the American Medical Directors Association,15(3), 162-170. Panzer, R. J., Gitomer, R. S., Greene, W. H., Webster, P. R., Landry, K. R., Riccobono, C. A. (2013). 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