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 the practice problem or need.

ii. Discuss how the practice problem or need was determined.

iii. Briefly summarize the evidence in the literature, using in-text citations/references, to support the need for change. (Minimum of five current peer-reviewed journal articles).

iv. Describe the source of the evidence (i.e. internal data) to support the need for change at the practicum site to improve outcomes and/or nursing practice. For example, incident reports, readmission rates, infection rates, etc.

d. Identify the stakeholders who have some form of stake or interest in the project outcomes. (I identified: clinical case manager, clinical administrator, patient appointment coordinators, medical practitioners, and local community, but of course, include what you find pertinent)

i. Identify key stakeholders who will support the change.

ii. Identify key stakeholders who may resist the change.

iii. Identify who will have the most influence on positive or negative changes related to your identified problem

e. Use the  DNP Topic Prioritization Worksheet (Links to an external site.)  link to determine whether the practice problem is recognized as a priority within the practicum site. Do not attach the worksheet.

i. Describe the criteria determined to be of high priority.

ii. Describe the criteria determined to be of low priority.

iii. Provide a summary of your assessment.

f. Complete the  gap analysis template (Links to an external site.)  and include it in your paper. ****(IS ATTACHED)**

For directions on how to copy a table in Word go to the following link: https://support.microsoft.com/en-gb/office/move-or-copy-a-table-3b7a6338-4170-4a9c-bf46-e969d10bad40

i. The gap analysis can be presented in paragraph format instead of copy and pasting the template,if you are unable the insert the table as recommended, be sure you don’t miss an element.

g. Conclusion

i. Provide a well-rounded and comprehensive conclusion.

ii. Summarize the assessment.

iii. Provide support for the need to conduct the project.

h. References

3. APA Style and Standards

a. Uses appropriate Level I headers

b. Reference and citations are in current APA style

c. Paper length is 3-4 pages excluding title and reference pages

4. Clarity of Writing

a. Uses standard English grammar and sentence structure

b. No spelling or typographical errors

c. Organized presentation of ideas

All policies related to plagiarism must be observed.

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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 within the eight weeks of initiating treatment?

Population- Young adults with high-risk sexual behavior.

Intervention- HIV Pre-exposure prophylaxis (PrEP) medication and sexual education programs

Comparison- Young adults who are not in this program.

Outcome-improved sexual behavior and consistent use of condoms.

Time- eight weeks.

Translation science model that I will use knowledge to action.

EBI evidence-based intervention / PDSA (Plan- Do- Study- Act).?

My current focus is on educating vulnerable groups about the prevention of Sexually Transmitted Diseases so that treatment interventions require less time and money. The educational activities will encourage the community members to be screened and take all necessary precautions to avoid new diseases (Moton & Tawk, 2019). I believe I have the cooperation of the practicum site decision-makers since they are concerned about our community's health and are open to innovative ideas that can benefit the clinic's outcome and prestige. I had worked directly with them and considered their assistance outstanding; nevertheless, they made it apparent that they seek a solution to the clinic's difficulties but are hesitant to spend too much money on new initiatives.

References

Moton, B., & Tawk, R. (2019). The relationship of sexual health education and sexual health risk behavioral outcomes among Florida teens. Florida Public Health Review, 13(1), 1.

https://digitalcommons.unf.edu/fphr/vol13/iss1/1/

Kantor, L., Levitz, N., & Holstrom, A. (2020). Support for sex education and teenage pregnancy prevention programs in the USA: results from a national survey of likely voters. Sex Education, 20(3), 239-251.

https://doi.org/10.1080/14681811.2019.1652807

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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?

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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 indented on the next line down in the 7th edition (as it does here). See Guidelines for Writing Professional Papers for constructing level four and level five headings, should they be needed.

Next Level 3 Heading (Flush Left, Bold Italic, Title Case Heading)

Do not use only one entry of a level heading, regardless of its level. Avoid having only one subsection heading within a section, just like in an outline. Use at least two subsection headings within a section or use no subsection headings at all (e.g., in an outline, a section numbered with a Roman numeral would be divided into either a minimum of A and B subsections or no subsections; an A subsection would not stand alone).

Next Level 1 Heading

Levels of headings will depend on the length and organization of your paper or the instructions in the particular assignment guidelines. Use as many level headings as necessary to organize your paper. Short papers may only have level one headings. Longer papers may require more organizational detail. See the APA (2020) 7th edition manual for further guidance.

Conclusion

Papers should end with a conclusion or summary. The assignment directions will specify which is required; if not specified, use the heading, “Conclusion.” The conclusion should be concise and contain no new information or details. The best conclusions will recap the paper’s purpose, reflecting the purpose statement in the introduction. Conclusions will also remind the reader of the paper’s organization (or mini-outline from the introduction). Typically, it will draw major conclusions from the body of your paper and summarize the importance of the topic.

No matter how much space remains on the page, the references always start on a separate page. In most Microsoft Word programs, you can insert a page break after the conclusion so that the references will begin on a new page. One easy way to do this is to press “CTRL + Enter” simultaneously after the conclusion is finished.

References (Centered, Bold)

Type your references in alphabetical order here using hanging indentions. See the APA (2020) Manual Guidelines for reference formatting.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). http://doi.org/10.1037/0000165-000

Note: An APA (2020) 7th edition reference has four ordered components: (a) author, (b) publication date, (c) title of work, and (d) source (the retrieval information for the work). If the author is the source, it is not relisted. Geographical locations are not listed. Hard copy or proprietary database sources without a doi or http address should not use a permalink from a database.

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• Directions: Use this worksheet to determine if your potential project idea is recognized as a priority within the practicum site.

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