Category: Nursing

please use a location in the South Florida (Miami, FL area)
Module 5 Discussion

please use a location in the South Florida (Miami, FL area)
Module 5 Discussion
Support Group #3
After studying Module 5: Lecture Materials & Resources, discuss a very brief description (one paragraph for the group session– do NOT include the actual 12-steps) to include the following:
Official name of the program or group you observed.
When and where did you go to the group?
Why did you choose this specific meeting?
Brief history of program or group – MUST CITE – you obtained this information somewhere. If you obtained information during the meeting, cite IN the paper “personal communication”. (not on the Reference page)
Criteria for client entrance into program or group.
Describe the demographics of the group, (ie., age, gender, ethnicity, number of members)
Organization’s goals of program or group.
The main body of the paper should address:
Your objective impression of the program or group in meeting the clients’ needs and your rationale.
Identify two or more therapeutic factors observed. Provide a detailed description of these factors.
In your opinion, was the group process (leadership style, established norms, etc.) effective?
Were there any patient management issues, and how were they handled?
Describe your feelings about this group and how it enriched you.
Would you refer future clients to this group?
Submission Instructions:
Your initial post should be at least 250-500 words, formatted and cited in the current APA style.
Provide support for your work from at least 2 academic sources less than 5 years old.
Your initial post is worth 8 points.
You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points. (1 point per response)
All replies must be constructive and use literature where possible.
Please post your initial response by 11:59 PM ET Thursday, and comment on the posts of two classmates by 11:59 PM ET Sunday.
You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.
Grading Rubric
Your assignment will be graded according to the grading rubric.
Discussion Rubric
CriteriaRatingsPoints
Identification of Main Issues, Problems, and ConceptsDistinguished – 4 points
Post is substantively accurate. Identifies and demonstrates a sophisticated understanding of the issues, problems, and concepts surrounding the assignment. Provides exceptional and thought-provoking analysis that directly addresses details and/or examples of the main topic.Excellent – 3 points
Post is mostly related to the topic. Demonstrates understanding of most of the issues, problems, and concepts surrounding the assignment. It provides some supporting details and/or examples. Analyses not as clear as they could be.Fair – 1-2 points
Demonstrates limited understanding of most of the issues, problems, and concepts surrounding the assignment. No details and/or examples are given.Poor – 0 points
Post is off-topic, incorrect and/or irrelevant to the issues, problems, and concepts surrounding the assignment. Analyses are not well organized or clear.4 points
APA Formatting GuidelinesDistinguished – 2 points
The reference page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations.Excellent – 1 point
The reference page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations.Fair – 0.5 points
The reference page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations.Poor – 0 points
The reference page contains no current scholarly academic resources, only internet web pages, or no reference page. Lack of APA guidelines for references provided or in-text citations.2 points
Writing MechanicsDistinguished – 2 points
Rules of grammar, usage, and punctuation are followed; spelling is correct.Excellent – 1 point
Few grammatical errors, but sentences could be clearer and more precise.Fair – 0.5 points
The paper contains a few grammatical, punctuation, and spelling errors.Poor – 0 points
The paper contains numerous grammatical, punctuation, and spelling errors.2 points
Response to Posts of PeersDistinguished – 2 points
Constructively responded to two other posts and either extended, expanded, or provided a rebuttal to each.Fair – 1 point
Constructively responded to one other post and either extended, expanded, or provided a rebuttal.Poor – 0 points
Provided no response to a peer’s post.2 points
Total Points10
Requirements: Please follow instructions. Use geographical area of program of Miami, FL South Florida

(Create a 1-page fact sheet) that your healthcare organization could hypothetica

(Create a 1-page fact sheet) that your healthcare organization could hypothetically use to explain the health or nursing informatics policy/regulation you selected. Your fact sheet should address the following:
1. Briefly and generally explain the policy or regulation you selected. (HHS Health IT Alignment Policy is the policy chosen)
2. Address the impact of the policy or regulation you selected on system implementation.
3. Address the impact of the policy or regulation you selected on clinical care, patient/provider interactions, and workflow.
4. Highlight organizational policies and procedures that are/will be in place at your healthcare organization to address the policy or regulation you selected. Be specific.
5. Use APA format and include a title page, in-text citations, and reference page.
6. Use at least FIVE scholarly references within the last 5 to 7 years with links
7. Be creative with images for the fact sheet
8. Create an introductory page
9. Create a reference page

Week 13 – 14: Reimbursement and Documentation Discussion.
Readings: Chapter 23
A

Week 13 – 14: Reimbursement and Documentation Discussion.
Readings: Chapter 23
Assignment and Activities
Please compete
Wheeler, K. (2020). Psychotherapy Documentation and Coding. In PMHN Across the Lifespan (Chapter 23).

Watch three videos (“Measure of Center ‘Mean,'” “Measure of Center ‘Median,'” an

Watch three videos (“Measure of Center ‘Mean,'” “Measure of Center ‘Median,'” and “Measure of Center ‘Mode'”) in the Calculations section of “The Visual Learner: Statistics,” located in the Topic 2 Resources.
Go to the Random.org website, provided in the Topic 2 Resources, to generate a set of random numbers. Click on the “Get Sets’ link at the bottom left of the page to generate some data. (Note: If you are not able to access the link, you can randomly generate 10 numbers yourself for this calculation.)
Imagine these numbers are the care satisfaction scores from a recent sample of discharged patients. Randomly select one row of numbers to use for the following calculations:
What was the mean?
What was the median?
What was/were the mode/s?
Given that the range of data was between 1 and 20, what do these numbers tell you about the overall satisfaction of the patients?
If you were reporting these scores back to your supervisor, how would you explain or interpret these satisfaction scores?
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “Discussion Question Rubric” and “Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

odule 06 Assignment – Designing a Care Map
Purpose of Assignment
Assist students

odule 06 Assignment – Designing a Care Map
Purpose of Assignment
Assist students in developing a care plan that includes safe discharge information for a client with musculoskeletal trauma.
Course Competency
 Explain components of multidimensional nursing care for clients with musculoskeletal disorders.
Scenario
Mr. Harry Roost is a 78-year-old male being discharged after a fracture of his right tibia and fibula. He has a long leg cast that
he will need to wear for the next 8 weeks. The nurses observed him using a hanger to scratch the skin under the cast and
reminded him each time that he should not put anything down his cast. He also sits on the side of the bed for extended periods
with his leg in a dependent position and gets up to go to the bathroom without calling for help, often hopping to the bathroom
without using his crutches.
Upon assessment, the nurse notes warmth and redness above the cast and +2 edema to the right foot. The client states he has
5 out of 10 pain on a numeric scale and severe itching under the cast. Vital signs are temperature 98.7 °F/ 37.1 °C, blood
pressure 138/88 mmHg, heart rate 88 beats per minute, respirations 18 breaths per minute, and oxygen saturation 94% on
room air. The client has a history of falls at home and is being monitored for pre-hypertension. White blood cell count on
admission was 12,000/MM³, and current white blood cell count is 10,000/MM³. The client will continue taking prescribed
antibiotics at home.
Instructions
Develop a care map for Mr. Roost using this template, including information relevant for discharge instructions.
In this table, include this information:
 Relevant data: Disease process, common lab work and diagnostics, and subjective, objective, and health history data
 Three NANDA-I approved nursing diagnoses
 One SMART goal for each nursing diagnosis
 Two nursing interventions provided with a supporting rationale for each SMART goal

I am going to send 5 articles, and an excel download, can you please input the s

I am going to send 5 articles, and an excel download, can you please input the source, problem/purpose, research question, design, sample methods, instruments, findings and implications. Thanks

I have an evidence table with most of the articles I used but I am missing some.

I have an evidence table with most of the articles I used but I am missing some. I will upload the evidence table and the references with all of the articles that I used. I highlighted in yellow all of the ones that are missing from the table(in the document named references)
for example, Gronmo, heavy, Holtrop, Gronmo, heavy, Holtrop, Htet, Linely, Pearson, Sul, Van Gerwin, World Health organization, Walter & Wi, T. E., Ndowa. should be added to the evidence table.
I will also upload the paper so you can see which these references were for.

Do a powerpoint presentation based on all the documents that I have been working

Do a powerpoint presentation based on all the documents that I have been working on. I have been assigned to a medical surgical unit to help to reduce then umber of CAUTIs that they have been having on their unit. An education plan has been developed please see all the attachments the information should be aligned. I just now need to do the presentation. Below is just additional information that we have been wor2nking on,
The following are the topics to guide the powerpoint:
1st slide:
Project title: Action plan
2nd slide:
Introduction of Meeting Participants and Roles
3rd slide and so forth:
Gap in Practice or Problem:
Purpose of the Project
Project Question
Type of Project
Alignment to project question
Phase 1 Brief Summary:
Organizational Readiness
Stakeholder Analysis
Phase 1 Brief summary:
SWOT Analysis
Brief Summary of Evidence
New Section:
Phase 2 Planning
Project Implementation Overview:
Project Implementation Overview.
Participants
Evaluation Method(s)
Data Analysis
Materials and Delivery Method(s)
Action Plan Summary
Timeline:
Start from Sept 2023
Next steps
The end
The goal is to educate the nursing and physician team on all aspects of CAUTI prevention and working as a team.
We have done skills day we have done daily huddles , Interdisciplinary rounds, device rounds where we all round together, I have met with the CAUTI champions to educate in order for them to follow up and basically to change the culture so that the work will continue even after my practicum ends.
References should be in APA format.
One of my papers:
Identifying Gaps in Nursing Practice
Student’s Name
Institutional Affiliation
Course Number and Name
Instructor’s Name
Due Date
 
EBP Question: Will an education intervention related to Catheter-Associated Urinary Tract Infection (CAUTI) increase knowledge?
Strength Number of Sources (Quantity) Synthesized Findings With Article Number(s)
(This is not a simple restating of information from each individual evidence summary—see directions)
Level Overall Quality Rating
(Strong, good, or low)
Level I
 Experimental studies
Strong
4 Findings obtained by Parker et al. (2017) revealed that there are significant benefits that can be attained through the systematic execution of evidence-based practice, confirming that reduction of the indwelling urinary catheter (IDC) usage rates is possible by decreasing the probability of errors in catheterization and duration. In another study conducted by Van Decker et al. (2021), the empirical findings suggested that the probability of CAUTIs declined in correlation with the decline in indwelling foley catheter utilization, indicating that there is a degree of dependency between the nurses’ efficiency and knowledge in reducing the instances of CAUTIs. Elaborating further, Au et al. (2020) noted that the use of an IUC reminder sticker to regularly update the patients’ charts can help educate the nurses regarding the status of indwelling catheters and reduce the risks of CAUTIs among in-patients by a substantial percentage. Recently, DeFreitas (2023) conducted a simulation-based study, experimenting with the impacts of education and knowledge on the probability of CAUTI, which led to findings, coherent with the arguments presented in other empirical studies.
Level II
 Quasi-experimental studies
Low
1 The peer-reviewed dissertation submitted by Crentsil (2020) was a pioneering study into the effects of educational programs on reducing the prevalence of CAUTIs. Using qualitative statistical inferences and the quasi-experimental design, Crentsil (2020) argued that when the educational measures focus on improving nurses’ knowledge of the correct insertion, maintenance, and removal of indwelling catheters, it helps to significantly reduce the probability of CAUTIs.
Level III
 Nonexperimental, including qualitative studies
Good
2 The cross-sectional study conducted by Mong et al. (2021) argued that nurses’ attitude has a direct influence on their intention to reduce the risks associated with CAUTIs, wherein education is used as a tool to intensify the positive attitude among these practitioners, concerning their role in reducing the probability of these hospital-acquired infections. Another research conducted by Abubakar et al. (2020), which was based on the comparative review of 15 instruments used to educate nurses and prevent CAUTIs in nursing settings, revealed that lacking alignment with the ‘catheter lifecycle model’, the knowledge measurement and enhancement tools currently used in the nursing settings are also resulting in inefficiency to accomplish the goals.
Level IV
 Clinical practice guidelines or consensus panels

Level V
 Literature reviews, QI, case reports, expert opinion

Good

2 Focusing on the problem represented through the EBP question, Mangal et al. (2021) conducted a systematic review of 12 studies, which led to the finding that in most cases, the lack of sufficient details presented in the delivery, content, and/or outcome measurement of the family/patient engagement intensifies the risks associated with CAUTIs. The systematic review of case reports and literary evidence available in the context by Atkins et al. (2020) also offered a similar understanding, depicting a lack of knowledge as a barrier to the improvement of risks associated with CAUTIs.
Where does the evidence show consistency?
The evidence collected from the reviewed literature shows consistency in revealing the positive impacts of education and knowledge-enhancement measures on the efficiency of nurses in reducing CAUTIs, indicating that the answer to the EBP question is positive.
Where does the evidence show inconsistency?
Instances of noteworthy inconsistency in the obtained evidence were unavailable.
Best evidence recommendations (taking into consideration the quantity, consistency, and strength of the evidence):
The best evidence recommendations available from the reviewed literature pieces lead to the assertion that the integration of well-aligned knowledge-enhancement and education measures is imperative to improve nurses’ performance in reducing the risks for CAUTIs.
Based on your synthesis, select the statement that best describes the overall characteristics of the body of evidence.
☐ Strong & compelling evidence, consistent results Recommendations are reliable; evaluate for organizational translation.
☒ Good evidence & consistent results Recommendations may be reliable; evaluate for risk and organizational translation.
☐ Good evidence but conflicting results Unable to establish best practice based on current evidence; evaluate risk, consider further investigation for new evidence, develop a research study, or discontinue the project.
☐ Little or no evidence Unable to establish best practice based on current evidence; consider further investigation for new evidence, develop a research study, or discontinue the project.
 
References
Abubakar, S., Boehnke, J. R., Burnett, E., & Smith, K. (2020). Examining instruments used to measure knowledge of catheter-associated urinary tract infection prevention in health care workers: A systematic review. American Journal of Infection Control, 49(2), 255–264. https://doi.org/10.1016/j.ajic.2020.07.025
Atkins, L., Sallis, A., Chadborn, T., Shaw, K., Schneider, A., Hopkins, S., Bunten, A., Michie, S., & Lorencatto, F. (2020). Reducing catheter-associated Urinary Tract infections: a Systematic Review of Barriers and Facilitators and Strategic Behavioral Analysis of Interventions. Implementation Science, 15(1), 44. https://doi.org/10.1186/s13012-020-01001-2
Au, A. G., Shurraw, S., Hoang, H., Wang, S., & Wang, X. (2020). Effectiveness of a Simple Intervention for Prevention of Catheter-Associated Urinary Tract Infections on a Medical Hospital Unit. Journal of Infection Prevention, 21(6), 175717742093924. https://doi.org/10.1177/1757177420939242
Crentsil, J. (2020). Educational Program for Decreasing Catheter-Associated Urinary Educational Program for Decreasing Catheter-Associated Urinary Tract Infections Tract Infections [Dissertation]. In Walden University (pp. 1–59). https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=9962&context=dissertations
DeFreitas, J. (2023). Connecting Simulation-Based Learning and Quality Improvement Among Student Nurses to Prevent Catheter-Associated Urinary Tract Infections. Doctor of Nursing Practice Projects, 82.
Mangal, S., Pho, A., Arcia, A., & Carter, E. (2021). Patient and family engagement in catheter-associated urinary tract infection (CAUTI) prevention: A systematic review. The Joint Commission Journal on Quality and Patient Safety, 47(9), 591–603. https://doi.org/10.1016/j.jcjq.2021.05.009
Mong, I., Ramoo, V., Ponnampalavanar, S., Chong, M. C., & Wan Nawawi, W. N. F. (2021). Knowledge, attitude, and practice in relation to catheter‐associated urinary tract infection (CAUTI) prevention: A cross‐sectional study. Journal of Clinical Nursing, 31(1-2), 209–219. https://doi.org/10.1111/jocn.15899
Parker, V., Giles, M., Graham, L., Suthers, B., Watts, W., O’Brien, T., & Searles, A. (2017). Avoiding inappropriate urinary catheter use and catheter-associated urinary tract infection (CAUTI): a pre-post control intervention study. BMC Health Services Research, 17(1), 314. https://doi.org/10.1186/s12913-017-2268-2
Van Decker, S. G., Bosch, N., & Murphy, J. (2021). Catheter-associated urinary tract infection reduction in critical care units: a bundled care model. BMJ Open Quality, 10(4), 1–7. https://doi.org/10.1136/bmjoq-2021-001534
CAUTI Prevention Pre/Post-Test
1. What is the general aim of the project to avert CAUTIs (Foster et al., 2023)?
 a) To improve catheter use
 b) To drastically reduce CAUTI rates
 c) To lengthen hospital days
 d) To diminish interdisciplinary collaboration
2. Why is it important to discontinue the use of a foley catheter as early as possible (Katie Nichole Robinson, 2021)?
 a) To decrease a patient’s mobility
 b) Minimize the risk of CAUTIs
 c) The increase in health care costs
 d) To prolong hospitalization
3. How does nursing leadership contribute to the prevention of CAUTIs (Mullin et al., 2016)?
 a) General infant-elephantization
 a) Driving programs and following up with best-practice initiatives.
 c) Just to watch from afar
 d) Passing all responsibilities to the subordinate staff
4. Which strategy involves the evaluation of the needs for catheters on a daily basis (Ray-Barruel et al., 2020)?
 a) Leadership Engagement
 b) Device Management
 c) Staff Resistance
 d) Resource Limitations
5. What were some of the critical obstacles to prevention efforts against CAUTI, and how was this gap overcome (Van Decker et al., 2021)?
 a) Too few patients; Solved by admitting more patients
 b) Employee resistance: dealt with by communication and presenting early wins.
 c) Surplus resources; dealt with by reducing supplies
 d) Too much collaboration; addressed by limiting team meetings
6. How did the project team use data to guide their interventions (Werneburg, 2022)?
 a) By disregarding data and going by gut
 b) To detailed data collection, stringent thru analysis on timely manner, track thru scorecard and dashboard
 c) Only data that are observed at the end of the project
 d) By using old data repositories
7. What was something that would replace a Foley catheter in an effort to reduce CAUTIs (Van Decker et al., 2021)?
 a) Hormone antagonists; Testosterone
 b) With external urinary catheters
 c) Prevent catheterization totally
 d) Increasing the size of the catheters
8. Which of these is NOT part of the interdisciplinary strategy for the prevention of CAUTI (Mullin et al., 2016)?
 a) Interdisciplinary collaboration
 b) Better staff training
 c) Daily Rounding of Devices
 d) Negating leadership input
9. What was one of the main reasons for staff continuing to be educated and trained (Katie Nichole Robinson, 2021)?
 a) To enforce adherence to outmoded practices
 a) Enhance the knowledge level and the level of enforcement among the staff
 c) To hinder collaboration between other disciplines
 d) Reduction in the number of staff on duty
10. What were the outcomes of the 11-week project on CAUTI prevention (Ray-Barruel et al., 2020)?
 a) Increased CAUTI rates
 b) CAUTI rates remained consistent
 c) CAUTI had a decrease in infection rate from the rate of 20 infections to a much
 d) Unaltered hospital protocol
 
References
Foster, M., Bret Shultz MHA, & Mazur, Ł. (2023). Impact of leadership walkarounds on operational, cultural and clinical outcomes: a systematic review. BMJ Open Quality, 12(4), e002284–e002284. https://doi.org/10.1136/bmjoq-2023-002284
Katie Nichole Robinson. (2021). Strategies to Decrease Cauti Rates in Hospitalized Patients: An Integrative Review. Scholars Crossing. https://digitalcommons.liberty.edu/doctoral/3156/
Mullin, K. M., Kovacs, C. S., Fatica, C., Einloth, C., Neuner, E. A., Guzman, J. A., Kaiser, E., Menon, V., Castillo, L., Popovich, M. J., Manno, E. M., Gordon, S. M., & Fraser, T. G. (2016). A Multifaceted Approach to Reduction of Catheter-Associated Urinary Tract Infections in the Intensive Care Unit With an Emphasis on “Stewardship of Culturing.” Infection Control & Hospital Epidemiology, 38(2), 186–188. https://doi.org/10.1017/ice.2016.266
Ray-Barruel, G., Wu, M.-L., Marsh, N., & Mitchell, B. (2020). Strategies for CAUTI prevention: Are we on the same page? Infection, Disease & Health, 25(3). https://doi.org/10.1016/j.idh.2020.01.005
Van Decker, S. G., Bosch, N., & Murphy, J. (2021). Catheter-associated urinary tract infection reduction in critical care units: a bundled care model. BMJ Open Quality, 10(4). https://doi.org/10.1136/bmjoq-2021-001534
Werneburg, G. T. (2022). Catheter-Associated Urinary Tract Infections: Current Challenges and Future Prospects. Research and Reports in Urology, 14(14), 109–133. https://doi.org/10.2147/rru.s273663
Introduction
CAUTIs are a significant concern in the healthcare industry and are classified as 40% of hospital-acquired infections and 23% of infections in intensive-care units. It is established that CAUTIs raise the overall mortality and morbidity rate by 2. 8 times and the time of stay in the hospital by 1-3 days. The costs for CAUTIs that could have been prevented are between US$115 million and US$1. Eighty-two billion every year, and each episode costs between US$1200 and US$4700 (Barker & Lewis, 2019).
Strategies for Reducing CAUTIs
Some of the best practices in preventing CAUTIs include using catheters only when necessary, minimizing the time the catheter stays in the patient’s body, and practicing proper insertion and care procedures. The evidence shows that NDPs can help nurses discharge their duties efficiently, thereby reducing catheter days and, thus, CAUTIs (Ignatavicius & Heimgartner, 2023). These include automatic stop orders empowered to front-line nurses and compliance with catheter insertion and maintenance bundles. For change to be carried out, one has to evaluate the presence of catheters and indications, remove catheters when not needed, and think about developing and implementing a nurse-driven nurse-driven protocol.
Sustainability
Thus, the issue of sustaining CAUTI reduction activities implies the integration of the proven better patient care processes into the unit and hospital practices, such as NDP CAUTI bundle, incorporation of CAUTI prevention measures in staff hire orientation and annual competency/training sessions, and ensuring that staffing is sufficient to allow nurses to follow the NDP CAUTI bundle (Saache, 2017). The following behavioral modifications: nurses’ education and involvement, implementation of all the recommended care elements, and regular feedback and evaluation contributed to establishing a sustainable decrease in the CAUTI rate (Van et al., 2021).
Conclusion
Nurses are responsible for CAUTI prevention and can help bring about change with nurse-initiated protocols based on the best evidence. By preventing the use of catheters only when not needed, shortening the time that the catheter is left in place, and following the best practices in insertion and care, facility rates of CAUTI can decrease, and patients’ outcomes can improve.
References
Barker, E., & Lewis, T. (2019). 1426: Reducing cautiousness in the PICU through implementing the death protocol. Critical Care Medicine, 47(1), 689–689. https://doi.org/10.1097/01.ccm.0000552170.34911.49
Ignatavicius, D. D., & Heimgartner, N. M. (2023). Clinical companion for medical-surgical nursing – E-book: Clinical companion for medical-surgical nursing – E-book. Elsevier Health Sciences.
Saache, S. (2017). Antibacterial prescriiption pattern in a tertiary care hospital’s medical and surgical intensive care units. Journal of Medical Science And Clinical Research, 05(03), 19472–19477. https://doi.org/10.18535/jmscr/v5i3.181
Van, C., Smeltzer, J., & Che, J. (2021). 1207: Reducing caution with a novel catheter technology in the ICU. Critical Care Medicine, 50(1), 603-603. https://doi.org/10.1097/01.ccm.0000811152.47389.13

Educating Primary Care Providers on Treatment Guidelines for Patients Receiving

Educating Primary Care Providers on Treatment Guidelines for Patients Receiving Buprenorphine
Educating Primary Care Providers on Treatment Guidelines for Patients Receiving Buprenorphine
Research findings and products
The project will involve the distribution of the SAMHSA Quick Start Guide for buprenorphine treatment, which outlines the necessary framework for handling opioid use disorder OUD in primary care. These guidelines involve dosing schedules, observation techniques, and management procedures for practical issues.
End users
Primary care providers (PCPs), including physicians, nurse practitioners, and physician assistants, prescribe or manage buprenorphine treatment for OUD.

Directions
Navigate to PGH in the Start Here section of the course. Each topic i

Directions
Navigate to PGH in the Start Here section of the course. Each topic includes a PGH data bar graph and a PGH, state, and national data line graph. Examine these graphs to identify a QI initiative and outline a plan for improvement. Then, determine communication strategies and how to measure the success of the initiative. Please note that you will not be implementing anything for this assignment, only discussing what you would implement if this project had been live. Your deliverable will be a virtual poster that displays the proposed design for a QI project using the PDSA framework. Use the template found in the What to Submit section to complete this assignment.
You must cite at least four current scholarly sources. To be considered current, scholarly sources must have been published within the last five years.
Specifically, you must address the following rubric criteria:
Plan
1. Topic: Describe the quality improvement topic. Specifically, include the following in your response:
A. Selection of the topic from PGH
B. Rationale for selection of the topic based on evidence and scholarly research
2. Quality Improvement: Connect a QI initiative to the topic. Include the following in your response:
A. The QI initiative
B. The SMART goal resulting from the QI initiative (this should include all components of a SMART goal)
3. Data: Summarize the data associated with the topic. Consider the following in your response:
o Descriiption of the trends noted in the selected PGH data bar graph and the PGH, state, and national data line graph
o Identification of additional data that is needed to demonstrate the need for the QI initiative
Do
4. Process: Outline a plan for implementation of the QI initiative. Specifically, include the following in your response:
A. Evidence-based improvement strategies
B. Resources that you will need to implement the QI initiative
C. A timeline strategy for implementation
5. Communication Strategies: Describe communication strategies for dissemination of QI initiative information. Consider the following guiding questions in your response:
o Who needs this information? (e.g., nurses, lab techs, pharmacy, IT, nursing assistants)
o How is the information being shared with varying audiences?
Study
6. Evaluation Plan: Outline an evaluation plan to measure the success of the QI initiative. Specifically, include the following in your response:
A. The role of the SMART goal in measuring success
B. The post-initiative data needed to measure success
C. The criteria that determine if the initiative was successful (Example: The hospital’s rate of cesarean sections will decrease by 10% within three months.)
What to Submit
Submit your completed Template Your submission should be 2 slides, including a reference slide. Sources should be cited according to APA style. You may choose to use the design of the Project Three Template or create your own design.