NURS FPX 4020 Assessment 4 Improvement Plan Tool Kit

Assessment 4 Improvement Plan Tool Kit

Name

Capella university

NURS-FPX 4020 Improving Quality of Care and Patient Safety

Prof. Name

Date

Improvement Plan Tool Kit

A safety improvement plan requires a handful of information that can be disseminated among the concerned group of people. In healthcare settings, all the information that is gathered for preparing a safety improvement plan is distributed among healthcare professionals, administrators, leaders, and other allied professionals connected with the healthcare facilities. This communication includes information from authentic, credible, and relevant evidence-based resources so that a justified safety improvement plan is implemented. In this assessment, an improvement plan tool kit is developed on medication administration errors (MAEs). The purpose of this resource tool kit is to assist nurses and nurse leaders to implement the medication safety improvement plan with profound knowledge and understanding of the related concepts for achieving successful outcomes.

Resource Tool Kit – Implementation and Sustainability

This resource kit is categorized into four easy-to-understand categories which will help nurses and nurse leaders to specifically take assistance from the source which is related to the particular concern. These categories are:

Categories	Sources
Risk Factors of MAEs	Assunção-Costa et al. (2022); Rostami et al. (2019); Wondmieneh et al. (2020)
Nurses’ and Nurse Managers’ Role	Abdulmutalib & Safwat (2020); Lappalainen et al. (2019)
Medication Error Reporting	Afaya et al. (2021); Mutair et al. (2021); Unal & Intepeler (2019)
Evidence-based Solutions	Larson & Lo (2019); Manias et al. (2020); Salar et al. (2020)

Risk Factors of MAEs

Assunção-Costa et al. (2022) conducted a prospective observational study to determine the incidence, nature, and factors associated with medication administration errors. They found that interruptions, excessive workload, and errors in the route of administration were significant factors. Rostami et al. (2019) revealed that medication omission errors are prevalent, especially in patients with a high number of prescribed medications. Wondmieneh et al. (2020) identified lack of training, experience, standardized guidelines, and disruptions as contributing factors to medication administration errors.

Nurses’ and Nurse Managers’ Role

Abdulmutalib & Safwat (2020) describe strategies for reducing medication errors, emphasizing the responsibility of nurses and nurse leaders in error prevention. Lappalainen et al. (2019) found a positive relationship between nurse managers’ transformational leadership style and medication safety.

Medication Error Reporting

Afaya et al. (2021) identified barriers to reporting medication administration errors and recommended creating an enabling environment for reporting. Mutair et al. (2021) emphasized effective strategies to improve reporting systems, highlighting the role of nurse managers in supporting and encouraging reporting. Unal & Intepeler (2019) demonstrated the impact of medical error reporting software on increasing error reporting rates.

Evidence-based Solutions

Larson & Lo (2019) proposed implementing computerized provider order entry and bar-coded medication administration systems to reduce medication errors. Manias et al. (2020) reviewed interventions such as provider education and interprofessional collaboration to reduce medication errors. Salar et al. (2020) outlined strategies for preventing medication errors, including training, medication reconciliation, and accreditation of nurses.

Conclusion

This improvement plan tool kit provides credible resources for stakeholders to implement a safety improvement plan in healthcare settings. By addressing risk factors, enhancing nurses’ roles, improving reporting systems, and implementing evidence-based solutions, organizations can improve medication safety and enhance patient care.

References

Abdulmutalib, I., & Safwat, A. (2020). Nursing strategies for reducing medication errors. Egyptian Journal of Nursing and Health Sciences, 1(1), 26–41. https://doi.org/10.21608/ejnhs.2020.80266 Afaya, A., Konlan, K. D., & Kim Do, H. (2021). Improving patient safety through identifying barriers to reporting medication administration errors among nurses: An integrative review. BMC Health Services Research, 21(1). https://doi.org/10.1186/s12913-021-07187-5 Assunção-Costa, L., de Sousa, I. C., Silva, R. K., do Vale, A. C., Pinto, C. R., Machado, J. F., Valli, C. G., & de Souza, L. E. (2022). Observational study on medication administration errors at a University Hospital in Brazil: Incidence, nature, and associated factors. Journal of Pharmaceutical Policy and Practice, 15(1). https://doi.org/10.1186/s40545-022-00443-x Lappalainen, M., Härkänen, M., & Kvist, T. (2019). The relationship between nurse manager’s transformational leadership style and medication safety. Scandinavian Journal of Caring Sciences, 34(2), 357–369. https://doi.org/10.1111/scs.12737

NURS FPX 4020 Assessment 4 Improvement Plan Tool Kit

Larson, K., & Lo, C. (2019). Potential cost savings and reduction of medication errors due to implementation of computerized provider order entry and bar-coded medication administration in the Fraser Health Authority. Univ Br C Med J, 10, 45-46. https://med-fom-ubcmj.sites.olt.ubc.ca/files/2019/03/Commentary-14.pdf Manias, E., Kusljic, S., & Wu, A. (2020). Interventions to reduce medication errors in adult medical and surgical settings: A systematic review. Therapeutic Advances in Drug Safety, 11, 204209862096830. https://doi.org/10.1177/2042098620968309 Mutair, A. A., Alhumaid, S., Shamsan, A., Zaidi, A. R. Z., Mohaini, M. A., Al Mutairi, A., & Al-Omari, A. (2021). The effective strategies to avoid medication errors and improve reporting systems. Medicines, 8(9), 46. https://doi.org/10.3390/medicines8090046 Nurmeksela, A., Mikkonen, S., Kinnunen, J., & Kvist, T. (2021). Relationships between nurse managers’ work activities, nurses’ job satisfaction, patient satisfaction, and medication errors at the unit level: A correlational study. BMC Health Services Research, 21(1). https://doi.org/10.1186/s12913-021-06288-5 Rostami, P., Heal, C., Harrison, A., Parry, G., Ashcroft, D. M., & Tully, M. P. (2019). Prevalence, nature and risk factors for medication administration omissions in English NHS Hospital Inpatients: A retrospective multicentre study using medication safety thermometer data. BMJ Open, 9(6). https://doi.org/10.1136/bmjopen-2018-028170 Salar, A., Kiani, F., & Rezaee, N. (2020). Preventing the medication errors in hospitals: A qualitative study. International Journal of Africa Nursing Sciences, 13, 100235. https://doi.org/10.1016/j.ijans.2020.100235

NURS FPX 4020 Assessment 4 Improvement Plan Tool Kit

Unal, A., & Seren İntepeler, S. (2019). Medical error reporting software program development and its impact on pediatric units’ reporting medical errors. Pakistan Journal of Medical Sciences, 36(2). https://doi.org/10.12669/pjms.36.2.732 Wondmieneh, A., Alemu, W., Tadele, N., & Demis, A. (2020). Medication administration errors and contributing factors among nurses: A cross-sectional study in tertiary hospitals, Addis Ababa, Ethiopia. BMC Nursing, 19(1). https://doi.org/10.1186/s12912-020-0397-0

ADDITIONAL INSTRUCTIONS FOR THE CLASS – NURS FPX 4020 Assessment 4 Improvement Plan Tool Kit

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. NURS FPX 4020 Assessment 4 Improvement Plan Tool Kit

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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