Change Strategy and Implementation

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NURS-FPX6021 u02a1 - Change Strategy and Implementation Learner: Jessica , Ramos

OVERALL COMMENTS Hi Jessica,

This plan could be used with any improvement plan to improve patients' lives with diabetes. This topic needs to be

discussed nationally. Providing a solid change strategy and how to implement it is essential for success. One

improvement that needs to be made is in your table, your first table was excellent, but the requirements state that a

table needs to include the current outcomes, change strategies, and expected outcomes. Please see assessment

example 2. Please highlight any changes you make so I can capture all of your hard work.

Dr. Martha

RUBRICS

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CRITERIA 1

Develop a data table that accurately reflects the current and desired states of one or more clinical outcomes.

COMPETENCY

Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.

NON_PERFORMANCE: Does not develop a data table.

BASIC:

Develops a data table, but the table is either not accurate or does not reflect the current or desired states of

one or more clinical outcomes.

PROFICIENT:

Develops a data table that accurately reflects the current and desired states of one or more clinical

outcomes.

DISTINGUISHED:

Develops a data table that accurately reflects the current and desired states of one or more clinical

outcomes. Identifies areas of ambiguity or uncertainty where additional data could help to improve clarity.

Comments:

This grading section requires the learner to create a data table to show at least one clinical outcome. Please

note that you failed to develop a data table as specified in the assessment’s instructions. Please add a section

that addresses this on your grading rubric.

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CRITERIA 2

Propose change strategies that will help to achieve the desired state of one or more clinical outcomes.

COMPETENCY

Develop change strategies for improving the care environment.

NON_PERFORMANCE: Does not describe change strategies.

BASIC:

Describes change strategies, but does not fully relate how the strategies will help to achieve the desired

state of one or more clinical outcomes.

PROFICIENT:

Proposes change strategies that will help to achieve the desired state of one or more clinical outcomes.

DISTINGUISHED:

Proposes change strategies that will help to achieve the desired state of one or more clinical outcomes.

Acknowledges potential difficulties and discusses how those challenges will be met.

Comments:

Great job proposing change strategies that would help achieve clinical outcomes. I especially appreciate that

you recognized the importance of addressing the issues with diabetes including depression. You also

acknowledged potential difficulties.

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CRITERIA 3

Justify the specific change strategies used to achieve desired outcomes.

COMPETENCY

Develop change strategies for improving the care environment.

NON_PERFORMANCE:

Does not justify the specific change strategies used to achieve desired outcomes.

BASIC:

Provides a weak or flawed justification of how the specific change strategies will help achieve desired

outcomes.

PROFICIENT: Justifies the specific change strategies used to achieve desired outcomes.

DISTINGUISHED:

Justifies the specific change strategies used to achieve desired outcomes. Impartially considers other

perspectives.

Comments:

Jessica, most of the references that you selected containing the evidence used as the basis for your map

were relevant. However, I noted that a few were more than 5 years old. How could you revise your references

to change this?

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CRITERIA 4

Explain how change strategies will lead to quality improvement with regard to safety and equitable care.

COMPETENCY

Apply quality improvement methods to practice that promote safe, equitable quality of care.

NON_PERFORMANCE:

Does not explain how change strategies will lead to quality improvement with regard to safety and equitable

care.

BASIC:

Explains change strategies used, but the rationale for how they will lead to quality improvement with

regard to safety and equitable care is unclear or missing.

PROFICIENT:

Explains how change strategies will lead to quality improvement with regard to safety and equitable care.

DISTINGUISHED:

Explains how change strategies will lead to quality improvement with regard to safety and equitable care.

Identifies assumptions upon which the explanation is based.

Comments:

Please see the comment on your paper. You need to support your thoughts with evidence. How would the

change strategy that you chose lead to safety and equitable care?

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CRITERIA 5

Explain how change strategies will utilize interprofessional considerations to ensure successful implementation.

COMPETENCY

Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care

improvement outcomes.

NON_PERFORMANCE:

Does not explain how change strategies will utilize interprofessional considerations to ensure successful

implementation.

BASIC:

Explains change strategies used, but the rationale for how they will utilize interprofessional considerations

to ensure successful implementation is unclear or missing.

PROFICIENT:

Explains how change strategies will utilize interprofessional considerations to ensure successful

implementation.

DISTINGUISHED:

Explains how change strategies will utilize interprofessional considerations to ensure successful

implementation. Identifies assumptions upon which the explanation is based.

Comments:

Jessica, please see the comments on your paper. You were able to explain the change strategy that you

selected but could not explain who and how interprofessional collaboration could be used with the strategy.

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CRITERIA 6

Communicate change plan in a way that makes the data and rationale easily understood and compelling.

COMPETENCY

Communicate effectively with diverse audiences, in an appropriate form and style, consistent with

organizational, professional, and scholarly standards.

NON_PERFORMANCE:

Does not communicate change plan in a way that makes the data and rationale easily understood and

compelling.

BASIC:

Communicates the data and rationale of a change plan, but the approach is somewhat unclear or is not very

compelling.

PROFICIENT:

Communicates change plan in a way that makes the data and rationale easily understood and compelling.

DISTINGUISHED:

Communicates change plan in a way that makes the data and rationale easily understood and compelling.

Acknowledges potential difficulties and discusses how those challenges will be met.

Comments:

You did a good job discussing your change plan. You were able to discuss the rationale used in the plan

adequately.

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Supplemental Feedback

CRITERIA 7

Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

COMPETENCY

Communicate effectively with diverse audiences, in an appropriate form and style, consistent with

organizational, professional, and scholarly standards.

NON_PERFORMANCE:

Does not integrate relevant sources to support assertions; does not correctly format citations and references

using current APA style.

BASIC:

Sources lack relevance or are poorly integrated, or citations or references are incorrectly formatted.

PROFICIENT:

Integrates relevant sources to support assertions, correctly formatting citations and references using current

APA style.

DISTINGUISHED:

Integrates relevant sources to support assertions, correctly formatting citations and references using current

APA style. Citations are free from all errors.

Comments:

Please write a conclusion. Also, see the comments on your paper to improve your writing and APA formatting.

Writing is one of the hardest part of the MSN program.

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SUPPLEMENTAL CRITERIA 1

Purpose Compose a text that articulates meaning relevant to the main topic, scope, and purpose of the prompt

BEGINNING: This text is unrelated to the assignment prompt.

DEVELOPING:

This text is related to the assignment prompt but does not demonstrate an understanding of the main topic,

scope, and purpose.

SKILLED:

This text responds to the assignment prompt and appropriately addresses the main topic, scope, and

purpose.

ADVANCED:

This text presents a focused response to the assignment prompt and demonstrates a thorough

understanding of the main topic, scope, and purpose.

Comments:

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SUPPLEMENTAL CRITERIA 2

Organization Develop text using organization, structure, and transitions that demonstrate understanding of relationship between main and subtopics

BEGINNING:

This text does not include a thesis statement and is organized inappropriately for the assignment.

DEVELOPING:

The thesis statement in this text is unclear and/or the text is presented in paragraphs with unclear main

idea(s) and/or transitional phrases.

SKILLED:

This text includes a thesis statement and is organized into paragraphs, with clear main ideas and effective

transitional phrases.

ADVANCED:

This text reflects a strong thesis statement. Additionally, this text is organized with skillful transitions into

paragraphs with clear main ideas, sufficient evidence, analysis, and linking information.

Comments:

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SUPPLEMENTAL CRITERIA 3

Evidence Integrate into text appropriate use of scholarly sources and evidence

BEGINNING: This text included plagiarized information.

DEVELOPING:

This text lacks synthesis of information from sources and/or the credibility of the sources is questionable,

with many flaws in APA citation style.

SKILLED:

The included evidence was integrated and synthesized from outside sources, most of which are scholarly,

with minimal flaws in APA citation style.

ADVANCED:

The evidence in this text was integrated and synthesized from credible, scholarly, and professionally sound

sources, with minimal flaws in APA citation style.

Comments:

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SUPPLEMENTAL CRITERIA 4

Tone Apply in text the standard writing conventions for the discipline, including structure, voice, person and tone

BEGINNING: Text uses language inappropriate for the intended audience.

DEVELOPING:

This text does not meet writing conventions for the discipline and lacks appropriate voice, person, and/or

tone for the intended audience.

SKILLED:

This text meets writing conventions for the discipline and there were minimal issues in appropriate use of

voice, person, or tone for the intended audience.

ADVANCED:

This text exhibits strict adherence to writing conventions for the discipline and uses appropriate voice,

person, and tone for the intended audience.

Comments:

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SUPPLEMENTAL CRITERIA 5

Sentence Structure Produce text with minimal grammar, usage, spelling, and mechanical errors

BEGINNING:

Text meaning is unclear due to errors in sentence structure, grammar, usage, word choice, spelling, or

mechanics in 75% or more of text.

DEVELOPING:

Text meaning is interrupted due to sentence structure, grammar, usage, word choice, spelling, or mechanical

errors in 25%-75% or more of text.

SKILLED:

Text conveys clear meaning with minimal issues in grammar, usage, word choice, spelling, or mechanical

errors in 10%-25% of text.

ADVANCED:

Text complexity and concision conveys clear meaning, with grammar, usage, word choice, spelling, or

mechanical errors in 10% or less of text.

Comments: