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The Role of the Leader in Evaluating Data to Impro

The Role of the Leader in Evaluating Data to Improve Quality and Safety Paper The Role of the Leader in Evaluating Data to Improve Quality and Safety Paper The nurse’s position in between the patient and the health care agency provides a unique platform for viewing and addressingquality-care issues. Nurses can gain personal feedback from their patients, who may trust them more and speak with greater openness. They can also work collaboratively with their colleagues to create strategies toimprovepatient care. Recall how nurses can usedatatoimprovepatientsafetyandquality-care delivery. In NURS 4005, you analyzed a Dashboard to determine nursing practice improvements. This week, you reviewed the importance of and focus on patientqualityandsafety. The followingdataare shared by the unit manager with her staff at a recent staff meeting. There has been a higher than acceptable level of patient falls on the telemetry unit in the last 4 months. The distribution of falls is outlined below. Information about the unit also includes the following: The average age of the patients is 72.4 years old, and every patient has a cardiac diagnosis. The majority (68%) of the patients are women. Recently, 1 FTE of nursing assistants were moved from the night shift (11P7A) to the evening shift (3P11P). The rooms on this unit are all private. 94% of the patients are on diuretics. 12% of the patients have secondary diagnoses of confusion or disorientation. In a 35 pagepaper, respond to the following: Describe some possible interpretations of thedatarelated to the patient fall rate on the telemetry unit. Discuss thequalitymanagement process you would follow toimprovepatient fall rates on the unit. What change management strategies would you incorporate in yourqualityimprovement plan? What leadership characteristics are needed to assist in improving the patient fall rates? Review the table and chart presented below for additional information: The Role of the Leader in Evaluating Data to Improve Quality and Safety Paper Despite decades of effort to improve quality and safety in health care, this goal feels increasingly elusive. Successful examples of improvement are infrequently replicated. This scoping review synthesizes 76 empirical or conceptual studies (out of 1208 originally screened) addressing learning in quality or safety improvement, that were published in selected health care and management journals between January 2000 and December 2014 to deepen understanding of the role that collective learning plays in quality and safety improvement. We categorize learning activities using a theoretical model that shows how leadership and environmental factors support collective learning processes and practices, and in turn team and organizational improvement outcomes. By focusing on quality and safety improvement, our review elaborates the premise of learning theory that leadership, environment, and processes combine to create conditions that promote learning. Specifically, we found that learning for quality and safety improvement includes experimentation (including deliberate experimentation, improvisation, learning from failures, exploration, and exploitation), internal and external knowledge acquisition, performance monitoring and comparison, and training. Supportive learning environments are characterized by team characteristics like psychological safety, appreciation of differences, openness to new ideas social motivation, and team autonomy; team contextual factors including learning resources like time for reflection, access to knowledge, organizational capabilities; incentives; and organizational culture, strategy, and structure; and external environmental factors including institutional pressures, environmental dynamism and competitiveness and learning collaboratives. Lastly learning in the context of quality and safety improvement requires leadership that reinforces learning through actions and behaviors that affect people, such as coaching and trust building, and through influencing contextual factors, including providing resources, developing culture, and taking strategic actions that support improvement. Our review highlights the importance of leadership in both promoting a supportive learning environment and implementing learning processes.

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