For this signature assignment, assume the role of a member of the strategic planning team following the merger (horizontal integration) of two companies of your choice that were used in this course. The purpose of the merger is to broaden the scope and increase global market accessibility. As a member of the strategic planning team, your first task is to produce a draft recruitment plan to fill three additional strategic management positions, incorporating artificial intelligence tools and methods throughout the planning and selection process as assistance tools.
Deliverable
A 12–15-page strategic plan (excluding title and reference pages) that addresses the items below and documents how AI was used at each stage. Include appropriate tables, charts, and an appendix listing the AI prompts and outputs you used. Cite a minimum of four scholarly resources.
Core Framing Questions
· Where are you now?
· Where do you want to be?
· How do you get there?
Use course concepts and apply creative inferences where data is unavailable. Document assumptions explicitly.
Required Content and AI Integration
1. Company Profile and Offerings
· Describe the merged company’s products or services.
· Provide company background, current headcount, locations, and primary organizational culture.
· AI Integration: Use an AI tool of your choice to synthesize public company descriptions, produce a concise company profile draft, and generate a summary. Include the AI prompt and resulting output in the appendix.
2. Challenges to Candidate Selection
· Discuss structural, cultural, regulatory, geographic, and talent-market limitations that could hinder the selection of qualified candidates.
· AI Integration: Run an AI-assisted risk scan to identify likely barriers across regions and functions; summarize findings and cite AI outputs.
3. Assess Employee Engagement After Merger
· Analyze how the merger may affect engagement and retention.
· Propose strategies to sustain engagement during integration.
· AI Integration: Use AI to model likely employee sentiment topics from hypothetical internal survey data and generate prioritized engagement interventions. Include sample prompts and model responses.
4. S.W.O.T. Applied to Talent Selection
· Complete a S.W.O.T. analysis focused on strategic leadership needs.
· Explain how S.W.O.T. findings guide the selection of the three new members of the management team.
· AI Integration: Have AI generate a draft S.W.O.T. from your company profile and then refine it with your judgment. Include both drafts.
5. Selection Criteria and Role Rationale
· Define selection criteria and behavioral, technical, and strategic competencies for each of the three roles.
· AI Integration: Use AI to produce competency-based interview questions, scoring rubrics, and sample assessment exercises. Include these artifacts in your appendix.
6. Implementation Plan and Metrics
· Provide a phased implementation schedule and success metrics for recruitment and early performance.
· AI Integration: Present AI-generated forecasts for hiring timelines and justify adjustments based on your expertise.
7. Ethical, Legal, and Bias Mitigation Statement
· Explain privacy, fairness, and compliance considerations when using AI in recruitment across jurisdictions.
· AI Integration: Include a short audit checklist created with AI for ongoing bias and compliance monitoring.
8. Bias Minimization Declaration
· End the report with a clear statement listing the specific steps you took to minimize personal bias in producing the report and in using AI tools.
Appendix Requirements
Include all AI prompts and raw/edited AI outputs used to generate profiles, S.W.O.T., questions, rubrics, dashboards, and forecasts.
Provide a brief note on which AI tool(s) were used and the human review steps applied to each output.
Assessment Guidance
· Write a 12–15-page strategic plan (excluding the title page, references, and appendix).
· Demonstrate rigorous use of course concepts and thoughtful AI integration with documented human oversight.
· Meet academic standards with at least four scholarly references and appropriate in-text citations, in addition to your AI citations.
Requirements
Length: This assignment must be 12-15 pages (excluding the title and reference page).
References: Include at least 4 scholarly resources.
Signature Assignment 4: Create A Strategic Planning Team Recruitment Plan with AI Integration
I’m a constituent and a behavioral health case manager from Dothan, Alabama. I am writing to advocate on behalf of a service user who has been denied access to a medically necessary benefit, and I would like to request your assistance in resolving this matter.
The service user, referred to here as Ms. A., recently received a denial for coverage of her outpatient behavioral health therapy. The denial stated that her treatment did not meet the criteria for medical necessity. However, Ms. A. has a documented history of anxiety and traumarelated symptoms that significantly affect her daily functioning. For example, she experiences sudden panic episodes that make it difficult for her to remain at work for a full shift, and she often struggles to complete routine tasks such as grocery shopping or driving due to heightened fear responses. Weekly therapy has helped her regain stability, reduce the frequency of these episodes, and rebuild her confidence.
This denial interrupts a treatment plan that is both clinically appropriate and essential to her progress. Without continued therapy, Ms. A. is at high risk of regression, increased symptom severity, and potential crisis situations that could require emergency intervention. The issue at hand is not simply a paperwork decision — it directly affects her ability to function safely and independently in her community.
I am taking a positive and collaborative approach in requesting your help. I respectfully ask for one of the following outcomes:
· A full reconsideration and approval of Ms. A.’s outpatient therapy sessions, allowing her to continue the treatment that has already proven effective.
· A temporary authorization for a set number of sessions while your office completes a more detailed review of her case.
I am happy to provide any additional documentation or clinical summaries that may support this request. Thank you for your time, attention, and commitment to ensuring equitable access to essential behavioral health services.
Each year, researchers identify the top ethical and moral issues in the current workplace. Some common items on this list include harassment, bullying, employee theft, and violations of company internet policies. Ethical issues and dilemmas surface due to inappropriate or nonstandard behavior. This behavior can range from sarcasm to emotional outbursts and may have serious consequences (Franklin & Guerber, 2020).
As a member of your organization’s ethics task force, you have been asked to present an ethics training session and to create a set of questions that allow employees to demonstrate what they learned from this training.
Reference:
Franklin, D., & Guerber, A. J. (2020). Advice-taking in ethical dilemmas. Journal of Managerial Issues, 32(3), 334–353.
Requirements
Research the top 5 ethical violations in the United States. Begin with a brief background on defining an ethical dilemma, while keeping in mind that your organization has a code of conduct to consider. Develop a PowerPoint presentation that explains the current five major ethical violations in the U.S., and include examples for each violation. Video record this presentation using the Kaltura tool or PowerPoint video, using your prepared notes.
In addition to your video, create a five-question quiz to assess employee understanding of the presentation. Include these five questions at the end of your PowerPoint. Imagine your learner watching the presentation and then completing a quick quiz based on what they just viewed.
Length : A 7- to 10-minute video with a minimum of 10 PowerPoint slides include pictures and graphs (excluding the title page and references). Remember to list only the main points on each slide and explain them in detail during the presentation. When presenting, do not read your notes (WRITE THE NOTES SECTIONS AS IF I AM HAVING A CONVERSTATION PLEASE) or slides—speak conversationally to engage your audience.
References: Include a minimum of 3 scholarly resources.
Discussion 3: Support the Use of SWOT Analysis in Organizational Decision-making
Must post first.
Description
As we are seeing this week, in order to facilitate effective decision-making by leaders and managers, timely and accurate information is crucial. There are a number of internal and external factors that can contribute to the decisions we make. Information is acquired through the use of periodic situation analyses (SWOT).
Answer the following questions regarding the use of SWOT:
· Based on your readings and studies, how important is having a SWOT analysis for an organization?
· Is a SWOT more or less important for a new company? Why?
· How often should this SWOT be reevaluated? Why?
Requirements
Length: 250–400 words
References: Be sure to cite sources as needed.
Contributions must display original thinking and demonstrate a strong understanding of the subject matter, including links and references to sources that support your arguments. Additionally, be sure to cite any sources you reference both in-text and in a “References” section using APA format.
This assignment asks you to use what you have learned in the first weeks of the course about actively listening and responding in the workplace. You will do this by responding to a voicemail from your manager, applying active listening, and oral communication strategies.
Instructions
For this assignment, you will listen to a voicemail, take notes, and record and submit a response. To successfully complete the assignment, complete the following steps:
Consider this scenario: You are a customer service specialist at ABC, Inc. On Monday morning, you check your phone and discover you have a voicemail from your manager, Wanda, about a customer service issue. She is worried because one of the company’s most important clients has not received their shipment. While she acknowledges the shipment issue is not your fault, she needs you to work quickly to resolve the issue. To help you address the problem, she has outlined some tasks that must be completed in order to fast-track the solution.
Refer to the Six Ws Worksheet for Assignment 1 [DOCX] to outline and draft your recorded message. How do you think your manager is feeling about this situation, and how can your recorded message help put her mind at ease? Note: You are not required to submit the Six Ws Worksheet with this recorded assignment.
Now that you have heard the voicemail and applied active listening skills to the message, apply oral communication skills to effectively respond to the voicemail. Use any recording device for your recorded message; save your audio file and upload it to the Assignment. Make sure your response:
Describes the main points from your manager’s message.
Uses neutral language and tone appropriate for a response to your manager.
Assesses the importance of the issue based on the manager’s tone.
Is limited to one minute or less.
Evaluate your voicemail and how you think Wanda would react by reviewing it and seeing if you think it addresses what you noted on your worksheet. If needed, re-record your voicemail.
Submit your voicemail.
To submit your voicemail, upload your audio file to the Assignment. Select Assignment ⇢ Upload ⇢ Drag a file or Choose File ⇢ Submit Assignment.
You may also use Kaltura to record your voicemail response. For information about how to record with Kaltura, review the tutorials on the Using KalturaLinks to an external site. resource page. Embed your Kaltura recording in the message box in the assignment dropbox. For instructions on how to do this, refer to the resources on the Using KalturaLinks to an external site. Campus page.
Recording Requirements
Length: 1 minute or less.
Format: Audio file.
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:
Competency 1: Identify verbal and physical cues that help guide an appropriate response.
Describe the main points in a message.
Competency 2: Develop professional written communications in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Address the appropriate audience, using professional language and tone.
Speak concisely and directly, using active voice.
Competency 4: Create effective workplace messaging using appropriate media technology.
Use an electronic recording device to create an audio file.
Assignment 2 Ethics and Leadership (Due Week 4; 20 points)
The purpose of this assignment is to explore and critically present your views about ethics and its role in leadership.
Consider your views, experiences, and readings about ethics. In a paper ( 4-5 pages, excluding your title page and reference list), discuss the following:
· Definition of ethics. Support comments with three or more relevant references.
· Provide an overview about the role of and need for ethics in leadership from the perspective of your profession.
· Identify the main ethical responsibilities in your professional field and position. (Teacher)
· Describe the main ethical challenges posed in your field of work, profession.
Rubric:
Assignment 2 Rubric
Element
Not Met (3-0 points)
Met (4 points)
Exceeded (5 points)
Critically defines ethics and supports definition with references
Definition is unclear or missing.
Provides a definition of ethics and supports with 3 references
Provides a comprehensive and appropriately documented (3 or more references) definition of ethics
Describes the role and for ethics in leadership
Description about the role of ethics and need is unclear, vague, or not included
Describes the role of ethics and establishes its needs for effective leadership
Clearly describes the role of ethics and establishes its needs for effective leadership
Identifies key ethical responsibilities and main challenges in own field
Main ethical responsibilities and challenges faced by leadership in their field/profession is unclear, vague, or not provided.
Identifies the main ethical responsibilities and challenges faced by leadership in their field/profession
Clearly identifies the main ethical responsibilities and challenges faced by leadership in their field/profession. Implications are described and examples provided.
Follows APA format and uses documentation
Paper does not adhere to the APA guidelines. There are multiple errors.
Paper adheres to the APA guidelines. There are some minor errors (5 or 4)
Paper clearly adheres to the APA guidelines. There are minimal (3 or less) errors or none. Errors are negligible.
Based on your results from the CliftonStrengths 2.0 assessment completed in Week 2, evaluate your leadership skillset. You will take what you have learned from your results and provide a detailed reflection application paper.
Instructions
Complete the following for this week’s assignment.
1. In the first two sections of your reflection application paper, you will write about your strengths and areas for improvement. Remember that while the Clifton Strengths Assessment provides a focus on strengths, it also highlights areas of challenge within those strengths that you must be mindful of to fully maximize the strength. Focus on those areas for needed improvement.
2. You will then apply an AI application of your choice, and upload your report. Ask the AI to analyze your report, highlighting your strengths and weaknesses. Then ask AI to create a paragraph that summarizes your report for you to use on a resume. Include this paragraph in your paper and compare the AI report to your own survey of your report. Write a paragraph about how the AI makes you sound for your resume, do you like it, is it too much, or too little?
3. Then take your strengths and consider how they might be helpful in leading and supporting the implementation of a digital transformation initiative, such as artificial intelligence, in the digitized workplace.
4. In 2-3 pages, in an APA style paper (Title page, Body of Paper, References – No Abstract) reflect and consider how your results apply to your development as a digital leader by addressing the following:
· What are your strengths?
· What areas need improvement?
· How might you leverage your unique strengths to lead and support implementing artificial intelligence initiatives in a digitized work environment?
· Including your AI resume paragraph summarizes your report and your thoughts on it.
5. Follow APA formatting guidelines: https://libguides.devry.edu/APA
Rubric
CliftonStrengths Reflection Paper (1)
CliftonStrengths Reflection Paper (1)
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeContent
40 to >36.0 ptsAdvancedEach question is answered thoughtfully, with clear examples and details that illustrate an understanding of their strengths…Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic).
36 to >32.0 ptsProficientEach question is answered, with clear examples and details illustrating ones strengths.
32 to >0.0 ptsDevelopingAttempt to answer each question thoughtfully, with clear examples, and attempt to provide details illustrating a simple understanding of one’s strengths.
0 ptsNot Present
40 pts
This criterion is linked to a Learning OutcomeAnalysis
40 to >36.0 ptsAdvancedThe reflection of one’s strengths and weaknesses goes beyond the material with application to the work and life.
36 to >32.0 ptsProficientThe reflection of one’s strengths and weaknesses adequately addressed with application to the work and life.
32 to >0.0 ptsDevelopingThe reflection of one’s strengths and weaknesses is adequately addressed but with little application to the work and life.
0 ptsNot Present
40 pts
This criterion is linked to a Learning OutcomeMechanics
10 to >8.0 ptsAdvancedGrammar, spelling, and punctuation are generally correct. Errors do not interfere with meaning.
8 to >6.0 ptsProficientA few errors in grammar, spelling, and punctuation. Errors do not interfere with meaning.
6 to >0.0 ptsDevelopingMany errors in grammar, spelling, and punctuation are generally correct. Errors may interfere with meaning.
0 ptsNot Present
10 pts
This criterion is linked to a Learning OutcomeReferences and Formatting
10 to >8.0 ptsAdvancedThe paper is properly formatted using the APA style, seventh edition. APA style is correctly used in the form of in-text citations for all research included. References are correctly cited and documented.
8 to >6.0 ptsProficientThe paper is formatted using the APA style, seventh edition. APA style is mostly correctly used in the form of in-text citations for all research included. References are cited and documented at the end.
6 to >0.0 ptsDevelopingThe paper is formatted using the APA style, seventh edition but with errors. APA style is used in the form of in-text citations for most of the research included. References are sometimes cited and documented correctly
· This course is based on the previous course and the topics we covered. You MUST read and understand the topic that we will be writing about throughout the entire course. (Please see article below and PICTO, this will help you understand the topic we will finish for each assignment). You MUST read and understand the topic that we will be writing about throughout the entire course.
· Each assignment in this course will be used for final assignment, please be serious! Just give you ahead up, the final assignment at the end of course, the main body of the final assignment will include: Problem Statement, Organizational Culture, and Readiness Literature, Review Change, Model or Framework, Implementation Plan, Evaluation Plan)
· APA 7 format, 850-1000-word, double space, Minimum 5 sources and published within the past 5 years.
· Please ensure that the cited reference is relevant to the content of the paragraph!
· NO AI or plagiarism because need to submit to school AI and Plagiarism system.
· Also, when writing the assignment, please consider and related it to my current scope of practice which is Operating Room Nurse; My future advanced registered nurse role (ARN) will be Perioperative Nurse Educator (Operating Room Nurse Educator). Thanks!
Prompt:
To successfully implement a change within an organization, the change agent must assess the organization’s culture and readiness for change.
Include the following:
· Describe the organization’s culture and explain to what degree the culture supports change. Consider organizational and leadership structure, mission and values, interprofessional collaboration/team engagement, communication, perception of the organization by employees, etc. (You should focus on perioperative/operating room department)
· Select an organizational readiness tool and assess the level or readiness for change within your organization. Identify the readiness tool and summarize the survey results. (choose readiness tool: Organizational Readiness for Implementing Change (ORIC))
· Propose strategies to better facilitate the readiness of the organization.
· Discuss the degree to which the organizational culture will support and sustain an evidence-based practice change. Consider strengths and weaknesses, potential barriers, stakeholder support, timing of the proposal, and resources.
· Discuss what health care process and systems you would recommend for improving quality, safety, and cost-effectiveness for the organization.
· Identify the stakeholders and team members for the project. Include what their duties will be in the evidence-based practice project proposal.
· Explain what information and communication technologies are needed for the implementation and how they will be integrated in the setting by the internal stakeholders.
· Explain how these will help improve nursing practice and care delivery for individuals and populations for your intervention.
Thank you!
PICOT Question
P
Population
Adult patients (18-65 years old) scheduled for supine or prone position surgery with a surgical duration of ≥2 hours
I
Intervention
Operating room nurses participated in special training on body positioning care.
C
Comparison
Operating room nurses DID NOT participate in special training on body positioning care.
O
Outcome
Decreased incidence of intraoperative and perioperative pressure injuries and improved patient skin-integrity outcomes.
T
Timeframe
Within 30 days following surgery.
PICOT
Create a complete PICOT statement.
In adult surgical patients aged 18–65 undergoing procedures lasting two hours or longer in the supine or prone position (P), does implementing specialized training for operating-room nurses on patient-positioning and intraoperative pressure-injury prevention (I), compared with no specialized training (C), reduce the incidence of intraoperative or perioperative pressure injuries (O) within 30 days post-surgery (T)?
Problem Statement
Create a problem statement for your PICOT. You will use this problem statement throughout your final written paper.
The pressure injuries are particularly susceptible to surgical patients because of their immobility, anesthesia, and prolonged pressure on the bony prominences during long surgeries. Recent research has found that intraoperative pressure injuries are caused by prolonged operation period and prone or lateral positions (Mondragon & Zito, 2024). Such wounds delay the healing process, promote surgical infection, and prolong hospital stay, raising the cost of healthcare and patient pain (Choragudi et al., 2024). Advanced Nursing Practice (ANP) encourages evidence-based clinical decision-making, education, and leadership in order to improve performance. The proposed ANP-related intervention is the development and assessment of an operating-room nurse training program oriented on positioning and pressure-injury prevention, which translates existing evidence into practice, reinforces the perioperative nursing competencies, and promotes interdisciplinary collaboration, which will contribute to the safety of surgery. Empirical evidence shows that structured perioperative prevention bundles and staff-education programs reduce pressure-injury and enhance best-practice adherence dramatically (Kandula, 2025). Therefore, the proposed project is consistent with the ANP mission to incorporate research, education, and quality improvement to promote patient-centered care.
Evidence-Based Practice Project: Intraoperative Pressure Injury Prevention Training Program for Operating Room Nurses
Demographics and Health-Related Concerns of the Population
Adult surgical patients aged 18-65 with operations lasting at least two hours in supine, prone, or lateral position constitute a special high-risk group of patients with intraoperative pressure injuries (PIs). This population often has comorbid conditions, such as diabetes, obesity, vascular disease, or limited tissue perfusion, which predispose them to skin breakdown. The inability to move during the anesthesia, the presence of rigid positioning devices, and the lack of movement during the operation increase the risk of localized pressure and shear injuries (Mondragon & Zito, 2024). According to national statistics, up to 27 per cent of surgery patients are at risk of developing early-stage pressure injuries in 24 hours after surgery, which leads to hospitalization and postoperative infections (Usul & Dizer, 2025). The healthcare expenditure on hospital-acquired pressure injuries in the United States is estimated at 26.8 billion a year (Choragudi et al., 2024). The group applies to the nurses operating in the operating room since it concentrates on the significance of high-level knowledge of positioning, collaboration, and compliance with evidence-based prevention measures. These health problems are tackled through education and competency-based training, which enhance perioperative safety, morbidity, and patient outcomes.
Recommended Evidence-Based Intervention and Policy Alignment
The proposed intervention is a special operating-room nurse training program concerning the care and prevention of intraoperative pressure-injury body positioning. The program involves interactive workshops, simulation-based situations, and competency checklists in risk assessment, positioning device choice and placement, micro-repositioning methods, documentation guidelines and interprofessional communication. The training will consider the suggestions of the Association of periOperative Registered Nurses (AORN) Guideline on Pressure Injury Prevention and will be dedicated to the adherence to the standardized risk-assessment scale, such as the Braden scales. Education will be provided by a Perioperative Nurse Educator and will be supported by quarterly audits and feedback to ensure that the behavioral change is long-lasting.
The intervention aligns with the major health policies and goals of the U.S. which promote equity within healthcare and patient safety. One of the healthcare-associated conditions that are considered as a national priority by the Healthy People 2030 program is prevention of pressure injuries to improve care quality and avoid disparities. The competency standardization of OR nurses through the program will ensure that all patients, regardless of their body habitus, comorbidities, and socioeconomic status, receive equal preventive care. In addition, the program reinforces the Centers for Medicare and Medicaid Services (CMS) policy of denying reimbursement to preventable pressure injuries, which encourages hospitals to ensure compliance with prevention. The application of such an intervention as a future Perioperative Nurse Educator represents a high-level nursing practice by providing leadership in the field of quality improvement, staff development, and translation of research to equitable perioperative outcomes.
Comparison with the Past Practice or Research
Historically, preventative measures of pressure-injury in the surgical environment were based on informal staff education and personal clinical decisions without established OR-specific competencies. This led to non-observance of best practices and poor risk assessment documentation. Cebec (2021) found that operating room (OR) nurses have insufficient knowledge reserves for pressure injury prevention, and their clinical practice lacks standardized guidance. OR nurses have not formed a complete closed loop of knowledge, practice, and documentation. Therefore, it is necessary to optimize the preventive measures for pressure injuries. Likewise, Li et al. (2022) discovered that nurses tended to focus on other intraoperative activities instead of skin protection because of workload and institutional insufficient focus on prevention.
Recent translational research demonstrates that complex educational packages and evidence-based positioning guidelines can significantly decrease the occurrence of intraoperative pressure-injury. Kandula (2025) documented an approximate 30% reduction in the occurrence of pressure-injuries after the application of extensive perioperative prevention measures. The proposed intervention is a standardized and data-driven training framework, with performance audits and outcome monitoring, as opposed to the previous methods that lacked an evaluation metric. This practice of research operationalizes research findings, and it supports the role of the Perioperative Nurse Educator to sustain evidence-based competencies within surgical teams. The proposed strategy is more consistent, accountable, and able to produce a quantifiable effect on patient safety indicators than the informal approaches used in the past.
Intervention Anticipated Result
The anticipated key outcome is a major decline in intraoperative and perioperative pressure-injury rates in 30 days after surgery. Secondary outcomes comprise better scores of OR nurse competency in positioning techniques, greater adherence to documentation standards, and better interdisciplinary collaboration. The success will be quantified in relation to the baseline and post-implementation PI rates with the goal of at least a 30 percent reduction in line with the published evidence (Kandula, 2025). It is expected to improve qualitatively in terms of nurse confidence, situational awareness, and proactive communication during positioning. Such results directly promote the objectives of patient safety, decreasing postoperative complications, and the cost of hospitalization of preventable wounds. Moreover, being a Perioperative Nurse Educator, it is possible to show measurable improvements as an institutional support of continuous staff-development programs and in line with organizational quality indicators.
Timeline of Implementation and Evaluation
The implementation will take place within nine months. Months 1-2 will involve curriculum development, administrative authorization, and nurse participant recruitment. Months 3-5 entail the provision of training workshops and simulation, and subsequent post-training competency evaluation. Months 6-9 involve outcome evaluation, pre- and post-intervention audits of pressure-injury incidence, chart reviews, and staff feedback surveys. Descriptive and inferential statistics will be used to analyze data in order to determine the effectiveness of interventions. Continuous knowledge retention and continuous quality improvement will be maintained in the OR team by carrying out ongoing monitoring and quarterly refresher sessions.
Application of Nursing Science, Social Determinants, and Epidemiologic Data
The project is reflective of nursing science in the sense that empirical research is converted into clinical action. The training program operationalizes the evidence-based educational strategies in the perioperative workflows with the help of Li et al. (2022) and Cebec (2021). The design is inspired by nursing theories of patient safety and systems thinking, which connect the human factor, environment, and team communication. Synthesis of scientific evidence into systematic learning modules is an example of how research, practice, and education are integrated by an advanced practice nurse, which is the core of the field.
Socioeconomic and health inequities that contribute to the pressure-injury risk include poor nutrition, obesity, low health literacy, and access to preventive care. The intervention reduces the differences due to the inconsistency of staff knowledge or resource variability by standardizing intraoperative positioning and skin-assessment practices. Training focuses on the fair treatment of patients with body sizes and cultural backgrounds, implicit bias, and standardized protective practices irrespective of demographic variations.
Epidemiologic data has shown a long-term hospital-acquired pressure injury burden on surgical groups. National datasets prove that intraoperative PIs are the cause of postoperative morbidity and higher costs (Choragudi et al., 2024). The incidence and prevalence rates monitored in the pre-implementation and post-implementation period are important epidemiologic measures of success. The application of continuous data surveillance makes the program consistent with the evidence-based public-health strategies of mitigating preventable harm.
Genomic factors contribute minimally to the development of PI, but genetic orientations on skin integrity, collagen formation, and inflammatory response have the potential to contribute to vulnerability. By considering such factors in the preoperative assessment, perioperative nurses can detect high-risk individuals, and preventive measures should be tailor preventive strategies accordingly. With the increased availability of genomic information, genetic-risk education can be incorporated into future curricula by nurse-educators to promote personalized care.
The project can improve population health management by incorporating pressure-injury prevention into perioperative systems, so that the rate of complications, the duration of hospitalization, and economic costs could be reduced. This is in line with quality and safety-oriented value-based care models. Perioperative Nurse Educator position plays a crucial role in maintaining these gains by continuing to assess competency, mentorship, and interprofessional collaboration to enable the overall purpose of enhancing health outcomes at the individual and population levels.
Conclusion
In summary, the operating room nurse training program focuses on positioning care, emphasizing the prevention of intraoperative pressure injuries (PIs), and is based on AORN guidelines and evidence-based practice. This program addresses shortcomings in previous informal education and non-standardized practices. It also enhances the professional competence, record-keeping skills, and teamwork of operating room nurses. This demonstrates the translation of nursing science into practice. Leadership in perioperative nurse education ensures continuous improvement of the program, thereby enhancing individual patient safety and population health.
References
Choragudi, S., Andrade, L. F., Bermudez, N. M., Burke, O., Sa, B. C., & Kirsner, R. S. (2024). Trends in inpatient burden from pressure injuries in the United States: Cross‐sectional study National Inpatient Sample 2009–2019. Wound Repair and Regeneration. https://doi.org/10.1111/wrr.13182
Coventry, L., Towell-Barnard, A., Winderbaum, J., Walsh, N., Jenkins, M., & Beeckman, D. (2024). Nurse knowledge, attitudes, and barriers to pressure injuries: A cross-sectional study in an Australian metropolitan teaching hospital. Journal of Tissue Viability, 33(4). https://doi.org/10.1016/j.jtv.2024.10.003
Cebeci, F., & Çelik, S. Ş. (2021). Knowledge and practices of operating room nurses in the prevention of pressure injuries. Journal of Tissue Viability, 31(1), 38–45. https://doi.org/10.1016/j.jtv.2021.07.007
Kandula, U. R. (2025). Impact of multifaceted interventions on pressure injury prevention: A systematic review. BMC Nursing, 24(1), 1–20. https://doi.org/10.1186/s12912-024-02558-9
Li, Z., Marshall, A. P., Lin, F., Ding, Y., & Chaboyer, W. (2022). Registered nurses’ approach to pressure injury prevention: A descriptive qualitative study. Journal of Advanced Nursing, 78(8), 2575–2585. https://doi.org/10.1111/jan.15218
Usul, O., & Dizer, B. (2025b). Pressure injuries related to the positioning of surgical patients in the operating room and identification of associated risk factors: A cross‐sectional study. International Wound Journal, 22(7). https://doi.org/10.1111/iwj.70685
McAuliffe, P. B., Winter, E. E., Talwar, A. A., Desai, A. A., Broach, R. B., & Fischer, J. P. (2023). Pressure ulcer trends in the United States: A cross-sectional assessment from 2008–2019. The American Surgeon, 89(12), 5609–5618. https://doi.org/10.1177/00031348231158691
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