AI/ Turnit in check

PHASE IV

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1

Phase I Assignment

Student's name: Yulexis Moreda

Instructor: Aciel Sagrera-Mulen

Course: Nursing Research and Evidence-Based Practice

Date: July 6, 2025

Reducing Hospital Readmissions for Heart Failure Patients

Introduction to the Problem

HF is one of the most common chronic diseases in the United States, especially among older adults. According to Roger (2021), "HF is far more prevalent in older age groups, reaching 4.3% among persons aged 65 to 70 years old in 2012 and projected to increase steadily through year 2030 when the prevalence of HF could reach 8.5%". As Khan et al. (2021) report, "Nearly 1 in 4 heart failure (HF) patients are readmitted within 30 days of discharge and approximately half are readmitted within 6 months". This high readmission rate is a serious issue in healthcare provision, commonly indicating unacceptable transitional care and inadequate post-discharge patient support.

Hospital discharge to home is a sensitive period, especially in the case of HF patients who must deal with multiple self-care and follow-up tasks. Studies indicate that readmissions are generally avoidable with proper transitional care measures. Transitional nursing aims to bridge the care gap by implementing systematic interventions, such as patient education, discharge planning, follow-up phone calls, and coordination with outpatient practitioners. When implemented by nurses, these interventions have been found to decrease hospital readmissions and enhance patient outcomes. The goal of this project is to investigate how nurses' transitional care strategies impact the reduction of preventable hospital readmissions for patients with heart failure.

Identifying the Problem

The most significant problem is the high percentage of 30-day hospital readmissions among patients with heart failure. Transitions are most frequently associated with care fragmentation for hospital-to-home discharge, e.g., poor discharge teaching, medication abuse, failure to follow up on time, and poor patient comprehension of their disease (Sakowitz et al., 2023). Although post-discharge care has been optimized, most hospitals lack the capability to offer uniform, high-quality transitional services for HF patients.

There is also a shortage of standard, evidence-based treatments. Patients are commonly discharged from the hospital with minimal information about their drugs, diet, and warning signs of collapse. Interchanges also among hospital groups and community-based carers are frequently poor, resulting in discontinuity of care. That breakdown significantly enhances the risk of avoidable complications and readmission, which consumes healthcare resources and damages patient well-being.

Significance of the Issue to Nursing

The problem of readmission for heart failure is especially relevant to the field of nursing practice. Nurses are at the forefront of discharge planning and patient education, and their role in transitional care is critical to ensuring that patients are adequately prepared upon hospital discharge. Marques et al. (2022) note that "Outpatient care provided by nurses to patients with HF has been the focus of studies, showing a reduction in hospital readmissions". Advanced practice nurses are also well-suited to facilitate and direct care transition models that encourage communication, track patient progress, and maintain post-discharge adherence to care plans.

High rates of readmission are quality markers of care and are associated with financial penalties in value-based reimbursement systems for care. Nurses are dedicated to acting on these quality markers through evidence-based practice. Transitional care is an outgrowth of the nursing process with a focus on assessment, planning, intervention, and evaluation. Nurses can play a highly influential role in reducing readmissions, improving patient satisfaction, and making the healthcare system more sustainable by taking the lead on transitional care initiatives (Marques et al., 2022).

In addition, transitional care supports nursing's holistic philosophy because it extends beyond the repair of physical well-being to address the emotional, social, and educational health needs of patients. Nurses reassure, explain physicians' orders, and represent the patient's interests throughout the continuum of care. A readmission reduction not only enhances clinical outcomes but also fosters trust and involvement among patients and healthcare providers.

Purpose of the Research

The primary objective of this research is to assess the impact of nurses' transitional care interventions on the 30-day readmission rates of heart failure patients to hospitals. The study will quantify the effectiveness of various interventions, including follow-up phone calls, home visits, telemonitoring, and medication reconciliation, in preventing readmissions. Besides clinical outcomes, the study will assess patients' views of the care provided and nurses' experiences with implementing these strategies.

Knowing which elements of transitional care yield the most beneficial results can enable institutions to allocate resources effectively and emulate successful methods. By identifying where implementation is likely to be least successful, this research can also inform educational and policy initiatives, enabling nurses to deliver high-quality care during transitions of care. Finally, the results will further establish an evidence base supporting safe, patient-oriented care and facilitating professional development for nurses in extended roles.

Research Questions

This research will be informed by a set of guiding questions: What are the most effective nurse transitional care programs to minimize 30-day hospital readmission of heart failure? How do patients assess the quality and efficacy of transitional care services from nurses following hospital discharge? What are nurses' challenges in implementing transitional care among heart failure patients?

Responding to these questions will help construct a deeper understanding of how transitional care can be maximized to meet the needs of vulnerable populations, most critically those with chronic cardiovascular disease.

Master's Essentials that aligned with this topic

This project aligns with several of the Essentials of the American Association of Colleges of Nursing (AACN) Essentials for Master's Education. Essential I, which involves the integration of scientific knowledge from both the sciences and humanities, is evident in comprehending the multifaceted pathophysiology and psychosocial dynamics of heart failure care. Essential II, Organizational and Systems Leadership, emphasizes the design and testing of interventions that necessitate strategic planning, interprofessional collaboration, and quality improvement.

Core IV, Translating and Integrating Scholarship into Practice, is paramount to this study, as it involves the implementation of existing evidence into the practice of practical nursing interventions. Core VI, Health Policy and Advocacy, is met by confronting systemic barriers and policy dilemmas related to transitional care services. Finally, Core IX, Master ''s-Level Nursing Practice, is confronted by addressing leadership, clinical decision-making, and care coordination, all key elements of advanced nursing practice in transitional care facilities.

Conclusion

The challenge of high hospital readmission of patients with heart failure is of concern to the healthcare of today, one that nurses can solve. Transitional care nursing is a solution whose time has arrived, providing continuity, safety, and education during the hazardous post-discharge period. This study aims to reiterate the importance of nurse intervention in enhancing patient outcomes and contributing to a more efficient, patient-focused healthcare system. By identifying effective interventions and reviewing implementation barriers, this study contributes to the advancement of nursing practice and the delivery of high-quality care for individuals with chronic illnesses.

References

Khan, M. S., Sreenivasan, J., Lateef, N., Abougergi, M. S., Greene, S. J., Ahmad, T., … & Butler, J. (2021). Trends in 30-and 90-day readmission rates for heart failure.  Circulation: Heart Failure,  14(4), e008335. https://www.ahajournals.org/doi/full/10.1161/CIRCHEARTFAILURE.121.008335

Marques, C. R. D. G., de Menezes, A. F., Ferrari, Y. A. C., Oliveira, A. S., Tavares, A. C. M., Barreto, A. S., … & Santana-Santos, E. (2022). Educational nursing intervention in reducing hospital readmission and the mortality of patients with heart failure: a systematic review and meta-analysis.  Journal of Cardiovascular Development and Disease,  9(12), 420. https://www.mdpi.com/2308-3425/9/12/420

Roger, V. L. (2021). Epidemiology of heart failure: a contemporary perspective.  Circulation research,  128(10), 1421–1434. https://www.ahajournals.org/doi/full/10.1161/CIRCRESAHA.121.318172

Sakowitz, S., Madrigal, J., Williamson, C., Ebrahimian, S., Richardson, S., Ascandar, N., … & Benharash, P. (2023). Care fragmentation after hospitalization for acute myocardial infarction.  The American Journal of Cardiology,  187, 131–137. https://www.ahajournals.org/doi/full/10.1161/CIRCHEARTFAILURE.121.008335

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Phase II Assignment

Student's name: Yulexis Moreda

Instructor: Aciel Sagrera-Mulen

Course: Nursing Research and Evidence-Based Practice

Date: July 24, 2025

Reducing Hospital Readmissions in Heart Failure Patients through Structured Discharge Planning and Patient Education

Brief Literature Review

HF causes a substantial number of hospitalizations and readmissions of older adults, as it is one of the primary causes of both hospitalization and readmission. The transition from Hospital to home is an important opportunity for intervention, especially in terms of successful discharge planning and patient education. This literature consistently advocates for the effectiveness of structured discharge in helping to reduce the rate of hospital readmission among patients with HF.

Bradley et al. (2022) conducted an informative review of discharge planning interventions and their impact on patient outcomes. The authors state that “A structured discharge plan that is tailored to the individual patient probably brings about a small reduction in the initial hospital length of stay and readmissions to hospital for older people with a medical condition, may slightly increase patient satisfaction with healthcare received” (Bradley et al., 2022). To support the above-mentioned ideas, the study noted that customized discharge planning may significantly decrease readmission levels and improve patient satisfaction. Key aspects, such as involving the family and patient, early introduction of discharge planning, and follow-up in the post-discharge period, are linked to better outcomes.

On the other hand, Browder and Rosamond (2023) specifically addressed socioeconomic factors in HF readmissions. They discovered that the low socioeconomic patients are disproportionately disadvantaged by ineffective discharge planning and the absence of access to post-discharge services. The interventions that overcome these barriers, tailored to the needs of patients, including transportation assistance, medications, and telehealth, showed potential in reducing readmission risks. According to the authors, “there was a reduction in readmissions after the implementation of HRRP” (Browder & Rosamond, 2023).

Burse (2024) assessed a discharge planning and education program in the clinical environment of a real-life hospital and found a significant reduction in 30-day readmission. Her results support the significance of properly organized education under nursing leadership that focuses on adherence to medications, monitoring symptoms, and conducting follow-up visits. The involvement of discharge planners in multidisciplinary care teams was also identified as a key strategy for improving patient outcomes.

Fatani et al. (2025) examined the effect of discharge planning teams on the length of stay and readmission outcomes in neurological patients. Although this study is not specific to HF, it provides an argument in favor of the generalizability of discharge principles in diagnosis. The existence of a specialized team was associated with a reduced overall length of stay and readmission, supporting the argument that organizational factors had a significant impact on the success of discharges.

Similarly, a systematic review carried out by Wu et al. (2024) on nurse-led HF clinics noted a consistent decrease in patient hospitalization and improved self-management. All the clinics provide extensive education, effective drug management, and prompt symptom deterioration management early on. Although the study was not conducted within the Hospital, it confirms the value of nurse-led patient education in preventing readmissions.

The body of this research, taken together, provides a solid evidence foundation regarding the value of structured discharge planning and specific educational work as primary tools to prevent HF readmission.

Research design and study methods

The present study will employ a quasi-experimental pre-post research design to examine the effectiveness of an enhanced discharge planning and education protocol among patients with heart failure. The context in which the intervention will be delivered is a mid-sized urban hospital that accepts a diverse population.

The research will consist of two stages: the baseline data collection stage and the intervention stage. In the baseline phase, information on 30-day readmissions, including those of HF patients in the 6 months preceding the intervention, will be obtained retrospectively. During the intervention stage, a standard discharge planning and education program will be implemented for all patients who have been admitted based on their primary diagnosis of heart failure.

The intervention will comprise interventional discharge planning initiated at the time of admission, a discharge checklist, medication reconciliation, patient-centered education to learn how to manage heart failure, scheduling of follow-up appointments before discharge, and a post-discharge telephone call made by a nurse within 72 hours. The education part will rely on the teach-back technique to ensure the patient. Written materials, medication calendars, and symptom checking logs will be provided to patients.

The significant results will include rates of readmission over 30 days, patient satisfaction, and medication compliance, which will be assessed through pharmacy refill records. Secondary endpoints will include hospitalizations and emergency department visits. The electronic health records of the patients (EHRs), the survey, and the telephone interviews will be used to gather data.

“The hospital Institutional Review Board (IRB)” will ethically approve the study, and an informed consent will be signed by all participants. This design ensures internal validity while also facilitating real-world applicability and minimizing disruption to standard care practices.

Sampling Methodology

In the study, the non-randomized convenience sampling technique, which fits the quasi-experimental design, will be employed. Potential participants will be adult patients (18 years old and beyond) who were admitted to the Hospital with HF as the primary diagnosis in the internal medicine or cardiology departments of the Hospital.

Criteria of inclusion will take the form of: (1) proven heart failure as per the ICD-10 coding and through clinical assessment of the patient, (2) has been discharged home or to self-care, and (3) able to provide informed consent. There will be exclusion criteria including: (1) patients who have been transferred to long-term care or hospice, (2) patients with extreme cognitive impairment with no available caregiver who may attend education, and (3) non-English speaking patients without an interpreter.

A power analysis will be conducted to determine the sample size required to detect a statistically significant decrease in readmission rates with a power of 80% and an alpha level of 0.05. Using the data from the past, it is projected that an estimated sample size of 200 patients per group (pre-intervention and post-intervention) will be recorded.

Although the sampling plan may limit the generalizability of the findings to other populations, it provides viable access to participants in the target demographic. It ensures a reasonable level of integration within the prevailing hospital framework. Mixed methods will be employed to gather both quantitative and qualitative opinions related to readmission rates (admission rates, medication adherence), as well as patient perceptions towards the discharge process.

Necessary Tools

A series of tools will be utilized in the study for collecting and evaluating data. The tools to be used for collecting primary data will include the electronic health record audit template, validated patient satisfaction surveys, and structured interview guides. The “Morisky Medication Adherence Scale (MMAS-8)” is a rated instrument that will serve as a tool in assessing medication adherence in chronic disease studies, as it is a valid instrument.

The checklist for discharge education will become one of the main tools for ensuring the consistency of interventions. Some of the items it will contain include learning about dietary prohibitions, tracking symptoms, understanding the side effects of medications, knowing when to call in, and scheduling follow-up visits. The nurses will record the list of checklist completions in EHR.

The teach-back method will be used to assess patient comprehension. To gauge the patients' comprehension, nurses will require them to recall major concepts addressed in the discharge education process. The teach-back assessment rubric will be used to score responses and document them in the patient's medical record.

The follow-up calls will be conducted using a structured script that evaluates the patient's symptoms, medication use, follow-up visits, and any impediments to care. Information provided during these calls will be used to measure current compliance and identify initial signs of disengagement.

The Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey will be used to measure patient satisfaction with the discharge process, specifically regarding discharge information and care transition items. Such data will be summed up and analyzed before and after the intervention.

SRSP software will be used in data analysis. Demographic and clinical characteristics will be summed up using descriptive statistics. Chi-square tests, along with logistic regression, will be used to evaluate the differences in outcomes between the pre- and post-intervention populations using inferential statistics.

Illustrations

Morisky Medication Adherence Scale (MMAS-8)

Scoring

Items 1–4, 6, 7: Yes = 1, No = 0

Item 5: Yes = 0, No = 1

Item 8: Score based on the option selected

Interpretation:

Total score 0 = High adherence

Score 1–2 = Medium adherence

Score ≥3 = Low adherence

Conclusion

Heart failure readmissions are another ongoing issue that, in many cases, may be addressed with the help of enhanced discharge planning and education. The evidence in the literature is overwhelming regarding the use of structured discharge protocols and nurse-led education as an effective strategy to reduce readmissions and positively impact patient outcomes. This evidence-based quasi-experimental research, employing a rigorous methodology, is proposed to determine the effect of a holistic discharge planning program on 30-day readmission rates, patient satisfaction, and medication adherence. With the use of validated instruments and effective interventions, the study can provide policy and clinical practice guidelines for the transition of care in patients with heart failure.

References

Bradley, D. C., Lannin, N. A., Clemson, L., Cameron, I. D., & Shepperd, S. (2022). Discharge planning from the Hospital. Cochrane Database of Systematic Reviews, 2022(2). https://doi.org/10.1002/14651858.cd000313.pub6

Browder, S. E., & Rosamond, W. D. (2023). Preventing Heart Failure Readmission in Patients with Low Socioeconomic Position. Current Cardiology Reports, 25(11). https://doi.org/10.1007/s11886-023-01960-0

Burse, C. (2024). Reducing Congestive Heart Failure Readmissions through Discharge Planning and Education. The Aquila Digital Community. https://aquila.usm.edu/cgi/viewcontent.cgi?article=1295&context=dnp_capstone

Fatani, A., Alzebaidi, S., Alghaythee, H. K., Alharbi, S., Bogari, M. H., Salamatullah, H. K., Alghamdi, S., & Makkawi, S. (2025). The role of the discharge planning team on the length of hospital stay and readmission in patients with neurological conditions: A single-center retrospective study. Healthcare, 13(2), 143. https://doi.org/10.3390/healthcare13020143

Wu, X., Li, Z., Tian, Q., Ji, S., & Zhang, C. (2024). Effectiveness of nurse-led heart failure clinic: A systematic review. International Journal of Nursing Sciences, 11(3), 315–329. https://doi.org/10.1016/j.ijnss.2024.04.001

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Phase III Results

Student's name: Yulexis Moreda

Instructor: Aciel Sagrera-Mulen

Course: Nursing Research and Evidence-Based Practice

Date: August 6, 2025

Phase III: Results (Hypothetical)

This section presents the hypothetical findings of the quasi-experimental pre-post study designed to evaluate the effectiveness of an enhanced nurse-led discharge planning and patient education protocol for individuals hospitalized with heart failure (HF). The statistics presented in this paper will entail the projected results based on the trends of the literature and the impact of the designed transition care program. The outcomes are a descriptive statistic, primary and secondary outcomes, including statistics prepared thereon, and interpretation of findings. The limitations of the study are to be discussed, as well as the recommendations for future research.

Descriptive Statistics

The population of the research consisted of 400 adult patients, with the first 200 respondents constituting the pre-intervention cohort and the remaining 200 forming the post-intervention group. Inclusion criteria were satisfied by all the participants. These inclusion criteria consisted of a confirmed diagnosis of HF and discharge home or to self-care. There were no exclusion criteria, including transfer into long-term care or marked cognitive impairment without a caregiver.

The demographic characteristics of the population covered in the research showed that the mean age was approximately 70 years. The research participants ranged from 45 to 70 years, with the smallest number of people below 45 years. The gender of the respondents in both groups was nearly the same, with males making up over half of the respondents. The average of the racially and ethnically diverse group was White/African American, followed by Hispanic/Latino, and finally, other races. Most of the insurance was Medicare, then Medicaid; some were privately insured, and the remaining were uninsured.

Clinical characteristics of the pre- and post-interventional groups of the population were equalized. The New York Heart Association (NYHA) classification revealed that most patients were in Class II or III, with a smaller subset in Class IV, indicating advanced disease (Rohde et al., 2023). The prevalence of comorbidities was similar across groups, with hypertension being the most common, followed by diabetes mellitus, chronic kidney disease, and chronic obstructive pulmonary disease (COPD). Mean ejection fractions between the two groups had no significant difference, thus suggesting that both groups had similar levels of impairment of cardiac functions. These similarities show that overall, the sample did not differ in the background characteristics or clinical outcomes, so the likelihood of a confounding factor interfering with the results is lower.

Primary Outcomes

The primary outcome of the study was the 30-day readmission rate of hospitalization due to HF exacerbation (Gangu et al., 2022). In the initial sample of the group of patients at the beginning of the intervention, 23 percent represented cases of readmission rates in the initial month of discharge. In contrast, the post-intervention sample showed a low and conspicuous readmission rate of 11 percent. Statistical analysis using the Chi-square test confirmed that this reduction was statistically significant (p = .001).

Medication adherence, measured by the Morisky Medication Adherence Scale (MMAS-8), also showed considerable improvement following implementation of the intervention. At the pre-group level, 28 percent of the patients were assigned high adherence scores, and the remaining part belonged to medium and low adherence. The post-intervention group, in turn, achieved high adherence in 54 percent of the patients, whereas the percentage of patients with low adherence drastically reduced. The Chi-square test confirmed that these changes were statistically significant (p < .001).

Patient satisfaction, assessed using the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey focusing on discharge and care transition items, also improved (Bispott, 2024). The pre-intervention group's average score was 78, whereas the post-intervention group reached almost 89. Independent samples t-test analysis revealed that this increase in satisfaction was statistically significant (p < .001). These results indicate that the perception of patients subjected to the implemented intervention became better if the discharge process is considered more supportive, organized, and informative following the introduction of the intervention into practice.

Secondary Outcomes

Reduced effects of the intervention occurred in secondary outcomes. Emergency department (ED) visits for HF-related issues within 30 days of discharge decreased from 17 percent in the pre-intervention group to 8 percent in the post-intervention group, with statistical testing confirming the significance of this reduction (p = .005). This observation shows that not only was the step of hospital readmission reduced through improved discharge planning and education now, but also there was an opportunity to avoid crisis occasions, which might have required ED evaluation.

The length of stay (LOS) for the index hospitalization decreased modestly from an average of 5.8 days in the pre-intervention group to 5.2 days in the post-intervention group. While the difference did not reach statistical significance (p = .062), the trend aligns with prior research suggesting that effective discharge planning can contribute to more efficient care and earlier patient discharge without compromising safety.

Descriptive Analysis, Logistic Regression, and identification of S 30 30-day readmission. Group assignment emerged as a strong independent predictor, with patients in the post-intervention group demonstrating significantly lower odds of readmission compared to those in the pre-intervention group (odds ratio = 0.42, p = .001). High medication adherence was also associated with a lower risk of readmission (odds ratio = 0.38, p < .001). Conversely, having NYHA Class IV heart failure increased the likelihood of readmission (odds ratio = 2.14, p = .021). These outcomes prove the importance of the intervention and adherence behaviors in reducing readmission. Also, they emphasized the fact that the advanced HF patients remain at high risk even after the improvement in the discharge practices.

Interpretation of Hypothetical Findings

The research findings show that the nurse-led discharge planning and patient education intervention significantly improved clinical and patient-centered results (Amini, 2024). It is noteworthy that the 30-day readmission rate declined, especially as the indicator has been a long-established indicator of healthcare and the focus of the value-based payment initiatives in healthcare. The improvement in medication adherence suggests that it will be possible to schedule education interventions and carry them out in a way that empowers the patient to take control of their health.

The fact that the rates of satisfaction with the interventions increased significantly demonstrates that it is not only the medical component of it, but also the modality of compliance with the same tenets of the patient-centered concept. The patients reporting that they feel supported, informed, and prepared to engage in self-management once they leave the hospital have better chances of having smoother transitions and fewer complications, as well as feel more confident about their capability to manage HF on their own (Amini, 2024).

The further consequences of the research, i.e., the reduction of ED visits and the potential trend of reduced hospital stay duration, again support the cross-lingual positive influence of the holistic nature of the discharge planning. These advantages show that the intervention has potential economic benefits as well because it will likely lower the number of costs incurred due to unnecessary healthcare, since no unnecessary visits to the hospital are present, and the inpatient care remains efficient and optimized as well.

Research Limitations

The interpretation of such hypothetical results has several limitations that one should remember. The quasi-experimental design is a convenient trial to be conducted in the real-life scenario of a hospital; nevertheless, the design lacks randomization to eliminate selection bias. This limits the strength of causal inferences, since the findings may have relied on unobserved variables. Another aspect that will cast its shadow on the generalizability of the findings is the use of convenience sampling, as the sample may not be representative of a large population of HF patients in other hospitals or geographic regions.

Also, the research was based partially on self-reported measures of medication non-adherence and satisfaction, that is prone to social desirability bias and recall bias (Fahrni et al., 2022). The good acts or satisfaction may be overreported, particularly when probed by care personnel during patient release. The study was done in a single site, which implies that a variety of contextual factors peculiar to this hospital (including expertise of its staff, institutional culture, or the resources available) may have been among the contributing factors of the intervention's success.

Recommendations for Future Research

In future studies, it would also be important to consider the conduct of randomized controlled designs across various geographical locations of hospitals that would allow greater generalizability and internal legitimacy of findings to enhance the evidence base and address the identification gaps. In a bid to enhance the credibility of findings, the study population should become more representative in terms of demographic and socioeconomic groups of patients to determine whether the interventions are also equitable and effective for various patients.

A longer-term follow-up, such as after the discharge period of 30 days, would better explain the findings on whether the benefits of interventions are sustainable over more extended periods of health-related outcomes, such as 90-day readmissions, mortality rates, and health-related quality of life. Moreover, the interviews could also include cost-effectiveness analyses to enable healthcare organizations to estimate the financial consequences of adopting care units with similar nurse-led discharge planning procedures (Fahrni et al., 2022).

Lastly, specific studies of high-risk subgroups (i.e., patients with severe HF, patients with numerous comorbidities, or patients with low health literacy) may inform the creation of individualized interventions. Such possible examples might be higher telemonitoring, more frequent contact with patients during follow-ups, or cooperation with community health workers to address social determinants of health resulting in readmissions.

Conclusion

The implications of the proposed quasi-experimental study, where it is presumed that the structured nurse-led discharge planning, which is considered part of the comprehensive patient education, can significantly reduce the number of hospital readmissions for heart failure patients within the first 30 days of readmission, are pretty profound. Moreover, it implies that the intervention positively impacts medication adherence and patient satisfaction and reduces the use of emergency services. Despite a few limitations inherent in the design and scope of the conducted research, these speculative findings are consistent with existing evidence, which determines the potentially crucial role of nursing in the development of safe and effective transitions of care. The paper has revealed the significance of transitional care as a pillar of good nursing, considering both clinical and patient-oriented outcomes. Utilizing similar steps in clinical practice, underpinning the identified restrictions, could help make the life of HF patients substantially easier and reduce the scope of readmission to the healthcare system.

References

Amini, M. (2024). Nurse-led patient education to reduce hospital readmission. Umsystem.edu. https://hdl.handle.net/10355/106181

Bispott, J.-D. (2024). Effect of Medication and Discharge Instructions on Heart Failure Readmission Rates. Walden Dissertations and Doctoral Studies. https://scholarworks.waldenu.edu/dissertations/15762/

Fahrni, M. L., Saman, K. M., Alkhoshaiban, A. S., Naimat, F., Ramzan, F., & Isa, K. A. M. (2022). Patient-reported outcome measures to detect intentional, mixed, or unintentional non-adherence to medication: a systematic review. BMJ Open, 12(9), e057868. https://doi.org/10.1136/bmjopen-2021-057868

Gangu, K., Bobba, A., Chela, H. K., Avula, S., Basida, S., & Yadav, N. (2022). In-Hospital Mortality Rate and Predictors of 30-Day Readmission in Patients With Heart Failure Exacerbation and Atrial Fibrillation: A Cross-Sectional Study. International Journal of Heart Failure, 4(3), 145. https://doi.org/10.36628/ijhf.2022.0002

Rohde, L. E., Zimerman, A., Vaduganathan, M., Claggett, B. L., Packer, M., Desai, A. S., Zile, M., Rouleau, J., Swedberg, K., Lefkowitz, M., Shi, V., McMurray, J. J. V., & Solomon, S. D. (2023). Associations Between New York Heart Association Classification, Objective Measures, and Long-term Prognosis in Mild Heart Failure: A Secondary Analysis of the PARADIGM-HF Trial. JAMA Cardiology, 8(2), 150–158. https://doi.org/10.1001/jamacardio.2022.4427

Create an log hours and follow the instructions as specified.

DNP Program

Student Name: Amarilys Gonzalez

Cohort: X

Mentor Name: Dr. Dionee

PICOT: For nurses at the Clinica XXXX caring for adult Hispanic diabetic patients does the implementation of the Chronic Care Model (CCM) with Diabetic Self-management Education (DSME) program lead to improved diabetes management and self-care knowledge in eight weeks?

Clinical Hours Course of Action

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DNP Program

Student Name: Am

Cohort: X

Mentor Name: Dr.

PICOT:

Clinical Hours Course of Action

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Practicum Traching

Practicum Tracking Hours

Course of Action

DNP Program

Dr. Dionne

Dr. Perez

Dr. Gonzalez

Dr. Vega Crespo

Dr. Henry Fernandez

AACN DNP Essentials

· Essential I: Scientific Underpinnings for Practice

· Essential II: Organizational and Systems Leadership for Quality Improvement

· Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

· Essential IV: Information Systems/Technology and Patient Care Technology

· Essential V: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care

· Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

· Essential VII: Clinical Prevention and Population Health for Improving

· Essential VIII: Advanced Nursing Practice

AONL Nurse Executive Role-Specific Competencies

· Communication

· Knowledge of Healthcare

· Leadership

· Professionalism

· Business Skills

AACN DNP Essentials

· Essential I: Scientific Underpinnings for Practice

· Appraise literature for inclusion

· Attend conference/workshop related to EBP or focus of project

· Construct/Refine literature search Construct/Refine PICO question

· Make presentation pertaining to PICO question

· Review/Evaluate EBP material (e.g., web, print)

· Synthesize literature (review)

· Essential II: Organizational and Systems Leadership for Quality Improvement

· Attend quality improvement meeting

· Budget development or review

· Conduct assessment of practice setting

· Develop a business plan

· Develop a SWOT analysis

· Disseminate findings of rapid cycle improvement project

· Evaluate cultural diversity within an organization

· Evaluate rapid cycle improvement project

· Identify need for rapid cycle improvement project

· Identify stakeholders

· Implement or disseminate a cultural/diversity awareness intervention

· Meet with stakeholders

· Present at quality meeting

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· Attend grant training/workshop

· Attend meetings pertinent to the project

· Complete core measure training

· Conduct evaluation of DNP project evaluation

· Construct IRB proposal

· Consult with statistician: in person, by phone, or by email

· Create presentation safety/quality

· Design a mobile application for health care

· Design web-accessible training material

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· Prepare final DNP project paper and/or manuscript

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· Serve as abstract reviewer

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· Analyze health journal proposal

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· Participate as team leader in Health Information Technology arena

· Participate as team member in Health Information Technology arena

· Participate in Health Information Technology as evaluator

· Participate in Health Information Technology as team member

· Participate on committee at a local level

· Participate on committee at institutional level

· Participate on committee at international level

· Participate on committee at national level

· Participate on committee at state level

· Perform data extraction activities from large data sets

· Provide testimony for health policy

· Essential V: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care

· Analyze health policy proposal

· Construct health policy proposal

· Meet with elected official for review of health policy

· Participate on committee at a local level

· Participate on committee at institutional level

· Participate on committee at international level

· Participate on committee at national level

· Participate on committee at state level

· Provide testimony for health policy

· Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

· Consult with content experts: in person, by phone, or by email

· Consult with mentor/preceptor: in person, by phone, or by email

· Create a committee for safety/quality

· Participate in an interpersonal team in consultant role

· Participate in an interpersonal team in leader role

· Participate in an interpersonal team in member role

· Essential VII: Clinical Prevention and Population Health for Improving

· Analyze epidemiologic data

· Collect epidemiologic data

· Identify gaps in care in individuals, communities, and populations

· Implement and evaluate health promotion/disease prevention intervention

· Essential VIII: Advanced Nursing Practice

· Assess clients, populations or organizations in practice setting

· Clinical practice

· Consultation with experts regarding nursing practice

· Disseminate knowledge to other healthcare providers

· Disseminate knowledge to patients, families, and communities

COURSES (DNP Program)

· DNP 1010 Pre-immersion Seminars

· DNP 7000: Evolution of Nursing Practice Application & of Theory in Nursing Practice

· DNP 7100: Evaluation of Evidence for Practice

· DNP7200: Statistics for the Health and Biological Sciences

· DNP7300: Translation Science

· DNP 7500: Organizational and management Theory

· DNP 7510: Leader Development

· DNP 7520: Creating and Resolving Conflict in the Healthcare Settings

· DNP7600: Population-Based Health and Health Care Health Disparities

· DNP 7800: Health Care Management, Economics, Financing, and Ethics

· DNP 7900: Global Health

· DNP 8000: Health System Development and Leadership Practice Immersion Experience

· DNP8100: Structure and Process in Health Care Organizations and Health Care Policy

· DNP 8300: Technology in Health Care

· DNP 8420: Decision Making, Problem Solving, and Critical Thinking

· DNP 7700: DNP Project I (Thesis Proposal)

· DNP8200 Professional Practice Developments Experience Practice Immersion (IRB)

· DNP8440 Practicum in Health Care Administration (Implementation)

· DNP 8500 – DNP Project II (Oral defense + Portfolio)

The Essentials of Doctoral Education for Advanced Nursing Practice & AONL Nurse Executive Role-Specific Competencies

– Effective Communication and Relationship Building

Related DNP Essential

Essential VI. Interprofessional Collaboration for Improving Patient and Population Health Outcomes

· EFFECTIVE COMMUNICATION

Make oral presentations to diverse audiences on: Nursing

Health care topics

Organizational issues

Produce written materials for diverse audiences on: Nursing

Health care topics

Organizational issues

Facilitate group discussions

Demonstrate skill in interpersonal communication

· RELATIONSHIP MANAGEMENT

Build collaborative relationships

Exhibit effective conflict resolution skills

Create a trusting environment by: Following through on promises

and concerns

Establishing mechanisms to follow-up on commitments

Balancing the concerns of individuals with organizational goals and

objectives

Engaging staff and others in decision-making

Communicating in a way as to maintain credibility and relationships

· INFLUENCING BEHAVIORS

Assert views in non-threatening, non-judgmental ways

Create a shared vision

Facilitate consensus building

Inspire desired behaviors and manage undesired behaviors

Achieve outcomes through engagement of stakeholders

Promote decisions that are patient-centered

Apply situational leadership skills

· DIVERSITY

Establish an environment that values diversity (e.g. age, gender, race,

religion, ethnicity, sexual orientation, culture)

Establish cultural competency in the workforce

Incorporate cultural beliefs into care delivery

Provide an environment conducive to opinion sharing, exploration of

ideas and achievement of outcomes

· COMMUNITY INVOLVEMENT

Represent the organization to non-health care constituents within the

community

Serve as a resource to community and business leaders regarding

nursing and health care

Represent the community perspective in the decision-making process

within the organization/system

Represent nursing to the media

Serve on community-based boards, advisory groups, and task forces

· MEDICAL/STAFF RELATIONSHIPS

Build credibility with physicians as a champion for patient care, quality

and the professional practice of nursing

Confront and address inappropriate or disruptive behavior towards

patients and staff

Represent nursing at medical executive committee and other

department/medical staff committees

Collaborate with medical staff leaders and other disciplines in

determining needed patient care service lines

Collaborate with physicians and other disciplines to develop patient care

protocols, policies and procedures

Collaborate to determine patient care equipment and facility needs

Use medical staff mechanisms to address physician clinical performance

issues

Address and model appropriate conflict resolution

Create opportunities for physicians and nurses to engage in professional

dialogue

· ACADEMIC RELATIONSHIPS

Determine current and future supply and demand for nurses to meet

the care delivery needs

Identify educational needs of existing and potential nursing staff

Collaborate with nursing programs to provide required resources

Collaborate with nursing programs in evaluating quality of graduating clinicians and develop mechanisms to enhance this quality

Serve on academic advisory councils

Collaborate in nursing research and translate evidence into practice

Collaborate to investigate care delivery models across the continuum

Create academic partnerships to ensure a qualified workforce for the

future

– Knowledge of the Healthcare Environment

Related DNP Essentials

Essential I. Scientific Underpinnings for Practice

Essential II. Organizational and Systems Leadership for Quality Improvement and Systems Thinking

Essential III. Clinical Scholarship and Analytical Methods for Evidence-Based Practice

V. Health Care Policy for Advocacy in Health Care

Essential VI. Interprofessional Collaboration for Improving Patient and Population Health Outcomes

Essential VII. Clinical Prevention and Population Health for Improving the Nation’s Health

Essential VIII. Advanced Nursing Practice

· CLINICAL PRACTICE KNOWLEDGE

Demonstrate knowledge of current nursing practice and the roles and functions of patient care team members

Communicate patient care standards as established by accreditation, regulatory and quality agencies

Ensure compliance with the State Nurse Practice Act, State Board of Nursing regulations, state and federal regulatory agency standards, federal labor standards and policies of the organization

Adhere to professional association standards of nursing practice

Ensure that written organizational clinical policies and procedures are reviewed and updated in accordance with evidence-based practice

Integrate bioethical and legal dimensions into clinical and management decision-making

Ensure protection of human subject rights and safety in clinical research

· DELIVERY MODELS / WORK DESIGN

Demonstrate current knowledge of patient care delivery systems across the continuum

Describe various delivery systems and age-appropriate patient care models and the advantages/disadvantages of each

Assess the effectiveness of delivery models

Develop new delivery models

Participate in the design of facilities

· HEALTH CARE ECONOMICS AND POLICY

Understand regulation and payment issues that affect an organization’s finances

Describe individual organization’s payer mix, CMI and benchmark database

Align care delivery models and staff

performance with key safety and economic

drivers (e.g., value-based purchasing,

bundled payment)

Take action when opportunities exist to

adjust operations to respond effectively

to environmental changes in economic

elements

Use knowledge of federal and state laws

and regulations that affect the provision of

patient care (e.g., tort reform, malpractice/

negligence, reimbursement)

Participate in legislative process on health

care issues through such mechanisms as

membership in professional organization

and personal contact with officials

Educate patient care team members on the

legislative process, the regulatory process

and methods for influencing both

Interpret impact of legislation at the state

and federal level on nursing and health care

organizations

· GOVERNANCE

Use knowledge of the role of the governing

body of the organization in the following

areas:

Fiduciary responsibilities

Credentialing

Performance management

Represent patient care issues to the

governing body

Participate in strategic planning and quality

initiatives with the governing body

Interact with and educate the organization’s

board members regarding health care and

the value of nursing care

Represent nursing at the organization’s

board meetings

Represent other disciplines at the

organization’s board meetings

· EVIDENCE-BASED PRACTICE/OUTCOME MEASUREMENT AND RESEARCH

Use data and other sources of evidence to inform decision making

Use evidence for establishment of standards, practices and patient care models in the organization

Design feedback mechanisms by which to adapt practice based upon outcomes from current processes

Design and interpret outcome measures

Disseminate research findings to patient care team members

Allocate nursing resources based on measurement of patient acuity/care needed

Monitor and address nurse sensitive outcomes and satisfaction indicators

· PATIENT SAFETY

Support the development of an organization-wide patient safety program

Use knowledge of patient safety science (e.g., human factors, complex adaptive systems, LEAN and Six Sigma)

Monitor clinical activities to identify both expected and unexpected risks

Support a Just Culture (non-punitive) reporting environment, supporting a reward system for identifying unsafe practices

Support safety surveys, responding and acting on safety recommendations

Lead/facilitate performance improvement teams to improve systems/processes that enhance patient safety

· PERFORMANCE IMPROVEMENT/METRICS

Articulate the organization’s performance improvement program and goals

Use evidence-based metrics to align patient outcomes with the organization’s goals and objectives

Apply high reliability concepts for the organization

Establish quality metrics by Identifying the problem/process

Measuring success at improving specific areas of patient care

Analyzing the root causes or variation from quality standards

Improving the process with the evidence

Controlling solutions and sustaining success

· RISK MANAGEMENT

Identify areas of risk/liability

Facilitate staff education on risk management and compliance issues

Develop systems that result in prompt reporting of potential liability by staff at all levels

Identify early warning predictability indications for errors

Correct areas of potential liability

Ensure compliance by staff with all required standards

– Leadership

Essential II. Organizational and Systems Leadership for Quality Improvement and Systems Thinking

Essential V. Health Care Policy for Advocacy in Health Care

Essential VIII. Advanced Nursing Practice

· FOUNDATIONAL THINKING SKILLS

Address ideas, beliefs or viewpoints that should be given serious consideration

Recognize one’s own method of decision making and the role of beliefs, values and inferences

Apply critical analysis to organizational issues after a review of the evidence

Maintain curiosity and an eagerness to explore new knowledge and ideas

Promote nursing leadership as both a science and an art

Demonstrate reflective practice and an understanding that all leadership begins from within

Provide visionary thinking on issues that impact the health care organization

· B. PERSONAL JOURNEY DISCIPLINES

Learn from setbacks and failures as well as successes

· C. SYSTEMS THINKING

Use knowledge of classic and contemporary systems thinking in problem solving and decision making

Provide visionary thinking on issues that impact the healthcare organization

Recognize the contribution of mental models on behavior

Promote systems thinking as an expectation of leaders and staff

Consider the impact of nursing decisions on the healthcare organization as a whole

Use resources from other paradigms

· SUCCESSION PLANNING

Develop a leadership succession plan

Promote nursing leadership as a desirable specialty

Mentor current and future nurse leaders

Establish mechanisms that provide for early identification and mentoring of staff with leadership potential

Develop a workforce analysis plan and implement strategies to ensure an adequate and qualified workforce

· E. CHANGE MANAGEMENT

Adapt leadership style to situation needs

Use change theory to implement change

Serve as a change leader

– Professionalism

Essential I. Scientific Underpinnings for Practice

Essential II. Organizational and Systems Leadership for Quality Improvement and Systems Thinking

Essential III. Clinical Scholarship and Analytical Methods for Evidence-Based Practice

Essential IV. Information Systems/Technology and Patient Care Technology for the Improvement and Essential Transformation of Health Care

V. Health Care Policy for Advocacy in Health Care

Essential VI. Interprofessional Collaboration for Improving Patient and Population Health Outcomes

Essential VII. Clinical Prevention and Population Health for Improving the Nation’s Health

Essential VIII. Advanced Nursing Practice

· PERSONAL AND PROFESSIONAL ACCOUNTABILITY

Hold self and others accountable for mutual professional expectations and outcomes

Contribute to the advancement of the profession

Participate in and contribute to professional organizations

Demonstrate and promote leader and staff participation in professional organizations

Promote leader and staff participation in lifelong learning and educational achievement

Achieve and maintain professional certification for self

Promote professional certification for staff

Role model standards of professional practice (clinical, educational and leadership) for colleagues and constituents

· B. CAREER PLANNING

Coach others in developing their own career plans

Seek input and mentorship from others in career planning and development

Develop a personal and professional career plan and measure progress

Solicit feedback about personal strengths and weaknesses

Act on feedback about personal strengths and weaknesses

· ETHICS

Uphold ethical principles and corporate compliance standards

Hold self and staff accountable to comply with ethical standards of

practice

Discuss, resolve and learn from ethical dilemmas

· ADVOCACY

Promote clinical perspective in organizational decisions

Involve nurses and other staff in decisions that affect their practice

Represent the perspective of patients and families

Advocate for optimal health care in the community

– Business Skills

Essential II. Organizational and Systems Leadership for Quality Improvement and Systems Thinking

Essential IV. Information Systems/Technology and Patient Care Technology for the Improvement and Essential Transformation of Health Care

· Financial Management

Develop and manage an annual operating budget and long-term capital expenditure plan

Use business models for health care organizations and apply fundamental concepts of economics

Interpret financial statements

Manage financial resources

Ensure the use of accurate charging mechanisms

Educate patient care team members on financial implications of patient care decisions

Participate in the negotiation and monitoring of contract

· Human Resource Management

Ensure development of educational programs to foster workforce competencies and

development goals

Participate in workforce planning and employment decisions

Use corrective discipline to mitigate workplace behavior problems

Evaluate the results of employee satisfaction/quality of work environment surveys

Support reward and recognition programs to enhance performance

Formulate programs to enhance work-life balance

Interpret and ensure compliance with legal and regulatory guidelines

Provide education regarding components of collective bargaining

Promote healthful work environments

Address sexual harassment, workplace

Implement ergonomically sound work environments to prevent worker injury and

fatigue

Develop and implement emergency preparedness plans

Analyze market data in relation to supply and demand

Contribute to the development of compensation programs

Develop and evaluate recruitment, onboarding, and retention strategies

Develop and implement an outcome-based performance management program

Develop and implement programs to re-educate the workforce for new roles

· Strategic Management

Create the operational objectives, goals and specific strategies required to achieve the strategic outcome

Conduct SWOT and Gap analyses

Defend the business case for nursing

Utilize the balanced scorecard analysis to manage change

Evaluate achievement of operational objectives and goals

Identify marketing opportunities

Develop marketing strategies in collaboration with marketing experts

Promote the image of nursing and the organization through effective media relations

· INFORMATION MANAGEMENT AND TECHNOLOGY

Use technology to support improvement of clinical and financial performance

Collaborate to prioritize for the establishment of information technology resources

Participate in evaluation of enabling technology in practice settings

Use data management systems for decision making

Identify technological trends, issues and new developments as they apply to patientcare

Demonstrate skills in assessing data integrity and quality

Provide leadership for the adoption and implementation of information systems

Just apply during the COVID-19 Emergency period

You can add clinical hours up to 15 hours a week on last week on March and April/2020. Those hours should be supported by activities related to COVID-19 shadowing a nurse leader. Remember, this is an excellent opportunity for DNP students to explore his/her skills and knowledge as a leader working in difficult situations where the health system required your cooperation.

DNP Essential II. Organizational and Systems Leadership for Quality Improvement

Activity: Meet with Stakeholders

—I spent —- hours in a meeting with the clinical center stakeholders increasing my knowledge and understanding of other roles and functions to guarantee a perfect setting functioning during the COVID-19 pandemic crisis.

— I spent —hours shadowing a leader. Being on the frontline assessing high-risk population and how my knowledge as DNP student can be implemented to reduce the effect of the Pandemic Covid 19 in our patients, I was working with the clinical medical director and other administrative personal.

— I spent — hours sharing my clinical expertise with co-workers from another practice area.

–I spent — hours reviewing and considering my shadowing performance throughout a conference with my co-workers, which allows me the opportunity to recognize my role as a leader.

— I spent— in meeting with the administration team to determine the obstacles generated by Covid 19 pandemic, achieving the essential procedures to reduce the consequences in the organization.

— I spent —- leading a team on the frontline working with patients in the Pandemic Covid 19.

— I spent —hours meeting the stakeholders to prepare strategies to evade errors on the effectiveness of the available sources.

— I spent — hour in Skype conference with the executives and the rest of the staff concerning patient care and the need to continue taking care of them, I provided many strategies that can help.

Example of more activities:

–Using technology to enhance communication between healthcare providers to improve patients and organization outcomes

-Help to generate policies that concentrate on staff use of the accepted application on their cell phones for enhancing patient care and outcomes protecting patients' rights.

– Cooperating to advance the communication across departments, providers, stakeholders encouraging continuous improvement.

– Developing strategies to facilitate the breaking down of internal barriers across the organization through the COVID-19 infection.

– Shadowing leaders activities to provide other staff members the opportunity to find out what their roles involve and develop a more profound understanding of other different roles and functions within the clinical center that guarantee better patients and organization outcomes.

Clinical Hours Course of Action

The Doctor of Nursing Practice (DNP) Program requires achievement of a total of 1,000 clinical hours. The clinical hours symbolize a clinical immersion that happen in the planning, implementation, evaluation, and dissemination of the Academic Practice Project. Clinical hours may be logged for activities that occur in relation of the followingDNP program's courses.

· Activities for which clinical hours may be accrued include the following:

· DNP 1010: Pre-immersion Seminars–No hours Assigned

Mandatory:

· IT Orientation (Certificate)

· Library Orientation (Certificate)

· DNP mentor Orientation (Certificate)

· Brief Orientation of “my evaluation" software for clinical logs

DNP 7000: Evolution of Nursing Practice Application & of Theory in Nursing Practice _40__ Hours Maximum (5hrs a week) Dr. Perez

( DNP Essential to applyI, II, III, VI, VIII)

Essential I: Scientific Underpinnings for Practice

-Attend conference/workshop related to EBP or focus of project (2-3 hours: Present certificate)

-Synthesize literature (review) (2-3 hours)

Essential II: Organizational and Systems Leadership for Quality Improvement

-Attend quality improvement meeting (1-2 hours: Overview of most frequent clinical issues)

-Identify stakeholders (1-2 hours: at selected clinical site; DNP project)

-Meet with stakeholders (1 hour; at selected clinical site; DNP project)

-Present at quality meeting (1-2 hours: present a certificate)

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

-Attend grant training/workshop (At your work or another clinical setting; 1-2 hours: present a certificate)

-Consult with statistician: in person, by phone, or by email(1hour)

-Evaluate web-accessible training or educational material (1-2 hours: "my evaluation" software)

Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

-Consult with content experts: in person, by phone, or by email

– Consult with mentor/preceptor: in person, by phone, or by email (1-3 hours: Face to face conference with mentor on campus; training with my evaluation software on how to match activities with the DNP essentials); (1hour: Consult with mentor to guide me about literature review);(1hour: Consult with mentor for evaluation of my literature review findings)

-Participate in an interpersonal team in member role (2-3 hours: Interprofessional collaboration on campus meeting with all students from different cohorts to exchange DNP project ideas, clinical issues, suggestions, etc.)

Essential VIII: Advanced Nursing Practice

-Consultation with experts regarding nursing practice (1-2 hours: meeting regarding nursing practice, get overview about topics for DNP project, ideas, most frequent clinical problems)

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

DNP 7100: Evaluation of Evidence for Practice _40__ Hours Maximum (5 hrs a week) Dr. Gonzalez

( DNP Essential to applyI, II, III, IV, VI, VIII)

Essential I: Scientific Underpinnings for Practice

-Appraise literature for inclusion (1-4 Hours)

– Construct/Refine PICOT question (1-2 Hours)

Essential II: Organizational and Systems Leadership for Quality Improvement

-Attend quality improvement meeting (1-2 hours at work: present certificate)

-Conduct assessment of practice setting (1-2hours)

-Identify stakeholders (1 hour)

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

-Attend grant training/workshop (2hours: Attending workshops relating with quality improvement; present certificate)

-Consult with statistician: in person, by phone, or by email (1hours: present ideas about your DNP project and analytical methods to apply)

Essential IV: Information Systems/Technology and Patient Care Technology

JUST apply to Katia; DNP student-Participate on committee at national level (1-16 hours, provide testimony with date, folio, etc.)

JUST apply to Katia; DNP student-Participate on committee at state level (1-16 hours, provide testimony with date, folio, etc.)

JUST apply to Katia; DNP student-Provide testimony for health policy (4 hours)

Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

-Consult with content experts: in person, by phone, or by email (1-2 hours: Interview with the expert in DNP+ week 3 assignment)

– Consult with mentor/preceptor: in person, by phone, or by email (1-2 hours: Discuss with mentor possible DNP project topics and the findings through the interview with the expert in DNP+ week 3 assignment); (1hour: meeting with mentor to discuss the PICOT question, including the selection of the adequate tool to be used)

-Participate in an interpersonal team in member role (2-3 hours: Interprofessional collaboration on campus meeting with all students from different cohorts to exchange DNP project ideas, clinical issues, suggestions, etc.)

Essential VIII: Advanced Nursing Practice

–Assess clients, populations or organizations in practice setting (1-2 hours)

–Consultation with experts regarding nursing practice (1-2hour: consult with expert in nursing to receive help on how focus on DNP project, topic selection, sharing experiences, etc.)

-Disseminate knowledge to other healthcare providers

-Disseminate knowledge to patients, families, and communities

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

Just apply during the COVID-19 Emergency period

You can add clinical hours up to 15 hours a week on last week on March and April/2020. Those hours should be supported by activities related to COVID-19 shadowing a nurse leader. Remember, this is an excellent opportunity for DNP students to explore his/her skills and knowledge as a leader working in difficult situations where the health system required your cooperation.

DNP Essential II. Organizational and Systems Leadership for Quality Improvement

Activity: Meet with Stakeholders

—I spent —- hours in a meeting with the clinical center stakeholders increasing my knowledge and understanding of other roles and functions to guarantee a perfect setting functioning during the COVID-19 pandemic crisis.

— I spent —hours shadowing a leader. Being on the frontline assessing high-risk population and how my knowledge as DNP student can be implemented to reduce the effect of the Pandemic Covid 19 in our patients, I was working with the clinical medical director and other administrative personal.

— I spent — hours sharing my clinical expertise with co-workers from another practice area.

–I spent — hours reviewing and considering my shadowing performance throughout a conference with my co-workers, which allows me the opportunity to recognize my role as a leader.

— I spent— in meeting with the administration team to determine the obstacles generated by Covid 19 pandemic, achieving the essential procedures to reduce the consequences in the organization.

— I spent —- leading a team on the frontline working with patients in the Pandemic Covid 19.

— I spent —hours meeting the stakeholders to prepare strategies to evade errors on the effectiveness of the available sources.

— I spent — hour in Skype conference with the executives and the rest of the staff concerning patient care and the need to continue taking care of them, I provided many strategies that can help.

Example of more activities:

–Using technology to enhance communication between healthcare providers to improve patients and organization outcomes

-Help to generate policies that concentrate on staff use of the accepted application on their cell phones for enhancing patient care and outcomes protecting patients' rights.

– Cooperating to advance the communication across departments, providers, stakeholders encouraging continuous improvement.

– Developing strategies to facilitate the breaking down of internal barriers across the organization through the COVID-19 infection.

– Shadowing leaders activities to provide other staff members the opportunity to find out what their roles involve and develop a more profound understanding of other different roles and functions within the clinical center that guarantee better patients and organization outcomes.

DNP7200: Statistics for the Health and Biological Sciences _40_ Hours Maximum (5 hrs a week) Dr. Perez

( DNP Essential to applyI, III, VI)

Essential I: Scientific Underpinnings for Practice

-Appraise literature for inclusion (1-3 hours) Before week 3 assignment

-Attend conference/workshop related to EBP or focus of project (1-3 hours: Present certificate) Before week 3 assignment

-Construct/Refine literature search (1-2 hours: Refine literature search for annotated Bibliography) Before week 3 assignment

– Construct/Refine PICOT question (1-2 hours: Refine PICOT question) Before week 3 assignment

-Synthesize literature (review) (1-2 hours) Before week 3 assignment

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

-Attend grant training/workshop (2hours: Attending workshops relating with quality improvement; present certificate)

-Participate in data analysis (1 hour: Evaluate data analysis assessing your population) Before week 6 assignment

-Perform data extraction activities from large data set (s) (1 hour: Data analysis assessing your population) Before week 6 assignment

Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

-Consult with content experts: in person, by phone, or by email (1-2 hours: Statistic; CDC or Dept Florida Health Department member to assess population and need Improving Health Outcomes); (1hour: Meeting with stakeholders) Before week 6 assignment

– Consult with mentor/preceptor: in person, by phone, or by email (1-2 hours)

-Participate in an interpersonal team in member role (1-3 hours: Campus day; Discuss the DNP project topics, experiences, etc. with classmates for feedback)

Essential VII: Clinical Prevention and Population Health for Improving

-Analyze epidemiologic data (1 hour: Analysis of the epidemiologic data) Before week 6 assignment

-Collect epidemiologic data (1 hour: Collect of the epidemiologic data) Before week 6 assignment

-Identify gaps in care in individuals, communities, and populations (1-2 hours)

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

Just apply during the COVID-19 Emergency period

You can add clinical hours up to 15 hours a week on last week on March and April/2020. Those hours should be supported by activities related to COVID-19 shadowing a nurse leader. Remember, this is an excellent opportunity for DNP students to explore his/her skills and knowledge as a leader working in difficult situations where the health system required your cooperation.

DNP Essential II. Organizational and Systems Leadership for Quality Improvement

Activity: Meet with Stakeholders

—I spent —- hours in a meeting with the clinical center stakeholders increasing my knowledge and understanding of other roles and functions to guarantee a perfect setting functioning during the COVID-19 pandemic crisis.

— I spent —hours shadowing a leader. Being on the frontline assessing high-risk population and how my knowledge as DNP student can be implemented to reduce the effect of the Pandemic Covid 19 in our patients, I was working with the clinical medical director and other administrative personal.

— I spent — hours sharing my clinical expertise with co-workers from another practice area.

–I spent — hours reviewing and considering my shadowing performance throughout a conference with my co-workers, which allows me the opportunity to recognize my role as a leader.

— I spent— in meeting with the administration team to determine the obstacles generated by Covid 19 pandemic, achieving the essential procedures to reduce the consequences in the organization.

— I spent —- leading a team on the frontline working with patients in the Pandemic Covid 19.

— I spent —hours meeting the stakeholders to prepare strategies to evade errors on the effectiveness of the available sources.

— I spent — hour in Skype conference with the executives and the rest of the staff concerning patient care and the need to continue taking care of them, I provided many strategies that can help.

Example of more activities:

–Using technology to enhance communication between healthcare providers to improve patients and organization outcomes

-Help to generate policies that concentrate on staff use of the accepted application on their cell phones for enhancing patient care and outcomes protecting patients' rights.

– Cooperating to advance the communication across departments, providers, stakeholders encouraging continuous improvement.

– Developing strategies to facilitate the breaking down of internal barriers across the organization through the COVID-19 infection.

– Shadowing leaders activities to provide other staff members the opportunity to find out what their roles involve and develop a more profound understanding of other different roles and functions within the clinical center that guarantee better patients and organization outcomes.

DNP7300: Translation Science _40__ Hours Maximum (5 hrs a week) Dr. Perez

( DNP Essential to apply I, II, VI, VII)

Essential I: Scientific Underpinnings for Practice

-Appraise literature for inclusion (1-2 hours) Preferred during week 5

-Construct/Refine literature search (1-2hours: Refine search) Preferred during week 4

– Construct/Refine PICOT question (1-2hours: Refine PICOT) Preferred during week 4

-Synthesize literature (review) (1-3 hours) Preferred during week 4

Essential II: Organizational and Systems Leadership for Quality Improvement

-Attend quality improvement meeting (1-2 hours at work/another health organization: present certificate)

-Conduct assessment of practice setting (1-3 hours) Preferred during week 3

-Meet with stakeholders (1hour)

-Present at quality meeting (1-2 hours at work/another health organization: present certificate)

Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

-Consult with content experts: in person, by phone, or by email

– Consult with mentor/preceptor: in person, by phone, or by email (1 hour, asking questions); (1hour: Meeting with mentor to present your findings) Preferred during week 4. Also, can be added in week 5 too.

-Participate in an interpersonal team in member role (2-3 hours: Interprofessional collaboration on campus meeting with all students from different cohorts to exchange DNP project ideas, clinical issues, suggestions, etc.)

Essential VII: Clinical Prevention and Population Health for Improving

-Identify gaps in care in individuals, communities, and populations (1-2 hours) Preferred during week 5

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

Just apply during the COVID-19 Emergency period

You can add clinical hours up to 15 hours a week on last week on March and April/2020. Those hours should be supported by activities related to COVID-19 shadowing a nurse leader. Remember, this is an excellent opportunity for DNP students to explore his/her skills and knowledge as a leader working in difficult situations where the health system required your cooperation.

DNP Essential II. Organizational and Systems Leadership for Quality Improvement

Activity: Meet with Stakeholders

—I spent —- hours in a meeting with the clinical center stakeholders increasing my knowledge and understanding of other roles and functions to guarantee a perfect setting functioning during the COVID-19 pandemic crisis.

— I spent —hours shadowing a leader. Being on the frontline assessing high-risk population and how my knowledge as DNP student can be implemented to reduce the effect of the Pandemic Covid 19 in our patients, I was working with the clinical medical director and other administrative personal.

— I spent — hours sharing my clinical expertise with co-workers from another practice area.

–I spent — hours reviewing and considering my shadowing performance throughout a conference with my co-workers, which allows me the opportunity to recognize my role as a leader.

— I spent— in meeting with the administration team to determine the obstacles generated by Covid 19 pandemic, achieving the essential procedures to reduce the consequences in the organization.

— I spent —- leading a team on the frontline working with patients in the Pandemic Covid 19.

— I spent —hours meeting the stakeholders to prepare strategies to evade errors on the effectiveness of the available sources.

— I spent — hour in Skype conference with the executives and the rest of the staff concerning patient care and the need to continue taking care of them, I provided many strategies that can help.

Example of more activities:

–Using technology to enhance communication between healthcare providers to improve patients and organization outcomes

-Help to generate policies that concentrate on staff use of the accepted application on their cell phones for enhancing patient care and outcomes protecting patients' rights.

– Cooperating to advance the communication across departments, providers, stakeholders encouraging continuous improvement.

– Developing strategies to facilitate the breaking down of internal barriers across the organization through the COVID-19 infection.

– Shadowing leaders activities to provide other staff members the opportunity to find out what their roles involve and develop a more profound understanding of other different roles and functions within the clinical center that guarantee better patients and organization outcomes.

DNP 7500: Organizational and management Theory_40__ Hours Maximum (5 hrs a week) Dr. Dionne

( DNP Essential to apply I, II, III, IV, VI, VII, VIII)

Essential I: Scientific Underpinnings for Practice

-Attend conference/workshop related to EBP or focus of project (2-3 hours: Present certificate)

-Construct/Refine literature search (1-2 hours: Refine literature search-based project quality change) Preferred during week 3

– Construct/Refine PICOT question (1hour: Refine PICOT)

Essential II: Organizational and Systems Leadership for Quality Improvement

-Attend quality improvement meeting (1-2 hours, present certificate)

-Identify need for rapid cycle improvement project (1-2 hours) Preferred during week 3

-Meet with stakeholders (1hour)

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

-Create presentation safety/quality (1-2 hours)

Essential IV: Information Systems/Technology and Patient Care Technology

-Participate as team leader in Health Information Technology arena (1-2 hours: HIPA conference)

Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

– Consult with mentor/preceptor: in person, by phone, or by email (1hour) Preferred during week 6

-Create a committee for safety/quality (1-2 hours) Preferred during week 6

-Participate in an interpersonal team in member role (1-2 hours: Meeting at work or another health setting) Preferred during week 3

-Participate in an interpersonal team in member role (2-3 hours: Interprofessional collaboration on campus meeting with all students from different cohorts to exchange DNP project ideas, clinical issues, suggestions, etc.)

Essential VII: Clinical Prevention and Population Health for Improving

-Identify gaps in care in individuals, communities, and populations (1-2 hours) Preferred during week 3

-Implement and evaluate health promotion/disease prevention intervention (1-2 hours) Preferred during week 3

Essential VIII: Advanced Nursing Practice

–Assess clients, populations or organizations in practice setting

-Consultation with experts regarding nursing practice (1-2 hours) Preferred during week 3, Also can be added 1hour on week 6 based on ethical issues

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

Just apply during the COVID-19 Emergency period

You can add clinical hours up to 15 hours a week on last week on March and April/2020. Those hours should be supported by activities related to COVID-19 shadowing a nurse leader. Remember, this is an excellent opportunity for DNP students to explore his/her skills and knowledge as a leader working in difficult situations where the health system required your cooperation.

DNP Essential II. Organizational and Systems Leadership for Quality Improvement

Activity: Meet with Stakeholders

—I spent —- hours in a meeting with the clinical center stakeholders increasing my knowledge and understanding of other roles and functions to guarantee a perfect setting functioning during the COVID-19 pandemic crisis.

— I spent —hours shadowing a leader. Being on the frontline assessing high-risk population and how my knowledge as DNP student can be implemented to reduce the effect of the Pandemic Covid 19 in our patients, I was working with the clinical medical director and other administrative personal.

— I spent — hours sharing my clinical expertise with co-workers from another practice area.

–I spent — hours reviewing and considering my shadowing performance throughout a conference with my co-workers, which allows me the opportunity to recognize my role as a leader.

— I spent— in meeting with the administration team to determine the obstacles generated by Covid 19 pandemic, achieving the essential procedures to reduce the consequences in the organization.

— I spent —- leading a team on the frontline working with patients in the Pandemic Covid 19.

— I spent —hours meeting the stakeholders to prepare strategies to evade errors on the effectiveness of the available sources.

— I spent — hour in Skype conference with the executives and the rest of the staff concerning patient care and the need to continue taking care of them, I provided many strategies that can help.

Example of more activities:

–Using technology to enhance communication between healthcare providers to improve patients and organization outcomes

-Help to generate policies that concentrate on staff use of the accepted application on their cell phones for enhancing patient care and outcomes protecting patients' rights.

– Cooperating to advance the communication across departments, providers, stakeholders encouraging continuous improvement.

– Developing strategies to facilitate the breaking down of internal barriers across the organization through the COVID-19 infection.

– Shadowing leaders activities to provide other staff members the opportunity to find out what their roles involve and develop a more profound understanding of other different roles and functions within the clinical center that guarantee better patients and organization outcomes.

DNP 7510: Leader Development _40__ Hours Maximum (5 hrs a week)

( DNP Essential to apply I, II, III, VI, VIII) Dr. Gonzalez/Dr. Dionne

Essential I: Scientific Underpinnings for Practice

-Appraise literature for inclusion (1-3 hours: Analysis of literature) Preferred during week 3

Essential II: Organizational and Systems Leadership for Quality Improvement

-Attend quality improvement meeting (1-2 hours, present certificate) Preferred during week 3

-Conduct assessment of practice setting (1-2 hours: Leadership different levels) Preferred during week 3

-Evaluate cultural diversity within an organization (1-2 hours: Leadership different levels) Preferred during week 3

-Identify stakeholders (1-2 hours: How to speak, relationship, etc. at different levels) Preferred during week 3

-Meet with stakeholders (1-2 hours: How to speak, relationship, etc. at different levels) Preferred during week 3

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

-Attend meetings pertinent to the project (1-2Hours) Preferred during week 3; (1 hour: meeting with mentor to validate info after statistician meeting; Preferred during week 3)

-Consult with statistician: in person, by phone, or by email (1hour: data assessment/evaluation base on case study week 6 assignment)

-Disseminate DNP project findings internally or externally (1-3 hours: Practicing with the mentor on how to disseminate DNP project findings based on case study) Preferred during week 6

– Participate as team member in Health Information Technology arena (1-2Hours) Preferred during week 3

Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

-Consult with content experts: in person, by phone, or by email (1-3Hours: Expert from clinical area about clinical issues, affected population, experience in how to implement a new change, probable barriers to find, Dayto Day operation) Preferred during week 3

– Consult with mentor/preceptor: in person, by phone, or by email (1-2 hours: Discuss any finding after meeting with expert, week 3). Also, (1hour: meeting with mentor validating info after statistic or another expert meeting; week 6)

-Participate in an interpersonal team in member role (2-3 hours: Interprofessional collaboration on campus meeting with all students from different cohortsto exchange DNP project ideas, clinical issues, suggestions, etc.)

Essential VIII: Advanced Nursing Practice

–Assess clients, populations or organizations in practice setting (1-2 hours: Assess your DNP project population in the practice setting; possible resistance to the change) Preferred during week 3

-Consultation with experts regarding nursing practice (1-2 hours: Requesting strategies to get staff or your population involve in the setting change) Preferred during week 3

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

Just apply during the COVID-19 Emergency period

You can add clinical hours up to 15 hours a week on last week on March and April/2020. Those hours should be supported by activities related to COVID-19 shadowing a nurse leader. Remember, this is an excellent opportunity for DNP students to explore his/her skills and knowledge as a leader working in difficult situations where the health system required your cooperation.

DNP Essential II. Organizational and Systems Leadership for Quality Improvement

Activity: Meet with Stakeholders

—I spent —- hours in a meeting with the clinical center stakeholders increasing my knowledge and understanding of other roles and functions to guarantee a perfect setting functioning during the COVID-19 pandemic crisis.

— I spent —hours shadowing a leader. Being on the frontline assessing high-risk population and how my knowledge as DNP student can be implemented to reduce the effect of the Pandemic Covid 19 in our patients, I was working with the clinical medical director and other administrative personal.

— I spent — hours sharing my clinical expertise with co-workers from another practice area.

–I spent — hours reviewing and considering my shadowing performance throughout a conference with my co-workers, which allows me the opportunity to recognize my role as a leader.

— I spent— in meeting with the administration team to determine the obstacles generated by Covid 19 pandemic, achieving the essential procedures to reduce the consequences in the organization.

— I spent —- leading a team on the frontline working with patients in the Pandemic Covid 19.

— I spent —hours meeting the stakeholders to prepare strategies to evade errors on the effectiveness of the available sources.

— I spent — hour in Skype conference with the executives and the rest of the staff concerning patient care and the need to continue taking care of them, I provided many strategies that can help.

Example of more activities:

–Using technology to enhance communication between healthcare providers to improve patients and organization outcomes

-Help to generate policies that concentrate on staff use of the accepted application on their cell phones for enhancing patient care and outcomes protecting patients' rights.

– Cooperating to advance the communication across departments, providers, stakeholders encouraging continuous improvement.

– Developing strategies to facilitate the breaking down of internal barriers across the organization through the COVID-19 infection.

– Shadowing leaders activities to provide other staff members the opportunity to find out what their roles involve and develop a more profound understanding of other different roles and functions within the clinical center that guarantee better patients and organization outcomes.

DNP 7520: Creating and Resolving Conflict in the Healthcare Settings_40___ Hours Maximum (5 hrs a week) Dr. Gonzalez

( DNP Essential to apply I, II, VI, VIII)

Essential I: Scientific Underpinnings for Practice

-Attend conference/workshop related to EBP or focus of project (1-2 hours: Present certificate)

-Construct/Refine literature search (1-2 hours)

– Construct/Refine PICOT question (1-2 hours)

-Synthesize literature (review) (1-2 hours: Addressing complex health care issues)

Essential II: Organizational and Systems Leadership for Quality Improvement

-Attend quality improvement meeting (1-2 hours, present certificate)

-Identify stakeholders (1hour)

-Meet with stakeholders (1hour)

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

-Create presentation safety/quality (1-2 hours)

Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

-Consult with content experts: in person, by phone, or by email (1-2 hours)

– Consult with mentor/preceptor: in person, by phone, or by email (1-2 hours)

-Participate in an interpersonal team in member role (2-3 hours: Interprofessional collaboration on campus meeting with all students from different cohorts to exchange DNP project ideas, clinical issues, suggestions, etc.)

Essential VII: Clinical Prevention and Population Health for Improving

-Identify gaps in care in individuals, communities, and populations (1-2 hours)

Essential VIII: Advanced Nursing Practice

–Assess clients, populations or organizations in practice setting (1-2 hours)

-Consultation with experts regarding nursing practice (1-2 hours)

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

Just apply during the COVID-19 Emergency period

You can add clinical hours up to 15 hours a week on last week on March and April/2020. Those hours should be supported by activities related to COVID-19 shadowing a nurse leader. Remember, this is an excellent opportunity for DNP students to explore his/her skills and knowledge as a leader working in difficult situations where the health system required your cooperation.

DNP Essential II. Organizational and Systems Leadership for Quality Improvement

Activity: Meet with Stakeholders

—I spent —- hours in a meeting with the clinical center stakeholders increasing my knowledge and understanding of other roles and functions to guarantee a perfect setting functioning during the COVID-19 pandemic crisis.

— I spent —hours shadowing a leader. Being on the frontline assessing high-risk population and how my knowledge as DNP student can be implemented to reduce the effect of the Pandemic Covid 19 in our patients, I was working with the clinical medical director and other administrative personal.

— I spent — hours sharing my clinical expertise with co-workers from another practice area.

–I spent — hours reviewing and considering my shadowing performance throughout a conference with my co-workers, which allows me the opportunity to recognize my role as a leader.

— I spent— in meeting with the administration team to determine the obstacles generated by Covid 19 pandemic, achieving the essential procedures to reduce the consequences in the organization.

— I spent —- leading a team on the frontline working with patients in the Pandemic Covid 19.

— I spent —hours meeting the stakeholders to prepare strategies to evade errors on the effectiveness of the available sources.

— I spent — hour in Skype conference with the executives and the rest of the staff concerning patient care and the need to continue taking care of them, I provided many strategies that can help.

Example of more activities:

–Using technology to enhance communication between healthcare providers to improve patients and organization outcomes

-Help to generate policies that concentrate on staff use of the accepted application on their cell phones for enhancing patient care and outcomes protecting patients' rights.

– Cooperating to advance the communication across departments, providers, stakeholders encouraging continuous improvement.

– Developing strategies to facilitate the breaking down of internal barriers across the organization through the COVID-19 infection.

– Shadowing leaders activities to provide other staff members the opportunity to find out what their roles involve and develop a more profound understanding of other different roles and functions within the clinical center that guarantee better patients and organization outcomes.

DNP7600: Population-Based Health and Health Care Health Disparities _40__ Hours Maximum (5 hrs a week) Dr. Coke

( DNP Essential to apply I, II, III, V, VI, VII, VIII)

Essential I: Integrate Scientific Underpinnings into Practice

-Attend conference/workshop related to EBP or focus of project (2-3 hours: Present certificate)

-Construct/Refine literature search (1-2 hours: Refine literature search-based project quality change)

– Construct/Refine PICOT question (1hour: Refine PICOT) if apply

-Appraise literature for inclusion (Integrate nursing science using knowledge from ethics, biophysical, psychosocial, analytic, and organizational for the highest level of nursing practice)

-Construct/Refine literature search

Essential II-Develop Organizational and Systems Leadership for Quality Improvement and Systems Thinking

-Attend quality improvement meeting (1-2 hours, present certificate)

-Identify stakeholders (1hour)

-Meet with stakeholders (1hour)

-Attend quality improvement meeting (1-2 hours)

-Budget development or review (1 hour)

-Conduct assessment of practice setting (1 hour)

-Develop a business plan (1 hour)

-Evaluate cultural diversity within an organization (1 hour)

-Evaluate rapid cycle improvement project (1 hour)

-Identify need for rapid cycle improvement project (1 hour)

-Present at quality meeting (1-2 hours)

Essential III: Apply Clinical Scholarship and Analytical Methods for Evidence-Based Practice

-Attend meetings pertinent to the project (1-2Hours); (1 hour: meeting with mentor to validate info after statistician meeting)

-Consult with statistician: in person, by phone, or by email (1hour)

– Participate as team member in Health Information Technology arena (1-2Hours)

-Develop tools for sustainability (e.g., toolkits, PowerPoint, audit tools, etc.) (Demonstrates leadership and collaboratively appraise existing literature to design and implement processes to improve healthcare quality, provide safe and cost-effective care. (1-2 hours)

-Participate as evaluator in Health Information Technology arena (1 hour)

– Participate as team leader in Health Information Technology arena (1 hour)

– Participate as team member in Health Information Technology arena (1 hour)

Essential V: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care

-Analyze health policy proposal (1 hour)

-Construct health policy proposal (1 hour)

-Meet with elected official for review of health policy (1 hour)

-Participate on committee at a local level (1 hour)

– Participate on committee at institutional level (1 hour)

– Participate on committee at international level (1 hour)

– Participate on committee at national level (1 hour)

– Participate on committee at state level (1 hour)

-Provide testimony for health policy (1 hour)

Essential VI: Employ Interprofessional Collaboration for Improving Patient and Population Health Outcomes

-Consult with content experts: in person, by phone, or by email (1-3Hours: Expert from clinical area about clinical issues, affected population, experience in how to implement a new change, probable barriers to find, Day to Day operation)

– Consult with mentor/preceptor: in person, by phone, or by email (1-2 hours: Discuss any finding after meeting with expert). Also, (1hour: meeting with mentor validating info after statistic or another expert meeting)

-Participate in an interpersonal team in member role (2-3 hours: Interprofessional collaboration on campus meeting with all students from different cohorts to exchange DNP project ideas, clinical issues, suggestions, etc.)

-Participate in an interpersonal team in leader role (Utilize communication and collaboration to lead the interdisciplinary team to improve patient and population health outcomes)

Essential VII: Synthesize Clinical Prevention and Population Health concepts for Improving the Nation’s Health

-Promotes population health to the effective use of epidemiological, bio statistical and other appropriate data to improve health. (1-2 hours)

-Implement and evaluate health promotion/disease prevention intervention (1 hour)

Essential VIII: Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcomes

-Disseminate knowledge to other healthcare providers (Prepares for advance practice nursing for distinct roles with leadership, expertise, knowledge, and implementation in area of specialization while participating in culturally and sensitive practice and community service.)

-Disseminate knowledge to patients, families, and communities (1-2 Hours)

–Assess clients, populations or organizations in practice setting (1-2 hours)

-Consultation with experts regarding nursing practice (1-2 hours)

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

1. Just apply during the COVID-19 Emergency period

You can add clinical hours up to 15 hours a week on last week on March and April/2020. Those hours should be supported by activities related to COVID-19 shadowing a nurse leader. Remember, this is an excellent opportunity for DNP students to explore his/her skills and knowledge as a leader working in difficult situations where the health system required your cooperation.

DNP Essential II. Organizational and Systems Leadership for Quality Improvement

Activity: Meet with Stakeholders

—I spent —- hours in a meeting with the clinical center stakeholders increasing my knowledge and understanding of other roles and functions to guarantee a perfect setting functioning during the COVID-19 pandemic crisis.

— I spent —hours shadowing a leader. Being on the frontline assessing high-risk population and how my knowledge as DNP student can be implemented to reduce the effect of the Pandemic Covid 19 in our patients, I was working with the clinical medical director and other administrative personal.

— I spent — hours sharing my clinical expertise with co-workers from another practice area.

–I spent — hours reviewing and considering my shadowing performance throughout a conference with my co-workers, which allows me the opportunity to recognize my role as a leader.

— I spent— in meeting with the administration team to determine the obstacles generated by Covid 19 pandemic, achieving the essential procedures to reduce the consequences in the organization.

— I spent —- leading a team on the frontline working with patients in the Pandemic Covid 19.

— I spent —hours meeting the stakeholders to prepare strategies to evade errors on the effectiveness of the available sources.

— I spent — hour in Skype conference with the executives and the rest of the staff concerning patient care and the need to continue taking care of them, I provided many strategies that can help.

Example of more activities:

–Using technology to enhance communication between healthcare providers to improve patients and organization outcomes

-Help to generate policies that concentrate on staff use of the accepted application on their cell phones for enhancing patient care and outcomes protecting patients' rights.

– Cooperating to advance the communication across departments, providers, stakeholders encouraging continuous improvement.

– Developing strategies to facilitate the breaking down of internal barriers across the organization through the COVID-19 infection.

– Shadowing leaders activities to provide other staff members the opportunity to find out what their roles involve and develop a more profound understanding of other different roles and functions within the clinical center that guarantee better patients and organization outcomes.

DNP 7800: Health Care Management, Economics, Financing, and Ethics __40____ Hours Maximum (5 hrs a week) Dr. Dionne

( DNP Essential to apply I, II, III, IV, V, VI, VII, VIII)

Essential I: Integrate Scientific Underpinnings into Practice

-Attend conference/workshop related to EBP or focus of project (2-3 hours: Present certificate)

-Construct/Refine literature search (1-2 hours: Refine literature search-based project quality change) Preferred during week 3

– Construct/Refine PICOT question (1hour: Refine PICOT)

-Appraise literature for inclusion (1-2 hours)

-Review/Evaluate EBP material (e.g., web, print) (1-3 hours)

-Synthesize literature (review) (1-2 hours)

Essential II: Develop Organizational and Systems Leadership for Quality Improvement and Systems Thinking

-Attend quality improvement meeting (1-2 hours, present certificate

-Attend quality improvement meeting (1-2 hours, present certificate) Preferred during week 3

-Conduct assessment of practice setting (1-2 hours: Leadership different levels)

-Evaluate cultural diversity within an organization (1-2 hours: Leadership different levels) P

-Identify stakeholders (1-2 hours: How to speak, relationship, etc. at different levels)

-Meet with stakeholders (1-2 hours: How to speak, relationship, etc. at different levels)

-Budget development or review (1 hour)

-Conduct assessment of practice setting (1 hour)

-Develop a business plan (1-2 hours)

-Develop a SWOT analysis (1-3 hours)

-Disseminate findings of rapid cycle improvement project (1-3 hours)

-Evaluate cultural diversity within an organization (1-3hours)

-Evaluate rapid cycle improvement project (1-2 hours)

-Identify need for rapid cycle improvement project (1-2 hours)

-Implement or disseminate a cultural/diversity awareness intervention (1-3 hours)

-Present at quality meeting (1-3 hours)

Essential III: Apply Clinical Scholarship and Analytical Methods for Evidence-Based Practice

-Attend meetings pertinent to the project (1-2Hours) (1 hour: meeting with mentor to validate info after statistician meeting)

-Consult with statistician: in person, by phone, or by email (1hour)

-Disseminate DNP project findings internally or externally (1-3 hours: Practicing with the mentor on how to disseminate DNP project findings based on case study)

– Participate as team member in Health Information Technology arena (1-2Hours)

-Participate as evaluator in Health Information Technology arena (1-2 hours)

– Participate as team leader in Health Information Technology arena (1-2 hours)

– Participate as team member in Health Information Technology arena (1-2 hours)

-Perform data extraction activities from large data set (s) (1-2 hours)

-Work on/ Prepare final DNP project paper and/or manuscript (1-2 hours)

Essential IV: Use Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care

-Analyze health journal proposal (1-2 hours)

-Analyze health policy proposal (1-2 hours)

-Construct health policy proposal (1-2 hours)

-Design a mobile application for healthcare (1-2 hours)

-Design web-accessible training material (1-2 hours)

-Evaluate a healthcare mobile application (1-2 hours)

-Evaluate web-accessible training or educational material (1-2 hours)

-Meet with elected official for review of health policy (1-2 hours)

-Participate as evaluator in Health Information Technology arena (1-2 hours)

-Participate as team leader in Health Information Technology arena (1-2 hours)

-Participate as team member in Health Information Technology arena (1-2 hours)

-Participate in Health Information Technology as evaluator (1-2 hours)

-Participate in Health Information Technology as team member (1-2 hours)

-Participate on committee at a local level (1-2 hours)

-Participate on committee at institutional level (1-2 hours)

-Participate on committee at international level (1-2 hours)

-Participate on committee at national level (1-2 hours)

-Participate on committee at state level (1-2 hours)

-Perform data extraction activities from large data sets (1-2 hours)

-Provide testimony for health policy (1-2 hours)

Essential V: Influence Health Care Policy for Advocacy in Health Care

-Participate on committee at a local level (1-2 hours)

– Participate on committee at institutional level (1-2 hours)

– Participate on committee at international level (1-2 hours)

– Participate on committee at state level (1-2 hours)

Essential VI: Employ Interprofessional Collaboration for Improving Patient and Population Health Outcomes

-Consult with content experts: in person, by phone, or by email (1-3Hours: Expert from clinical area about clinical issues, affected population, experience in how to implement a new change, probable barriers to find, Day to Day operation)

– Consult with mentor/preceptor: in person, by phone, or by email (1-2 hours: Discuss any finding after meeting with expert). Also, (1hour: meeting with mentor validating info after statistic or another expert meeting)

-Participate in an interpersonal team in member role (2-3 hours: Interprofessional collaboration on campus meeting with all students from different cohorts to exchange DNP project ideas, clinical issues, suggestions, etc.)

-Participate in an interpersonal team in leader role (Utilize communication and collaboration to lead the interdisciplinary team to improve patient and population health outcomes)

Essential VII: Synthesize Clinical Prevention and Population Health concepts for Improving the Nation’s Health

-Identify gaps in care in individuals, communities, and populations (1-2 hours)

-Implement and evaluate health promotion/disease prevention intervention (1-3 hours)

-Promotes population health to the effective use of epidemiological, bio statistical and other appropriate data to improve health. (1-3 hours)

Essential VIII: Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcome

–Assess clients, populations or organizations in practice setting (1-2 hours)

-Consultation with experts regarding nursing practice (1-2 hours)

-Disseminate knowledge to patients, families, and communities (1-3 hours)

-Disseminate knowledge to other healthcare providers (1-3 hours)

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

Just apply during the COVID-19 Emergency period

You can add clinical hours up to 15 hours a week on last week on March and April/2020. Those hours should be supported by activities related to COVID-19 shadowing a nurse leader. Remember, this is an excellent opportunity for DNP students to explore his/her skills and knowledge as a leader working in difficult situations where the health system required your cooperation.

DNP Essential II. Organizational and Systems Leadership for Quality Improvement

Activity: Meet with Stakeholders

—I spent —- hours in a meeting with the clinical center stakeholders increasing my knowledge and understanding of other roles and functions to guarantee a perfect setting functioning during the COVID-19 pandemic crisis.

— I spent —hours shadowing a leader. Being on the frontline assessing high-risk population and how my knowledge as DNP student can be implemented to reduce the effect of the Pandemic Covid 19 in our patients, I was working with the clinical medical director and other administrative personal.

— I spent — hours sharing my clinical expertise with co-workers from another practice area.

–I spent — hours reviewing and considering my shadowing performance throughout a conference with my co-workers, which allows me the opportunity to recognize my role as a leader.

— I spent— in meeting with the administration team to determine the obstacles generated by Covid 19 pandemic, achieving the essential procedures to reduce the consequences in the organization.

— I spent —- leading a team on the frontline working with patients in the Pandemic Covid 19.

— I spent —hours meeting the stakeholders to prepare strategies to evade errors on the effectiveness of the available sources.

— I spent — hour in Skype conference with the executives and the rest of the staff concerning patient care and the need to continue taking care of them, I provided many strategies that can help.

Example of more activities:

–Using technology to enhance communication between healthcare providers to improve patients and organization outcomes

-Help to generate policies that concentrate on staff use of the accepted application on their cell phones for enhancing patient care and outcomes protecting patients' rights.

– Cooperating to advance the communication across departments, providers, stakeholders encouraging continuous improvement.

– Developing strategies to facilitate the breaking down of internal barriers across the organization through the COVID-19 infection.

– Shadowing leaders activities to provide other staff members the opportunity to find out what their roles involve and develop a more profound understanding of other different roles and functions within the clinical center that guarantee better patients and organization outcomes.

DNP 7900: Global Health __40____ Hours Maximum (5 hrs a week) Dr. Dionne

Essential I: Scientific Underpinnings for Practice

-Review/Evaluate EBP material (e.g., web, print)

-Attend conference/workshop related to EBP or focus of project (2-3 hours: Present certificate)

-Construct/Refine literature search (1-2 hours: Refine literature search-based project quality change)

– Construct/Refine PICOT question (1hour: Refine PICOT) if apply

-Appraise literature for inclusion (Integrate nursing science using knowledge from ethics, biophysical, psychosocial, analytic, and organizational for the highest level of nursing practice)

-Construct/Refine literature search

Essential II: Organizational and Systems Leadership for Quality Improvement

-Attend quality improvement meeting (1-2 hours, present certificate

-Attend quality improvement meeting (1-2 hours, present certificate) Preferred during week 3

-Conduct assessment of practice setting (1-2 hours)

-Evaluate cultural diversity within an organization (1-2 hours: Leadership different levels) P

-Identify stakeholders (1-2 hours: How to speak, relationship, etc. at different levels)

-Meet with stakeholders (1-2 hours: How to speak, relationship, etc. at different levels)

-Budget development or review (1 hour)

-Conduct assessment of practice setting (1 hour)

-Develop a business plan (1-2 hours)

-Develop a SWOT analysis (1-3 hours)

-Disseminate findings of rapid cycle improvement project (1-3 hours)

-Evaluate cultural diversity within an organization (1-3hours)

-Evaluate rapid cycle improvement project (1-2 hours)

-Identify need for rapid cycle improvement project (1-2 hours)

-Implement or disseminate a cultural/diversity awareness intervention (1-3 hours)

-Present at quality meeting (1-3 hours)

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

-Create presentation safety/quality

-Develop tools for sustainability (e.g., toolkits, PowerPoint, audit tools, etc.) 1-2 hours

-Evaluate web-accessible training or educational material 1-2 hours

-Attend meetings pertinent to the project (1-2Hours) (1 hour: meeting with mentor to validate info after statistician meeting)

-Consult with statistician: in person, by phone, or by email (1hour)

-Disseminate DNP project findings internally or externally (1-3 hours: Practicing with the mentor on how to disseminate DNP project findings based on case study)

– Participate as team member in Health Information Technology arena (1-2Hours)

-Participate as evaluator in Health Information Technology arena (1-2 hours)

– Participate as team leader in Health Information Technology arena (1-2 hours)

– Participate as team member in Health Information Technology arena (1-2 hours)

-Perform data extraction activities from large data set (s) (1-2 hours)

Essential IV: Information Systems/Technology and Patient Care Technology

-Meet with elected official for review of health policy (1-2 hours)

-Analyze health journal proposal (1-2 hours)

-Analyze health policy proposal (1-2 hours)

-Construct health policy proposal (1-2 hours)

-Design a mobile application for healthcare (1-2 hours)

-Design web-accessible training material (1-2 hours)

-Evaluate a healthcare mobile application (1-2 hours)

-Evaluate web-accessible training or educational material (1-2 hours)

-Meet with elected official for review of health policy (1-2 hours)

-Participate as evaluator in Health Information Technology arena (1-2 hours)

-Participate as team leader in Health Information Technology arena (1-2 hours)

-Participate as team member in Health Information Technology arena (1-2 hours)

-Participate in Health Information Technology as evaluator (1-2 hours)

-Participate in Health Information Technology as team member (1-2 hours)

-Participate on committee at a local level (1-2 hours)

-Participate on committee at institutional level (1-2 hours)

-Participate on committee at international level (1-2 hours)

-Participate on committee at national level (1-2 hours)

-Participate on committee at state level (1-2 hours)

-Perform data extraction activities from large data sets (1-2 hours)

-Provide testimony for health policy (1-2 hours)

Essential V: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care

-Analyze health policy proposal (1-2 hours)

-Construct health policy proposal (1-2 hours)

-Meet with elected official for review of health policy (1-2 hours)

-Participate on committee at a local level (1-2 hours)

– Participate on committee at institutional level (1-2 hours)

– Participate on committee at international level (1-2 hours)

– Participate on committee at state level (1-2 hours)

Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

-Consult with content experts: in person, by phone, or by email (1-3Hours: Expert from clinical area about clinical issues, affected population, experience in how to implement a new change, probable barriers to find, Day to Day operation)

– Consult with mentor/preceptor: in person, by phone, or by email (1-2 hours: Discuss any finding after meeting with expert). Also, (1hour: meeting with mentor validating info after statistic or another expert meeting)

-Participate in an interpersonal team in member role (2-3 hours: Interprofessional collaboration on campus meeting with all students from different cohorts to exchange DNP project ideas, clinical issues, suggestions, etc.)

-Participate in an interpersonal team in leader role (2-3 hours Utilize communication and collaboration to lead the interdisciplinary team to improve patient and population health outcomes)

Essential VII: Clinical Prevention and Population Health for Improving

-Analyze epidemiologic data (1-2 hours)

-Collect epidemiologic data (1-2 hours)

-Identify gaps in care in individuals, communities, and populations (1-2 hours)

-Implement and evaluate health promotion/disease prevention intervention (1-3 hours)

-Promotes population health to the effective use of epidemiological, bio statistical and other appropriate data to improve health. (1-3 hours)

Essential VIII: Advanced Nursing Practice

-Disseminate knowledge to other healthcare providers (Prepares for advance practice nursing for distinct roles with leadership, expertise, knowledge, and implementation in area of specialization while participating in culturally and sensitive practice and community service.)

-Disseminate knowledge to patients, families, and communities (1-2 Hours)

–Assess clients, populations or organizations in practice setting (1-2 hours)

-Consultation with experts regarding nursing practice (1-2 hours)

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

Just apply during the COVID-19 Emergency period

You can add clinical hours up to 15 hours a week on last week on March and April/2020. Those hours should be supported by activities related to COVID-19 shadowing a nurse leader. Remember, this is an excellent opportunity for DNP students to explore his/her skills and knowledge as a leader working in difficult situations where the health system required your cooperation.

DNP Essential II. Organizational and Systems Leadership for Quality Improvement

Activity: Meet with Stakeholders

—I spent —- hours in a meeting with the clinical center stakeholders increasing my knowledge and understanding of other roles and functions to guarantee a perfect setting functioning during the COVID-19 pandemic crisis.

— I spent —hours shadowing a leader. Being on the frontline assessing high-risk population and how my knowledge as DNP student can be implemented to reduce the effect of the Pandemic Covid 19 in our patients, I was working with the clinical medical director and other administrative personal.

— I spent — hours sharing my clinical expertise with co-workers from another practice area.

–I spent — hours reviewing and considering my shadowing performance throughout a conference with my co-workers, which allows me the opportunity to recognize my role as a leader.

— I spent— in meeting with the administration team to determine the obstacles generated by Covid 19 pandemic, achieving the essential procedures to reduce the consequences in the organization.

— I spent —- leading a team on the frontline working with patients in the Pandemic Covid 19.

— I spent —hours meeting the stakeholders to prepare strategies to evade errors on the effectiveness of the available sources.

— I spent — hour in Skype conference with the executives and the rest of the staff concerning patient care and the need to continue taking care of them, I provided many strategies that can help.

Example of more activities:

–Using technology to enhance communication between healthcare providers to improve patients and organization outcomes

-Help to generate policies that concentrate on staff use of the accepted application on their cell phones for enhancing patient care and outcomes protecting patients' rights.

– Cooperating to advance the communication across departments, providers, stakeholders encouraging continuous improvement.

– Developing strategies to facilitate the breaking down of internal barriers across the organization through the COVID-19 infection.

– Shadowing leaders activities to provide other staff members the opportunity to find out what their roles involve and develop a more profound understanding of other different roles and functions within the clinical center that guarantee better patients and organization outcomes.

DNP 8000: Health System Development and Leadership Practice Immersion Experience—40__+ 60 hrs shadowing + COVID related

Leadership Immersion Shadowing Experience

From week # 5, 6, 7, 8 the student will shadow a leader and decision-maker in a clinical setting of the student’s choice for up to 15 hours a week. It could be the student’s workplace. The purpose of this shading experience is to provide an in-depth mentorship and opportunities for meaningful engagement within practice environment as it pertains to leadership.

Essential I: Scientific Underpinnings for Practice

-Appraise literature for inclusion

-Attend conference/workshop related to EBP or focus of project

-Construct/Refine literature search

– Construct/Refine PICO question

-Make presentation pertaining to PICOT question

-Review/Evaluate EBP material (e.g., web, print)

-Synthesize literature (review)

Essential II: Organizational and Systems Leadership for Quality Improvement

-Attend quality improvement meeting

-Budget development or review

-Conduct assessment of practice setting

-Develop a business plan

-Disseminate findings of rapid cycle improvement project

-Evaluate cultural diversity within an organization

-Evaluate rapid cycle improvement project

-Identify need for rapid cycle improvement project

-Identify stakeholders

-Implement or disseminate a cultural/diversity awareness intervention

-Meet with stakeholders

-Present at quality meeting

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

-Attend grant training/workshop

-Consult with statistician: in person, by phone, or by email

-Create presentation safety/quality

-Design a mobile application for health care

-Design web-accessible training material

-Evaluate web-accessible training or educational material

-Evaluate a health care mobile application

-Participate as evaluator in Health Information Technology arena

– Participate as team leader in Health Information Technology arena

– Participate as team member in Health Information Technology arena

-Perform data extraction activities from large data set (s)

Essential IV: Information Systems/Technology and Patient Care Technology

-Design a mobile application for healthcare

-Design web-accessible training material

-Evaluate a healthcare mobile application

-Evaluate web-accessible training or educational material

-Meet with elected official for review of health policy

-Participate as evaluator in Health Information Technology arena

-Participate as team leader in Health Information Technology arena

-Participate as team member in Health Information Technology arena

-Participate in Health Information Technology as evaluator

-Participate in Health Information Technology as team member

-Participate on committee at a local level

-Participate on committee at institutional level

-Participate on committee at international level

-Participate on committee at national level

-Participate on committee at state level

-Perform data extraction activities from large data sets

-Provide testimony for health policy

Essential V: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care

-Meet with elected official for review of health policy

-Participate on committee at a local level

– Participate on committee at institutional level

– Participate on committee at international level

– Participate on committee at national level

– Participate on committee at state level

-Provide testimony for health policy

Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

-Consult with content experts: in person, by phone, or by email

– Consult with mentor/preceptor: in person, by phone, or by email

-Create a committee for safety/quality

-Participate in an interpersonal team in consultant role

-Participate in an interpersonal team in leader role

-Participate in an interpersonal team in member role

Essential VII: Clinical Prevention and Population Health for Improving

-Identify gaps in care in individuals, communities, and populations

-Implement and evaluate health promotion/disease prevention intervention

Essential VIII: Advanced Nursing Practice

–Assess clients, populations or organizations in practice setting

-Clinical practice

-Consultation with experts regarding nursing practice

-Disseminate knowledge to other healthcare providers

-Disseminate knowledge to patients, families, and communities

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

Just apply during the COVID-19 Emergency period

You can add clinical hours up to 15 hours a week on last week on March and April/2020. Those hours should be supported by activities related to COVID-19 shadowing a nurse leader. Remember, this is an excellent opportunity for DNP students to explore his/her skills and knowledge as a leader working in difficult situations where the health system required your cooperation.

DNP Essential II. Organizational and Systems Leadership for Quality Improvement

Activity: Meet with Stakeholders

—I spent —- hours in a meeting with the clinical center stakeholders increasing my knowledge and understanding of other roles and functions to guarantee a perfect setting functioning during the COVID-19 pandemic crisis.

— I spent —hours shadowing a leader. Being on the frontline assessing high-risk population and how my knowledge as DNP student can be implemented to reduce the effect of the Pandemic Covid 19 in our patients, I was working with the clinical medical director and other administrative personal.

— I spent — hours sharing my clinical expertise with co-workers from another practice area.

–I spent — hours reviewing and considering my shadowing performance throughout a conference with my co-workers, which allows me the opportunity to recognize my role as a leader.

— I spent— in meeting with the administration team to determine the obstacles generated by Covid 19 pandemic, achieving the essential procedures to reduce the consequences in the organization.

— I spent —- leading a team on the frontline working with patients in the Pandemic Covid 19.

— I spent —hours meeting the stakeholders to prepare strategies to evade errors on the effectiveness of the available sources.

— I spent — hour in Skype conference with the executives and the rest of the staff concerning patient care and the need to continue taking care of them, I provided many strategies that can help.

Example of more activities:

–Using technology to enhance communication between healthcare providers to improve patients and organization outcomes

-Help to generate policies that concentrate on staff use of the accepted application on their cell phones for enhancing patient care and outcomes protecting patients' rights.

– Cooperating to advance the communication across departments, providers, stakeholders encouraging continuous improvement.

– Developing strategies to facilitate the breaking down of internal barriers across the organization through the COVID-19 infection.

– Shadowing leaders activities to provide other staff members the opportunity to find out what their roles involve and develop a more profound understanding of other different roles and functions within the clinical center that guarantee better patients and organization outcomes.

DNP8100: Structure and Process in Health Care Organizations and Health Care Policy 40__+ 60 hrs shadowing + COVID related

Leadership Immersion Shadowing Experience

From week # 5, 6, 7, 8 the student will shadow a leader and decision-maker in a clinical setting of the student’s choice for up to 15 hours a week. It could be the student’s workplace. The purpose of this shading experience is to provide an in-depth mentorship and opportunities for meaningful engagement within practice environment as it pertains to leadership.

Essential I: Scientific Underpinnings for Practice

-Appraise literature for inclusion

-Attend conference/workshop related to EBP or focus of project

-Construct/Refine literature search

– Construct/Refine PICO question

-Make presentation pertaining to PICOT question

-Review/Evaluate EBP material (e.g., web, print)

-Synthesize literature (review)

Essential II: Organizational and Systems Leadership for Quality Improvement

-Attend quality improvement meeting

-Budget development or review

-Conduct assessment of practice setting

-Develop a business plan

-Disseminate findings of rapid cycle improvement project

-Evaluate cultural diversity within an organization

-Evaluate rapid cycle improvement project

-Identify need for rapid cycle improvement project

-Identify stakeholders

-Implement or disseminate a cultural/diversity awareness intervention

-Meet with stakeholders

-Present at quality meeting

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

-Attend grant training/workshop

-Consult with statistician: in person, by phone, or by email

-Create presentation safety/quality

-Design a mobile application for health care

-Design web-accessible training material

-Evaluate web-accessible training or educational material

-Evaluate a health care mobile application

-Participate as evaluator in Health Information Technology arena

– Participate as team leader in Health Information Technology arena

– Participate as team member in Health Information Technology arena

-Perform data extraction activities from large data set (s)

Essential IV: Information Systems/Technology and Patient Care Technology

-Design a mobile application for healthcare

-Design web-accessible training material

-Evaluate a healthcare mobile application

-Evaluate web-accessible training or educational material

-Meet with elected official for review of health policy

-Participate as evaluator in Health Information Technology arena

-Participate as team leader in Health Information Technology arena

-Participate as team member in Health Information Technology arena

-Participate in Health Information Technology as evaluator

-Participate in Health Information Technology as team member

-Participate on committee at a local level

-Participate on committee at institutional level

-Participate on committee at international level

-Participate on committee at national level

-Participate on committee at state level

-Perform data extraction activities from large data sets

-Provide testimony for health policy

Essential V: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care

-Meet with elected official for review of health policy

-Participate on committee at a local level

– Participate on committee at institutional level

– Participate on committee at international level

– Participate on committee at national level

– Participate on committee at state level

-Provide testimony for health policy

Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

-Consult with content experts: in person, by phone, or by email

– Consult with mentor/preceptor: in person, by phone, or by email

-Create a committee for safety/quality

-Participate in an interpersonal team in consultant role

-Participate in an interpersonal team in leader role

-Participate in an interpersonal team in member role

Essential VII: Clinical Prevention and Population Health for Improving

-Identify gaps in care in individuals, communities, and populations

-Implement and evaluate health promotion/disease prevention intervention

Essential VIII: Advanced Nursing Practice

–Assess clients, populations or organizations in practice setting

-Clinical practice

-Consultation with experts regarding nursing practice

-Disseminate knowledge to other healthcare providers

-Disseminate knowledge to patients, families, and communities

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

Just apply during the COVID-19 Emergency period

You can add clinical hours up to 15 hours a week on last week on March and April/2020. Those hours should be supported by activities related to COVID-19 shadowing a nurse leader. Remember, this is an excellent opportunity for DNP students to explore his/her skills and knowledge as a leader working in difficult situations where the health system required your cooperation.

DNP Essential II. Organizational and Systems Leadership for Quality Improvement

Activity: Meet with Stakeholders

—I spent —- hours in a meeting with the clinical center stakeholders increasing my knowledge and understanding of other roles and functions to guarantee a perfect setting functioning during the COVID-19 pandemic crisis.

— I spent —hours shadowing a leader. Being on the frontline assessing high-risk population and how my knowledge as DNP student can be implemented to reduce the effect of the Pandemic Covid 19 in our patients, I was working with the clinical medical director and other administrative personal.

— I spent — hours sharing my clinical expertise with co-workers from another practice area.

–I spent — hours reviewing and considering my shadowing performance throughout a conference with my co-workers, which allows me the opportunity to recognize my role as a leader.

— I spent— in meeting with the administration team to determine the obstacles generated by Covid 19 pandemic, achieving the essential procedures to reduce the consequences in the organization.

— I spent —- leading a team on the frontline working with patients in the Pandemic Covid 19.

— I spent —hours meeting the stakeholders to prepare strategies to evade errors on the effectiveness of the available sources.

— I spent — hour in Skype conference with the executives and the rest of the staff concerning patient care and the need to continue taking care of them, I provided many strategies that can help.

Example of more activities:

–Using technology to enhance communication between healthcare providers to improve patients and organization outcomes

-Help to generate policies that concentrate on staff use of the accepted application on their cell phones for enhancing patient care and outcomes protecting patients' rights.

– Cooperating to advance the communication across departments, providers, stakeholders encouraging continuous improvement.

– Developing strategies to facilitate the breaking down of internal barriers across the organization through the COVID-19 infection.

– Shadowing leaders activities to provide other staff members the opportunity to find out what their roles involve and develop a more profound understanding of other different roles and functions within the clinical center that guarantee better patients and organization outcomes.

DNP 8300: Technology in Health Care

40__+ 60 hrs shadowing + COVID related

Leadership Immersion Shadowing Experience

From week # 5, 6, 7, 8 the student will shadow a leader and decision-maker in a clinical setting of the student’s choice for up to 15 hours a week. It could be the student’s workplace. The purpose of this shading experience is to provide an in-depth mentorship and opportunities for meaningful engagement within practice environment as it pertains to leadership.

Essential I: Scientific Underpinnings for Practice

-Appraise literature for inclusion

-Attend conference/workshop related to EBP or focus of project

-Construct/Refine literature search

– Construct/Refine PICO question

-Make presentation pertaining to PICOT question

-Review/Evaluate EBP material (e.g., web, print)

-Synthesize literature (review)

Essential II: Organizational and Systems Leadership for Quality Improvement

-Attend quality improvement meeting

-Budget development or review

-Conduct assessment of practice setting

-Develop a business plan

-Disseminate findings of rapid cycle improvement project

-Evaluate cultural diversity within an organization

-Evaluate rapid cycle improvement project

-Identify need for rapid cycle improvement project

-Identify stakeholders

-Implement or disseminate a cultural/diversity awareness intervention

-Meet with stakeholders

-Present at quality meeting

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

-Attend grant training/workshop

-Consult with statistician: in person, by phone, or by email

-Create presentation safety/quality

-Design a mobile application for health care

-Design web-accessible training material

-Evaluate web-accessible training or educational material

-Evaluate a health care mobile application

-Participate as evaluator in Health Information Technology arena

– Participate as team leader in Health Information Technology arena

– Participate as team member in Health Information Technology arena

-Perform data extraction activities from large data set (s)

Essential IV: Information Systems/Technology and Patient Care Technology

-Design a mobile application for healthcare

-Design web-accessible training material

-Evaluate a healthcare mobile application

-Evaluate web-accessible training or educational material

-Meet with elected official for review of health policy

-Participate as evaluator in Health Information Technology arena

-Participate as team leader in Health Information Technology arena

-Participate as team member in Health Information Technology arena

-Participate in Health Information Technology as evaluator

-Participate in Health Information Technology as team member

-Participate on committee at a local level

-Participate on committee at institutional level

-Participate on committee at international level

-Participate on committee at national level

-Participate on committee at state level

-Perform data extraction activities from large data sets

-Provide testimony for health policy

Essential V: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care

-Meet with elected official for review of health policy

-Participate on committee at a local level

– Participate on committee at institutional level

– Participate on committee at international level

– Participate on committee at national level

– Participate on committee at state level

-Provide testimony for health policy

Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

-Consult with content experts: in person, by phone, or by email

– Consult with mentor/preceptor: in person, by phone, or by email

-Create a committee for safety/quality

-Participate in an interpersonal team in consultant role

-Participate in an interpersonal team in leader role

-Participate in an interpersonal team in member role

Essential VII: Clinical Prevention and Population Health for Improving

-Identify gaps in care in individuals, communities, and populations

-Implement and evaluate health promotion/disease prevention intervention

Essential VIII: Advanced Nursing Practice

–Assess clients, populations or organizations in practice setting

-Clinical practice

-Consultation with experts regarding nursing practice

-Disseminate knowledge to other healthcare providers

-Disseminate knowledge to patients, families, and communities

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

Just apply during the COVID-19 Emergency period

You can add clinical hours up to 15 hours a week on last week on March and April/2020. Those hours should be supported by activities related to COVID-19 shadowing a nurse leader. Remember, this is an excellent opportunity for DNP students to explore his/her skills and knowledge as a leader working in difficult situations where the health system required your cooperation.

DNP Essential II. Organizational and Systems Leadership for Quality Improvement

Activity: Meet with Stakeholders

—I spent —- hours in a meeting with the clinical center stakeholders increasing my knowledge and understanding of other roles and functions to guarantee a perfect setting functioning during the COVID-19 pandemic crisis.

— I spent —hours shadowing a leader. Being on the frontline assessing high-risk population and how my knowledge as DNP student can be implemented to reduce the effect of the Pandemic Covid 19 in our patients, I was working with the clinical medical director and other administrative personal.

— I spent — hours sharing my clinical expertise with co-workers from another practice area.

–I spent — hours reviewing and considering my shadowing performance throughout a conference with my co-workers, which allows me the opportunity to recognize my role as a leader.

— I spent— in meeting with the administration team to determine the obstacles generated by Covid 19 pandemic, achieving the essential procedures to reduce the consequences in the organization.

— I spent —- leading a team on the frontline working with patients in the Pandemic Covid 19.

— I spent —hours meeting the stakeholders to prepare strategies to evade errors on the effectiveness of the available sources.

— I spent — hour in Skype conference with the executives and the rest of the staff concerning patient care and the need to continue taking care of them, I provided many strategies that can help.

Example of more activities:

–Using technology to enhance communication between healthcare providers to improve patients and organization outcomes

-Help to generate policies that concentrate on staff use of the accepted application on their cell phones for enhancing patient care and outcomes protecting patients' rights.

– Cooperating to advance the communication across departments, providers, stakeholders encouraging continuous improvement.

– Developing strategies to facilitate the breaking down of internal barriers across the organization through the COVID-19 infection.

– Shadowing leaders activities to provide other staff members the opportunity to find out what their roles involve and develop a more profound understanding of other different roles and functions within the clinical center that guarantee better patients and organization outcomes.

DNP 8420: Decision Making, Problem Solving, and Critical Thinking

40__+ 60 hrs shadowing + COVID related

Leadership Immersion Shadowing Experience

From week # 5, 6, 7, 8 the student will shadow a leader and decision-maker in a clinical setting of the student’s choice for up to 15 hours a week. It could be the student’s workplace. The purpose of this shading experience is to provide an in-depth mentorship and opportunities for meaningful engagement within practice environment as it pertains to leadership.

Essential I: Scientific Underpinnings for Practice

-Appraise literature for inclusion

-Attend conference/workshop related to EBP or focus of project

-Construct/Refine literature search

– Construct/Refine PICOT question

-Make presentation pertaining to PICOT question

-Review/Evaluate EBP material (e.g., web, print)

-Synthesize literature (review)

Essential II: Organizational and Systems Leadership for Quality Improvement

-Attend quality improvement meeting

-Budget development or review

-Conduct assessment of practice setting

-Develop a business plan

-Disseminate findings of rapid cycle improvement project

-Evaluate cultural diversity within an organization

-Evaluate rapid cycle improvement project

-Identify need for rapid cycle improvement project

-Identify stakeholders

-Implement or disseminate a cultural/diversity awareness intervention

-Meet with stakeholders

-Present at quality meeting

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

-Attend grant training/workshop

-Consult with statistician: in person, by phone, or by email

-Create presentation safety/quality

-Design a mobile application for health care

-Design web-accessible training material

-Evaluate web-accessible training or educational material

-Evaluate a health care mobile application

-Participate as evaluator in Health Information Technology arena

– Participate as team leader in Health Information Technology arena

– Participate as team member in Health Information Technology arena

-Perform data extraction activities from large data set (s)

Essential IV: Information Systems/Technology and Patient Care Technology

-Design a mobile application for healthcare

-Design web-accessible training material

-Evaluate a healthcare mobile application

-Evaluate web-accessible training or educational material

-Meet with elected official for review of health policy

-Participate as evaluator in Health Information Technology arena

-Participate as team leader in Health Information Technology arena

-Participate as team member in Health Information Technology arena

-Participate in Health Information Technology as evaluator

-Participate in Health Information Technology as team member

-Participate on committee at a local level

-Participate on committee at institutional level

-Participate on committee at international level

-Participate on committee at national level

-Participate on committee at state level

-Perform data extraction activities from large data sets

-Provide testimony for health policy

Essential V: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care

-Meet with elected official for review of health policy

-Participate on committee at a local level

– Participate on committee at institutional level

– Participate on committee at international level

– Participate on committee at national level

– Participate on committee at state level

-Provide testimony for health policy

Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

-Consult with content experts: in person, by phone, or by email

– Consult with mentor/preceptor: in person, by phone, or by email

-Create a committee for safety/quality

-Participate in an interpersonal team in consultant role

-Participate in an interpersonal team in leader role

-Participate in an interpersonal team in member role

Essential VII: Clinical Prevention and Population Health for Improving

-Identify gaps in care in individuals, communities, and populations

-Implement and evaluate health promotion/disease prevention intervention

Essential VIII: Advanced Nursing Practice

–Assess clients, populations or organizations in practice setting

-Clinical practice

-Consultation with experts regarding nursing practice

-Disseminate knowledge to other healthcare providers

-Disseminate knowledge to patients, families, and communities

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

Just apply during the COVID-19 Emergency period

You can add clinical hours up to 15 hours a week on last week on March and April/2020. Those hours should be supported by activities related to COVID-19 shadowing a nurse leader. Remember, this is an excellent opportunity for DNP students to explore his/her skills and knowledge as a leader working in difficult situations where the health system required your cooperation.

DNP Essential II. Organizational and Systems Leadership for Quality Improvement

Activity: Meet with Stakeholders

—I spent —- hours in a meeting with the clinical center stakeholders increasing my knowledge and understanding of other roles and functions to guarantee a perfect setting functioning during the COVID-19 pandemic crisis.

— I spent —hours shadowing a leader. Being on the frontline assessing high-risk population and how my knowledge as DNP student can be implemented to reduce the effect of the Pandemic Covid 19 in our patients, I was working with the clinical medical director and other administrative personal.

— I spent — hours sharing my clinical expertise with co-workers from another practice area.

–I spent — hours reviewing and considering my shadowing performance throughout a conference with my co-workers, which allows me the opportunity to recognize my role as a leader.

— I spent— in meeting with the administration team to determine the obstacles generated by Covid 19 pandemic, achieving the essential procedures to reduce the consequences in the organization.

— I spent —- leading a team on the frontline working with patients in the Pandemic Covid 19.

— I spent —hours meeting the stakeholders to prepare strategies to evade errors on the effectiveness of the available sources.

— I spent — hour in Skype conference with the executives and the rest of the staff concerning patient care and the need to continue taking care of them, I provided many strategies that can help.

Example of more activities:

–Using technology to enhance communication between healthcare providers to improve patients and organization outcomes

-Help to generate policies that concentrate on staff use of the accepted application on their cell phones for enhancing patient care and outcomes protecting patients' rights.

– Cooperating to advance the communication across departments, providers, stakeholders encouraging continuous improvement.

– Developing strategies to facilitate the breaking down of internal barriers across the organization through the COVID-19 infection.

– Shadowing leaders activities to provide other staff members the opportunity to find out what their roles involve and develop a more profound understanding of other different roles and functions within the clinical center that guarantee better patients and organization outcomes.

DNP8200 Professional Practice Developments Experience Practice Immersion (IRB)

During this course, the student dedicates many hours to the IRB, preparing the PICOT question format, Site application format, contacting stakeholders to guarantee their authorization and participation in the DNP project implementation process, etc. Remember all those activities and apply them to the correct DNP essential. The activities identified in yellow color are the most complete related to this course.

Essential I: Scientific Underpinnings for Practice

· Appraise literature for inclusion

· Attend conference/workshop related to EBP or focus of project

· Construct/Refine literature search Construct/Refine PICOT question

· Make presentation pertaining to PICOT question

· Review/Evaluate EBP material (e.g., web, print)

· Synthesize literature (review)

Essential II: Organizational and Systems Leadership for Quality Improvement

· Attend quality improvement meeting

· Budget development or review

· Conduct assessment of practice setting

· Develop a business plan

· Develop a SWOT analysis

· Disseminate findings of rapid cycle improvement project

· Evaluate cultural diversity within an organization

· Evaluate rapid cycle improvement project

· Identify need for rapid cycle improvement project

· Identify stakeholders

· Implement or disseminate a cultural/diversity awareness intervention

· Meet with stakeholders

· Present at quality meeting

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

· Attend grant training/workshop

· Attend meetings pertinent to the project

· Complete core measure training

· Conduct evaluation of DNP project evaluation

· Construct IRB proposal

· Consult with statistician: in person, by phone, or by email

· Create presentation safety/quality

· Design a mobile application for health care

· Design web-accessible training material

· Develop DNP project proposal

· Develop professional portfolio

· Develop tools for sustainability (e.g., toolkits, PowerPoint, audit tools, etc.)

· Disseminate DNP project findings internally or externally

· Evaluate web-accessible training or educational material

· Evaluate a health care mobile application

· Perform data extraction activities from large data set (s)

· Prepare grant proposal or participate in related activities

· Submit and/or revise IRB proposal

Essential IV: Information Systems/Technology and Patient Care Technology

· Design a mobile application for healthcare

· Design web-accessible training material

· Evaluate a healthcare mobile application

· Evaluate web-accessible training or educational material

· Meet with elected official for review of health policy

· Perform data extraction activities from large data sets

· Provide testimony for health policy

Essential V: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care

· Analyze health policy proposal

· Construct health policy proposal

· Meet with elected official for review of health policy

· Participate on committee at a local level

Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

· Consult with content experts: in person, by phone, or by email

· Consult with mentor/preceptor: in person, by phone, or by email

· Create a committee for safety/quality

· Participate in an interpersonal team in consultant role

· Participate in an interpersonal team in leader role

· Participate in an interpersonal team in member role

Essential VII: Clinical Prevention and Population Health for Improving

· Analyze epidemiologic data

· Collect epidemiologic data

· Identify gaps in care in individuals, communities, and populations

· Implement and evaluate health promotion/disease prevention interventio

Essential VIII: Advanced Nursing Practice

· Assess clients, populations or organizations in practice setting

· Clinical practice

· Consultation with experts regarding nursing practice

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

DNP8440 Practicum in Health Care Administration (Implementation)

· Essential I: Scientific Underpinnings for Practice

· Appraise literature for inclusion

· Attend conference/workshop related to EBP or focus of project

· Construct/Refine literature search Construct/Refine PICOT question

· Make presentation pertaining to PICOT question

· Review/Evaluate EBP material (e.g., web, print)

· Synthesize literature (review)

· Essential II: Organizational and Systems Leadership for Quality Improvement

· Attend quality improvement meeting

· Budget development or review

· Conduct assessment of practice setting

· Develop a business plan

· Develop a SWOT analysis

· Disseminate findings of rapid cycle improvement project

· Evaluate cultural diversity within an organization

· Evaluate rapid cycle improvement project

· Identify need for rapid cycle improvement project

· Identify stakeholders

· Implement or disseminate a cultural/diversity awareness intervention

· Meet with stakeholders

· Present at quality meeting

· Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

· Attend grant training/workshop

· Attend meetings pertinent to the project

· Complete core measure training

· Conduct evaluation of DNP project evaluation

· Construct IRB proposal

· Consult with statistician: in person, by phone, or by email

· Create presentation safety/quality

· Design a mobile application for health care

· Design web-accessible training material

· Develop DNP project proposal

· Develop professional portfolio

· Develop tools for sustainability (e.g., toolkits, PowerPoint, audit tools, etc.)

· Disseminate DNP project findings internally or externally

· Evaluate web-accessible training or educational material

· Evaluate a health care mobile application

· Implement DNP project

· Manuscript preparation

· Participate as a member in IRB Committee

· Participate as evaluator in Health Information Technology arena

· Participate as team leader in Health Information Technology arena

· Participate as team member in Health Information Technology arena

· Participate in data analysis

· Participate in data collection

· Perform data extraction activities from large data set (s)

· Prepare final DNP project paper and/or manuscript

· Prepare grant proposal or participate in related activities

· Serve as abstract reviewer

· Serve as consultant for collaborative research

· Serve as proposal reviewer

· Submit and/or revise IRB proposal

· Essential IV: Information Systems/Technology and Patient Care Technology

· Analyze health journal proposal

· Analyze health policy proposal

· Construct health policy proposal

· Design a mobile application for healthcare

· Design web-accessible training material

· Evaluate a healthcare mobile application

· Evaluate web-accessible training or educational material

· Meet with elected official for review of health policy

· Participate as evaluator in Health Information Technology arena

· Participate as team leader in Health Information Technology arena

· Participate as team member in Health Information Technology arena

· Participate in Health Information Technology as evaluator

· Participate in Health Information Technology as team member

· Participate on committee at a local level

· Participate on committee at institutional level

· Participate on committee at international level

· Participate on committee at national level

· Participate on committee at state level

· Perform data extraction activities from large data sets

· Provide testimony for health policy

· Essential V: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care

· Analyze health policy proposal

· Construct health policy proposal

· Meet with elected official for review of health policy

· Participate on committee at a local level

· Participate on committee at institutional level

· Participate on committee at international level

· Participate on committee at national level

· Participate on committee at state level

· Provide testimony for health policy

· Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

· Consult with content experts: in person, by phone, or by email

· Consult with mentor/preceptor: in person, by phone, or by email

· Create a committee for safety/quality

· Participate in an interpersonal team in consultant role

· Participate in an interpersonal team in leader role

· Participate in an interpersonal team in member role

· Essential VII: Clinical Prevention and Population Health for Improving

· Analyze epidemiologic data

· Collect epidemiologic data

· Identify gaps in care in individuals, communities, and populations

· Implement and evaluate health promotion/disease prevention intervention

· Essential VIII: Advanced Nursing Practice

· Assess clients, populations or organizations in practice setting

· Clinical practice

· Consultation with experts regarding nursing practice

· Disseminate knowledge to other healthcare providers

· Disseminate knowledge to patients, families, and communities

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

DNP 8500 – DNP Project II (Oral defense + Portfolio)

· Essential I: Scientific Underpinnings for Practice

· Appraise literature for inclusion

· Attend conference/workshop related to EBP or focus of project

· Construct/Refine literature search Construct/Refine PICO question

· Make presentation pertaining to PICO question

· Review/Evaluate EBP material (e.g., web, print)

· Synthesize literature (review)

· Essential II: Organizational and Systems Leadership for Quality Improvement

· Attend quality improvement meeting

· Budget development or review

· Conduct assessment of practice setting

· Develop a business plan

· Develop a SWOT analysis

· Disseminate findings of rapid cycle improvement project

· Evaluate cultural diversity within an organization

· Evaluate rapid cycle improvement project

· Identify need for rapid cycle improvement project

· Identify stakeholders

· Implement or disseminate a cultural/diversity awareness intervention

· Meet with stakeholders

· Present at quality meeting

· Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

· Attend grant training/workshop

· Attend meetings pertinent to the project

· Complete core measure training

· Conduct evaluation of DNP project evaluation

· Construct IRB proposal

· Consult with statistician: in person, by phone, or by email

· Create presentation safety/quality

· Design a mobile application for health care

· Design web-accessible training material

· Develop DNP project proposal

· Develop professional portfolio

· Develop tools for sustainability (e.g., toolkits, PowerPoint, audit tools, etc.)

· Disseminate DNP project findings internally or externally

· Evaluate web-accessible training or educational material

· Evaluate a health care mobile application

· Implement DNP project

· Manuscript preparation

· Participate as a member in IRB Committee

· Participate as evaluator in Health Information Technology arena

· Participate as team leader in Health Information Technology arena

· Participate as team member in Health Information Technology arena

· Participate in data analysis

· Participate in data collection

· Perform data extraction activities from large data set (s)

· Prepare final DNP project paper and/or manuscript

· Prepare grant proposal or participate in related activities

· Serve as abstract reviewer

· Serve as consultant for collaborative research

· Serve as proposal reviewer

· Submit and/or revise IRB proposal

· Essential IV: Information Systems/Technology and Patient Care Technology

· Analyze health journal proposal

· Analyze health policy proposal

· Construct health policy proposal

· Design a mobile application for healthcare

· Design web-accessible training material

· Evaluate a healthcare mobile application

· Evaluate web-accessible training or educational material

· Meet with elected official for review of health policy

· Participate as evaluator in Health Information Technology arena

· Participate as team leader in Health Information Technology arena

· Participate as team member in Health Information Technology arena

· Participate in Health Information Technology as evaluator

· Participate in Health Information Technology as team member

· Participate on committee at a local level

· Participate on committee at institutional level

· Participate on committee at international level

· Participate on committee at national level

· Participate on committee at state level

· Perform data extraction activities from large data sets

· Provide testimony for health policy

· Essential V: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care

· Analyze health policy proposal

· Construct health policy proposal

· Meet with elected official for review of health policy

· Participate on committee at a local level

· Participate on committee at institutional level

· Participate on committee at international level

· Participate on committee at national level

· Participate on committee at state level

· Provide testimony for health policy

· Essential VI: Inter-Professional Collaboration for Improving Patient and Population Health Outcomes

· Consult with content experts: in person, by phone, or by email

· Consult with mentor/preceptor: in person, by phone, or by email

· Create a committee for safety/quality

· Participate in an interpersonal team in consultant role

· Participate in an interpersonal team in leader role

· Participate in an interpersonal team in member role

· Essential VII: Clinical Prevention and Population Health for Improving

· Analyze epidemiologic data

· Collect epidemiologic data

· Identify gaps in care in individuals, communities, and populations

· Implement and evaluate health promotion/disease prevention intervention

· Essential VIII: Advanced Nursing Practice

· Assess clients, populations or organizations in practice setting

· Clinical practice

· Consultation with experts regarding nursing practice

· Disseminate knowledge to other healthcare providers

· Disseminate knowledge to patients, families, and communities

Include in the description (note) which Role-Specific Professional Competencies was/were useful for identifying the areas where you grow as a leader thought your clinical activities. It is an excellent representation of the connection of DNP Essentials and the DNP Role-Specific Professional Competencies obtained through our program as a DNP program requirement. See sample at the beginning of the document.

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Decision-Making

Reply 2 Promo week 7

Nursing Homework Promo week 8