As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others’ delivery and ensure that they convey the same content you would deliver if you were the presenter.
You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.
Demonstration of Proficiency
• Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
o Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
• Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
o Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
• Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
o Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
o Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
• Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
o Slides are easy to read and error free. Detailed speaker notes are provided.
o Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.
This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.
In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and Study parts of the PDSA cycle. Again, you will not be expected to execute the project, so you will not have any results to study. However, by carefully examining the ways in which your plan could be carried out and evaluated, you will get some of the experience of the thinking required for PDSA.
When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee’s organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.
Please follow the Capella Guidelines for Effective PowerPoint Presentations [PPTX]. If you need technical information on using PowerPoint, refer to Capella University Library: PowerPoint Presentations.
Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
• Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
• Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
• Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
• Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
• Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.
There are various ways to structure your presentation; following is one example:
• Part 1: Organizational or Patient Issue.
o What is the issue that you are trying to solve or improve?
o Why should the audience care about solving it?
• Part 2: Relevance of an Interdisciplinary Team Approach.
o Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?
o How will it help to achieve improved outcomes or reach a goal?
• Part 3: Interdisciplinary Plan Summary.
o What is the objective?
o How likely is it to work?
o What will the interdisciplinary team do?
• Part 4: Implementation and Resource Management.
o How could the plan be implemented to ensure effective use of resources?
o How could the plan be managed to ensure that resources were not wasted?
o How does the plan justify the resource expenditure?
• Part 5: Evaluation.
o What would a successful outcome of the project look like?
o What are the criteria that could be used to measure that success?
How could this be used to show the degree of success?
Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide.
• Number of slides: Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.
• Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.
• APA formatting: Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format.
Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.
Presenting research and proposed plans to stakeholders in a clear, compelling manner is an essential skill for nurse leaders and those seeking to implement positive changes in healthcare.
To directly address your prompts, here is a draft PowerPoint presentation on an interdisciplinary improvement plan:
Part 1: Organizational Issue
Issue: Lengthy wait times in the emergency department at County Hospital are leading to patient dissatisfaction and potential adverse events.
Why stakeholders should care: Long wait times are associated with poor patient outcomes and can damage the hospital’s reputation.
Part 2: Relevance of Interdisciplinary Approach
An interdisciplinary triage team consisting of nurses, physicians, social workers, and care coordinators could more efficiently assess patients and prioritize those with urgent needs (McHugh et al., 2016).
This approach aligns with the IHI Triple Aim of improving the patient experience of care and population health while reducing costs (Berwick et al., 2008).
Part 3: Interdisciplinary Plan Summary
Objective: Decrease average ED wait time to under 2 hours for 80% of patients within 6 months.
Likelihood of success: A similar program at a comparable hospital reduced wait times by 30% (Nelson et al., 2018).
Plan: Form an interdisciplinary triage team to streamline assessments, order labs/imaging in advance, and expedite discharges/transfers.
Part 4: Implementation and Resource Management
Triage team would operate during peak hours to maximize impact. Shift changes would allow for 24/7 coverage with existing staff.
ED nurse manager would oversee triage team and track metrics to ensure resources (e.g. staff time) were used efficiently.
Costs would be offset by gains from improved throughput and patient satisfaction.
Part 5: Evaluation
Successful outcome: 80% of patients seen within 2 hours as per objective.
Metrics: Average wait time, left without being seen rate, patient satisfaction scores. Monthly reporting would show progress.
In conclusion, this interdisciplinary approach shows promise for addressing the organizational issue while making efficient use of resources. Please let me know if any part of the presentation requires further elaboration or evidence. I have also included references at the end in APA format that support key points. I hope this draft is helpful for your stakeholders.
Berwick, D. M., Nolan, T. W., & Whittington, J. (2008). The triple aim: Care, health, and cost. Health Affairs, 27(3), 759–769. https://doi.org/10.1377/hlthaff.27.3.759
McHugh, M., Van Dyke, K., McClelland, M., & Moss, D. (2016). Improving patient flow and reducing emergency department crowding: A guide for hospitals. Agency for Healthcare Research and Quality. https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/edcrowding/edcrowding.pdf research essay writing service.
Nelson, K., Green, T., Barrett, C., McKinney, J., & Pool, L. (2018). Reducing emergency department wait times and left without being seen rates through implementation of a rapid medical assessment unit. Journal of Healthcare Quality, 40(6), e65–e72. https://doi.org/10.1097/jhq.0000000000000139
The Role and Importance of Current and Future Nurse Leaders
Nursing is a dynamic and diverse profession that requires both clinical expertise and leadership skills. Nurses are at the forefront of health care delivery, providing care to patients, families, and communities in various settings and contexts. Nurses are also key agents of change, influencing health policy, systems redesign, quality improvement, and health equity. To fulfill these roles, nurses need to develop and enhance their leadership competencies throughout their careers.
What are nurse leadership competencies?
Nurse leadership competencies are the knowledge, skills, and abilities that enable nurses to perform effectively as leaders in various settings and levels. According to the American Organization for Nursing Leadership (AONL), nurse leaders need to demonstrate competencies in five domains: communication and relationship building, knowledge of the health care environment, leadership, professionalism, and business skills (AONL, 2015). These competencies are applicable to nurse leaders across the continuum of care, from frontline nurses to nurse executives.
Why are nurse leadership competencies important?
Nurse leadership competencies are important for several reasons. First, they help nurses to achieve their personal and professional goals, as well as the goals of their organizations and the health care system. By developing their competencies, nurses can enhance their performance, satisfaction, and career advancement. Second, they help nurses to address the current and future challenges and opportunities in health care, such as the COVID-19 pandemic, the aging population, the social determinants of health, the digital transformation, and the shift to value-based care. By developing their competencies, nurses can innovate, collaborate, advocate, and lead change to improve health outcomes and quality of care. Third, they help nurses to contribute to the achievement of health equity, which is the absence of avoidable or remediable differences in health among groups of people (IOM, 2001). By developing their competencies, nurses can recognize and address the root causes of health disparities, such as racism, poverty, discrimination, and oppression.
How can nurses develop their leadership competencies?
Nurses can develop their leadership competencies through various strategies and opportunities. Some examples are:
– Seeking formal education and training programs that offer courses, workshops, seminars, webinars, or certifications on leadership topics.
– Engaging in self-directed learning activities that involve reading books or articles, listening to podcasts or webinars, watching videos or TED talks, or taking online courses on leadership topics.
– Participating in mentoring or coaching relationships that provide guidance, feedback, support, and role modeling from experienced nurse leaders.
– Joining professional associations or networks that offer opportunities for networking, learning, sharing best practices, and collaborating with other nurse leaders.
– Volunteering for leadership roles or projects that challenge and stretch one’s leadership skills and abilities.
– Seeking feedback from peers, colleagues, supervisors, or mentors on one’s strengths and areas for improvement as a leader.
– Reflecting on one’s leadership experiences and learning from successes and failures.
Nursing is a profession that requires not only clinical excellence but also leadership excellence. Nurses have the potential and responsibility to lead change and improve health at every level and setting. To do so, they need to develop and enhance their leadership competencies throughout their careers. By doing so, they can achieve their personal and professional goals, address the current and future challenges and opportunities in health care, and contribute to the achievement of health equity.
AONL. (2015). Nurse Executive Competencies. https://www.aonl.org/system/files/media/file/2019/12/AONE_NEC.pdf
Feely D. (2016). Health Equity Must Be a Strategic Priority. IHI Blog. http://www.ihi.org/communities/blogs/_layouts/15/ihi/community/blog/itemview.aspx?List=7d1126ec-8f63-4a3b-9926-c44ea3036813&ID=223
IOM (Institute of Medicine). (2001). Crossing the Quality Chasm: A New Health System for the 21st Century. National Academy Press.
National Academies of Sciences Engineering Medicine (NASEM). (2021). The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity. The National Academies Press. https://doi.org/10.17226/25982