PLEASE SEE ALL ATTACHMENTS IT HAS ALL OF THE INFORMATION THAT IS NEEDED FOR THIS ASSIGNMENT. APA version 7 EDITION IS REQUIRED ( I have listed all of the information about APA version 7 edition. Schol

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PLEASE SEE ALL ATTACHMENTS IT HAS ALL OF THE INFORMATION THAT IS NEEDED FOR THIS ASSIGNMENT. APA version 7 EDITION IS REQUIRED ( I have listed all of the information about APA version 7 edition. Scholar authors only that are less than 5 years old. The title page and reference are not include in the 3-4 pages requirement.THERE IS TEMPLETE THAT SHOWS YOU HOW THE PAPER IS SUPPODSE TO BE. IT IS IN THE CAPSTONE PAPER INSTRUCTION.DirectionsDescribe the quality improvement process and the Quality model that will be used as a basis for the practice problem. Include a description of a quality improvement tool(s) that you will use in your quality improvement plan. See Spath, (2018) chapter 6 for examples.Explain why the specific process was selected and document your explanation with references.For the Week 3 Assignment, you will combine your Week 1, 2 and 3 assignments and submit a 3-4-page paper that addresses the following: Practice Problem (Completed in Week 1) State the practice problem in measurable terms. State the data that suggests a practice problem exists Include a purpose statement. Analysis of the Existing Evidence (Completed in Week 2) Summarize the findings from the evidence analysis that support your practice problem. Include minimum of at least 5 evidence-based practice sources that support your practice problem. Identify research, clinical guidelines, expert opinions, and other relevant information. You must include two-three research studies in your analysis. Using your own words synthesize the evidence that supports your identified practice problem. There should be no quotes or personal opinions included in this section. Quality Improvement Process (Completed this Week) (Approximately 2-3 paragraphs) Describe the quality improvement process and the quality model that will be used as a basis for the practice problem. This is not your entire quality improvement plan, only a description of the quality improvement process and the quality model you chose. You will develop your specific quality improvement plan in week 4. Include a description of a quality improvement tool(s) that you will use in your quality improvement plan. See Spath, (2018) chapter 6 for examples. Explain why the specific process was selected and document your explanation with references. Conclusion

PLEASE SEE ALL ATTACHMENTS IT HAS ALL OF THE INFORMATION THAT IS NEEDED FOR THIS ASSIGNMENT. APA version 7 EDITION IS REQUIRED ( I have listed all of the information about APA version 7 edition. Schol
Week 1 Post Main post             The patient, center-practice safety issue, is at hospitals is Central line-associated bloodstream infection (CLABSI) rates in the Medical Intensive Care Units (MICU). CLABSI is an infection that occurs in the bloodstream through the central line is infected with germs (bacteria or a virus). This infection is laboratory-confirmed and develops within 48 hours of its placement in the central line (Spath, 2018). CLABSI is a significant patient safety issue for all healthcare systems. According to Vessnsta, Smith, Niedner, and Lin (2011), that CLABSI affects between 250,000 and 500,00 patients every year and a 30 percent mortality rate. The manifestations of the CLABSI can have significant impacts on the patient’s age, existing chronic illnesses, and immune-suppressed state (Spath, 2018). The quality director at my hospital has CLABSI groups that meet every month to shows departments the data of the CLABSI rates in the hospital. The group also provides data from the National Patient Safety Goals (NPSG) to help educate the staff. Reasons for Addressing the Problem         CLABSI is a patient safety issue that can be prevented by the healthcare system. CLABSI has an impact on the healthcare system and patient safety. CLABSI increases patient mortality rates and more extended hospital stays and can cost up to millions of dollars a year to treat the infection. Also, healthcare workers are not provided the correct education and train correctly. Most central lines are not in a sterile environment and are being inserted at the bedside alongside ultrasound in the general medical wards and the intensive care unit (Yoder-Wise, 2019). Non- tunneled catheters are the commonly used catheters though they tend to be at high risk of CLABSI. Healthcare systems need to provide training for healthcare workers and standardized treatment procedures. Improvement Areas        The improvement areas is to observance of good hygiene, monitoring of the checklist, removal of unrequired central lines, use of subclavian vein, use of full-body drape during insertion of central venous catheters and use of experienced providers during ultrasound experiments are some of the main guidelines which can be improved during insertion (Yoder-Wise, 2019). The maintenance area also needs to be improved by doing a daily routine of disinfecting the catheters before the lines are assessed. The central line should be removed once it is no longer required to minimize the reinfection chances. The staff and patients can be educated on preventing CLABSI. References Spath, P. (2018). Introduction to healthcare quality management (3rded.). Chicago, IL: Health Administration Press. Yoder-Wise, P.S. (2019). Leading and managing in nursing (7th ed.). St. Louis, MO: Mosby. https://www.cdc.gov/hai/bsi/clabsi-resources.html Week 2 Post Main Discussion Central line-associated bloodstream infection(CLABSI) is the core cause of thousands of deaths across the world. Central line-associated bloodstream infection occurs when germs pass through the central line and enter into the bloodstream. A central line is a catheter that doctors use to give medication or fluids and is also used to collect blood. It is usually placed in large veins.  Since Central line-associated bloodstream infection is a threat to practice problems, healthcare workers need to put the specific and intensive measures to prevent the CLABSI from occurring. Research shows that about 71,900 of CLABSI infections occur annually in the U.S hospitals. From the interviewed leaders, it was found that several measures were very effective in preventing the disease (Herc et al., .2017). The evident measures ensure proper adherence to the recommended insertion procedure and practices when it comes to central line application to prevent the infection where the central line is placed. Central line insertion procedures include ensuring proper hygiene in crucial body parts such hands, ensuring application of appropriate skin antiseptic, ensuring the skin prep agent has dried up completely before inserting the central line, and the nurse should use sterile gloves, cap, mask, sterile drape which is the large and sterile gown. Other measures include; nurse ensuring central line practices are followed once the central line is put in place. Also, nurses should ensure proper hand hygiene before and after touching the line (Kramer et al. 2017). The last measure from the interviewer is to ensure the central line is removed as soon as possible after its use since earlier removal minimizes the chance of infection. Various challenges were witnessed in the data obtaining process, where the selected vital leaders were not willing to give the detailed data they were too confidential. Another challenge was the absence of key leaders, and others could not be accessed who could provide more information about the practice problem. The interviewed leaders were incorporative during the interview.  The quality indicator in the literature review is measured through several central lines associated with infection in hospitals to see the indication of the output quality. A quality indicator is used to measure the progress of the put measures in place to prevent central line-associated bloodstream infections (Pronovost et al. 2016). It is done through CLABSI surveillance, benchmarking, and public reporting. The data collected had a few gaps that need additional data, which crucial that the data be obtained from various sources, including patients. It should be understood that patients can also help prevent the occurrence of CLABSI. Another source for additional data would be the form of the nurses.  From the discussion, CLABSI, as a practice problem in medical intensive care, is highly relevant for nursing practices. This is because nurses are mostly in contact with patients in medical intensive care, where this infection is likely to occur.  References Herc, E., Patel, P., Washer, L. L., Conlon, A., Flanders, S. A., & Chopra, V. (2017). A model to predict central-line–associated bloodstream infection among patients with peripherally inserted central catheters: the MPC score. infection control & hospital epidemiology, 38(10), 1155-1166. Kramer, R. D., Rogers, M. A., Conte, M., Mann, J., Saint, S., & Chopra, V. (2017). Are antimicrobial peripherally inserted central catheters associated with a reduction in central line-associated bloodstream infection? A systematic review and meta-analysis. American journal of infection control, 45(2), 108-114. Pronovost, P. J., Watson, S. R., Goeschel, C. A., Hyzy, R. C., & Berenholtz, S. M. (2016). Sustaining reductions in central line-associated bloodstream infections in Michigan intensive care units: A 10-year analysis. American Journal of Medical Quality, 31(3), 197-202. Viana Taveira, M. R., Lima, L. S., de Araújo, C. C., & de Mello, M. J. G. (2017). Risk factors for central line-associated bloodstream infection in pediatric oncology patients with a totally implantable venous access port: A cohort study. Pediatric blood & cancer, 64(2), 336-342. Week 3  Plan-Do-Study-Act Plan-Do-Study-Act is an interactive, four-step problem-solving model for improving a situation or carrying out change (Jean-Louis, Edward, Patrick, & al., 2016). The model is a structured trial and error process that stands for plan, do, study, and act. Plan deals with the background, scope, goals, and causes of the issue. Do tries to find out what will work out. The study looks at the results for improvement in the process. The act dictates what to do after that and decides whether to act, abandon, or adopt. Several tools are used in the process, such as an audit tool, a processing map, and a line chart (S, W, & L, 2017). Each step of the model will help develop a plan for the central line-associated bloodstream infections (CLABSI) in an intensive care unit. The improvement is incremental and requires repeated evaluations and refinement of the process. The first procedure will be to understand the definition and rate of central line-associated bloodstream infections (CLABSI). Second is to invite infection prevention department staff to speak to the nurses about the Quality Improvement (QI) project whereby, with your help, they will also educate staff. In this case, they will understand the prevention bundle by checking what will work out for the setting with parts of the bundle. The third step will be to check the evidence, ask the staff to perform a literature review, and understand the surveillance audits for bundle adherence. Lastly, ask the nurses why they think the patient had the CLABSI. Later on, check on the monthly inspections to see if what we had set we are doing. As a result, you can decide whether you will act, adopt, or leave the project. The staff members will continue to offer their help in the practice project to ensure that we achieve the set goals. A favorable organizational climate will encourage staff to become involved in infection prevention and ensure that team gets infection prevention results regularly. References Jean-Louis, V., Edward, A., Patrick, K., & et al., &. (2016). Textbook of Critical Care. Elsevier. S, P. K., W, S. K., & L, M. (2017). McCarthy’s introduction to health care delivery: a primer for pharmacists. Burlington, MA: Jones & Bartlett Learning.
PLEASE SEE ALL ATTACHMENTS IT HAS ALL OF THE INFORMATION THAT IS NEEDED FOR THIS ASSIGNMENT. APA version 7 EDITION IS REQUIRED ( I have listed all of the information about APA version 7 edition. Schol
1 Title of the Capstone Student Name Program Name or Degree Name (e.g., Master of Science in Nursing), Walden University COURSE XXX: Title of Course Instructor Name Month XX, 202X Title of the Capstone Do not add any extra spaces between your heading and your text (check Spacing under Format, Paragraph in your word processor, and make sure that it’s set to 0”); just use a standard double space, and indent the first line of each paragraph a full ½ inch (preferably using the tab button). Your introduction should receive no specific heading because it is assumed that your first section is your introduction section. After considering these formatting issues, you will need to construct a thesis statement, which lets readers know the argument you will be supporting and developing in your paper. This statement provides readers with a lens for understanding the evidence you will present in the body of your essay (each paragraph and thus evidence within those paragraphs you include should support and apply to this thesis statement). Once you have established your thesis, begin constructing the introduction. Introductions are usually organized from broad to narrow, with the broadest, general information around your topic going first, then narrowing to provide more specific details until you end with your thesis statement. An easy template for writing an introduction follows: 1. Start with what’s been said/done regarding your topic of interest. 2. Explain the problem with what’s been said or done. 3. Offer your solution, your thesis statement (one that can be supported by the evidence). Level 1 Heading This text will be the beginning of the body of the essay. Even though this section has a new heading, make sure to connect this section to the previous one so readers follow your ideas and evidence. The first sentence in each paragraph should start with a topic sentence, which summarizes the main point in the current paragraph. Make sure each paragraph contains only one topic, which helps establish a clear scope for your paragraph. When you see yourself drifting to another idea, make sure you break into a new paragraph. You can use the MEAL plan as a way to conceptualize and organize your paragraphs. In short, think about our paragraphs in this way: new idea, new paragraph. Level 2 Heading The Level 2 heading designates a subsection of the previous section. Using headings is a great way to organize a paper and increase its readability, so see section 2.27 of APA 7 and the Writing Center’s Heading Levels webpage for details on heading formatting (APA 7 also has a chart detailing heading formatting in the inside front cover). For shorter papers, using one or two levels is all that is needed. You would use Level 1 (centered, bold font with title case) and Level 2 (left aligned, bold, title case). Level 3 Heading The number of headings you need in a particular paper is not set, but for longer papers, you may need another heading level. You would then use Level 3 (left-aligned, bold, italicized, title case). One crucial area in APA is learning how to cite. Make sure to cite source information throughout your paper to avoid plagiarism. This practice is critical: you need to give credit to your sources and avoid copying others’ work. Look at Chapter 8 of APA 7 and the Writing Center’s Plagiarism Prevention Resource Kit for guidelines on citing source information in your writing. Level 1 Heading The conclusion section should recap the major points of your paper. A conclusion can be one paragraph, but it can also be a few paragraphs, depending on the length of your paper. However, perhaps more importantly, the conclusion should also interpret what you have written and what it means in the bigger picture. To help write your conclusion, consider asking yourself these questions: What do you want to happen with the information you have provided? What do you want to change? What is your ultimate goal in using this information? What would it mean if the reader of your paper took and used the suggestions in your paper? References (Note that the following references are intended as examples only. These entries illustrate different types of references but are not cited in the body of this template. In your paper, be sure every reference entry matches a citation, and every citation refers to an item in the reference list. For additional information, examples, and help with reference entries, see Chapter 9 of APA 7 and the Writing Center’s References section of the website, particularly the Common Reference List Examples page.) American Counseling Association. (n.d.). About us. https://www.counseling.org/about-us/about-aca Anderson, M. (2018). Getting consistent with consequences. Educational Leadership, 76(1), 26-33. Bach, D., & Blake, D. J. (2016). Frame or get framed: The critical role of issue framing in nonmarket management. California Management Review, 58(3), 66-87. https://doi.org/10.1525/cmr.2016.58.3.66 Burgess, R. (2019). Rethinking global health: Frameworks of Power. Routledge.​ Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24(2), 225–229. https://doi.org/10.1037/0278-6133.24.2.225 Johnson, P. (2003). Art: A new history. HarperCollins. https://doi.org/10.1037.0000136-000​ Lindley, L. C., & Slayter, E. M. (2018). Prior trauma exposure and serious illness at end of life: A national study of children in the U.S. foster care system from 2005 to 2015. Journal of Pain and Symptom Management, 56(3), 309–317. https://doi.org/10.1016/j.jpainsymman.2018.06.001 Osman, M. A. (2016, December 15). 5 do’s and don’ts for staying motivated. Mayo Clinic. https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835 Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Wiley. Walden University Library. (n.d.). Anatomy of a research article [Video]. https://academicguides.waldenu.edu/library/instructionalmedia/tutorials#s-lg-box-7955524 Walden University Writing Center. (n.d.). Writing literature reviews in your graduate coursework [Webinar]. https://academicguides.waldenu.edu/writingcenter/webinars/graduate#s-lg-box-18447417 World Health Organization. (2018, March). Questions and answers on immunization and vaccine safety. https://www.who.int/features/qa/84/en/

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