Current and desired performance

 

Write an analysis, 4-5 pages in length, of the gap between current and desired performance, with respect to the provision of safe, high-quality patient care.
Introduction
As a nurse leader, you must be able to assess your organization’s ability to deliver safe, high-quality patient care. In so doing, you may be required to perform a gap analysis of a quality or safety issue as the first step in improving outcomes. Failure to meet benchmarks for safe and effective patient care can have reimbursement, regulatory, and legal consequences.
This assessment provides an opportunity to develop the knowledge, skills, and attitudes required to successfully implement changes that improve patient outcomes by:
Evaluating the current culture of an organization.
Performing an outcomes gap analysis.
Determining what changes are needed to bridge the gap.
Examining current thinking on this topic contained in the literature.
Quality and safety are everyone’s responsibility as a team of interprofessional care delivery partners. Together we develop policies that support quality and safe care delivery. As part of the interprofessional team, nurses are leaders in care and thus are responsible and accountable for leading and providing safe quality care.
Health care delivery is structured around evidenced-based information. Quality is defined by exploring proven, evidenced-based information. After reviewing and defining evidenced-based information, the interprofessional team applies this knowledge to assess the organization’s or the practice setting’s ability to provide evidenced-based care delivery. When a gap in care is identified, it is important to propose an evidenced-based change and to execute a plan for improved care.

Preparation
As a nurse leader, you are fully aware of the hazardous nature of health care and that organizations must continually seek to improve the quality and safety of the care they provide to patients. For this assessment, you will identify a systemic problem in your organization, practice setting, or area of interest associated with adverse quality and safety outcomes (for example, an increase in the incidence of falls or medical errors) and analyze the gap between current and desired performance.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Culture and process contribute to our ability to develop and sustain quality and safety in a health care organization. By exploring these topics, you can analyze where you may have gaps in practice that affect outcomes. In addition, organizations must create benchmarks for outcomes to determine whether they are meeting quality and safety goals.
What does your organization measure, related to quality and safety, and why?
Are there certain aspects of your organization’s culture and processes that support or hinder quality and safety?
Is the organization meeting outcome measurement benchmarks?
If not, how might you address those gaps in performance? What system could be developed to support a change to close a particular gap?
The following resources are required to complete the assessment.
a systemic problem in your organization, practice setting, or area of interest that contributes to adverse quality and safety outcomes.
Propose specific practice changes that will improve quality and safety outcomes and bridge the gap between current and desired performance.
Prioritize proposed practice changes.
Determine how proposed practice changes will foster a culture of quality and safety.
Determine how a particular organizational culture or hierarchy might affect quality and safety outcomes.
Justify necessary changes with respect to functions, processes, or behaviors, specific to your organization.
Supporting Evidence
Communicate analysis data and information clearly and accurately, using correct grammar and mechanics.

Sample Solution

owever, their remarks on risk taking are all the more socially-situated as in the two creators highlight shame and companion embarrassment as potential aftereffects of the gamble practice. Comparatively to earlier meanings of chance taking, Wen and Clément’s (2003) perceptions on gambles are surprising; despite the fact that, their work mostly presents the negative side of this variable. What is lovely about their definition is the link of a cognizant oblivious continuum of hazard taking ways of behaving. Albeit the relationship among cognizance and obviousness can be a rich wellspring of examination for the writing on risk taking, the writers make brief traces of it; this exhibits one of the fundamental shortcomings of their article named Eagerness to Convey in ESL.

Lee and Ng (2010) notice that in the field of second language learning, scholarly gamble taking has been characterized as a circumstance based process that can be overseen by giving the legitimate settings to its application. The settings might go from the ones where the students acknowledge what expertise to utilize and under what conditions to the ones in which learning occurs in a plausible setting. The last option can make understudies limits in the use of chance taking. The way that chance taking is definitely not a proper character quality that is consistent across circumstances has allowed scientists to assume it a potential device that understudies can apply for the upgrade of their realizing when fittingly managed.

Besides, a greater part of work distributed in the writing of the field has related risk taking to other study hall factors. A valid example is Ely’s portrayal of hazard taking. In a review achieved in 1986 (as refered to in Nga, 2002), he explains that facing challenges is naturally connected with homeroom cooperation and self-assurance. Ely finds out a key educational component that was not contained in that frame of mind of the term and that is expected in a language class: eagerness to take part. As per Hongwei (1996) homeroom cooperation might exhibit for language students a critical opportunity to rehearse and work on their abilities in the objective language. Then again, Lee and Ng (2010) express that one more homeroom factor connected with the ability to talk is the educator’s job and whether it can diminish understudy restraint to take part in the subsequent language class.

Since there have been various different ways to deal with the term risk taking, the work to characterize it and its instructive reasoning have changed such a lot of that examination on student contrasts has not come to a bound together clarification of the term yet. Despite this reality, one of the most broad meanings of hazard taking is tracked down in the expressions of Beebe, one of the main scientists in the field. In her examination of hazard taking, she mindfully catches a large portion of its fundamental qualities. She describes the term as a “circumstance where an individual needs to go with a choice including decision between options of different attractiveness; the outcome of the determination is dubious; there is plausible of disappointment” (Beebe, 1983, p.39). Her meaning of hazard taking reverberates with the perceptions of different creators, for instance, Wen and Clément’s vulnerability of results and the selection of activities referenced by Bem. Beebe (1983) doesn’t conceivably explain the

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