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Develop a data table that illustrates one or more underperforming clinical outcomes in a care environment of your choice. Write an assessment (5 pages) in which you set one or more quantitative goals for the outcomes and propose a change plan that is designed to help you achieve the goals.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, it is recommended that you complete the assessments in this course in the order in which they are presented.

Knowing what is the best practice for our patients is very important in providing safe and effective care. Understanding best practices can help nurses identify areas of care that need to be improved. To identify areas of need, nurses must use evidence from various sources, such as the literature, clinical practice guidelines (CPG), professional organization practice alerts or position papers, and protocols. These sources of evidence can also be used to set goals for improvement and best practices with an eye toward improving the care experience or outcomes for patients.
The challenge facing many care environments and health care practitioners is how to plan for change and implement changes. For, if we cannot effectively implement changes in practice or procedure, than our goals of improving care will likely amount to nothing. This assessment focuses on allowing you to practice locating, assessing, analyzing, and implementing change strategies in order to improve patient outcomes related to one or more clinical goals.
This assessment will take the form of a data table to identify areas for improvement and to set one or more outcome goals, as well as a narrative describing a change plan that would help you to achieve the goals you have set.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
• Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.
o Develop a data table that accurately reflects the current and desired states of one or more clinical outcomes.
• Competency 2: Develop change strategies for improving the care environment.
o Propose change strategies that will help to achieve the desired state of one or more clinical outcomes.
o Justify the specific change strategies used to achieve desired outcomes.
• Competency 3: Apply quality improvement methods to practice that promote safe, equitable quality of care.
o Explain how change strategies will lead to quality improvement with regard to safety and equitable care.
• Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care improvement outcomes.
o Explain how change strategies will utilize interprofessional considerations to ensure successful implementation.
• Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
o Communicate change plan in a way that makes the data and rationale easily understood and compelling.
o Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

 

Sample Solution

Girshick (2003) suggests the prison environment reproduces a ‘dynamic of abuse’. Although Crewe (2017) found that women ranked ‘prison officers making life harder’ as 30th, Carlen (1990) argues that discipline is excessively harsh in female prisons as authorities usually expect higher standards of behaviour from women than they do from the men. As a result, female prisoners are often subject to special, closer forms of control and confinement (Dobash et al, 1986), therefore further limiting their privacy and autonomy. Carlen and Worrall (2004) further elaborate the possible two reasons why women routinely commit almost twice as many disciplinary offences as men (Carlen and Worrall, 2004). The first reason being discipline is overly strict in a female prison, as previously mentioned, the second stance is that women are generally more disruptive and difficult to manage. Concerning the second point, Carlen and Worrall (2004) have suggested that the disruptiveness that is experienced more in female prisons is a result of distress, depression or mental health problem (Carlen and Worrall, 2004). There is a key point of difference in the way women respond to and cope with imprisonment in comparison to men.
Another control issue identified in women’s prisons is the prison environment. The Corston Report acknowledges the hygienic problems in women’s prisons such as limited availability to sanitary products, poor facilities and often no privacy in toilet areas; this is especially stressful and humiliating for women in their menstruation periods (Corston, 2007). A biological and evident difference in women’s experiences of prisons which differ to men’s is a governing of hormones which can affect moods and emotions. Women often report feeling ‘disempowered’ from not being able to carry out a simple task such as ‘self-care’ or general cleaning. Enforced sharing of rooms with five women in a dormitory is especially problematic concerning hygiene, women often share one in-cell sink which is used for personal washing as well as cleaning eating utensils. In addition, a lack of fresh air and ventilation in these cells when there are smokers is a further stress especially for non-smokers (Corston, 2007). Where the female offender population seems to increase; there are still only twelve female prisons across Britain. Therefore, women may be placed in a more ‘high security’ prison despite a low threat that they may pose. Subsequently, a prison’s regime and rules will be determined by the maximum-securit

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