Gap Analysis To begin the capstone project an assessment was made of the

Gap analysis to begin the capstone project an

This preview shows page 31 - 33 out of 38 pages.

Gap Analysis To begin the capstone project, an assessment was made of the current situation and a gap analysis was conducted. Using tools of quality improvement and root cause analysis, as covered in, “Organizational Leadership and Interprofessional Team Development,” a determination of the problem and a problem statement were identified. The team concept for determining how change should be implemented was also utilized from this course as during the pilot study with the SMs, ideas were requested and generated for addressing how to implement the best practices identified from the literature. Research and Evidence The research conducted and literature reviews for evidence-based practice were performed based on the knowledge gained in, “Translational Research for Practice and Populations.” The evidence-based hierarchy learned in this course were also used to gain a better understanding of the validity and value of each piece of the literature used for the capstone project. A determination of
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MENTORING CULTURALLY DIVERSE STUDENTS 32 how to proceed with the most relevant evidence could then be made based on the hierarchy of evidence for best practices. Quality Improvement and Change Information about how to address quality improvement and change was spattered throughout the coursework for the MSN program. Courses specific to identifying gaps and making changes through implementation of change and data collection were, “Organizational Leadership and Interprofessional Team Development,” “Policy, Politics, and Global Health Trends,” “Translational Research for Practice and Populations,” and, “Essentials of Advanced Nursing Practice Field Experience.” In each of these courses pieces of knowledge were gained to support how to use the PDSA (Plan, Do, Study, Act) cycle of quality improvement to make change, how to measure outcomes, what steps to take to initiate/implement change, and considerations for making changes. These courses were invaluable for knowing how to identify gaps and make changes in which evidence-based practices were implemented for the betterment of populations. Objectives and Outcomes Understanding how to use Lewin’s Change Theory for implementing change was founded on information learned from “Organizational Leadership and Interprofessional Team Development” and past courses in Nursing Theory. The courses of, “Facilitating Learning in the 21stCentury” and “Future Directions in Contemporary Learning and Education” were instrumental for developing learning outcomes and objectives for the training sessions for the nursing faculty regarding support and mentoring for CALD students. All of these courses also helped define the steps and order in which to deliver the information and the importance of feedback and assessment to the overall success of the training.
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  • Winter '18
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