1
Simulated DNP Evidence-based Project and Professional Leadership Capacity
Name of Student
Chamberlain College of Nursing
NR 703 Applied Organizational and Leadership Concepts
March 2024
, 2
Simulated DNP Evidence-based Project and Professional Leadership Capacity
Organizational Needs Assessment
Substantial efforts have been made to improve the knowledge of ways to expand the
influence of research on medical practice (Kochevar et al., 2006). Organizational Needs
Assessment is a compelling resource for recognizing a gap within the healthcare practice to
apply an evidence-based intervention. Evidence-based interventions can enhance patient safety,
improve quality of life, and guarantee a positive health outcome (Najafipour et al., 2021). The
assessment helps the company to understand what needs improvement and what is working. A
lack of evidence-based guidelines for preventing or managing heart failure through proper
education and teaching-back with patient-reflective learning can lead to hospital readmissions,
death, and patient anxiety. This paper examines the issue in an Intermediate Care Telemetry
Stepdown Unit (ICTSU) using a practice gap assessment tool and the PICOT (population,
intervention, comparison, outcome, time) framework to define the practice question for that
organization.
Problem
The Intermediate Care Telemetry Stepdown Unit (ICTSU) holds thirty-one patients, with
the majority of them being admitted for cardiovascular, respiratory, and multi-organ failure
issues and to be placed on continuous heart monitors. Most of them are critically ill on
admission and sent to the Intensive Care Unit (ICU) until they become stable enough to be
moved to ICTSU. ICTSU has been experiencing a high volume of recurrent heart failure
readmissions due to a lack of proper education, demonstrating that these patients are unable to
manage their
, 3
condition at home. Patient teaching is vital in heart failure management (Mohammadi et al.,
2021; Pereira Sousa et al., 2021; Ding et al., 2020). The issue is attributed to the lack of
healthcare provider involvement in education rather than multimedia education only. Providing
patients with education is very important in understanding their condition. Poor quality of life is
due to insufficient knowledge of acceptance and adherence to treatment regimens, timely
diagnosis, and control of symptoms (Mohammadi et al., 2021; Pereira Sousa et al., 2021; Ding et
al., 2020). A collaborative approach to patient education about heart failure can be valuable in
revealing behavior change in patients. It leads to patients being better engaged in their care.
Interprofessional collaboration is vital to a successful patient outcome and practice
change. This collaboration involves significant stakeholders who are invested in making clinical
decisions for the patient. Stakeholders in the interprofessional team for patients with heart failure
are physicians, cardiologists, nurses, dieticians, case managers, social workers, pharmacists,
educators, and managers. When having a team of stakeholders, it is essential to conduct a
stakeholder analysis so each member can clearly understand their role and level of commitment.
The physician or cardiologist helps the patient understand the healthcare problem and treatment
plan; nurses reinforce teaching and administering medication; the dietician helps create a
therapeutic diet plan; the pharmacist explains what medications are for and how they work, but
the nurse reinforces that information; social workers coordinate referrals to other agencies and
provide emotional support; the case manager monitors patients care as described on their care
plan; and educators teach and gauge in on how well patient adhere to their plan of care. These
stakeholders are important, but patients are the primary stakeholders of their care. They would
benefit significantly by enhancing their knowledge and confidence. In presenting the evidence in
Simulated DNP Evidence-based Project and Professional Leadership Capacity
Name of Student
Chamberlain College of Nursing
NR 703 Applied Organizational and Leadership Concepts
March 2024
, 2
Simulated DNP Evidence-based Project and Professional Leadership Capacity
Organizational Needs Assessment
Substantial efforts have been made to improve the knowledge of ways to expand the
influence of research on medical practice (Kochevar et al., 2006). Organizational Needs
Assessment is a compelling resource for recognizing a gap within the healthcare practice to
apply an evidence-based intervention. Evidence-based interventions can enhance patient safety,
improve quality of life, and guarantee a positive health outcome (Najafipour et al., 2021). The
assessment helps the company to understand what needs improvement and what is working. A
lack of evidence-based guidelines for preventing or managing heart failure through proper
education and teaching-back with patient-reflective learning can lead to hospital readmissions,
death, and patient anxiety. This paper examines the issue in an Intermediate Care Telemetry
Stepdown Unit (ICTSU) using a practice gap assessment tool and the PICOT (population,
intervention, comparison, outcome, time) framework to define the practice question for that
organization.
Problem
The Intermediate Care Telemetry Stepdown Unit (ICTSU) holds thirty-one patients, with
the majority of them being admitted for cardiovascular, respiratory, and multi-organ failure
issues and to be placed on continuous heart monitors. Most of them are critically ill on
admission and sent to the Intensive Care Unit (ICU) until they become stable enough to be
moved to ICTSU. ICTSU has been experiencing a high volume of recurrent heart failure
readmissions due to a lack of proper education, demonstrating that these patients are unable to
manage their
, 3
condition at home. Patient teaching is vital in heart failure management (Mohammadi et al.,
2021; Pereira Sousa et al., 2021; Ding et al., 2020). The issue is attributed to the lack of
healthcare provider involvement in education rather than multimedia education only. Providing
patients with education is very important in understanding their condition. Poor quality of life is
due to insufficient knowledge of acceptance and adherence to treatment regimens, timely
diagnosis, and control of symptoms (Mohammadi et al., 2021; Pereira Sousa et al., 2021; Ding et
al., 2020). A collaborative approach to patient education about heart failure can be valuable in
revealing behavior change in patients. It leads to patients being better engaged in their care.
Interprofessional collaboration is vital to a successful patient outcome and practice
change. This collaboration involves significant stakeholders who are invested in making clinical
decisions for the patient. Stakeholders in the interprofessional team for patients with heart failure
are physicians, cardiologists, nurses, dieticians, case managers, social workers, pharmacists,
educators, and managers. When having a team of stakeholders, it is essential to conduct a
stakeholder analysis so each member can clearly understand their role and level of commitment.
The physician or cardiologist helps the patient understand the healthcare problem and treatment
plan; nurses reinforce teaching and administering medication; the dietician helps create a
therapeutic diet plan; the pharmacist explains what medications are for and how they work, but
the nurse reinforces that information; social workers coordinate referrals to other agencies and
provide emotional support; the case manager monitors patients care as described on their care
plan; and educators teach and gauge in on how well patient adhere to their plan of care. These
stakeholders are important, but patients are the primary stakeholders of their care. They would
benefit significantly by enhancing their knowledge and confidence. In presenting the evidence in
