NURS-FPX 4005 Assessment 3 Interdisciplinary Plan Proposal

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NURS FPX 4005 Assessment 3

Interdisciplinary Plan Proposal

 

Student name

Capella University

NURS-FPX4005 Nursing Leadership: Focusing on People, Processes and Organizations

Professor’s name

Submission Date

Interdisciplinary Plan Proposal

The proposal identifies challenges related to ineffective communication within and across disciplines regarding medication management on the medical-surgical unit at a community hospital. Disintegration in the flow of communication and coordination between nurses, pharmacists, and physicians leads to delays in medication orders and fragmented patient management. Team STEPPS and the Situation, Background, Assessment, and Recommendation (SBAR) tools are proposed to improve integration and communication, thus enhancing collaboration and safety in the management of medications.

Objective

The intercollaboration and coordination for TeamSTEPPS and SBAR communication protocols to optimize integrated advanced practice roles and collaboration within the medical-surgical units for the case managers and the triage and admission nurses has been planned for the approaches. Standardized communication frameworks across nursing staff, pharmacy, and medical teams to streamline each layer’s functional communication pathways with each consequential layer to establish the functional communication pathways for each layer, depending on the relational and functional communication to each layer.

The four integrated advanced practice roles have been designed to provide clinical oversight and streamline advanced triage practice that enhances the collaboration and coordination for clinical and non-clinical controls during medication administration to improve refined decision-making. Collaborative care will use the four advanced integrated practice roles to foster collaboration at every level. Enhancements with the integrated roles will refine collaboration to provide medication within the clinical control defined at the clinical level.

Questions and Predictions

For assessing the likelihood of a successful outcome for this plan, I will look for the most realistic assessment of the plan’s objectives, possible obstacles, and most realistic outcomes. The team analyzes the potential scope of TeamSTEPPS implementation and the SBAR communicative tools and possible refinements to the original. This, I expect, will resolve current communicative gaps, but also the potential for the plan to facilitate learning and improvement over the extended period will be considerable. This will be especially true for the communicative improvements of the incorporated multispecialty TeamSTEPPS or SBAR tools and the expected improvements in communicative flow and information of the present plan. The objectives within the following questions and predictions that will facilitate the planning and implementation to follow will outline the plan copy if the objectives are expected to be realistic and attainable.

  1. How will integrating TeamSTEPPS and SBAR affect interdisciplinary communication and medication safety?
    I anticipate there will be a period of adjustment for staff to become accustomed to the more formalized communication techniques. However, I predict that the regularity of information sharing will become more precise and timely, which will decrease the likelihood of medication errors and enhance the safety of patients.
  2. What training and resources will be required to implement these communication protocols effectively?
    Forecast: The strategy will need short training sessions, some documentation, and allocated time for practice. Although there will need to be some initial investments, the benefits will surpass the costs. Lower treatment delays and better coordination will improve the overall costs.
  3. How soon will improvements in communication and patient outcomes be noticeable?
    Prediction: In the first month, we can expect signs like quicker verification of medications and better accuracy during handoffs. Signs of improvement, such as a decline in the frequency of errors and delays in treatment, will take three to six months to become apparent.
  4. What barriers might impede successful implementation?
    Prediction: Resistant employees and conflicting time obligations may pose challenges. Nonetheless, ongoing supportive leadership, daily huddle reinforcement, and acknowledgment of milestones will cultivate approval and compliance.
  5. How will ongoing feedback support continuous improvement?
    Prediction: By incorporating routine feedback sessions and cross-disciplinary evaluations, strengths and potential adaptations can be identified and documented, thus enabling the team to fine-tune their communication patterns and preserve favorable results over an extended period.”

Change Theories and Leadership Strategies

To steer the implementation of this plan, the emphasis will be on the stages of unfreezing, changing, and refreezing, as espoused by Lewin’s Change Management Theory. The communication loophole will be ‘unfrozen’ by the need for improvement focus, which is, the data on the system delays, and the consequences on the safety of the patients. The shifting phase will be the incorporation of TeamSTEPPS and SBAR training to the members of the interdisciplinary team. At the end, the refreezing phase will be in feedback and integration of the revised communication to the newly incorporated standard operating procedures (Yumena, 2025). The gradual plan will be to help one cope with the change in the system and dysfunctions posited by the plan.

To enhance collaboration and promote buy-in, the transformational leadership style will be adopted. As noted by Chivaka (2024), transformational leaders motivate by fostering a shared vision of patient-centered care. The nurse leader will strengthen trust and motivation by modeling effective communication, inviting dialogue, and acknowledging team achievements. This leadership style promotes inclusiveness, shared accountability, and confidence, ensuring that the revised communication practices become ingrained and normalized throughout the unit.

The incorporation of Lewin’s Change Theory within the framework of transformational leadership provides a balanced yet motivating framework for the communication improvement plan. The stages of Lewin’s model of unfreezing, changing, and refreezing will help the gradual adoption of TeamSTEPPS and SBAR communication tools while ensuring that every staff member is prepared and adequately supported during each phase of the change process. The transformational aspect of leadership will enable the staff to reach the organizational goal within a framework of shared vision, trust, and open communication (Chivaka, 2024). With the adoption of these two approaches will help minimize the possible change resistance on emotional and practical levels. It will also promote the improvement of the organizational culture and the functions of trust among employees.

Team Collaboration Strategy

For this interdisciplinary approach to succeed, healthcare employees must establish a function, communicate, and be answerable to each other. Adopting a ‘who, what, where, and when’ model facilitates clarity to each staff member about what they need to do (Brown et al., 2023). Each shift, nurses communicate SBAR updates and changes to orders and follow up on collaborative medication reconciliation. Within 24 hours, nurses and physicians receive feedback about packaged orders and are told to cross-check orders sorted by pharmacists. Physicians who attend to clinical update requests via SBAR and report changes directly to the EHR interactive clinical setting preserve communication and clinical record systems. The Nurse Leader manages the communication and coordination of activities such as weekly huddles, interdisciplinary focus sessions, and oversight for the implementation to monitor for gaps and track integration progress.

Integration of tools such as shared documentation systems and structured interdisciplinary rounds will improve communication and coordination. Systematically scheduled interdisciplinary meetings will allow unique and differing professional voices to be heard in a collaborative manner as they will put forward constructive ideas, recognize and articulate challenges, and work together to address them. Real-time collaborative and shared EHR (Electronic Health Record) systems will allow concurrent access and updates, so the entire interdisciplinary team will know current and active patients, as well as the patients’ changing care plans (Adeniyi et al., 2024). Digital closed loops will ensure the even coordination of integrated medication systems, while the expanded systems of integrated communication will close the loops on initiative medication systems. Enhanced interdisciplinary team meetings will promote the problem-centered cohesiveness in the team, while team-centered communication systems will promote team-centered exercise of flexible initiative systemic, and responsive problem solving.

The created plan, by instilling a culture of interdisciplinary collaborative psychological safety, will provide a space of belonging for each professional to raise and address a matter and position (Dina et al., 2023). Such culture of belonging will promote the early detection of possible challenges. With the collaborative joint resolution of the challenges, the coordinated systems of communication will improve, as will the safety of the patients. Mutual trust and joint accountability systems will support the systems of collaboration geared to improved efficiency and reliability in care delivery. Individually and cohesively, in collaboration, all will exercise the integrated systems of high efficiency in a high quality, safe, patient-centered approach to care in the medical-surgical unit.

Required Organizational Resources

To ensure the communication practices are effective, appropriate staffing, training, and resource allocation will be vital for the plan’s successful implementation. Every staff member will need to engage in a three-hour TeamSTEPPS and SBAR training session, and the whole interdisciplinary team training is expected to cost around $2,500. The nurse leader will spend about four hours weekly on project oversight and will be responsible for check-ins, monitoring, and support. No additional costs will be required for technology, as existing electronic health records (EHRs) will document the changes in medications, and current EHRs will enable communication in real-time (Calduch et al., 2021). $300 will be enough for educational support, printed SBAR templates, and online learning modules. All the resources combined will promote foundational communication and streamline workflow effectively.

Not executing this plan means the organization will continue to experience the adverse consequences of poorly managed risks…such as breakdowns in communication…medication mistakes…delayed treatments, and the ultimate risk of patient safety being put at risk. These cases, to mention a few, can lead to the organization losing large sums of money, legal risks, and losing the credibility of the hospital. In addition, the adverse consequences of poorly managed communication continue to affect the organization via staff burnout, dissatisfaction, and ultimately losing people, which are, in the case of turnover, much higher operational costs (Hussain et al., 2023). That is why the organization needs to approach poorly managed risks with structured communication and engaged leadership as protective measures to promote safety, increase efficiency, and preserve a positive collaborative culture.

Conclusion

Planned activities concerning TeamSTEPPS and SBAR tool integration for communication and cooperation during medication management on the medical-surgical unit represent the first step in the proposed initiative. The integration of planned activities using transformational leadership frameworks and supported by Lewin’s Change Theory emanates structured change, team integration, and sustainability of improvement. Positive change concerning communication, responsibility, and respect for the initiative team’s members will be the driving force for degree change in medication safety and, hence, improved patient outcomes. Expanded feedback utilization, visionary leadership, and resource equity will address planned change management principles. This will unequivocally allow the initiative to sustain change. To this effect, the initiative embodies the organizational mission of safe, efficient, and patient-centered care service delivery in interdisciplinary collaboration.

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Instructions To Write NURS FPX 4005 Assessment 3

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Instruction file for 4005 Assessment 3

Assessment 3

Interdisciplinary Plan Proposal

 
InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3

Create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue identified in the second assessment.

Introduction

When creating a project plan, it is important to be cognizant of the significant role that nurses play in strategizing about use of organizational human and financial resources within the organization.

Communication is the key component to beginning and finishing projects, such as a plan proposal. The ability to effectively communicate involves reaching a state of consciousness regarding how others think and feel about something–an awareness of human differences. In addition, being knowledgeable about what type technological advancements exist can greatly enhance a positive project outcome (Harris et al., 2023).

As you work on your assessment, consider the following: How do organizational leaders impact project successes, sustain practice change, and share evidence-based findings? Which technology might help you evaluate the project’s impact within a health care system?

You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this activity will promote success with the Interdisciplinary Plan Proposal, completing this activity also demonstrates your engagement in the course; requires just a few minutes of your time, and is not graded.

Reference

Harris, J. L., Roussel, L. A., Dearman, C., & Thomas, P. (2023). Project planning and management: A guide for nurses and interprofessional teams (4th ed.) pp. 9–10). Jones & Bartlett Learning.

Professional Context

This assessment will enable you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources, including financial considerations, which can be used to solve the problem identified in the healthcare professional interview you conducted.

Overview

Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present a plan for an interdisciplinary intervention to address the issue. While you will not be expected to implement the plan during this course, the plan should be evidence based and realistic within the context of the issue and your interviewee’s organization.

The goal of this assessment is to clearly lay out the improvement objective for your interdisciplinary intervention. Be sure to build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be used to generate buy-in for the plan or improve the implementation of the plan.

Instructions

Use the context of the organization from your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific organizational or patient outcome based on the information gathered in your interview.

Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as to the reference list at

the end. (Because you’re using a template, a title page is optional.)

Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the rubric carefully so you understand what is needed for a distinguished score.

  • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.

  • Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.

  • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.

  • Explain organizational resources, including financial, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.

  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

  • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Additional Requirements

  • Length of submission: Use the template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 2–4 pages in length. Be sure to include a reference page at the end of the plan.

  • Number of references: Cite a minimum of three sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old. See the Bachelor of Nursing (BSN) Program Library Guide ⬜️.

  • APA formatting: Make sure that in-text citations and reference list follow current APA style. See the APA Module ⬜️.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.

  • Explain organizational resources, including financial, needed for a plan to succeed and the impacts on those resources if nothing is done to address the improvements sought by the plan.

  • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.

  • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving a plan’s objective. Include best practices of interdisciplinary collaboration from the literature.

  • Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.

  • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.

  • Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.

  • Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.

  • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.

  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

  • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Scoring Guide for 4005 Assessment 3

Use the scoring guide to understand how your assessment will be evaluated.

Criterion 1

Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.

Distinguished

Describes an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.

Proficient

Describes an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.

Basic

Identifies but does not describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.

Non Performance

Does not identify an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.

Criterion 2

Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.

Distinguished

Explains a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan. Provides real-world examples relevant to the health care organization that is the context for the plan.

Proficient

Explains a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.

Basic

Explains a change theory and a leadership strategy without supporting evidence. The relevance to helping an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan is unclear or missing.

Non Performance

Does not explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.

Criterion 3

Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving a plan’s objective. Include best practices of interdisciplinary collaboration from the literature.

Distinguished

Explains the collaboration needed by an interdisciplinary team to improve the likelihood of achieving a plan’s objective. Includes best practices of interdisciplinary collaboration from the literature. Provides real-world examples relevant to the health care organization that is the context for the plan.

Proficient

Explains the collaboration needed by an interdisciplinary team to improve the likelihood of achieving a plan’s objective. Includes best practices of interdisciplinary collaboration from the literature.

Basic

Explains collaboration, but not in terms of an interdisciplinary team, or no best practices of interdisciplinary collaboration from the literature are shared.

Non Performance

Does not explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving a plan’s objective. Does not include best practices of interdisciplinary collaboration from the literature.

Criterion 4

Explain organizational resources, including financial, needed for a plan to succeed and the impacts on those resources if nothing is done to address the improvements sought by the plan.

Distinguished

Explains organizational resources, including financial, needed for a plan to succeed and the impacts on those resources if nothing is done to address the improvements sought by the plan. Provides real-world examples relevant to the care setting in which the plan will be implemented.

Proficient

Explains organizational resources, including financial, needed for a plan to succeed and the impacts on those resources if nothing is done to address the improvements sought by the plan.

Basic

Explains organizational resources needed for a plan to succeed but does not include financial resources, or does not discuss impacts on those resources if nothing is done to address the improvements sought by the plan.

Non Performance

Does not explain organizational resources, including financial, needed for a plan to succeed and the impacts on those resources if nothing is done to address the improvements sought by the plan.

Criterion 5

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Distinguished

Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.

Proficient

Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Basic

Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.

Non Performance

Does not organize content for ideas. Lacks logical flow and smooth transitions.

Criterion 6

Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Distinguished

Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

Proficient

Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Basic

Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing.

Non Performance

Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.

References For NURS FPX 4005 Assessment 3

Adeniyi, A. O., Arowoogun, J. O., Chidi, R., Okolo, C. A., & Babawarun, O. (2024). The impact of electronic health records on patient care and outcomes: A comprehensive review. World Journal of Advanced Research and Reviews21(2), 1446–1455. https://doi.org/10.30574/wjarr.2024.21.2.0592

Anderson, L. H. (2024). Improving nursing communication through handoff tool education: A staff education project. ScholarWorks. https://scholarworks.waldenu.edu/dissertations/16156/

Brown, S.-A., Sparapani, R., Osinski, K., Zhang, J., Blessing, J., Cheng, F., Hamid, A., MohamadiPour, M. B., Lal, J. C., Kothari, A. N., Caraballo, P., Noseworthy, P., Johnson, R. H., Hansen, K., Sun, L. Y., Crotty, B., Cheng, Y. C., Echefu, G., Doshi, K., & Olson, J. (2023). Team principles for successful interdisciplinary research teams. American Heart Journal Plus: Cardiology Research and Practice32, 100306–100306. https://doi.org/10.1016/j.ahjo.2023.100306

Calduch, E., Muscat, N., Krishnamurthy, R. S., & Ortiz, D. (2021). Technological progress in electronic health record system optimization: Systematic review of systematic literature reviews. International Journal of Medical Informatics152(1), 104507. https://doi.org/10.1016/j.ijmedinf.2021.104507

Chivaka, R. (2024, July 10). From a group of people to a well-functioning team: A transformative leadership model in healthcare. Www.intechopen.com; IntechOpen. https://www.intechopen.com/chapters/1178179

Dina, Fatima, Ahmad, S., Maryam, Saleh, A. A., Mamalac, A. D., & Laja, N. (2023). Fostering a safe psychological environment and encouraging a speak-up culture in primary care setups. International Journal of Research in Medical Sciences11(12), 4583–4589. https://doi.org/10.18203/2320-6012.ijrms20233740

Hussain, Alharbi, A. S., Alherz, S. S., & Abdulrahman, M. (2023). Optimizing workforce well-being and retention in integrated health systems: A multidisciplinary approach to combating burnout. International Journal of Health Sciences7(1), 3881–3907. https://doi.org/10.53730/ijhs.v7ns1.15445

Yumena, R. A. (2025). Impact of AHRQ re-engineered discharge toolkit on adult patient’s 30-day readmission. Professional Case Managementhttps://doi.org/10.1097/ncm.0000000000000801

Best Professors To Choose From For 4005 Class

  • Kristina Shelton, DNP, MSN
  • Angelina Silko, DNP
  • Lisa Reents, EdD, MSN
  • Cheryl Sheffield, DNP, MSN
  • Jessica Terry, MSN, BSN

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