NURS FPX 4005 Assessment 4 Sample FREE DOWNLOAD
NURS FPX 4005 Assessment 4
Stakeholder Presentation
Student name
Capella University
NURS-FPX4005 Nursing Leadership: Focusing on People, Processes and Organizations
Professor’s Name
Submission Date
Slide 1
Stakeholder Presentation
Hello, my name is _____ and today I am going to present my interdisciplinary plan to address the communication breakdowns in the medical-surgical unit of our local hospital. Precisely, the strategy is aimed at improving inter professional relationship to eliminate delays, miscommunication and medication error. Engaging in the top quality improvement projects, I will improve the circulation of coordinated patient care, inter-professional role identification, and promote the harmonious integration of the contribution of every professional. I also believe in the interwovenness of communication models and a unified organization that will enhance patient safety and satisfaction and fulfill the organizational objectives.
Slide 2
The purpose of this plan is to roll out the Team STEPPS and SBAR frameworks to the medical-surgical unit to normalize cross-disciplinary communication for the integration of medications. The communication strategies are intended to facilitate communication, minimize distortions, and support rapid decisions. Every professional cadre—nursing, pharmacy, and medicine—will participate in the construction of the procedures to ensure that every discipline is heard. This approach promotes ownership and allows all parties—patients, frontline providers, and administrators—to have the same perception and share the same responsibilities (Fukami, 2024).
Slide 3
Organizational Issue
In the medical-surgical unit, ineffective transitions of communication during medication and shift handoffs contribute to fragmented patient care, delays in treatment, and, on occasion, medication errors. Furthermore, nurses perceive barriers to the effective communication of medication changes, leaving pharmacists with outdated and incomplete information. Consequently, physicians may act on outdated information, which poses risks to patient safety (Nijor et al., 2022). These communication breakdowns create gaps in care, increase the likelihood of errors, and contribute to poor morale in the interdisciplinary staff. These challenges necessitate an organized and collaborative system for communication.
In response to the breakdowns in communication, an interdisciplinary workgroup that consists of nurses, pharmacists, physicians, and specialists in clinical informatics will develop and initiate collaborative communication guidelines. These guidelines will streamline information exchange to ensure precise, timely communication during medication transfers and shift changes. Clear role and responsibility delineation is expected to arise from the application of the Team STEPPS and SBAR integration, thereby enhancing teamwork and clinical flow (Katantha et al., 2025). Overall, the designed structure will eliminate ambiguity and improve synchronization to ensure that the reliability of care is provided to patients in the medical-surgical unit.
Slide 4
Consequences of Not Addressing the Issue
If gaps in communication remain unaddressed, outcomes for patient care and employee performance could suffer significantly. Patient care inefficiencies caused by delays and ambiguity in medication instructions may result in negative outcomes, prolonged recovery, and increased length of stay. Ineffective communication during care transitions perpetuates inefficiencies, confuses providers, and escalates the likelihood of preventable adverse events (Abdelhalim et al., 2024). These communication breakdowns erode patient trust and confidence and, most importantly, negatively impact outcomes. The absence of effective problem-solving will continue to threaten clinical efficacy and compromise patient safety.
From an operational perspective, ineffective communication systems result in increased burnout, higher employee healthcare costs, and an unmanageable employee workload. Frustration escalates and collaborative teamwork deteriorates when healthcare employees execute tasks without the complete and accurate communication necessary for effective teamwork (Kapiki & Pappa, 2025). The impact of frustrated teamwork extends to loss of productivity and diminished morale, and workplace satisfaction. The cumulative impact of these workplace factors may precipitate employee attrition and diminish the reputation of the organization, and erode patient trust. Safe, effective, and dependable healthcare services require the proactive, strategic, and systemic closure of these communication gaps.
Slide 5
Relevance of Interdisciplinary Team Approach
Numerous roles in an organization can lead to communication difficulties, but these can only be fixed with some degree of shared responsibility. Nurses, pharmacists, and physicians each hold critical pieces of patient information; no single discipline can fully manage the medication process alone (Mehrabifar et al., 2025). From the collaborative model team’s use, different team members can help identify and problem-solve communication gaps and be accountable for the results. Collaborative teams provide harmonization, interdependence, and support in achieving patient safety, facilitating an integrated approach to patient care.
Slide 6
Evidence-Based Interdisciplinary Plan Summary
Objective
We aim to weave Team STEPPS and SBAR into the everyday practice of the medical-surgical unit staff during handoffs and medication transitions. As described in Harmon et al. (2024), SBAR workflow templates will be incorporated into the EHR for adaptive real-time documentation. Daily huddles to set goals, simulation exercises, and structured debriefs to reinforce adaptive practices will be scheduled. In the long term, this comprehensive approach will build a culture of accountability and the proactive mitigation of risk, sustaining a rich collaborative environment.
Working
The first step to implementation will involve a gap analysis by identifying critical communication failures during transitions of care, followed by pilot testing of SBAR and Team STEPPS communication tools in one unit. Integrated training sessions will involve all multidisciplinary staff working in that unit, although progressively more complex case simulations and subsequent role-play will be coordinated by a designated training facilitator. Specifically defined evaluation metrics, including message accuracy, response times, and error rates, will be collected and analyzed every week to provide iterative improvements to the actions taken (Westphal, 2023). Finally, the team will consolidate codified best practices or evidence into formal documents that will be incorporated into the workflows and/or processes.
Role of Interdisciplinary Team
The interdisciplinary team consists of nurse champions, clinical pharmacists, physicians, and informatics staff who will address integration with the electronic health record (EHR). Nurses will communicate changes with the Situation, Background, Assessment, Recommendations (SBAR) tool, whereas pharmacists will check prescriptions, relay pertinent clarifications, and pharmacists will answer structured SBAR inquiries and document EHR updates (Westphal, 2023). Experts from informatics will aid in integration of needed tools, check adherence to standards, and prepare reports. This team will meet weekly to evaluate issues, analyze data trends, and develop improvements in the processes.
Slide 7
Implementation of Interdisciplinary Plan
Initially, a core committee of nurses, physicians, pharmacists, and informatics representatives will be formed, and they will create specific timelines and responsibilities, and facilitate cross-disciplinary communications. Training for all staff shifts will be scheduled to ensure knowledge and understanding of all new protocols. The informatics staff will automate the integration of SBAR templates into the EHR to streamline and standardize communication (Westphal, 2023). Pre-rolling testing will allow for the identification of potential and/or unanticipated barriers.
During implementation, weekly meetings will be scheduled to review progress, document staff input, and address the issues of conformance. Audits and direct observations will measure the performance standard of TeamSTEPPS and the SBAR communication auditing standard (Katantha et al., 2025). Leading from the front will help support the process through the celebration of small wins and prompt provision of required resources. The process will be adjusted to meet the demands of the people. This, along with a collaborative approach, will encourage communication style standardization. Long-term, the consistency will become a core function of the medical-surgical unit.
Slide 8
Management of Human and Financial Resources
This plan involves close coordination of both human and financial resources to implement it effectively. Educational workshops, simulation exercises, and release time for the staff will be paid through a specific budget. The project coordination will be done by nursing leaders who will also make sure that training opportunities are equally available to the team members. The informatics personnel will be concerned with the integration of the SBAR templates within the EHR system to facilitate communication (Chandler, 2023). These synchronized actions will make the implementation of the new protocols in all units easy.
In order to set up alerts, improve dashboard analytics, and keep systems updated, a small technology budget will be directed. The peer support will be enhanced by SBAR champions on a shift-by-shift basis, ensuring compliance among the staff (Chandler, 2023). Professional recognition or continuing education credits are some of the incentives to promote regular participation. Since initial costs are anticipated, there are long-term benefits that may be realized in the form of better patient outcomes and minimized medication errors. Finally, optimal use of resources will foster financial sustainability and enhance the quality of care generally.
Slide 9
Criteria to Evaluate the Project Success
Project success will be evaluated based on measurable evidence based indicators. To determine the improvements in the clarity of communication and teamwork, as well as satisfaction, the staff surveys would be carried out. These surveys will include qualitative responses as to the effect of the new SBAR framework in the daily processes (Chandler, 2023). Besides that, the pre- and post-implementation will be compared, and the progress in terms of efficiency of communication will be measured. This feedback will make a useful contribution to the engagement and collaboration in the team.
Other important success measures will also be the clinical and operational outcomes. Close attention is going to be paid to the medication errors rates, time taken to respond to changes in the orders, and adverse drug events. System efficiency will be manifested in operational indicators like the period of handoff, workflow disruptions, and shift delays (Rodziewicz & Hipskind, 2020). These problem reductions will prove that the new process will enhance safety and coordination. Together, these measures will ensure that the interdisciplinary plan has achieved its quality and performance objectives.
Slide 10
Conclusion
Communication lapses in medication management in the medical-surgical unit are urgent in terms of patient safety, efficiency in the operation, and professional cooperation. The interdisciplinary approach promotes the existence of a structured, transparent, and consistent communication through the application of evidence-based frameworks, including TeamSTEPPS and SBAR, and the principles of transformational leadership. The ability to coordinate and reduce clinical risks will be promoted through strategic implementation, which will be supported by efficient distribution of human and financial resources. Constant assessment with both qualitative and quantitative measures will make it accountable and sustainable. Finally, the initiative is a proactive move towards the development of a safety culture, collaboration, and excellence in patient-centered care.
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Instructions To Write NURS FPX 4005 Assessment 4
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Instruction file for 4005 Assessment 4
Assessment 4
Stakeholder Presentation
| Instructions | Resources | Activity | Attempt 1 available | Attempt 2 | Attempt 3 |
|---|
Create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
Introduction
Knowing who to include in your project plan presentation is important, is your plan focused on an organization, a patient population, or a community? The purpose of the project will guide identification of the population. Who are the stakeholders? Are they patients? Health and human services providers, government officials, influencers, workers whose jobs are impacted by the proposed plan? Community activists? Or affected local businesses? (Harris et al., 2023). These are all important considerations as you plan your presentation for stakeholders.
You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this activity will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement–it 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.). Jones & Bartlett Learning.
Professional Context
This assessment is an opportunity to sharpen your ability to create a professional presentation for stakeholders. By using this presentation, the stakeholders will have tools to expand on these ideas in their workplace, and to drive change and improve processes to solve an interprofessional collaboration problem.
Overview
In addition to summarizing the key points of your previous assessments, you will be providing relevant stakeholders with an overview of project specifics, including how success will be measured. Because you will not execute the project, there will be no results to complete; however, by carefully examining the ways in which your plan could be carried out and evaluated, you will experience the thinking required.
When creating your PowerPoint, keep in mind the target audience: the stakeholders at your interviewee’s organization. The overall goal is to create an educational, persuasive presentation that your interviewee could present to his or her organization.
Instructions
Please follow the Capella Guidelines for Effective PowerPoint Presentations [PDF]. If you need technical information on using PowerPoint, refer to Capella University Library PowerPoint Presentations.
Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you know what is needed for a distinguished score.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Produce slides that are easy to read and error free. Detailed speaker notes are provided.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.
There are various ways to structure your presentation; following is one example:
Part 1: Organizational or Patient Issue.
What is the issue that you are trying to solve or improve?
Why should the audience care about solving it?
Part 2: Relevance of an Interdisciplinary Team Approach.
Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?
How will it help to achieve improved outcomes or reach a goal?
Part 3: Interdisciplinary Plan Summary.
What is the objective?
How likely is it to work?
What will the interdisciplinary team do?
Part 4: Implementation and Resource Management.
How could the plan be implemented to ensure effective use of resources?
How could the plan be managed to ensure that resources were not wasted?
How does the plan justify the resource expenditure?
Part 5: Evaluation.
What would a successful outcome of the project look like?
What are the criteria that could be used to measure that success?
How could this be used to show the degree of success?
Again, keep in mind that your audience for this presentation is a specific group (or group) at your interviewee’s organization, and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide.
Additional Requirements
Number of slides: Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.
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 [B].
APA formatting: Make sure that in-text citations on your slides and notes pages, and your reference list are in current APA style. See the APA Module [C].
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 how an interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria to evaluate the degree to which a project was successful in achieving the improvement goal.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Produce slides that are easy to read and error free. Detailed speaker notes are provided.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.
Scoring Guide for 4005 Assessment 4
Use the scoring guide to understand how your assessment will be evaluated.
Criterion 1
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Distinguished
Explains an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal. Notes potential consequences of not addressing the issue.
Proficient
Explains an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Basic
Describes an organizational or patient issue but does not clearly explain how a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Non Performance
Does not describe an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Criterion 2
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Distinguished
Summarizes an evidence-based interdisciplinary plan to address an organizational or patient issue. Notes specific sources of evidence used to develop the plan.
Proficient
Summarizes an evidence-based interdisciplinary plan to address an organizational or patient issue.
Basic
Discusses an evidence-based interdisciplinary plan, but its relevance or ability to address an organizational or patient issue is unclear.
Non Performance
Does not summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Criterion 3
Explain how an interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Distinguished
Explains how an interdisciplinary plan could be implemented and how the human and financial resources would be managed. Provides real-world examples relevant to the context of the healthcare organization.
Proficient
Explains how an interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Basic
Explains how an interdisciplinary plan could be implemented or how the human and financial resources would be managed, but not both.
Non Performance
Does not explain how an interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Criterion 4
Propose evidence-based criteria to evaluate the degree to which a project was successful in achieving the improvement goal.
Distinguished
Proposes evidence-based criteria to evaluate the degree to which a project was successful in achieving the improvement goal. Thoroughly explains how specific sources of evidence were used to develop the criteria.
Proficient
Proposes evidence-based criteria to evaluate the degree to which a project was successful in achieving the improvement goal.
Basic
Proposes irrelevant or non-evidence-based criteria to evaluate the degree to which a project was successful in achieving the improvement goal.
Non Performance
Does not propose evidence-based criteria to evaluate the degree to which a project was successful in achieving the improvement goal.
Criterion 5
Produce slides that are easy to read and error free. Detailed speaker notes are provided.
Distinguished
Produces slides that are easy to read, error free and clutter free. Slide background is visually pleasing with a contrasting color for the text and may utilize graphics. Detailed speaker notes are provided.
Proficient
Produces slides that are easy to read and error free. Detailed speaker notes are provided.
Basic
Produces slides that are easy to read with few editing errors. Speaker notes are sufficient to support the slides.
Non Performance
Does not produce slides that are easy to read and error free. Detailed speaker notes are not provided.
Criterion 6
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.
Distinguished
Organizes content with clear purpose/goals. Power point slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years) with a flawless APA formatted reference list.
Proficient
Organizes content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.
Basic
Organizes content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with a reference list not in APA format/ or has many errors in format.
Non Performance
Does not organize content with clear purpose/goals. Power point slides do not support main points, assertions, arguments, conclusions, or recommendations. Sources are not relevant and/or evidence-based (published within 5 years). No reference list provided.
References For NURS FPX 4005 Assessment 4
Abdelhalim, A., Zargoush, M., Archer, N., & Roham, M. (2024). Decoding the persistence of delayed hospital discharge: An in‐depth scoping review and insights from two decades. Health Expectations, 27(2). https://doi.org/10.1111/hex.14050
Chandler, K. L. (2023). Implementation of a situation, background, assessment, recommendation (SBAR) patient handoff tool in the electronic medical record (EMR). IRL @ UMSL. https://irl.umsl.edu/dissertation/1319/
Fukami, T. (2024). Enhancing healthcare accountability for administrators: Fostering transparency for patient safety and quality enhancement. Cureus, 16(8), 1–6. https://doi.org/10.7759/cureus.66007
Hamad, A., Hamed, M., Alkhathami, A. M., Alharbi, A. A., Albalawi, K. I., Alenezi, A. M., Alsahli, S. S., Alharbi, A. M., Binselm, R. A., Alotaibi, H., Hamed, M., & Binselm, R. A. (2018). Burnout and workforce retention in healthcare: Challenges and evidence-based strategies. International Journal of Health Sciences, 2(S1), 480–503. https://doi.org/10.53730/ijhs.v2ns1.15407
Harmon, K., Kaufman, M., Murphy, D., Gunn, S., Altree, M., & Tremper, J. (2024). Advancing the art and science of professional nursing practice with the virtually integrated CareSM model. Nursing Administration Quarterly, 48(4), 275–285. https://doi.org/10.1097/naq.0000000000000609
Kapiki, S. (Tania), & Pappa, A. (2025). Enhancing healthcare efficiency: leveraging advanced maintenance management for optimal staff performance. Journal of Health Organization and Management, 39(9), 398–418. https://doi.org/10.1108/jhom-03-2025-0134
Katantha, M. N., Strametz, R., Baluwa, M. A., Mapulanga, P., & Chirwa, E. M. (2025). Effective interprofessional communication for patient safety in low-resource settings: A concept analysis. Safety, 11(3), 91. https://doi.org/10.3390/safety11030091
Mehrabifar, A., Manias, E., Poulton, T. E., Riedel, B., Penno, J., & Nicholson, P. (2025). Perspectives of healthcare professionals, patients, and family members on managing regular medications across the perioperative pathway: An exploratory qualitative study. Journal of Advanced Nursing. https://doi.org/10.1111/jan.70248
Nijor, S., Rallis, G., Lad, N., & Gokcen, E. (2022). Patient safety issues from information overload in electronic medical records. Journal of Patient Safety, 18(6), e999–e1003. https://doi.org/10.1097/pts.0000000000001002
Rodziewicz, T., & Hipskind, J. (2020). Medical error prevention (pp. 1–37). http://www.saludinfantil.org/Postgrado_Pediatria/Pediatria_Integral/papers/Medical%20Error%20Prevention%20-%20StatPearls%20-%20NCBI%20Bookshelf.pdf
Westphal, M. (2023). Improving communication and patient outcomes with SBAR at a skilled nursing facility: A quality improvement project. Scholar Works. https://scholarworks.montana.edu/server/api/core/bitstreams/e1daccaf-f919-4d91-a611-6a0641b38c8a/content
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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