NURS FPX 8004 Assessment 2 Sample FREE DOWNLOAD
NURS-FPX 8004 Assessment 2
Professional Practice Plan
Student name
Capella University
NURS-FPX8004
Professor Name
Submission Date
Introduction
The practice site has a critical issue of delayed diagnosis in the early detection and identification of pulmonary hypertension (PH) in the pediatric population, which has led to poor outcomes and quality of life. In pediatric patients referred to pulmonary evaluation, more than 40 percent of the patients had moderate to severe PH when they were diagnosed on site (Executive Nurse, personal communication, May 20, 2025). At the national level, delays that exceed one year in the diagnosis are found to be consistent (DuBrock et al., 2023). The slowness is only explained by general initial symptoms and how providers keep varying their diagnostic methods. The absence of quality PH screening protocols on the site results in delayed diagnosis, which causes not only the progression of the disease but also the rise of healthcare expenses.
Sealing the described gap is necessary to enhance clinical efficiencies, quality, and long-term patient outcomes. The practice gap concerning the ineffective PH screening practices on the pediatric patients shows that a quality improvement initiative is necessary with the goal of achieving better diagnosis by 25 percent or more in six months. The goal of the quality improvement project is to improve the rate of diagnosis of pediatric PH at the practice site, which will be measurable using standardized screening procedures as outlined in the project question.
Population
The practice site includes pediatric patients of 0-10 years referred to a pulmonary specialty clinic to determine the etiology of unexplained respiratory symptoms. Patients are usually subjected to diagnostic tests, which will include chest radiography and pulmonary function tests. The pediatric patients are first suspected to have asthma, viral illness, or congenital heart disease, and this may contribute to the delay in proper referral to get PH assessment (Wacker & Beghetti, 2025).
The population impact of the practice problem, e.g., slow diagnosis and identification of PH, is that it enables the disease to reach moderate or severe stages before diagnosis, reduces the efficiency of treatment, and deteriorates long-term outcomes (Executive Nurse, personal communication, May 20, 2025). The inclusion criteria are all pediatric patients referred to PH evaluation who are not known to have PH established. The exclusion criteria are patients who are diagnosed with PH or patients referred due to an unrelated condition (neurological or dermatologic). Therefore, the requirements reveal that the project includes only the main population.
Stakeholder
The stakeholders of the practice site are the pediatric pulmonologists, nurse practitioners, the referring primary care providers, care coordinators, and executive leadership of the clinic. Pediatric pulmonologists and cardiologists are those who diagnose and treat PH in children and are essential in the interpretation of diagnostic data and formulation of effective treatment strategies (Varghese et al., 2024). Nurse practitioners are the first point of contact in assessments and follow-ups, and clinical judgment determines how the referral and investigation proceed. Care coordinators help with patient navigation and liaise with providers to ensure the best, timely access to diagnostic tests. Another stakeholder involved in the implementation of quality improvement initiatives is the executive leadership, including the clinical director.
By helping to engage the stakeholders and enhancing the likelihood of the project’s success, the message about the improvement practices will be positioned in each stakeholder group based on the specific set of roles, responsibilities, and priorities. Clinical providers will be informed about the most crucial information about how the project enhances the accuracy of the diagnosis and helps patients. The meetings of teams will be organized to address the necessity of change in the practices of early PH recognition and the advantages of uniform screening procedures (Gillmeyer et al., 2022). Communications among nurse providers aim at promoting patient compliance with the follow-up appointment to facilitate timely referral. The physical team meetings with the nurses help convey the importance of the patient attending the follow-up session. The care coordinators will participate in discussions aimed at streamlining patient diagnostic processes (Giri et al., 2021). The use of two-way communication will illustrate how the processes will be simplified and enhance the early diagnosis by increasing patient adherence to the tests.
The messages to the executive leadership are aimed at discussing the organizational-level performance indicators and ways to enhance the quality standards of care. The messages will be communicated to the executives using the presentations to facilitate the implementation of the plan (Brewer et al., 2021). To achieve cooperation and collaboration in the proposed site, the approach will be to engage the stakeholders early by holding organized meetings, clearly explaining the purpose and the benefits of the project, and integrating the feedback to build shared ownership (Varghese et al., 2024). Consequently, the team meetings, presentations, two-way communication, and the Q&A session will help prioritize the interests and views of every stakeholder group to enhance the diagnosis of the PH in the pediatric patients at the project site.
Project Question
The project clinical problem can be constructed in the population, intervention, comparison, outcome, and time (PICOT) format that can inform the formulation of a quality improvement initiative. The labels and the PICOT question are as follows; In pediatric patients aged 0 to 10 years at risk of PH (P), how does the introduction of a standardized screening protocol of PH (I) compared to the existing practices of non-use of the standardized tool (C) improve the diagnosis of PH by 25 percent (O) within a six-month (T)? The question addressed the necessity to apply the evidence-based screening method to enhance the early diagnosis of the PH in children. In this way, the results would be evaluated by a quantifiable enhancement in the PH diagnostic rate among pediatric patients. Thus, the PICOT question is devoted to improving clinical outcomes and compliance with best practices.
Conclusion
In the professional practice plan, the information on the practice site, practice problem, population, stakeholder, and PICOT question is presented. The plan aims to bridge the practice gap in delayed pediatric PH diagnosis by introducing a quality improvement initiative. The main population includes pediatric patients, aged 0-10 years. In addition, the details of the communication strategy to reach the stakeholders to implement the plan are given. It also emphasizes the importance of interdisciplinary collaboration to ensure effective implementation and sustainability of the initiative. The plan also highlights the role of evidence-based strategies in guiding decision-making and ensuring improved patient outcomes. Moreover, the project question contains the information on the proposed intervention that results in measurable outcomes.
Instructions To Write NURS FPX 8004 Assessment 2
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Instruction file for 8004 Assessment 2
Assessment 2
Professional Practice Plan
| Instructions | Resources | Activity | Attempt 1 available | @ Attempt 2 | @ Attempt 3 |
|---|---|---|---|---|---|
| Write a 3-5 page plan demonstrating the skills of summary and synthesis in the development of an introduction, description of both the population and the stakeholders, a problem question, and a conclusion. |
Introduction
As you have noticed, we have presented a lot of information in your studies thus far. Some of the information is similar and you may have found some conflicting information. The point of providing so many resources is to look at the same content from different perspectives. That is what we do with the literature, too.
How does understanding and engaging stakeholders influence the implementation and sustainability of your intervention? How might this knowledge shape your approach to collaborative healthcare in your future practice?
Overview
Note: The assessment in this course must be completed in the order presented; subsequent assessments should be built on both your earlier work and your instructor’s feedback on earlier assessments. If you choose to submit assessments prematurely, without considering and integrating your instructor’s feedback, your assessment may be returned ungraded, resulting in your loss of an assessment attempt.
If you choose to make revisions based on feedback from a previous attempt, you should highlight your revisions in yellow. For example, if you made revisions from attempt one and would like the instructor to review the content when grading attempt two, the content must be highlighted. Therefore, the instructor reviews only the content highlighted in attempts two and three. If the entire paper is highlighted, the paper will be returned ungraded and count as an attempt. Track changes are not a substitution for highlighted text.
Doctor of Nursing Practice prepared nurses are well-tested in preparing written material and synthesizing content. In the Professional Practice Plan, you will draw from the information from the Professional Practice Report by creating an introduction. Then, you will describe the population, the use of stakeholders, and a problem question.
Instructions
Before you get started, please watch the following video:
Assessment 2 Video
For this assessment, write a 3-5 page plan demonstrating the skills of summary and synthesis in the development of an introduction, description of both the population and the stakeholders, a problem question, and a conclusion. Review the scoring guide to understand the assignment’s requirements, especially regarding headings and page length.Write an introduction by synthesizing the context of Section II from the Professional Practice Report assessment.
Provide a summary using the MEAL plan for the practice site and problem. Revisit MEAL Plan as needed.
Much of the information will come from your Professional Practice Report.
Make sure to address instructor feedback, if any, from the previous assessment and incorporate the feedback into your introduction.
Include your concise problem statement.
Remember that a good problem statement is one to two sentences and includes both the problem and a measurable objective.
Include a thesis statement that addresses the content from the Professional Practice Plan.
Describe the population at the practice site in terms of role, age range, diagnosis, procedure, etc.
The length of this section should be one paragraph.
In the description, be as specific as possible and provide details to convince the reader who your population is.
Consider the following when describing the practice problem:
What collective factors would include or exclude participation?
Is there both a primary and secondary population?
Describe the stakeholders at the practice site and their roles in the practice problem.
The length of this section should be two to three paragraphs.
Consider the following when describing the stakeholders:
Describe the stakeholders at the proposed practice site.
Explain plans to tailor your message to stakeholder groups.
Describe your strategy for obtaining cooperation and collaboration at your proposed site.
Formulate a problem question using the PICO format. Provide the details of each component of your PICO question.
The length of this section should be one paragraph.
Remember the PICO is a question; therefore, you should have appropriate punctuation.
Make sure to label the components of your PICO question.
Provide a conclusion synthesizing the concepts described in the Professional Practice Plan in a well-formatted paragraph.
Make sure not to include any new information in the conclusion.
APA Style and Scholarly Writing
Convey purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Write with a specific purpose in mind.
Adhere to scholarly and disciplinary writing standards.
Apply APA style and formatting to scholarly writing.
Include APA citations and references for a minimum of four scholarly references.
Additional Requirements
Your assessment should also meet the following requirements:
Length: Your report should be 3–5 pages long, excluding the title page, references page, and appendices. Be sure also to submit a PDF of the scholarly source you chose to summarize.
References: Include APA-formatted citations and references for at least four scholarly references no more than five years old. Visit Nursing Doctoral (DNP) Program Library Guide ☐ for help finding articles in the Capella library. Use Academic Writer ☐ for guidance in citing sources and formatting your paper in proper APA style. See the Writing Center ☐ for more APA resources specific to your degree level.
APA Format: Use the APA Style Paper Tutorial (IDOCX) ☐ to help you write and format your report. An abstract and running header are not required but be sure to include the following:
A title page and references page.
Appropriate section headings.
Additional Information: In addition to an introduction with a thesis statement and a conclusion, use the following section headings to format the body of your paper to ensure thorough content coverage and flow.
Population.
Stakeholders.
Problem question.
Naming Convention: Save the document you are submitting using the following format.
Last Name, First Name · Assessment 2 Attempt #.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Utilize organizational and community stakeholders in a responsive and responsible manner that supports a team approach to a possible intervention or process change.
Describe stakeholders at the practice site and their roles in a practice problem, including plans to tailor communication and collaboration strategy.
Competency 2: Engage in scholarship to advance health by synthesizing literature to support a possible intervention or process change.
Write an introduction that synthesizes the context of the practice site and practice problem and includes a thesis statement.
Competency 3: Differentiate a Quality Improvement/Performance Improvement project from a research study that addresses a specific problem.
Formulate a problem question using the PICO format.
Competency 4: Address assessment purpose in effective written or multimedia presentations, incorporating appropriate evidence and communicating in a form and style consistent with applicable professional and academic standards.
Use required headings and meet body of paper page requirements.
Describe the population at the practice site and how it is affected by the practice problem. Include factors for inclusion or exclusion.
Synthesize content to provide a well-formatted conclusion.
Convey purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Apply APA style and formatting to scholarly writing.
Apply APA formatting to in-text citations and references.
Scoring Guide for 8004 Assessment 2
Use the scoring guide to understand how your assessment will be evaluated.
Criterion 1
Use required headings and meet body of paper page requirements.
Distinguished
Proficient
Uses required headings and meets body of paper page requirements.
Basic
N/A.
Non Performance
Does not use required headings, or body of paper exceeds the five-page maximum.
Criterion 2
Write an introduction that synthesizes the context of the practice site and practice problem and includes a thesis statement.
Distinguished
Writes an introduction that synthesizes the context of the practice site and practice problem and includes a thesis statement. Demonstrates a high level of critical thinking and synthesis of the concepts presented in the course.
Basic
The introduction briefly summarizes the required content but is missing one or more of the following: description of the practice site, summary of the practice problem, and a thesis statement.
Non Performance
The introduction is missing all or most of the required components.
Criterion 3
Describe the population at the practice site and how it is affected by the practice problem. Include factors for inclusion or exclusion.
Distinguished
Describes the population at the practice site and how it is affected by the practice problem in succinct, accurate detail that fully describes the situation. Includes factors for inclusion or exclusion.
Proficient
Describes the population at the practice site and how it is affected by the practice problem. Includes factors for inclusion or exclusion.
Basic
Describes the population at the practice site but in not enough detail, or does not mention how it is affected by the practice problem. May or may not include factors for inclusion or exclusion.
Non Performance
Does not provide a description of the population at the practice site, or the information provided is incoherent.
Criterion 4
Describe stakeholders at the practice site and their roles in a practice problem, including plans to tailor communication and collaboration strategy.
Distinguished
Describes stakeholders at the practice site and their roles in a practice problem, including plans to tailor communication and collaboration strategy. Demonstrates an understanding of their perspectives, interests, and needs.
Proficient
Describes stakeholders at the practice site and their roles in a practice problem, including plans to tailor communication and collaboration strategy.
Basic
List the stakeholders at a practice site and their roles in a practice problem but does not explain how they are relevant or affected by the problem and/or any plans to tailor the communication and collaboration strategy.
Non Performance
Does not mention the stakeholders at a practice site and their roles in a practice problem.
Criterion 5
Formulate a problem question using the PICO format.
Distinguished
Provides a succinct, correctly formatted PICO question with a detailed description of each component.
Proficient
Provides a correctly formatted PICO question with a description of each component.
Basic
Provides a problem question in the PICO format, but one or more of the components are missing or the problem question is not in the correct PICO order.
Non Performance
Does not provide a problem question in the PICO format, or the information provided is incoherent.
Criterion 6
Synthesize content to provide a well-formatted conclusion.
Distinguished
Synthesizes content to provide a well-formatted conclusion that summarizes the main points or findings of the assignment and restates the thesis statement or main argument or claim of the assignment.
Proficient
Synthesizes content to provide a well-formatted conclusion.
Basic
The conclusion provides some content related to the topic or purpose of the assignment, but does not synthesize or integrate the sources or concepts in a coherent way, or the conclusion is poorly formatted or organized.
Non Performance
Does not provide an acceptable conclusion.
Criterion 7
Convey purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Distinguished
Conveys clear purpose in a tone and style well suited to the intended audience, supports assertions, arguments, and conclusions with relevant, credible, and convincing evidence. Exhibits strict and nearly flawless adherence to organizational, professional, and scholarly writing standards.
Proficient
Conveys purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Basic
Conveys purpose in an appropriate tone or style, clear effective communication is inhibited by insufficient supporting evidence and/or minimal adherence to applicable writing standards.
Non Performance
Does not convey purpose in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and writing scholarly standards.
Criterion 8
Apply APA style and formatting to scholarly writing.
Distinguished
Applies APA style and formatting to scholarly writing, demonstrating a high level of attention to detail, accuracy, and professionalism.
Proficient
Applies APA style and formatting to scholarly writing.
Basic
Attempts to apply APA style and formatting to scholarly writing, but there are errors or inconsistencies.
Non Performance
Does not apply APA style and formatting, or the errors are severe and affect the readability and credibility of scholarly writing.
Criterion 9
Apply APA formatting to in-text citations and references.
Distinguished
Applies APA formatting to in-text citations and references, exhibiting a strict and nearly flawless adherence to APA formatting.
Proficient
Applies APA formatting to in-text citations and references with less than 10% error in selected citations and references.
Basic
Applies some APA formatting to in-text citations and references, but there are errors or inconsistencies that need to be corrected.
Non Performance
Does not apply APA formatting, or the errors are severe and affect the readability and credibility of scholarly writing.
References For NURS FPX 8004 Assessment 2
Brewer, J., Bartlett, M., Harris, D., & Hui, C. (2021). Improving communication between healthcare providers and pulmonary arterial hypertension patients: A survey of patient preferences. Pulmonary Circulation, 11(2), 1-8. https://doi.org/10.1177/20458940211015813
DuBrock, H. M., Germack, H. D., Loiselle, M. G., Linder, J., Satija, A., Manceur, A. M., Cloutier, M., Lefebvre, P., Panjabi, S., & Frantz, R. P. (2023). Economic burden of delayed diagnosis in patients with pulmonary arterial hypertension (PAH). PharmacoEconomics – Open, 8(3), 133–146. https://doi.org/10.1007/s41669-023-00453-8
Gillmeyer, K. R., Johnson, S. W., Bolton, R. E., McCullough, M. B., & Wiener. R. S. (2022). Organization of pulmonary hypertension care in non‐expert care settings: Lessons learned from a multi‐site study. Health Services Research, 58(3), 663–673. https://doi.org/10.1111/1475-6773.14114
Giri, P. C., Stevens, G. J., Merrill‐Henry, J., Oyoyo, U., & Balasubramanian, V. P. (2021). Participation in pulmonary hypertension support group improves patient‐reported health quality outcomes: A patient and caregiver survey. Pulmonary Circulation, 11(2), 1–11. https://doi.org/10.1177/20458940211013258
Varghese, N. P., Austin, E. D., Galambos, C., Mullen, M. P., Yung, D., R. Guillerman, P., Vargas, S. O., Avitabile, C. M., Chartan, C. A., Santiago, N. C., Ibach, M., Jackson, E. O., Jarrell, J. A., Keller, R. L., Krishnan, U. S., Patel, K. R., Pogoriler, J., Whalen, E. C., Brokamp, K., & Villafranco, N. M. (2024). An interdisciplinary consensus approach to pulmonary hypertension in developmental lung disorders. European Respiratory Journal, 64(3), e2400639. https://doi.org/10.1183/13993003.00639-2024
Wacker, J., & Beghetti, M. (2025). Pulmonary hypertension in pediatrics: From clinical suspicion to management. European Journal of Pediatrics, 184(5), 288. https://doi.org/10.1007/s00431-025-06099-4
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