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Develop a 2-5-page training strategies summary and annotated agenda for a training session that will prepare a role group to succeed in implementing your proposed organizational policy and practice guidelines.


Training and educating those within an organization who are responsible for implementing and working with changes in organizational policy is a critical step in ensuring that prescribed changes have their intended benefit. A leader in a health care profession must be able to apply effective leadership, management, and educational strategies to ensure that colleagues and subordinates will be prepared to do the work that is asked of them.As a master’s-level health care practitioner, you may be asked to design training sessions to help ensure the smooth implementation of any number of initiatives in your health care setting. The ability to create an agenda that will ensure your training goals will be met, and will fit into the allotted time, is a valuable skill for preparing colleagues to be successful in their practice.Note: Remember that you can submit all, or a portion of, your draft strategy summary and annotated training agenda to


for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.To help ensure a smooth rollout and implementation of your proposed policy and practice guidelines, design a training session for one of the role groups in the organization that will be responsible for implementation.

Write a brief summary of your strategies for working with your chosen role group.

Explain how this training session will help prepare the group to succeed in implementing your proposed policy and practice guidelines, and why you chose this group to pilot your proposal.

Prepare an annotated agenda for a two-hour training session.

During this training session, you will want to ensure that the individuals you are training understand the new policy and practice guidelines. You will need them to buy into the importance of the policy in improving the quality of care or outcomes and their key role in successful policy implementation. You must help them acquire the knowledge and skills they need to be successful in implementing the policy and practice guidelines.As outcomes of this training session, participants are expected to:

Understand the organizational policy and practice guidelines to be implemented.

Understand the importance of the policy to improving quality or outcomes.

Understand that, as a group, they are key to successful implementation.

Possess the necessary knowledge and skills for successful implementation.


The strategy summary and annotated training agenda requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for document format and length and for supporting evidence.

Summarize evidence-based strategies for working with the role group to obtain their buy-in and prepare them to implement the new policy and apply the associated practice guidelines to their work.

Why will these strategies be effective?

What measures might provide early indications of success?

Explain the impact of the new policy and practice guidelines.

How they will be implemented?

How will they affect the daily work routines and responsibilities of the role group?

Justify the importance of the new policy and practice guidelines with regard to improving the quality of care or outcomes related to the role group’s work.

How will the policy and guidelines help improve the quality of care or outcomes?

Explain the role group’s importance in implementing the new policy and practice guidelines.

Why is the work and buy-in of the role group important for successful implementation?

How could you help the group feel empowered by their involvement during implementation?

Determine appropriate and effective instructional content, learning activities, and materials for the training session.

How will each proposed activity on your agenda support learning and skill development?

Can you complete the training within the allotted two hours?

Organize content so ideas flow logically with smooth transitions.

Proofread your strategy summary and training agenda, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your strategies.

Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.

Be sure to apply correct APA formatting to source citations and references.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Assessment 4 Example [PDF]


Strategy Summary and Training Agenda Format and Length

Format your document using APA style.

Use the

APA Style Paper Template [DOCX]

. An

APA Style Paper Tutorial [DOCX]

is also provided to help you in writing and formatting your strategy summary and agenda. Be sure to include:

A title page and references page. An abstract is not required.

A running head on all pages.

Appropriate section headings.

Be sure your strategy summary and agenda is 2–5 pages in length, not including the title page and references page.

Supporting Evidence

Cite 2–4 external sources to support your strategies for working with the group you have identified and generating their buy-in, as well as for your approach to the training session, activities, and materials.Note: Faculty may use the

Writing Feedback Tool

when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated.Portfolio Prompt: You may choose to save your strategy summary and agenda to your



Competencies Measured

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

Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice.

Explain the impact of new policy and practice guidelines.

Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.

Justify the importance of a new policy and practice guidelines with regard to improving the quality of care or outcomes related to a selected role group’s work.

Determine appropriate and effective instructional content, learning activities, and materials for a training session.

Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces.

Summarize evidence-based strategies for working with a selected role group to promote their buy-in and prepare them to implement a new policy and apply associated practice guidelines to their work.

Explain a selected role group’s importance in implementing a new policy and practice guidelines.

Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards.

Organize content so ideas flow logically with smooth transitions.

Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.


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


Document Format: Margins are 1 in. (2.54 cm) on all sides.
All text in the document should be double-spaced.
The font is 12-point Times New Roman. Other choices are 11-point Arial and 11-point Calibri.
The title page is page 1.
There is no running head for learner assignments. (See Academic Writer: Publication Manual §§ 2.1–2.24
for paper requirements.)
Full Title of Your Paper
Learner’s Full Name (no credentials)
School of Nursing and Health Sciences, Capella University
Course Number: Course Name
Instructor’s Name
Month, Year
An abstract is useful in professional papers, but not always in learner assignments. In fact,
unless you are instructed by your faculty or in the course syllabus, do not expect to use
abstracts very often at Capella. If you are submitting for publication, remember to check
with the journal or professional organization about their criteria for an abstract. The
abstract tells your reader about the article, is brief, and stands alone, so no citations are included.
The format for an abstract is a single paragraph (not indented on the first line) that follows the
title page and is less than 250 words in length. A structured abstract will have a single paragraph
without indentation but having labels (e.g., Objective, Method, Results, and Conclusions) on the
same line as the text and bold. For published works, the publishing organization will give you
guidance on these. However, for student papers, no abstract is needed unless the faculty request
one or the assignment requires it. Remember, no citations.
Keywords: include keywords in the abstract—they should be labeled like this, with the
words all in lowercase and separated by commas. Only the first line is indented, like a regular
paragraph. No period at the end.
APA Style Seventh Edition Paper Template: A Resource for Academic Writing
American Psychological Association (APA) style is one of the most popular methods
used to cite sources in the social sciences, but it is not the only one. When writing papers in the
programs offered at Capella University, you will likely use APA style. This document serves as
an APA style resource for the seventh edition guidelines, containing valuable information that
you can use when writing academic papers. For more information on APA style, refer to the
Publication Manual of the American Psychological Association, also referred to as the APA
manual (American Psychological Association, 2020b).
The first section of this paper shows how an introduction effectively introduces the reader
to the topic of the paper. In APA style, an introduction never gets a heading. For example, this
section did not begin with a heading titled “Introduction,” unlike the following section, which is
titled “Writing an Effective Introduction.” The following section will explain in greater detail a
model that can be used to effectively write an introduction in an academic paper. The remaining
sections of the paper will continue to address APA style and effective writing concepts,
including section headings, organizing information, the conclusion, and the reference list.
Writing an Effective Introduction
An effective introduction often consists of four main components, including (a) the
position statement, thesis, or hypothesis, which describes the author’s main position; (b) the
purpose, which outlines the objective of the paper; (c) the background, which is general
information needed to understand the content of the paper; and (d) the approach, which is the
process or methodology the author uses to achieve the purpose of the paper. This information
will help readers understand what will be discussed in the paper. It can also serve as a tool to
grab the reader’s attention. Authors may choose to briefly reference sources that will be
identified later in the paper as in this example (American Psychological Association, 2020a;
American Psychological Association, 2020b). The Writing Center has developed the acronym
POETS to help describe the proper writing style for submissions. POETS is the acronym for
purpose, organization, evidence, tone, and sentence structure (Capella Writing Center, n.d.).
There will be more on this later.
In an introduction, the writer will often present something of interest to capture the
reader’s attention and introduce the issue. Adding an obvious statement of purpose helps the
reader know what to expect, while helping the writer to focus and stay on task. For example, this
paper will address several components necessary to effectively write an academic paper,
including how to write an introduction, how to write effective paragraphs, and how to effectively
use APA style.
Level 1 Section Heading Is Centered, Bold, and Title Case
Using section headings can be an effective method of organizing an academic paper.
Section headings are not required according to APA style; however, they can significantly
improve the quality of a paper by helping both the reader and the author, as will soon be
Level 2 Section Heading Is Aligned Left, Bold, and Title Case
The heading style recommended by APA consists of five levels (APA, 2020b, pp. 47–
48). This document contains multiple levels to demonstrate how headings are structured
according to APA style. Immediately before the previous paragraph, a Level 1 section heading
was used. That section heading describes how a Level 1 heading should be written, which is
centered, bold, and using uppercase and lowercase letters (also referred to as title case). For
another example, see the section heading “Writing an Effective Introduction” on page 3 of this
document. The heading is centered and bold and uses uppercase and lowercase letters. If used
properly, section headings can significantly contribute to the quality of a paper by helping the
reader, who wants to understand the information in the document, and the author, who desires to
effectively describe it.
Section Heading Purposes
Section Headings Help the Reader. Section headings serve multiple purposes, including
helping the reader understand what is being addressed in each section, maintain an interest in the
paper, and choose what they want to read. For example, if the reader of this document wants to
learn more about writing an effective introduction, the previous section heading clearly states
that is where information can be found. When subtopics are needed to explain concepts in greater
detail, different levels of headings are used according to APA style.
Section Headings Help the Author. Section headings not only help the reader; they also
help the author organize the document during the writing process. Section headings can be used
to arrange topics in a logical order, and they can help an author manage the length of the paper.
In addition to an effective introduction and the use of section headings, each paragraph of an
academic paper can be written in a manner that helps the reader stay engaged.
Section Headings Can Demonstrate Fine Detail. Short papers and assignments may not
require or need a Level 5 heading, but these will be indented, bold, italic, and title case and end
with a period. Note the text starts on the line at the end of the heading following the period.
How to Write Effective Paragraphs
Capella University’s Writing Center (n.d.) has adopted a new set of writing standards to
assist learners in their goals to improve their scholarly writing. It is based on five skills known by
the mnemonic POETS. In other words, a well-developed Capella paper will demonstrate the
following standards. The paper will have a clear purpose statement, be logically organized,
utilize current and appropriate evidence that is properly cited, maintain a scholarly tone, and
demonstrate proper grammar and writing mechanics in the sentence structure (Capella Writing
Center, n.d.). Academic writing is sometimes considered dry and boring. A learning experience
may need that formula to encourage learning in different ways as the learner moves from passive
learner to active scholar. This growth, according to Gilmore et al. (2019), requires the writer to
not only think but also to write differently.
Bias-Free Language
In the seventh edition of the APA manual, another focus is on eliminating bias in
language in order to provide a more inclusive tone in scholarly writing. While long considered a
grammar issue, it is acceptable in APA to utilize they as a singular pronoun (APA, 2020b). In
fact, there is an entire chapter of the manual dedicated to ways to reduce bias in scholarly
writing. It is important to use an appropriate level of specificity in descriptions and use
sensitivity with the use of labels. Other sections include guidelines on age, disability, gender,
race and ethnicity, sexual orientation, socioeconomic status, and participation in research. Be
aware of intersectionality, a term used to describe a person based on their identified multiple
identities, interconnectivity, social context, power relations, complexity, social justice, and
inequalities that can result in oppression (Cole, 2019; Hopkins, 2017).
Considering Direct Quotations
Another important point to consider is the use of direct quotations in papers. While
plagiarism is considered an academic integrity issue, many learners are concerned with issues
such as self-plagiarism and unintentional plagiarism, and there are others who may go as far as
purchasing papers for submission (Colella & Alahmadi, 2019). As a learner travels along their
chosen academic pathway, their writing skills and mechanics are expected to improve. It is
imperative that the learner transition from finding information and quoting the author word for
word to using the information to support an idea, paraphrase, and then synthesize and express the
findings in one’s own words. Having said that, there are situations in which quotations may be
appropriate, so it is important to cite them properly. According to the seventh edition of the APA
manual, “When quoting directly, always provide the author, year, and page number of the
quotation in the in-text citation in either parenthetical or narrative format” (APA, 2020b, p. 270).
If there are not page numbers, identify the location in another manner (such as a paragraph
Notice that the above quote contains fewer than 40 words. There is a different style for
quotes containing 40 words or more. These longer quotes use a block quotation format:
Do not use quotation marks to enclose a block quotation. Start a block quotation on a new
line and indent the whole block 0.5 in. from the left margin. If there are additional
paragraphs within the quotation, indent the first line of each subsequent paragraph an
additional 0.5 in. Double-space the entire block quotation; do not add extra space before
or after it. Either (a) cite the source in parentheses after the quotation’s final punctuation
or (b) cite the author and year in the narrative before the quotation and place only the
page number in parentheses after the quotation’s final punctuation. Do not add a period
after the closing parenthesis in either case. (APA, 2020b, p. 272)
A summary and conclusion section, which can also be the discussion section of an APA
style paper, is the final opportunity for the author to make a lasting impression on the reader. The
author can begin by restating opinions or positions and summarizing the most important points
that have been presented in the paper. For example, this paper was written to demonstrate to
readers how to effectively use APA style when writing academic papers. Various components of
an APA style paper that were discussed or displayed in the form of examples include a title page,
introduction section, levels of section headings and their use, the POETS format, bias-free
language, in-text citations, a conclusion, and the reference list.
American Psychological Association. (2020a). Ethical principles of psychologists and code of
conduct (2002, amended effective June 1, 2010, and January 1, 2017).
American Psychological Association. (2020b). Publication manual of the American
Psychological Association (7th ed.).
Capella University. (n.d.). Writing Center. https://campus.capella.edu/writing-center/home
Cole, N. L. (2019, October 13). Definition of intersectionality: On the intersecting nature of
privileges and oppression. ThoughtCo. https://www.thoughtco.com/intersectionalitydefinition-3026353
Colella, J., & Alahmadi, H. (2019). Combating plagiarism from a transformation viewpoint.
Journal of Transformative Learning, 6(1), 59–67.
Gilmore, S., Harding, N., Helin, J., & Pullen, A. (2019). Writing differently. Management
Learning, 50(1), 3–10. https://doi.org/10.1177/1350507618811027
Hopkins, P. (2017). Social geography I: Intersectionality. Progress in Human Geography, 43(5),
937–947. https://doi.org/10.1177/0309132517743677
Tips for the Reference List
Always begin a reference list on a new page. It should be placed before any appendices, figures,
or tables and titled References.
Set a hanging indent that starts with the second line and is double-spaced. You can look in the
Paragraph menu of Microsoft Word for formatting the hanging indent so that you will not have to
tab the indent. It gives the text a smoother look that remains consistent, even if you make edits.
The reference list is in alphabetical order by the first author’s last name. A reference list only
contains sources that are cited in the body of the paper, and all sources cited in the body of the
paper must be included in the reference list. If you did not cite it, do not list it.
The reference list above contains an example of how to cite a source when two documents are
written in the same year by the same author.
The lowercase letters are used after the date to differentiate the sources. The “a” reflects
the alphabetical order in the reference list—not whether it appeared first in the text.
The year is also displayed using this method for the corresponding in-text citations, as in
the following sentence: The author of the first citation (American Psychological
Association, 2020b) is also the publisher; therefore, the word Author is no longer used in
the seventh edition.
DOI is the digital object identifier.
It can be found on the first page of an article, on the copyright page of a book, in the
database record of a work, or by searching Crossref.
Even if the book is in print, if there is a DOI, use it.
Always use the hyperlink format for a DOI—it will always start with https://doi.org/ and will
be followed by a number. If the DOI is not in this format, convert it. Do not alter this
format, and do not add a final period.
There is a short DOI service at http://shortdoi.org/.
URL is the uniform resource locator.
If there is no DOI, the URL should be used in the reference.
Copy and paste the URL directly into your list.
Do not add a period at the end.
Do use “Retrieved from” before a URL.
The Colella and Alahmadi reference is an example of how to cite a source using a URL. Please
note that you will not use the Capella link that is often provided in the courseroom. If the URL
contains a database title, such as EBSCO or ProQuest, or the name Capella, do not use that in
your citation as it will only work for Capella learners and faculty.
For examples and further information on references go to:
Academic Writer: Sample References.
Academic Writer: Reference List.
Training Session for Policy Implementation
Learner’s Name
Capella University
NHS6004: Health Care Law and Policy
Instructor Name
January 1, 2021
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
Training Session for Policy Implementation
Sound policy and practice guidelines for the management of medication errors are critical
for a premier medical center such as Mercy Medical Center. For the successful implementation
of the policy on managing medication errors, members of the nursing staff at the medical center
who will be responsible for enacting the policy must thoroughly understand the strategies
prescribed by the policy. A training program designed for staff members will ensure effective
dissemination of the knowledge and skills required to implement the policy guidelines. The
training program outlined in this paper will be conducted for a pilot group of 20 members of the
nursing staff from the pediatric division of the medical center.
Promoting Nurses’ Buy-In
According to Ruddy et al. (2016), for authentic transformation of medical practice
technical changes are necessary but not sufficient. Systemic practice changes happen when those
who practice are transformed. In a study by French-Bravo et al. (2020), nurses perceived that
strong communicative relationships with nurse managers encouraged their buy-in to
organizational initiatives. Nurse managers developed such strong relationships with nurses
through multimodal approaches to communicating with nurses and influencing them. In addition
to communicating information through email, huddles, and staff meetings, nurse managers
communicated the rationale for change using data in the form of statistics, facts, and patient
feedback comments. Nurse managers also served as role models to influence change, influenced
the culture of units, and demonstrated characters such as approachableness and attentiveness to
influence nurses. Nurse managers also facilitated change through management support and staff
engagement through strategies such as making time to listen to nurses’ concerns and supporting
them as individuals and collectively as a team. A staff-led decision-making approach facilitated
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
by nurse managers involved helping staff understand unit goals, supporting them to drive the
work of the unit, and increasing manager-facilitated peer communication (French-Bravo et al.,
2020). Nurse managers, head nurses, and other members of nursing leadership will therefore play
a crucial role in promoting buy-in of nurses to implement the policy and practice guidelines.
Early Indicators of Success
Three types of indicators can project the success of the policy at an early stage: structural
indicators, process indicators, and outcome indicators. Structural indicators emphasize the
quality of organizational aspects, for example, the availability and effective functioning of
equipment such as automated dispensing cabinets. Process indicators focus on the process of care
delivery. Efficiency in prescription management and in diagnosis management are two process
indicators that measure the effectiveness of the policy. Outcome indicators are result oriented.
Reduction in readmission rates, reduction in postsurgical wound infection rates, and patient
experience are a few outcome indicators that can measure the success of the policy (Grol et al.,
Nurses’ perceptions about automated dispensing cabinets are important indicators of their
readiness to implement the practice guidelines (Metsämuuronen et al., 2020). Understanding
their perceptions will help the center’s management gauge the success of initiatives aimed at
promoting buy-in. Survey questionnaires that include questions related to the change in policy
and practice guidelines can be developed to measure nurses’ perceptions about changes in their
work environment (Norman & Sjetne, 2017).
Impact of Policy and Practice Guidelines
The policy on the management of medication errors states the procedure that must be
followed in case of a medication error. The scope of the policy extends to the nursing,
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
emergency care, and medical staff employed at Mercy Medical Center (Black County
Partnership, 2015). The policy requires that the medical center form a multidisciplinary
committee. This committee will assess potential discrepancies and address shortfalls in
medication processes (Weant et al., 2014).
Approaches to reduce medication errors include setting up a standardized medication
error analysis system and implementation of automated dispensing cabinets. To set up a
standardized medication error analysis system, the multidisciplinary committee should classify,
prioritize, and regularize the process of reporting medication errors. Understanding the causes of
medication errors through medication error analysis becomes simpler with the availability of
accurate data. Automated dispensing cabinets are computerized systems for medicine
management and are installed in health care units. These cabinets are used to manage errors that
occur when dispensing medication. The cabinets store and dispense medication and
electronically track drug inventory (Weant et al., 2014).
Impact of Policy Implementation on Nurses’ Work
Medication errors are indicative of poor-quality health care services in a medical center.
The proposed policy can prevent medication errors, ensure patient safety, help the medical center
avoid litigation for medical negligence, prevent harm to the medical center’s reputation, and
reduce unnecessary expenses (Black County Partnership, 2015). A study by Bourcier et al.
(2016), indicated that implementation of automated dispensing cabinets dramatically reduced the
time that head nurses spent on weekly inventories and orders. This allowed nurses and head
nurses to focus on their core responsibilities. The policy and guidelines change will increase the
efficiency of the nursing staff by decreasing the effort and time spent on medication procedures,
which will increase the job satisfaction of the members of the nursing staff.
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
Concerns Over the Policy
The pilot group selected will be trained on the two strategies: installation and use of
automated dispensing cabinets and standardized medication error analysis. Staff members could
be apprehensive about reporting errors considering the degree of fatality of the error and the
disciplinary action as a consequence of underreporting (Chu, 2016). Such apprehension may
cause the nursing staff to object to the establishment of a standardized system for medication
error analysis. Implementation of the second strategy, installation of automated dispensing
cabinets, would be beneficial for medication management and prevention of errors; however,
automated dispensing cabinets can potentially cause errors in the retrieval of medication in case
of mismanagement of medical inventory (Weant et al., 2014). This could be a potential concern
for the nursing staff.
Interpreting the Policy for Nursing Staff
One of the complexities of implementing the strategies of the policy is deciding to report
an event as a medication error. The lack of standard definitions for medication errors leads to
unidentified errors because there is uncertainty around whether an error needs to be reported.
The implementation of a standardized system for medication error analysis would require that
medication errors be clearly defined. This would help nurses identify medication errors
accurately and report them (Chu, 2016).
The number of medication errors in Mercy Medical Centre’s medical and surgical units
increased by 50% from 2015 to 2016. Most medication errors occur during medication
administration by nursing staff (Ofusu & Jarrett, 2015). The training program on policy
implementation, therefore, intends to familiarize the nursing staff with complex sections of the
policy such as the repercussions of negligence and the protocol to be followed while addressing
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
medication errors. The nursing staff will also be clearly informed of the chain of command for
the purpose of reporting errors.
Importance of Policy and Practice Guidelines in Nurses’ Work
Improved management of medication errors could reduce stress and improve work
satisfaction for nurses. A study by Metsämuuronen et al. (2020) assessed perceptions of nurses in
an observational study and an online survey to find that nurses believed that automated
dispensing cabinets would make their work easier. The nurses were able to save time and focus
on direct patient care activities. Another such study by Zaidan et al. (2016) has also indicated
that nurses were satisfied with the implementation and believed that these systems were easy to
use and helped them carry out their job safely.
Role of Nursing Staff in Policy Implementation
Nursing staff plays an important role in the implementation of a medication error
management policy because of their proximity to patients and medication processes. A nurse is
the last person involved in the administering of drugs. A nurse is responsible for physically
administering the right drug to a patient and can therefore easily identify and correct any error in
the medication process (Ofusu & Jarrett, 2015). In order to ensure that the policy on managing
medication errors is implemented efficiently, the nursing staff must focus on maintaining
accuracy and regularity in reporting medication errors. The nursing staff can prevent errors in
drug administration by practicing the five rights: right dose, right patient, right time, right drug,
and right route. The nursing staff can ensure that there are no medication errors while
administering medication. Some ways the nursing staff can contribute positively toward policy
implementation include calculating the amount of drugs accurately, reducing distractions while
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
administering medication, informing patients about the effects of a drug, and continuous revision
of pharmacological knowledge (Chu, 2016).
Training Nursing Staff on the Policy
Nursing staff is involved in medication processes such as prescription and administration
of medication. During drug administration, a nurse is the last person who may be able to rectify
errors. While patient safety is a priority for nursing staff, they cause most medication errors
because of constant distractions and interruptions in their work routine (Ofusu & Jarrett, 2015). It
is important to train the nursing staff on the guidelines of the policy as inexperienced and
untrained staff may not be able to anticipate or identify a medication error. The policy on
managing medication errors requires that automated dispensing cabinets be set up and
medication error analysis be performed. For the successful implementation of automated
dispensing cabinets, it is crucial that the nursing staff be trained on the safe use of these devices.
While automated dispensing cabinets are introduced to reduce errors, their incorrect usage can
create problems in dispensing medication (Hamilton-Griffin, 2016). To implement the second
strategy, namely medication error analysis, nursing staff must be trained on new procedures that
will enable them to accurately and regularly report medication errors. Reinforcing the
importance of reporting during training will encourage nurses to adopt the medication error
reporting procedures, ensuring the availability of adequate data to perform a medication error
Training Process
A 2-hour workshop will be conducted to train the nursing staff on the use of automated
dispensing cabinets and medication error analysis. A day before the training, a questionnaire will
be circulated to the pilot group to assess their understanding of the two strategies. This workshop
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
will be divided into two sessions of an hour each. The first session will be conducted by local
opinion leaders, who are individuals recognized as clinical experts in a specific field of
medication. The opinion leaders will discuss the technical know-how required to operate
automated dispensing cabinets and the steps that must be followed for medication error analysis.
This session by local opinion leaders would have an influential impact on the nursing staff
because of the presence of a familiar figure whose credentials are known.
The second session will involve simulation-based training. Here, the staff will participate
in situations in which they have to operate automated dispensing cabinets and perform a mock
medication error analysis. This session will give the staff real-world experience and provide
insights into potential complexities they may encounter while using the automated dispensing
cabinets or conducting a medication error analysis (Grol et al., 2013).
Training Material for Skill Development
Each participant will be given a handout containing the policy guidelines, a document
listing the steps to follow while conducting a medication error analysis, and a user manual for the
use of automated dispensing cabinets. In addition, a printed version of the content covered by the
opinion leader will also be provided to the staff for future reference. In order to ensure
continuous learning, the nursing staff will be given access to a virtual classroom using a log-in
ID and password to access lectures and self-learning exercises (Grol et al., 2013). The handouts
and the virtual learning material will be designed to help the staff members develop skills such as
critical thinking and attention to detail and the confidence required to implement the strategies of
the policy.
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
The policy on the management of medication errors was proposed by the leadership of
Mercy Medical Center to reduce and prevent the occurrence of medication errors. For the
successful implementation of the policy, it is essential to design a training program for the
hospital staff on the various strategies of the policy. The program will help staff members
understand the importance of managing medication errors, thereby improving patient safety, the
medical center’s reputation, and the staff’s job satisfaction.
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
Black County Partnership, NHS Foundation Trust. (2015). Medication error policy.
Bourcier, E., Madelaine, S., Archer, V., Kramp, F., Paul, M., & Astier, A. (2016).
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