One of the most important roles of an advanced professional nurse is leading change to improve healthcare delivery or outcomes through evidence-based innovation in practice. In this assessment, you will demonstrate competency as a nurse innovator by discussing disruptive innovation, identifying the benefits and challenges of analyzing big and small data, and proposing an evidence-based disruptive innovation to enhance healthcare for a designated population.
To successfully complete the assessment, you will demonstrate competency in essential elements of innovation such as disruption, the role of nurse innovator, and incorporating the use of data to change healthcare practices to improve outcomes. You will also demonstrate competency in how to search, appraise, level, and synthesize peer-reviewed, scholarly evidence that supports your proposed disruptive innovation in practice.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
Use the attached “Evidence-Based Innovation Plan Template” located in the “Supporting Documents” section to complete this assessment.
A. Discuss 2 examples of disruptive innovation that improved healthcare outcomes. Provide scholarly source(s).
B. Discuss how an MSN-prepared nurse innovator demonstrates one of the nursing roles described in the “WGU Nursing Programs Conceptual Model” located in Supporting Documents. The discussion should be detailed, with at least one example, and should specifically focus on one of the three nursing roles included in the WGU Nursing Programs Conceptual Model:
• Nurse as Detective
• Nurse as Scientist
• Nurse as Manager of the Healing Environment
C. Discuss the use of big data and technology in nursing innovation by doing the following:
1. Describe one benefit and one challenge of using big data to support innovation.
2. Discuss how the American Nurses Association (ANA) Code of Ethics guides ethical utilization of big data in developing innovative practices. The discussion should include 1 scholarly source.
3. Describe an example of a new technology or technology enhancement that resulted in improved outcomes in a healthcare organization.
D. Discuss a disruptive innovation by doing the following:
1. Describe a proposed disruptive innovation and how the innovation will improve healthcare outcomes in a specific healthcare organization.
2. Describe the healthcare organization in which the disruptive innovation is proposed, including the type of organization, urban or rural setting, and population served.
3. Discuss how the disruptive innovation in D1 supports a goal or strategy related to improvement in the healthcare delivery or health outcomes of the selected healthcare organization.
E. Provide scholarly evidence for your disruptive innovation by doing the following:
1. Complete the Relevant Sources Summary Table located in the Evidence-Based Innovation Plan Template to appraise 5 relevant peer-reviewed scholarly sources using the “WGU Evidence Leveling Tool” located in Supporting Documents. The sources must be published in the last five years.
2. Synthesize the findings of all the 5 peer-reviewed scholarly sources from E1, including identification of themes.
Note: Refer to Unit 3 Appraising and Synthesizing the Evidence in the course materials (p. 29). Suggested length 1–2 pages.
3. Discuss how the evidence supports the disruptive innovation described in D1.
Note: Refer to Essential Reading Chapter 5: “Literature Reviews: finding and Critically Appraising Evidence” in the course materials (p. 29).
F. Reflect on the role of nurse innovator by doing the following:
1. Discuss how developing an evidence-based disruptive innovation proposal to improve healthcare outcomes has changed your understanding of the advanced professional nurse role.
2. Describe 2 strategies a nurse innovator would use to support a culture of disruptive innovation in a healthcare organization.
G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
H. Demonstrate professional communication in the content and presentation of your submission.
NOTE: The Performance Assessment should be uploaded as a separate attachment(s) and should not be included in the E-portfolio or submitted as a link.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
A:DISRUPTIVE INNOVATION IN HEALTHCARE EXAMPLES
NOT EVIDENT
Two examples of disruptive innovation in healthcare are not provided.
APPROACHING COMPETENCE
Only one example of disruptive innovation in healthcare is provided, or the examples do not describe disruptions that improved healthcare outcomes, or the discussion is not supported by scholarly source(s).
COMPETENT
Two examples of disruptive innovation that improved healthcare outcomes are clearly identified and discussed. The discussion is supported by scholarly source(s).
B:NURSE INNOVATOR ROLE
NOT EVIDENT
A discussion of how a nurse innovator demonstrates one of the nursing roles is not provided.
APPROACHING COMPETENCE
A discussion of how a nurse innovator demonstrates one of the given nursing roles is inconsistent with the WGU Nursing Programs Conceptual Model or lacks detail or does not provide an example.
COMPETENT
A detailed discussion with at least one example is provided about how a nurse innovator demonstrates one of the three nursing roles included in the WGU Nursing Programs Conceptual Model (e.g., the Nurse as Detective, Nurse as Scientist, or Nurse as Manager of the Healing Environment).
C1:USING BIG DATA FOR INNOVATION
NOT EVIDENT
A description of one benefit and one challenge of using big data to support innovation is not provided.
APPROACHING COMPETENCE
A description of only one benefit or one challenge of using big data to support innovation is provided.
COMPETENT
A description of one benefit and one challenge of using big data to support innovation is provided.
C2:ETHICAL USE OF BIG DATA
NOT EVIDENT
A discussion about how the ANA Code of Ethics guides the use of big data in developing innovation practices in healthcare is not provided.
APPROACHING COMPETENCE
A discussion of the ANA Code of Ethics is provided but is missing a discussion about how the code guides ethical use of big data in the process of innovation in healthcare or the discussion does not include a scholarly source.
COMPETENT
A discussion of how the ANA Code of Ethics guides the use of big data in developing innovative practices in healthcare is provided. The discussion is supported by a scholarly source.
C3:USING NEW TECHNOLOGY FOR INNOVATION
NOT EVIDENT
A description of a new technology or technology enhancement that resulted in improved outcomes in a healthcare organization is not provided.
APPROACHING COMPETENCE
A description of a new technology or technology enhancement used in healthcare is provided but the discussion does not include how the technology resulted in improved outcomes in a healthcare organization.
COMPETENT
A description of how a new technology or technology enhancement resulted in improved outcomes in a healthcare organization is provided.
D1:PROPOSED DISTRUPTIVE INNOVATION
NOT EVIDENT
A proposed disruptive innovation to improve healthcare outcomes in a specific healthcare organization is not identified.
APPROACHING COMPETENCE
A proposed disruptive innovation is identified. A description of how the proposed innovation will improve healthcare outcomes in a specific healthcare organization is not clearly described or missing.
COMPETENT
A proposed disruptive innovation is identified. How the proposed innovation will improve healthcare outcomes in a specific healthcare organization is clearly described.
D2:PROPOSED HEALTHCARE ORGANIZATION
NOT EVIDENT
A description of the healthcare organization selected in D1 in which the disruptive innovation would be proposed is not provided.
APPROACHING COMPETENCE
A description of the healthcare organization for the proposed disruptive innovation is provided. However, details about the type of organization, setting, or population served are incomplete for the proposed innovation.
COMPETENT
The healthcare organization in which the disruptive innovation is proposed is described with details regarding the type of organization, the setting, and the population served.
D3:GOAL
NOT EVIDENT
A discussion of how the proposed disruptive innovation supports a goal or improvement strategy of the selected healthcare organization in D1 is not provided.
APPROACHING COMPETENCE
A discussion of the proposed disruptive innovation is provided, but the discussion does not describe how the innovation supports a goal or strategy of the selected healthcare organization related to improvement in healthcare delivery or health outcomes.
COMPETENT
A discussion is provided that logically describes how the proposed disruptive innovation supports a goal or strategy related to improvement in the healthcare delivery or health outcomes of the selected healthcare organization.
E1:RELEVANT SOURCES SUMMARY TABLE
NOT EVIDENT
The “Relevant Sources Summary Table” is not included.
APPROACHING COMPETENCE
The “Relevant Sources Summary Table” is provided but does not include 5 scholarly peer-reviewed sources, or 1 or more of the sources is unrelated to the proposed innovation or was not published within the past five years, or fewer than 5 of the sources are accurately appraised for level of evidence strength and evidence hierarchy.
COMPETENT
The “Relevant Sources Summary Table” is complete with 5 scholarly peer-reviewed sources published within the past five years that are all relevant to the proposed innovation. The table includes a concise summary of each article with accurate appraisal of the levels of evidence strength and evidence hierarchy for each source.
E2:SYNTHESIS OF LITERATURE
NOT EVIDENT
A synthesis of the findings from the sources identified in E1 is not provided.
APPROACHING COMPETENCE
A synthesis of the findings from the sources identified in E1 is provided but lacks detail or the themes in the findings from the scholarly peer-reviewed sources are not logically discussed.
COMPETENT
A detailed synthesis of the findings from the sources in E1 is provided, and themes in the findings from the scholarly peer-reviewed sources are logically discussed.
E3:EVIDENCE FOR THE INNOVATION
NOT EVIDENT
A discussion of how the evidence supports the disruptive innovation described in D1 is not provided.
APPROACHING COMPETENCE
A discussion of the scholarly peer-reviewed sources is provided, without a specific application to the proposed disruptive innovation described in D1.
COMPETENT
A logical and detailed discussion of how the scholarly peer-reviewed sources specifically support the disruptive innovation described in D1 is provided.
F1:REFLECTION ON THE ROLE
NOT EVIDENT
A discussion of how developing an evidence-based disruptive innovation proposal to improve healthcare outcomes has changed the candidate’s understanding of the advanced professional nurse role is not provided.
APPROACHING COMPETENCE
A discussion is provided but lacks detail about how developing an evidence-based disruptive innovation proposal to improve healthcare outcomes has changed the candidate’s understanding of the advanced professional nurse role.
COMPETENT
A detailed discussion is provided about how developing an evidence-based disruptive innovation proposal to improve healthcare outcomes has changed the candidate’s understanding of the advanced professional nurse role.
F2:STRATEGIES
NOT EVIDENT
A description of 2 strategies used by a nurse innovator to support a culture of disruptive innovation within a healthcare organization is not provided.
APPROACHING COMPETENCE
A description of one strategy used by a nurse innovator to support a culture of innovation within a healthcare organization is provided or only a brief discussion of two strategies that lacks detail is provided.
COMPETENT
A detailed description of 2 strategies used by a nurse innovator to support a culture of innovation within a healthcare organization is provided.
G:SOURCES
NOT EVIDENT
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
APPROACHING COMPETENCE
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
COMPETENT
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
H:PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
COMPETENT
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.
