Assignment 3.1: Cause-and-Effect Diagram (GHS) PURPOSE To create a cause-and-ef

Assignment 3.1: Cause-and-Effect Diagram (GHS)
PURPOSE
To create a cause-and-effect diagram representing causation categories, factors, and effects associated with a clinical quality indicator-Catheter-associated Urinary Tract Infections (CAUTI) in post-surgical patients
INSTRUCTIONS
Use evidence and process analysis tools to create an evidence-based cause-and-effect diagram related to CAUTI, global aim, and measures. Identify the effect, the major categories of causation, and specific causes within the broader categories and their interaction. Possible major causes may include the 5Ps (i.e., purpose, patients, professionals, patterns, and processes).
Part I: Diagram Creation
a) Create a cause-and-effect diagram related to CAUTI
b) Identify the effect in the diagram.
c) Identify at least four major causation categories for the quality indicator. This may be related to a specific patient population. Major causation categories must be supported with evidence.
d) List specific examples with each major causation category.
Part II: Diagram Discussion
a) Consider the patient population: post-surgical patients; Analyze and discuss the impact of the quality indicator related to the identified patient population.
b) Identify why it is important to study this outcome in this population.
c) What are the specific concerns related to risk, quality, and/or cost?
d) Choose one fishbone/major causation category to address i.e- post-surgical patients
e) As clinical nurse leaders (CNL), discuss strategies that could be utilized to improve practice and remove barriers to managing the clinical outcome.
f) Connect strategies with the CNL competencies.
FORMAT REQUIREMENTS
i) APA formatted paper (no abstract required).
ii) Master’s level writing with clarity and appropriate structure expected.
iii) Maximum of four pages written, not including title page, reference page, and appendix.
iv) Minimum of five references, three of which are current (less than five years). Include at least one clinical guideline.
GRADING RUBRIC
Fishbone Diagram (25%): Satisfactorily creates fishbone diagram, appropriately identifying the clinical safety outcome. Clearly identifies a minimum of four major causation categories specific to the patient population and appropriately referenced. Accurately breaks down each major cause into more specific factors within that category.
Fishbone Discussion (50%): Population, area of specialty concentration, and major causation selected from diagram is clearly identified. Strategies to address this causation are aligned with specialty practice (administrator, educator, CNL) as well as professional competencies. Demonstrates depth of thought and synthesis of content.
Professionalism (25%): Appropriate APA format, professional level and clarity of writing, 0-5 errors noted. Five or more references provided, including at least one clinical guideline. Adheres to max page limit (4).

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