Replies week 6 MSN 5300

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 Replies each one with 200 words

The main advantage of mixed-methods research design is that it allows researchers to integrate multiple data sources to provide more insight into the study phenomena. Because mixed methods utilize both numerical and non-numerical data, researchers can assess and explore the relationships and elements of social and human life. Qualitative and quantitative research concepts may be non-specific and ambiguous in some cases. These two challenges may have significant implications for the research. Therefore, when a researcher mixes qualitative and quantitative research, they get the chance to experience new empirical insights into the research from a dynamic and comprehensive approach. Such experiences override the challenges that may come with quantitative or qualitative methods, including inconclusive outcomes and longer than the expected research time. Researchers can take an analytical approach to understanding complex research questions through the use of mixed-methods design.

Similarly, mixed-methods research design allows researchers to integrate data triangulation into the study. With data triangulation, researchers can confirm the validity of research findings by applying several data sources to identify inconsistencies in the variables (Dawadi et al., 2021). For example, to confirm the experiences of patients admitted to palliative care, researchers may use both open-ended and closed-ended surveys to acquire data. The data can be compared through triangulation. Triangulation, thus, allows for the application of “more diverse data,” a quality that may not be achieved by using a single design (Dawadi et al., 2021). When this happens, the validity and reliability of the research findings are improved. 

The main disadvantage of mixed-methods design is that it may be complicated for inexperienced or rookie researchers. Researchers who have little research experience may find it challenging to meet the requirements of the method due to its complex nature (Wasti et al., 2022). Such researchers may also have a hard time identifying interdisciplinary or multidisciplinary team members who have expertise in both quantitative and qualitative research. If this happens, the research process may be gravely compromised. Similarly, mixed-methods design escalates research costs and time since it requires data collection and analysis to be conducted in several stages (Wasti et al., 2022). For example, the study team must collect and analyze both numerical and non-numerical data as prescribed by the design. This may be costly in case of budget constraints and limited time. Lastly, the appropriateness of mixed-methods design is never guaranteed because it mainly depends on the nature of the research questions. Some research questions may be subject to ambiguity which may not be effectively addressed by mixed-methods design.

2. Mixed method research has become increasingly popular in the field of social science and other areas of study because they provide an extensive framework for comprehending challenging research topics. This approach combines quantitative and qualitative research techniques to offer a more thorough and sophisticated knowledge of a particular issue.

Multiple benefits are provided by mixed research methods. By integrating quantitative data for statistical accuracy and qualitative data for perspective and depth, they provide a thorough comprehension of study concerns providing validity and reliability of the results. Qualitative approaches are particularly useful for complicated or understudied issues because they enable investigation and the discovery of unanticipated findings. Additionally, context is added to findings through mixed methods research, increasing their relevance for practical applications (Tashakkori & Teddlie, 2019).

Comprehensive Understanding is one of the main advantages of a mixed methods research design. This attention to detail results from the integration of both quantitative and qualitative data, which enables researchers to go further beyond the most obvious conclusions. While qualitative data explore the “why” and “how” by revealing underlying meanings, motives, and context, quantitative data show statistical patterns and connections, providing answers to the “what” and “how many” questions. The findings are more solid and practical as a result of the holistic method, which guarantees that researchers get a thorough, multidimensional understanding of the topic under study. (Tashakkori & Teddlie, 2019).

Exploration and discovery are fundamental benefits of using mixed methods research designs. Particularly making use of methods that are qualitative provides the flexibility to examine unforeseen factors of a research subject, leading to the discovery of additional patterns. This element is extremely useful when researching difficult or relatively unexplored subjects since it allows researchers to modify their questions and dive further into unexpected areas. Mixed methods research embraces the qualitative component, encouraging researchers to be open to different viewpoints, eventually resulting in a better and more comprehensive knowledge of the phenomena being examined (Johnson et al., 2021).

Research designs using mixed methodologies have various limitations. They may need a lot of time, money, and skill. Research durations may be affected by the complexity of combining both qualitative and quantitative methods. Furthermore, because qualitative research is subjective, there is a chance that the results may be biased (Tashakkori & Teddlie, 2019).

In conclusion, mixed methods research designs that call for both quantitative and qualitative viewpoints provide a highly effective approach. They increase the validity and trustworthiness of study findings and offer a thorough comprehension of complicated events. They do, however, also have disadvantages, such as demands on resources, complexity, and possible bias. When considering whether to adopt a mixed methods approach, researchers must carefully evaluate the advantages and disadvantages and make sure they are prepared to handle the complicated processes involved. They may then use the advantages of both quantitative and qualitative techniques to better understand their research issues.

Identify an article that is at least five years old. Summarize the statistical findings and discuss the significant it has on nursing.

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Identify an article that is at least five years old.

Summarize the statistical findings and discuss the significant it has
on nursing.

Please post your initial post by Wednesday midnight with 400 words and
one scholarly article. 

YEN PART 2

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TOPIC: HIGH BLOOD PRESSURE

I have already completed PART 1 which is attached , for guide. This is Part 2 and must be as continuation of Part 1 , NOT A SEPARATED DOCUMENT

INCLUDE IN PART 2 FROM SECTION 5-9

5. Propose a health promotion program using an evidence-based intervention found in your literature search to address the problem in the selected population/setting. Include a thorough discussion of the specifics of this intervention which include resources necessary, those involved, and feasibility for a nurse in an advanced role. Be certain to include a timeline. (2  paragraph. You may use bullets if appropriate).

6. Thoroughly describe the intended outcomes. Describe the outcomes in detail concurrent with the SMART goal approach. (1 paragraph).

7. Provide a detailed plan for evaluation for each outcome. (1 paragraph). 

8. Thoroughly describe possible barriers/challenges to implementing the proposed project as well as strategies to address these barriers/challenges. (1 paragraph). 

9. Conclude the paper with a Conclusion paragraph. Don’t type the word “Conclusion”. Here you will share your insights about this strategy and your expectations regarding achieving your goals. (1 paragraph). 

Paper Requirements :

Remember, your Proposal must be a scholarly paper demonstrating graduate school level writing and critical analysis of existing nursing knowledge about health promotion. 

-3 PAGES PART 2 

-REMEMBER THE ASSIGMENT MUST BE A CONTINUATON OF PART 1 NOT A SEPARATED DOCUMENT

-DON’T BE MORE THAN 10 % PLAGIARISM IN PART 2 SECTION

-DUE DATE OCTOBER 12, 2023

Nursing assignment 5 psycho

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Goal: Develop a PowerPoint presentation on a personality disorder.

Content Requirements:

  • Students will be randomly selected to participate in groups of three.
  • Create a case study of a patient based on your assigned group topic.  
  • The presentation must provide information:
    • Introduce a fictitious patient with a disease or disorder based on your assigned group topic.  Must specifically address the disease as it relates to one of the following populations:  infants, toddlers, school-aged children, adolescents, adults, or the elderly.
    • Definition of the disease or disorder
    • Epidemiology of the disease or disorder
      • Incidence
      • Prevalence
    • Pathogenesis
      • Pathophysiology of the disease/disorder to the cellular level.
      • Including genetics/genomics, neurotransmitters, and neurobiology of this specific disorder.
    • Clinical features of the disease or disorder
      • History of the patient’s problems
      • Physical findings
      • Psychiatric findings (Using DSM5-TR diagnosis only.)
    • Recommendations
      • Treatment recommendations according to the US clinical guidelines. 
      • Patient education for management and anticipatory guidance.
      •  Non-pharmaceutical, cultural, and spiritual considerations must be addressed.

Format Requirements: 

Submission Requirements

  • Complete and submit the PowerPoint by 11:59 PM ET Sunday
  • Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are graded at the discretion of the instructor.
  • You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

Ipsum

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Select a nursing theorist of choice and research him/her. Identify their key contribution to nursing and explain its importance in healthcare. 500 – 550 words and 3 or more scholarly sources.

Week 6 – ePortfolio: Submission of Artifact and Reflection

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NSG 3200 – Health Promotion

Week 6 – ePortfolio: Submission of Artifact and Reflection

Process: For each nursing course in the RN to BSN program, you will upload at least one required artifact to your ePortfolio. The required artifact will be assigned by faculty and identified in the course syllabus.
(Please review the Patient education brochure to complete the BSN Reflection document). Along with the required artifact, students may also select additional course artifacts to demonstrate achievement of outcomes.
For the required artifact, you will complete a Reflection Document analyzing how the assignment demonstrates achievement of the identified PSLO/GEC/Essential.

Reflection Criteria: In the Reflection Document, begin by reviewing the three sets of standards that form the foundation of your RN to BSN program: the Program Student Learning Outcomes (PSLOs), the General Education Competencies (GECs), and the BSN Essentials. Next, select at least one item from each of the three standard sets (PSLOs, GECs, and BSN Essentials) that correlates with the required artifact. In your reflection, do not focus on the entire course as a whole. Instead, focus your reflection on the knowledge, skills and attitudes associated with creating the required course artifact. There is no maximum number of PSLOs, GECs, and BSN Essentials you must select. However, at minimum, you are required to choose one PSLO, one GEC, and one BSN Essential (along with the specific outcomes related to the BSN Essential) that relate to your course artifact. Answer the questions at the end of the Reflection Document to explain/reflect/discuss/analyze how creating the course artifact helped you to demonstrate the PSLO(s), the GEC(s) and the Essential(s) you selected.

BSN Reflection Document

Instructions for completing this document

During your progression in the RN-BSN program, you will use this process of completing and uploading a reflection and artifact in your ePortfolio. This activity is meant to demonstrate how you have achieved the Program Student Learning Outcomes, General Education Competencies, and AACN’s Baccalaureate Essentials through all the work you do in each course.

Please review and click in the checkbox, under each of the headings: Program Student Learning Outcomes (PSLO’s), General Education Competencies (GEC) and the AACN Essentials. Please follow the specific instructions under each of these headings, demonstrated through your assigned course artifact. For each artifact included in your portfolio, submit one reflection form.

Please note that not every artifact will cover all standards, so you may check one or multiple boxes under each of the three standards (PSLO’s, GEC and AACN Baccalaureate Essentials). However, you are required to reflect on at least one of the boxes you check for each standard. Each course reflection contains nine questions except for NSG4150 where students will complete additional questions 10-17 on Art and Science courses; and, NSG 4850 where students answer questions 18-24 only and complete the program reflection section

Once you have completed the Reflection Document, please click on the “Submit” button. This will save your progress and bring you to the list of your Reflection Documents, where you can download a PDF to submit in the assignment dropbox.

NOTE: Each time that you click the “Next” button, your work is saved. If you are at a stopping point in the document, be sure to click on the “Next” button. When you return to the Reflection Document, select “Edit” to make changes or to pick up where you left off.

1. Review your assigned course artifact and check at least one of the following BSN Program Student Learning Outcomes (PSLO) demonstrated through your artifact:

· Synthesize knowledge from the arts and sciences to form a foundation for the practice of professional nursing.

· Provide holistic, culturally competent care for individuals, families, and populations through health promotion and disease prevention across the lifespan and healthcare continuum.

· Integrate professional values and behaviors when delivering standards-based nursing care to diverse patients and populations.

· Develop leadership skills to provide and continuously improve the delivery of safe, patient-centered quality healthcare.

· Incorporate best practices and the most current evidence when using clinical reasoning to make practice decisions.

· Incorporate the use of information systems and technology in order to communicate, manage knowledge, mitigate error, and support decision-making.

· Integrate effective communication and collaboration skills to improve patient satisfaction and health outcomes.

2. Discuss one PSLO that you are reflecting on and explain how the assigned course artifact demonstrates your progression toward achieving the PSLO you checked above. Relate two class activities that helped you achieve the selected PSLO.

3. Analyze what you have learned by completing the assigned course artifact. What areas of growth or future learning needs must be met to meet the PSLO(s) for your baccalaureate education?

4. Review the assigned course artifact and check at least one of the following General Education Competencies (GEC) demonstrated through your artifact:

· Cultural Competence: Learners will demonstrate an understanding of philosophies that represent social, emotional, and behavioral attributes of society and individuals.

· Communication: Learners will demonstrate an understanding of the views of others and communicate in a professional manner.

· Critical Thinking: Learners will demonstrate the ability to draw conclusions based on evidence and consider prior knowledge, context, and perspectives in predicting implications or consequences.

· Information Literacy: Learners will demonstrate the ability to identify, evaluate and apply information to accomplish a specific purpose.

· Quantitative Literacy: Learners will demonstrate the ability to report, calculate, and analyze quantitative date.

· Scientific Literacy: Learners will gain the ability to read with understanding scientific content and engage in a dialogue about scientific issues.

5. Select one GEC and reflect on it by making specific reference to the course and your artifact as you explain how the assigned course artifact demonstrates your progression toward achieving the GEC you checked above. Relate two class activities that helped you achieve the selected GEC.

6. Review the assigned course artifact and check at least one standard listed under the nine BSN Essentials demonstrated through your artifact (only one standard under one BSN essential is required to be selected):

Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice.

· Physical, natural, life science, math, social sciences.

· Fine art, performing art, humanities

Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety.

· Demonstrate knowledge and skills in leadership.

· Describe quality improvement.

· Advocate for patient safety.

· Demonstrate caring, effective communication with all constituents.

· Describe and navigate in complex organizational systems.

Essential III: Scholarship for Evidence Based Practice (Professional nursing practice is grounded in the translation of current evidence into one's practice).

· Provide evidence-based nursing interventions.

· Delineate interrelationships among theory, practice, research.

· Describe the elements of the research process and application.

· Advocate for protection of human subjects.

· Evaluate credibility of information.

· Participate in retrieval, appraisal, and synthesis of evidence.

Essential IV: Information Management and Application of Patient Care Technology.

· Understand information management and the impact upon patient outcomes.

· Employ a variety of patient care technologies.

· Demonstrate effectiveness in telecommunication technologies.

· Apply decision-making tools to support safe practice.

· Use CIS systems to document interventions and improve patient outcomes.

· Evaluate data to inform the delivery of care.

· Maintain ethical standards related to data and patient rights.

· Participate in evaluation of information systems.

Essential V: Health Care Policy, Finance, and Regulatory Environments

· Understand healthcare policies and financial implications.

· Explore regulatory environments and the impact on healthcare.

· Understand global trends.

· Be familiar with legislative and regulatory process in healthcare.

· Explore socio-cultural, economic, legal influence on practice.

· Describe role of regulatory agencies and impact on patient outcome, quality, and practice.

· Discuss healthcare policy related to access, equity, affordability, and social justice.

· Use an ethical framework to evaluate healthcare policies.

· Participate in political processes that influence healthcare policy.

Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Care Outcomes

· Understand multi-disciplinary roles of the healthcare team.

· Employ effective communication to resolve conflict, foster teamwork.

· Advocate for high quality care as a member of the healthcare team.

Essential VII: Clinical Prevention and Population Health.

· Assess protective and predictive factors, including genetics, which influence health.

· Assess health from a holistic perspective, including values, attitudes of families, groups, communities, and populations.

· Promote health, manage illness.

· Use EBP to guide health teaching, screening, and counseling, throughout lifespan.

· Assess health, healthcare, and emergency preparedness needs of a defined population.

· Develop an intervention plan that considers health, resources, prevention of illness, injury, disability, and premature death.

· Participate in prevention and population-focused interventions related to effectiveness, efficiency, cost-effectiveness, and equity.

· Advocate for social justice, including health of vulnerable populations.

Essential VIII: Professionalism and Professional Values

· Demonstrate professional standards of moral, ethical, and legal conduct.

· Exhibit accountability, role modeling professional values, professionalism, and integrity.

· Identify personal, professional, and environmental risks that impact personal and professional choices.

· Examine practice for promotion of social justice.

· Articulate value of professional growth and development and lifelong learning.

· Protect patient privacy and confidentiality.

Essential IX: Baccalaureate Generalist Nursing Practice.

· Demonstrate caring and health techniques that promote a therapeutic nurse-patient relationship.

· Conduct assessment across populations and lifespan.

· Recognize constructs of genetics on health, prevention, screening, diagnostics, prognostics, treat.

· Provide holistic care across the lifespan.

· Communicate effectively with patients, families, and healthcare team.

· Provide compassionate, patient-centered, evidence-based care.

· Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes.

7. Select one of the BSN Essentials you have chosen and reflect on the relationship between the essential chosen, your learning, and the course artifact. Relate two class activities that helped you achieve the selected BSN Essential.

8. Describe what you have learned by completing the assigned course artifact. What areas of growth or future learning needs must be met to meet all of the program learning outcomes for your baccalaureate education?

9. Describe how your learning and achievement of these standards will impact your future role as a BSN nurse.

Grading of ePortfolio Assignments

Each ePortfolio assignment will be a graded using an assigned grading rubric.

A grade of 100% is the required passing score for all ePortfolio assignments
. Refer to the assignment rubric. If a revision is required to achieve a passing score, resubmission of an ePortfolio assignment must be completed within 72 hours of receiving your instructor feedback. Students are to refer to the ePortfolio tutorials for further guidance as needed.

All ePortfolio course requirements must be met in order to receive a passing end of course grade. As per the RN- BSN program incomplete policy, students have two weeks to submit the required coursework or the incomplete will be changed to a failing grade (F).

ePortfolio Rubric

Criteria

Excellent

Submission of URL/Link to ePortfolio Home Page

• URL (link) to the ePortfolio is submitted to the assignment drop box. Submitted URL leads directly to the ePortfolio Home Page. The ePortfolio contents are viewable.

15 pts

Excellent

The ePortfolio submission meets all criteria.

Home Section

• Welcome page contains a welcome message and optional upload of a professional photograph.

• Welcome page contains a professional biography to include a summary of work experience, academic background, and professional goals.

Excellent.
The ePortfolio submission meets all criteria.

15 pts

Creation of Course Section (e.g., NSG 3200)

· Course Section (e.g., NSG 3200) is present.

· Course Section (e.g., NSG 3200) is labeled using

correct prefix and number.

Excellent.
The ePortfolio submission meets all criteria.

10 pts

Creation of Course Artifact Page and Upload of Assigned Course Artifact

· One course artifact page is present in the current course section (e.g., NSG 3200) and labeled as Artifact.

· One assigned course artifact document is uploaded to the current course artifact page.

· Course artifact was not linked from Dropbox

submission.

Excellent.
The ePortfolio submission meets all criteria.

15 pts

Completion of Reflection

· 1 selection is made in each subsection (the PSLOs, GECs, BSN Essentials) of the reflection form.

· All narrative prompts are completely addressed.

· One course reflection page is present in

the current course section (e.g., NSG 3200) and

labeled as Reflection.

· One completed PDF course reflection document is

uploaded to the current course reflection page.

Excellent.
The ePortfolio submission meets all criteria.

25 pts

ePortfolio Organization

· Free of blank or duplicate course sections.

· Free of blank or duplicate pages within the course

section(s).

· Evidence of previous submissions organized in

one ePortfolio.

Excellent.
The ePortfolio submission meets all criteria.

20 pts

Totals
*100% required to pass

100

Discussion

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Initial Post Instructions

Congratulations on successfully finishing the last of the A&P series! Over the course of the last eight weeks we’ve discussed the anatomy and physiology of the Digestive, Urinary, and Reproductive systems. We also discussed nutrition, metabolism, human development, and genetics. And since we began our study of the human body in BIOS251, we have continuously referred to a unifying theme in Anatomy and Physiology; that is, the relationship between structure and function. The idea that “form follows function” has been the foundation of our understanding of the human body and how it sustains life. This common thread throughout the A&P series allows us to look at the “big picture”.

If you remember from BIOS251, one of the fundamental principles of Anatomy and Physiology is the interdependence of all body systems and how the proper function of one system is intimately tied to the proper function of other organ systems, and ultimately the overall homeostasis of the human body.

For the Week 8 discussion of BIOS256, I would like you to go back in time. Think back to previous sessions and consider the various organs and organ systems that were discussed in BIOS251, BIOS252, and BIOS255. Choose one of the following organs or organ systems:

  • Integumentary system
  • Skeletal system
  • Joints
  • Muscular system
  • Nervous system
  • Special senses
  • Endocrine system
  • Blood and hemodynamics
  • Cardiovascular system
  • Immune system
  • Respiratory system

After you have chosen one of the above organs or organ systems, discuss how it is intricately connected to any of the major topics that were covered this session in BIOS256. How are these systems integrated? How do they work together to contribute to the overall homeostasis of the human body?

For example, in week 1 and 2 we discussed the digestive system, and the importance of intrinsic factor to red blood cell production. One approach would be to discuss the connection between dietary absorption of intrinsic factor, its relationship to vitamin B12, and the maintenance of a healthy hematocrit.

safety

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PNSG 1514

Quality Improvement Assignment

Course Learner Outcome Five: Collaborate with other healthcare providers to promote safe and quality patient-centered care.

· Read the policy below and decide if it reflects best practice for a skilled nursing facility.

· Research current evidence-based practice regarding the attached policy to determine if changes need to occur.

· Describe in detail what you would change in the current policy citing the evidence you gathered.

· Please include and cite at least 1 scholarly resource using APA format.

Pressure Ulcer Prevention and Managing Skin Integrity

I. PURPOSE

A. To maintain the integrity of residents’ skin and overall health.

B. To effectively identify residents who are at risk for skin breakdown.

C. To provide early interventions for residents with skin breakdown and minimize associated risks.

D. To educate staff, residents, and families on measures to prevent skin breakdown.

II. POLICY

Nursing is solely responsible for all aspects of the skin risk assessment and will assess and manage skin integrity for all residents. Risk for pressure ulcer development will be evaluated using the Braden Scale. Skin inspections will be completed on admission for all residents. Any resident with a Braden score < 8 shall have skin inspections done every month. Residents with a Braden score > 8 do not need further skin inspections done.

III.
DEFINITIONS

A. Risk assessment: identification of the potential risk that a resident will contribute to the likelihood for developing skin breakdown.

B. Skin Inspection: a head to toe assessment of residents, intended to detect skin breakdown.

C. Interventions: the steps taken by care providers to increase monitoring of the skin and reduce or alleviate pressure on body parts to minimize or eliminate the risk of skin breakdown.

IV.
PROCEDURE

A. All residents will be assessed one time, on admission to the skilled nursing facility. This will include a head to toe assessment, paying close attention to bony prominences and skin folds.

B. Screening, using the Braden Scale, will be completed by an RN, LPN, or CNA. This must be documented in the medical record.

C. Residents with a Braden score < 8 will have assessments done every month until reaching a score of 8 or higher.

D. All interventions must be documented in the medical record.

V.
INTERVENTIONS

A. Patient Repositioning and Turning; required once per shift.

B. Cleanse and dry skin at routine intervals and at the time of soiling;

recommend tub bath once per week.

C. Proper Nutrition; provide meals high in carbohydrates to promote healing.

D. Implement a specialty bed if indicated.

E. Staff Education; require annual training of nursing staff.

Minnesota State Community & Technical College

© PNSG 1514

8.2023

image1.jpg

nutrition

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• Create nutrition power point

• Mastery: Advanced or exceeds achievement

• Met length and slide requirements. Minimal to no spelling and grammar errors. APA in-

text citations and references are used correctly. Resources have outstanding credibility.

•

• Proficiency: Clear/effective achievement

• Met length and slide requirements. Few spelling and grammar errors. APA in-text

citations and references are used with few errors. Resources have sufficient credibility.

• Mastery: Advanced or exceeds achievement

• For each of the nutrients selected, created content slide(s) that thoroughly addressed all

3 of the required items (3a through 3c). Content is consistently accurate, presented in a

logical fashion, and is extremely easy to follow.

• Proficiency: Clear/effective achievement

• For each of the nutrients selected, created content slide(s) that sufficiently addressed

the 3 required items (3a through 3c). Content is mostly accurate, is well organized, and

is easy to follow.

• Emerging: Limited or growing achievement

• For each of the nutrients selected, created content slide(s) that begin to address the 3

required items (3a through 3c). Content is partially accurate, shows the early stages of

organization.

• Mastery: Advanced or exceeds achievement

• All 5 items selected were appropriate nutrients from within the categories listed.

• Emerging: Limited or growing achievement

• Fewer than 3 of 5 items selected were appropriate nutrients from within the categories

lis

• Advanced or exceeds achievement

• All 5 items selected were appropriate nutrients from within the categories listed.

• Competence: Adequate/basic achievement

• Partially met length and slide requirements. Some spelling and grammar errors, which

detract from the audience's ability to comprehend material. Attempted to use APA in-

text citations and references. Resources have reasonable credibility.

Question

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Using the DMAIC model of Six Sigma, discuss a recent process improvement model in which you were involved with in your role as an assistant director of nursing at your long-term care facility. Define the project, explain how data was measured and analyzed. Discuss improvement methods employed and if the process improvement was controlled or hardwired.