Parts 1,2 and 3 in one cohesive paper

Parts 1, 2 and 3 in One Cohesive Paper Student’s Name Institution Course Professor’s Name Date Part 1 Approach Used to Identify Practice Gap The practice gap identified in the scenario relied on data analysis, staff feedback, and a comparison with relevant benchmarks. The healthcare setting is a medium-sized hospital excelling in cataract surgery and colonoscopy follow-up. However, it is struggling in critical areas such as sepsis care. The hospital’s current performance metrics were reviewed and compared to other hospitals located in Massachusetts and the United States. The main performance discrepancy identified was that only 27% of patients requiring sepsis care received appropriate treatment. Sepsis is a life-threatening condition that requires prompt intervention, and this low percentage points to a critical deficiency. Once these performance discrepancies are identified, the next step is to explore the underlying causes through qualitative methods. Interviews with nurses, physicians, and infection control teams helped identify barriers to the provision of quality sepsis care (Gustad et al., 2024). Gathering direct feedback from staff made it easier to pinpoint where the breakdowns were occurring. Approach Used to Identify the Learning Need based on this Practice Gap It is essential to determine the specific knowledge, skills, and attitudes needed to be added to close a practice gap. Learning institutions prepare individuals for the job market by giving them a background in their areas of interest. Healthcare facilities often address practice gaps through continuous professional development and frequent internal learning programs (Abbasi et al., 2023). Identifying the learning need in sepsis care involves assessing the necessary educational interventions and protocol improvements to bridge care gaps. For example, in sepsis care, the learning need may include educating staff on early recognition of sepsis symptoms, updating them on current treatment protocols, or improving interdisciplinary communication when managing septic patients. The learning need could also extend to improving sepsis screening tools within the hospital’s electronic health records (EHR) to ensure that early warning signs trigger a timely clinical response. Part 2 How the Desired Learning Outcome Addresses the Learning Need The learning outcome specified that clinicians should comfortably utilize protocols for sepsis infection after completing the enrolled education program. This learning outcome is directly aligned with the identified gaps in sepsis care in the medium-sized hospital. A significantly low compliance rate with sepsis care protocols in the healthcare facility resulted in 27% of patients who required sepsis care reporting positive outcomes. This value is below an average score and shows there needs to be an urgent intervention in sepsis care training. Healthcare professionals must improve their adherence to sepsis screening and treatment protocols (Schinkel et al., 2022). The outcome also reflects a broader goal of cultivating a workplace culture where best practices in sepsis care are consistently upheld. How Each Learning Objective Addresses the Learning Outcome The developed learning objectives have been specifically tailored to meet this desired outcome of improving sepsis care practices. The three learning objectives focus on the cognitive, psychomotor, and affective domains as outlined in Bloom’s Taxonomy. The cognitive domain learning objective focuses on improving healthcare professionals' understanding of sepsis protocols. A master of knowledge on sepsis care is critical because sepsis is a time-sensitive condition that requires immediate recognition and treatment. Any delays will lead to the deterioration of the patient’s health and poor health outcomes. The psychomotor domain learning objective builds on this knowledge by emphasizing the hands-on skills required for sepsis screening and intervention. Practicing in the healthcare profession requires a combination of knowledge gained through rigorous education programs and hands-on skills acquired through training. According to Abbasi et al. (2023), practicing sepsis care skills in a controlled environment helps boost the confidence of hospital staff and prepares them to manage sepsis in clinical settings. This objective ensures that clinicians can identify sepsis and respond with the appropriate interventions in a real-world setti...