| Course | NURS 6370 Foundational Skills for Nurse Educators in Academic and Healthcare Environments |
|---|---|
| Week | Week 5 |
| Paper type | In-service education plan |
| Length | About 620 words, 5 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | Master of Science in Nursing (MSN) |
| Updated | September 2026 |
Free sample paper for NURS 6370 Week 5
In-Service Plan: Gowns Worn in 58% of Hazardous Drug Administrations, a Fifteen-Minute Session Delivered at Three Huddles
Student Name
College of Nursing, Walden University
NURS 6370: Foundational Skills for Nurse Educators in Academic and Healthcare Environments
Instructor Name
Month Day, Year
In-Service Plan: Gowns Worn in 58% of Hazardous Drug Administrations, a Fifteen-Minute Session Delivered at Three Huddles
The Finding
In the third quarter, the oncology practice council's observation audit on our 28-bed hematology and oncology unit and the adjacent 20-bed bone marrow transplant unit watched 40 intravenous hazardous drug administrations, bag changes and disconnections across all shifts. A closed-front, impermeable gown was worn in 23 of the 40 (58%). Chemotherapy-tested gloves were worn in 39 of the 40. Unit policy, based on the Oncology Nursing Society's safe handling guidance, requires both for every step that could bring the nurse into contact with the drug, including short tasks such as a disconnection (Polovich & Olsen, 2018).
What Kind of Gap This Is
This is not a knowledge gap, and the plan is built on that reading. All 31 nurses on the two units completed the annual safe handling module, and in a five-question check sent with the audit results, 29 of 31 correctly identified the gown as required for disconnections. The audit notes point elsewhere. Gloves are stocked in the protective equipment caddy outside every patient room, while gowns are stocked only in the clean utility room at the far end of each hall. Nurses who skipped the gown were almost all doing tasks under a minute long, which matches the most common reason given in a national survey of nurses who administer these drugs: a judgment that skin exposure would be minimal (Boiano et al., 2014). When people could perform correctly if they had to, the problem usually lies in obstacles or consequences rather than in skill, and training alone will not move it (Mager & Pipe, 1997). The in-service therefore runs alongside a supply change: materials management has agreed to add four gowns to each room caddy before the first session.
The Session
Length: fifteen minutes, delivered at the 0715 huddle and the 1915 huddle on a Tuesday, and at the 0715 huddle the following Saturday to reach weekend staff. Objectives: every nurse who attends will (1) show where the gowns now sit in the room caddy and (2) state the three tasks in the unit policy that require a gown even when they take under a minute. Content: the audit number and what it means for the nurse's own exposure, a thirty-second walk to the nearest caddy to open it, and the three short tasks, spiking, disconnecting and changing a bag. One takeaway only: the gown goes on for the short tasks too, and it is now in the room. No slides are used; the audit result is printed on a single sheet taped inside the caddy lid.
Measurement
The practice council repeats the same observation audit 60 days after the last session, using the same form, the same 40 observations spread across shifts and the same two units. Success is a gown worn in at least 36 of 40 observations (90%). If the number rises but stays below 90%, the audit notes are reviewed for the next obstacle before any further teaching is planned. The caddy restocking is checked weekly by the charge nurses during the same period, because a caddy found empty would explain a miss that the in-service could not.
Attendance
Table 1
Planned Deliveries and Staff to Reach
| Delivery | Day and time | Staff scheduled | Reached (target) |
|---|---|---|---|
| 1 | Tuesday, 0715 huddle | 11 | 11 |
| 2 | Tuesday, 1915 huddle | 10 | 10 |
| 3 | Saturday, 0715 huddle | 7 | 7 |
| Not scheduled in the window | 3 | Charge nurse walk-through at the caddy, week 2 |
The denominator is all 31 nurses on the two units. The three not scheduled during the delivery week receive the same fifteen minutes one on one from the charge nurse, recorded on the same roster.
References
Boiano, J. M., Steege, A. L., & Sweeney, M. H. (2014). Adherence to safe handling guidelines by health care workers who administer antineoplastic drugs. Journal of Occupational and Environmental Hygiene, 11(11), 728-740. https://doi.org/10.1080/15459624.2014.916809
Mager, R. F., & Pipe, P. (1997). Analyzing performance problems: Or, you really oughta wanna (3rd ed.). Center for Effective Performance.
Polovich, M., & Olsen, M. M. (Eds.). (2018). Safe handling of hazardous drugs (3rd ed.). Oncology Nursing Society.
Reading the NURS 6370 Week 5 instructions
The Week 5 assignment usually asks you to design an in-service or staff development session in response to an identified practice problem, including a needs assessment, objectives, content, delivery method, logistics and an evaluation plan. Some sections ask you to use a specific model for identifying learning needs. Many limit the session length or require it to reach staff on every shift. Expect three or four pages. The key instruction is often the first one: show how the need was identified. A plan that starts from a topic rather than a measured problem answers a different assignment than the one posted.
How this NURS 6370 Week 5 example is built
The plan starts with the finding, stated as a count, a percentage and a boundary of two units and one quarter. The second section is the classification, and its first sentence is the highlighted claim that the gap is not about knowledge; the evidence is a five-question check, the supply location and a national survey on why nurses skip gowns. Mager and Pipe support the conclusion that training alone will not fix it, so a caddy restock runs with the session. The session section gives times, two objectives, content and one takeaway. Measurement repeats the same audit with the same form, and a table accounts for all 31 nurses. Nothing in the session is spent on content the audit showed staff already knew.
NURS 6370 Week 5 rubric: what earns full marks
In-service rubrics commonly score the needs assessment, objectives, content and methods, feasibility, evaluation and writing. The needs assessment row is where strong plans separate from average ones, especially when the writer shows the cause, not only the symptom. Objectives are judged on observability and number, since a short session supports only one or two. Feasibility weighs length, timing and reach across shifts. Evaluation is scored on whether the measure matches the problem, so rerunning the original audit scores well. Writing marks go to a clear structure and correctly cited sources, including the professional guidance behind the policy. Some rubrics add a row for stakeholder involvement, which the example meets by naming the practice council, materials management and the charge nurses.
NURS 6370 Week 5 help: mistakes that cost marks
The most common loss is a polished session aimed at a knowledge gap that does not exist, which leaves the practice number unchanged. Another is an in-service longer than a huddle can hold or scheduled only on day shift. Many plans promise to evaluate effectiveness with a post-test, which measures recall rather than practice. Some list four or five takeaways for a fifteen-minute session. Ask first whether staff could do the task correctly if their lives depended on it; if they could, look at supplies, time and habits before writing any teaching, and measure the same thing you measured at the start.
Get a NURS 6370 Week 5 example written to your instructions
Send the prompt, the rubric and whatever scenario your section supplies, and a NURS 6370 Week 5 in-service plan comes back built backward from it. First custom one free, inside 24 to 48 hours. The audit result driving this page was made up for it, since real ones carry figures only a department can release.
More NURS 6370 papers and MSN samples
- NURS 6370 Week 1: Discussion post
- NURS 6370 Week 2: Setting comparison
- NURS 6370 Week 3: Syllabus section
- NURS 6370 Week 4: Session plan
- NURS 6370 Week 6: Feedback sample
- NURS 6370 Week 7: Competency checklist
- NURS 6370 Week 8: Teaching presentation
- NURS 6370 Week 9: Discussion post
- NURS 6370 Week 10: Education documentation
- NURS 6370 Week 11: Skills self-assessment
- NURS 6351 Week 5: Teaching philosophy
- NURS 6341 Week 5: Evidence appraisal
- NURS 6331 Week 5: Accessibility audit
- NURS 6321 Week 5: Lesson plan
NURS 6370 Week 5 questions, answered
Where does the finding in the example come from?
It is invented at a realistic scale, close enough to what a quarterly audit produces to be worth planning against. If your section posts a scenario, that one replaces it and the plan is rebuilt from the new number. Figures pulled from a unit you actually work on never have to travel anywhere for an example to be written.
How is this different from the session plan?
A session plan is timed teaching for a group expected to be there. An in-service answers a finding, has to reach three shifts, competes with patient care for every minute, and is judged partly on whether the number moves afterward. Both are teaching documents, and only one of them carries a measurement section at the end.
Does an in-service need learning objectives?
Most prompts ask for them and the example carries two, written in the same observable form the rest of the course uses. What differs is scale, since fifteen minutes supports two objectives at most. Plans arriving with five are usually read as a session that will overrun and be cut short in the hallway.
Where can I find a free NURS 6370 Week 5 sample paper?
The complete in-service plan, from the audit finding through measurement and the attendance table, is posted on this page for free. Bring your own unit's audit or incident trend and the desk will shape a matching in-service plan free.
Does a NURS 6370 in-service plan need a needs assessment model?
Many sections name one, and a performance analysis that separates knowledge from environment and motivation works well. Even when no model is required, showing how the cause was identified is usually worth a full rubric row.