Aspen Pub.
/JONA lwwj035-08 January 27, 2005 21:54
Using Organizational Mission, Vision,
and Values to Guide Professional Practice
Model Development and Measurement
of Nurse Performance
Gail L. Ingersoll, EdD, RN, FAAN, FNAP
Patricia A. Witzel, MS, MBA, RN
Toni C. Smith, EdD, RN, FNAP
An organization’s mission, vision, and values state-
ments are the guiding forces behind the institution’s
administrative strategic planning and performance
assessment activities. Linking nursing professional
practice model components and performance evalu-
ation criteria with each of these foundational doc-
uments assures that their values, beliefs, and inten-
tions are evident in daily work life.
Clearly defined mission, vision, and values state-
ments create an organizational culture that mo-
tivates employees to achieve a higher purpose.1
Unfortunately, when that purpose is unclear or the
organization’s defining statements are not directly
linked to strategic planning, performance improve-
ment, and organizational assessment activities, em-
ployees express frustration over the discrepancies be-
tween the implied versus the actual demands of staff.
This article contains a description of how one hospi-
tal’s mission, vision, and values statements were used
to guide the development and implementation of a
professional practice model and evaluation process
that reflected the values expressed in foundational
documents.
Authors’ affiliation: Director of Clinical Nursing Research and
Professor of Nursing (Dr Ingersoll); Chief Nurse Officer and Asso-
ciate Dean for Clinical Practice (Ms Witzel); Director of Nursing
Practice Support Operations and Associate Professor of Clini-
cal Nursing (Dr Smith), University of Rochester Medical Center,
Rochester, NY.
Corresponding author: Dr Ingersoll, Strong Memorial Hos-
pital, Box 619-7, 601 Elmwood Ave, Rochester, NY 14642
(gail ingersoll@urmc.rochester.edu).
86
JONA
Volume 35, Number 2, pp 86-93


C 2005, Lippincott Williams & Wilkins, Inc.
Mission, Vision, and Values
Mission statements have been described as the start-
ing points of an organization’s strategic planning
and goal-setting process.2 They focus attention and
assure that internal and external stakeholders un-
derstand what the organization is attempting to ac-
complish. According to Bart,2 the strongest orga-
nizational impact occurs when mission statements
contain 7 essential dimensions.
• Key values and beliefs
• Distinctive competence
• Desired competitive position
• Competitive strategy
• Compelling goal/vision
• Specific customers served and products or ser-
vices offered
• Concern for satisfying multiple stakeholders
Rarely are all of these components evident in mission
statements,1 however, with most institutions work-
ing to keep the statements short, concise, and mem-
orable.
Mission statements describe the organization’s
unique and enduring practices, clarify why the or-
ganization exists, and highlight what it wants to
achieve. They also drive the allocation of scarce re-
sources, facilitate organizational survival,3 and in-
fluence organizational outcome when closely aligned
with organizational practice.3,4 Ideally, they re-
flect the organization’s values and provide a frame-
work for the organization’s vision, which is future
oriented.
Vision statements reflect the ideal image of the
organization in the future. They create a focal point
JONA • Vol. 35, No. 2 • February 2005
Aspen Pub./JONA lwwj035-08 January 27, 2005 21:54
for strategic planning and are time bound, with
most vision statements projected for a period of 5
to 10 years.5 Vision statements are much more con-
cise than mission statements and serve to stretch or-
ganizational performance to achieve the direction
desired. Research concerning the impact of vision
statements is limited, although one study suggests
that managers who perceive they are involved in
the formulation of vision statements are more com-
mitted and satisfied with their jobs.6 An important
finding of this study was the significance of vision
statement clarity, appropriateness, and inclusiveness
on managers’ perceptions. Their levels of job sat-
isfaction and commitment were directly related to
how salient they believed the vision statements to
be. Simple involvement in the creation of the state-
ments was not sufficient to achieve organizational
commitment.
Values statements define the organization’s basic
philosophy, principles, and ideals. They also set the
ethical tone for the institution.5 An organization’s
values are evident in the statements that define the
organization and the processes used to achieve its
mission and vision. Some organizations develop val-
ues statements separately from mission and vision;
others incorporate statements or words that reflect
their values into their mission and vision documents.
At Strong Memorial Hospital (SMH), in
Rochester, New York, the organization’s values
statement includes the terms respect (for patients and
each other), honesty, fairness, appreciation for indi-
vidual differences, commitment to excellence, and
service to others (patients, students, and commu-
nity). Its mission statement reflects the organization’s
focus on improving health through caring, discovery,
teaching, and learning. These documents are sup-
ported by the hospital’s vision statement that de-
scribes actions related to creating, providing, teach-
ing, discovering, promoting, valuing, and making.
The presence of the action-oriented words in the
vision statement reinforces the planned movement
and improvement processes associated with vision-
ing. Contained in Figure 1 are the mission, vision,
and values statements for nursing practice at SMH.
Also included are nursing’s philosophy and belief
statements, which are derived from the hospital’s vi-
sion, mission, and values statements.
Application to Professional Practice Model
Few descriptions of professional practice models de-
fine the underpinning mission, vision, and values
linkages that frame the components of the models.
Most identify external theories that support the ele-
ments of the models and the rationales for selecting
JONA • Vol. 35, No. 2 • February 2005
model components. How these support the internal
belief systems, defining characteristics, and purposes
of the institution are less clear. Although the selec-
tion of a well-defined and tested theory is highly de-
sirable, a comparison of the theory’s tenets to the
organization’s is equally important for maximizing
potential fit and favorable outcome.
The development of theory-derived, institution-
ally compatible professional practice models is best
served by adapting what Kim7 and Donaldson8 have
described as the pragmatic mode of theory appli-
cation. Their approach to pragmatic theory focuses
on decision making for patient-related action. The
method, however, is equally relevant to any practi-
cal situation in which the concern or need motivates
the selection of an existing theory or knowledge base
to solve the problem.
According to Donaldson, the pragmatic mode
focuses on the relevance of the theory, its relation-
ships to society, its philosophic underpinnings, the
major processes used for selection of theories ap-
plied, the meaning of the theory to the decision
maker, and the impact of the theory on knowledge
development.8 We would add a further dimension to
this pragmatic approach—the potential fit between
the theory and the specifics of the organization and
the environment. This addition supports the clini-
cally focused intent of the original pragmatic ap-
proach by addressing the resolution of the problem
as defined by the patient or, in this case, the organi-
zational setting.
Because of the pragmatic approach’s focus on
responsiveness to a specific condition, nurse prag-
matists use information from many disciplines.8 In
the development of professional practice models,
for example, organizational, leadership, motivation,
learning, and human behavior theories all might ap-
ply or provide useful descriptions of relationships
among variables likely to contribute to ideal work
environments and desired care delivery and orga-
nizational outcomes. In addition, 1 or more dimen-
sions from a number of theories may fit together bet-
ter to explain the complex processes, relationships,
and human responses inherent in healthcare organi-
zations. Exploring the ways in which these compo-
nents link to, and support, an organization’s vision,
mission, and values increases the likelihood that a
single theory will be unable to explain the relation-
ships between the multiple dimensions of the orga-
nization’s foundation and the outcomes it achieves.
Professional Practice Model Components
When designing a professional practice model that
supports the vision, mission, values, and philoso-
phy statements of an institution, attention must be
87
Aspen Pub./JONA lwwj035-08 January 27, 2005 21:54

Mission
We improve health through caring, discovery, teaching, and learning.
Shared values
• We treat our patients, their families, and each other with personal and professional respect.
• We deal with our patients, families, and each other openly, honestly, and fairly.
• We are committed to excellence in service to our patients/families, students, and the community.
Vision
We are creating a hospital that
• will provide all patients, their families, and friends with excellent, compassionate care and responsive service;
• will be the provider of choice because patients, doctors, employees, and payers recognize the value of the care and
services provided;
• will be the provider of choice because our staff and volunteers are empowered to use their intellectual and creative
skills to achieve their goals and our mission;
• will teach healthcare professionals how to provide excellent service;
• will discover new knowledge by pioneering innovative ways to provide care;
• will promote continuous, mutual respect, support, and responsiveness to others;
• will make optimal use of resources; and
• will be valued by suppliers because of our high standards.
Philosophy of nursing
Nursing at Strong Memorial Hospital (SMH) believes that supportive, facilitative, and safe work environments promote
individual and organizational success and that the quality of the places where nurses work is intimately tied to the quality
of the care provided. To achieve ideal work settings, nurses at all levels must be committed to a life-long process of active
learning, knowledge utilization, and identifying the best approaches to delivery of care and successful interaction with
others. Nursing also believes that the best work environments support individual learning, career growth, collaborative
decision making, respect for diverse ideas and backgrounds, and are free of harassment and discrimination.
Nursing at SMH further believes that a variety of options are available and appropriate for continuous learning, career
growth, and individual advancement.
Among the opportunities available are
• participation in formal, degree granting programs;
• participation in continuing education offerings;
• certification by recognized bodies;
• self-study; and
• clinical practice.
Nursing also recognizes the importance of an organizational structure and processes that support individual efforts and that
recognizes and rewards excellence through a variety of processes and approaches.
Ideal structures and processes include
• performance evaluation processes that reinforce high standards of care and confirm performance expectations of
nursing practice;
• a clinical advancement system that promotes career progression through a variety of pathways;
• mentored/preceptored learning experiences for new staff members;
• annual self-assessment and feedback processes that support continued growth;
• shared governance to promote effective communication and decision making at all levels;
• competency-based educational programming;
• tuition support and work schedules that facilitate continuous learning;
• resources to support evidence-based decision making, performance improvement, and expert practice;
• decentralized decision making to the clinical programs and groups most affected by outcomes; and
• use of goals and objectives to support the mission of the hospital, the department, and individual units/patient care areas.

Figure 1. Mission, vision, and philosophy. Copyright 2003, Strong Memorial Hospital. Used with permission.

paid to the principles evident in foundational doc-
uments. At SMH, for example, our statements in-
clude beliefs about the importance of attending to
the needs and expectations of both employees and
patients served. In addition, the mission defines the
purpose of the hospital as encompassing 4 distinct,
yet interrelated, dimensions—providing caring ser-
vices, discovering new knowledge, teaching others,
and continuous learning. As a result, any model de-
rived from the mission should address these 4 foci
and define how they relate to individual and organi-
zational outcomes.
A review of the nursing, behavioral, organiza-
tional, education, and psychology literature iden-
tified several theories that incorporate the key di-
mensions of an organizational environment that
supports both internal consumers (nursing employ-
ees) and external consumers (patients and families).
The model designed for nursing also was expected to
reflect nursing practice’s history of innovation and

88 JONA • Vol. 35, No. 2 • February 2005

Aspen Pub./JONA lwwj035-08 January 27, 2005 21:54
leadership. This history was evident in the hospi-
tal’s designation as 1 of the nation’s original mag-
net hospitals, where nurse autonomy, control over
decision making, effective communication between
physicians and nurses, and the presence of a strong
and visible nursing leader9 were reflective of out-
standing hospitals.
In addition to the desired organizational at-
tributes identified in the magnet hospitals study, en-
vironmental factors described in 2 other theories
were considered reflective of the values, vision, and
mission characteristics of SMH. The first of these
was the Sociotechnical Systems Theory (STS), which
focuses on the interplay between the work environ-
ment, technology, and the social components of an
organization’s culture.10,11 According to STS, roles,
norms, and values constitute the social components
of the theory, although these are defined imprecisely.
Technical components focus on the characteristics
and control processes associated with the inputs and
the outputs of the system. STS stresses the organiza-
tion’s need for flexibility and attention to the pro-
cesses used to create and deliver care. As such, its
dimensions are applicable both to clinical practice
and to the administrative oversight of nursing pro-
grams and services.
The second theory selected for our professional
practice model was Senge’s Fifth Discipline Model,
in which systems thinking is defined as an essen-
tial precursor to the production of extraordinary
results.12 According to this model, work groups de-
velop systems thinking through favorable interac-
tions with others and an ongoing process of contin-
uous learning. As a result, organizations interested
in facilitating systems thinking must eliminate any
factors that limit creativity, innovation, and positive
change.
The STS and Fifth Discipline models support
many of the aspects evident in magnet hospitals, al-
though the magnet hospital focus is directed more
broadly on the organization and the management
characteristics that promote autonomous decision
making and control over practice.13-15 Less attention
is paid to the learning component evident in Senge’s
model, although systems thinking and a systems ap-
proach are clearly evident.
Our theory-derived practice model focuses on
both the recipient and the provider of nursing care.
It stresses collaboration and informed decision mak-
ing that is facilitated by an organizational structure
and support services that promote the generation of
new knowledge and the incorporation of evidence
into practice. It allows for maximum flexibility in
accordance with unit or department demands, while
assuring hospital-wide consistency for expectations
JONA • Vol. 35, No. 2 • February 2005
of quality patient care, effective and efficient work
environment, and maximum care provider and pa-
tient/family involvement in care delivery processes
and outcomes. Our model is founded on the assump-
tion that structural, technological, and social com-
ponents of the care delivery environment contribute
to effective care delivery practices and favorable out-
comes for employees and patients/families alike.16
System components that support individual staff
nurse decision making, control over practice, and
recognition and reward continue the hospital’s early
experience and success as a magnet hospital. The
technology aspects of the model include the collabo-
rative decision making, multidisciplinary team pro-
cesses, continuous learning, and performance im-
provement/safety assurance practices evident in the
ways in which care is delivered, monitored, and
understood.
The social components of our model focus on
the workgroup relationships essential to successful
work environments and the expert leadership and
mentored learning experiences necessary to support
its systems and technology. Figure 2 highlights the
model’s components and its anticipated impact on
employee and patient outcome.
Measurement of Individual and
Organizational Performance
Essential to the development of work environments
that support organizational mission, vision, and val-
ues is a performance assessment process that recog-
nizes and rewards behaviors supportive of the doc-
umented organizational characteristics and goals.
This evaluation and feedback dimension serves to
assure that employees are familiar with the organi-
zation’s espoused beliefs and that these are actual-
ized in the work setting. It also helps confirm the
relevance of the organization’s vision and mission
within a changing healthcare environment and iden-
tify where modifications may be needed on the basis
of outcomes assessment. Without feedback tied di-
rectly to the principles underlying an organization’s
behavior and strategic planning, no assurance can
be made that the institution is remaining responsive
to, and consistent with, internal and external con-
sumers’ expectations and needs.
The first step in the process of linking perfor-
mance evaluation criteria to vision, mission, and val-
ues statements is to identify the key concepts con-
tained within. These concepts are used to define the
performance expectations of individuals and the or-
ganization as a whole. At the organizational level,
performance indicators are derived from institution-
wide and department or unit-level goals. For
89
Aspen Pub./JONA lwwj035-08 January 27, 2005 21:54
Figure 2. Strong Memorial Hospital Nursing Professional Practice Model. Copyright 2003, Strong Memorial Hospital.
Used with permission.
example, a focus on respect for individuals and a
valuing of diverse ideas and viewpoints might incor-
porate goals directed at customer service achieve-
ments and increased diversity of services, staff,
and targeted delivery areas. Performance measures
would reflect observable evidence that these goals
had been achieved. Number and type of services pro-
vided, percentage of minority employees hired and
retained, and patient satisfaction ratings might be
outcome indicators reflective of the goals and the
mission, vision, and values of the organization.
Performance evaluation criteria for staff nurses
would be based on expected competencies associ-
ated with the delivery of services or the achievement
of goals consistent with vision, mission, and val-
ues dimensions. At SMH, performance evaluation
criteria for each of its clinical advancement system
(career ladder) levels (I through VI) were reviewed
for consistency with the professional practice model
derived from the hospital’s statements. In this case,
competency expectations were identified for behav-
iors related to expert practice, customer service, con-
tinuous learning/professional role, work group rela-
tionships, and evidence-based practice. Each of these
competencies is consistent with, and supportive of,
the professional practice model designed to guide
clinical practice and administration of nursing ser-
vices. Specific behaviors were defined for each com-
petency, with the level of performance expectation
increasing with the nursing role. Table 1 contains ex-
amples of performance expectation criteria for levels
I through VI of the registered nurse positions within
the hospital. The first 3 of these pertain to staff nurse
positions, while levels IV (nurse leader), V (nurse
manager), and VI (senior nurse manager) pertain to
90
unit leadership roles. Comparable levels V and VI are
associated with advanced practice nurse roles (clin-
ical nurse specialist or nurse practitioner).
In some cases, performance behaviors are de-
fined as core expectations for all levels of practice.
In these instances, the same criteria appear in all
levels. An example might be “treats patient/family
and staff with kindness, courtesy, and respect for di-
verse viewpoints and cultures.” As a key dimension
of the hospital’s underlying beliefs and values, this
employee behavior is expected of everyone in the in-
stitution. Although senior levels of employees may
have more refined skills in this regard, all staff per-
sonnel are expected to demonstrate acceptable levels
of performance in this behavior.
The competency expectations described in the
performance evaluation link directly back to the
hospital’s mission, vision, and values statements.
Subsumed under the general categories of behav-
ior in this document are specific evaluation criteria
that contain measurable indicators that confirm em-
ployee performance consistent with hospital purpose
and direction for the future. These criteria also as-
sure that the culture and reward systems of the orga-
nization reinforce, and are guided by, the underlying
tenets of the institution.
Performance criteria for leadership and APNs
reflect behaviors directed at creating and maintain-
ing an environment where creativity, diversity, con-
tinuous learning, and the teaching of others is ex-
pected and valued. Criteria at all levels speak both
to personal performance behaviors and to actions
that respond to, and support, other individuals and
the goals of the institution as a whole. This clear
connection between what the organization says and
JONA • Vol. 35, No. 2 • February 2005

Table 1. Comparison of Sample Performance Expectation Behaviors Based on Professional Practice Model Dimensions∗
Nursing
Level Expert Practice
Level I Recognizes obvious changes in
(staff patient status and seeks
nurse) appropriate resources to
address concerns
Identifies potential patient/
family needs and incorporates
them into plan of care
JONA • Vol. 35, No. 2 • February 2005
Level II Demonstrates knowledge of
(staff medications, including
nurse) interactions, effectiveness,
and adverse reactions
Evaluates patient/family
response to procedures,
therapies, and medications,
and identifies concerns/issues
Level III Recognizes subtle changes in
(staff patient status and responds
nurse) effectively
Identifies complex patient
problems and develops a plan
of care on the basis of existing
standards and long-term goals
Level IV Provides direct patient care
(nurse using the nursing process and
leader) incorporating evidence-based
approaches to assessment,
planning, intervention, and
evaluation
Coordinates a multidisciplinary
approach to care
91
Customer Service
Assesses cultural and spiritual
issues that may affect process
of care and care delivery
outcome.
Implements age-specific basic
nursing interventions to
address the patient/family
needs for, and response to,
procedures, therapies, and
medications
Implements age-specific nursing
interventions to address the
patient/family needs for, and
response to, procedures,
therapies, and medications.
Provides the best possible
service for both internal and
external customers
Coordinates modifications of
plan of care based on patient
need and response.
Differentiates unique or
complex age-specific learning
needs of patient and family
Serves as a role model through
interactions that demonstrate
kindness, courtesy, and
respect for diverse viewpoints
and cultures.
Provides specific, helpful
recommendations for
improved performance and
assists staff with achieving
targeted behaviors
Continuous Learning/
Professional Role
Demonstrates responsibility for
learning to improve self and
performance, including
progress toward achievement
of annual goals.
Adopts changes in hospital
policy, procedures, and
equipment use
Takes advantage of additional
learning opportunities that
support evidence-based
decision making.
Works with unit leadership to
identify and address practice
problems
Assists leadership in
implementing changes
identified through
performance improvement
activities and evidence-based
reports.
Serves as a role model whose
beliefs, attitudes, and actions
support unit leadership and
goals
Assists nurse manager in
implementing changes
identified through
performance improvement
activities and evidence-based
reports.
Appropriately and effectively
delegates unit or service
responsibilities to unit or
service personnel and
monitors their accomplishment
Work Group Relationships
Maintains positive relationships
with all members of the
healthcare team.
Communicates effectively
through written, verbal, and
nonverbal interaction with
healthcare members, patients,
and families
Acknowledges successful actions
of others and is positive,
optimistic, and enthusiastic
about peers and hospital.
Actively participates in group
activities (eg, unit-based
teams, community organi-
zations, professional
organizations, performance
improvement)
Initiates and maintains
mechanisms for strengthening
communication at unit and
service level.
Uses conflict management as an
opportunity to continuously
improve staff relationships/
unit operations
Collaborates with leadership
across units or services to
optimize patient outcomes.
Assumes a leadership role in
collaborative practice,
performance improvement, or
other interdisciplinary teams
Aspen Pub./JONA
lwwj035-08
Evidence-based Practice
Seeks out resources to support
decision making and action.
Assists with the collection of
data to support unit
performance improvement
activities.
January 27, 2005
21:54
Coordinates, collects, and
interprets physiologic,
psychosocial, and
developmental data.
Evaluates evidence from the
literature and best practice
standards for use in
developing a plan of care
Shares data-based and best
practice information with
peers and unit leadership.
Facilitates or participates in
research and evidence-based
learning activities
Identifies potential areas for
investigation or search for
evidence.
Serves in a unit leadership role
by overseeing or coordinating
a performance improvement
activity
(continued)
92
Table 1. Comparison of Sample Performance Expectation Behaviors Based on Professional Practice Model Dimensions∗ (Continued)
Nursing
Level Expert Practice
Level V Assists and supports staff in
(nurse developing and maintaining a
manager) high level of competency.
Fosters the use of clinical
guidelines and performance
benchmarks that are linked to
positive care delivery outcome
Level V Care delivery processes are
(advanced evidence-based and reflective of
practice best-practice standards.
nurse) Diagnoses are made using
advanced synthesis of
information obtained during
interview, physical examina-
tion, or diagnostic testing and
procedures
Level VI Provides leadership in the use of
(nurse procedures and policies to
manager) guide practice and the
achievement of outcomes.
Reviews and evaluates plans for
the appropriate use of staff at
all levels of practice and in
accordance with the state’s
nurse practice act and
professional standards of
practice
Level VI Identifies and documents expected
(advanced care delivery outcomes that
practice reflect consideration of risks,
nurse) benefits, costs, and research
evidence.
Facilitates the integration of
unified assessment processes
developed in collaboration with
other healthcare disciplines and
in consideration of individual
patient or group needs
JONA • Vol. 35, No. 2 • February 2005
∗
Copyright 2003, Strong Memorial Hospital. Used with permission.
Customer Service
Participates in the development,
implementation, and use of
systems to prevent and
monitor abuse of patients’
rights and incompetent,
unethical, or illegal practices
by healthcare providers.
Assists and supports staff in
developing and maintaining
competency in the planning
and change process
Contributes to the successful
education and professional
development of students,
staff, and colleagues.
Provides consultation services
that are evidence-based and
consistent with the customer’s
needs and expectations
Collaborates with others to
identify strategies that
address customer concerns
and to implement proposed
changes into practice.
Monitors and evaluates
assessment processes that are
sensitive to the unique and
diverse needs of individuals
and target populations
Analyzes organizational systems
for barriers to access and
quality care and works with
others to improve services.
Serves as a consultant to
individuals and groups within
the professional and lay
communities and to other
local, regional, and national
organizations
Continuous Learning/
Professional Role
Seeks additional knowledge and Contributes to the development and Promotes the implementation of
skills to meet the demands of
the role and the organization’s organizational systems that
expectations for continuous
improvement.
Networks with peers in the state Creates a climate where
and region to share ideas and
conduct mutual problem
solving
Evaluates personal performance
on the basis of professional
practice standards, relevant
statutes, and regulations and
organizational criteria.
Shares knowledge and skills
with others and acts as a
positive role model and
mentor
Shares knowledge and skills
with others and acts as a
positive role model and
mentor across units and
programs.
Promotes personal and peer
involvement in local,
regional, and national nursing
initiatives
Facilitates the development of
needs-based educational
programs for APNs, nursing
staff, and others.
Assists others with the conduct
of projects or presentations.
Seeks out potential funding
sources to support the
investigation of clinical issues
or development of programs
Work Group Relationships
continuous improvement of
support and reinforce high-quality
care.
Uses research findings and
communication is regular,
effective, and appreciative of
diverse opinions
Fosters interdisciplinary planning
and collaboration that focuses on
the individuals and populations
served.
Collaborates with others to assure
the seamless delivery of care
Facilitates interdisciplinary
collaboration in data analysis and
decision-making processes.
Participates in the design and
development of multidisciplinary
processes to establish and
maintain standards consistent
with expectations for high-quality
care
Contributes to the resolution of
ethical problems and dilemmas of
individuals or systems.
Facilitates interdisciplinary
collaboration in data analysis and
decision-making processes.
Participates in the design and
development of multidisciplinary
processes to establish and
maintain standards consistent
with expectations for high-quality
care
Aspen Pub./JONA
Evidence-based Practice
lwwj035-08
processes that deliver data
and information to facilitate
staff participation in clinical
decision making.
relevant theory to improve
care delivery processes,
structures, and achievement
of care delivery outcomes
January 27, 2005
Promotes the development of
policies, procedures, and
guidelines that are based on
21:54
research findings and
institutional measurement of
quality outcomes.
Disseminates research findings
and practice innovations
through presentations,
publications, and guest
lectures
Utilizes data generated from
outcome research and process
improvement activities to
develop innovative changes in
patient care delivery and
management of services.
Fosters the identification of
areas suitable for research or
publication
Analyzes complex issues within
practice and develops
potential resolutions.
Utilizes data generated from
outcome research and process
improvement activities to
develop innovative changes in
patient care delivery and
management of services
Aspen Pub./JONA lwwj035-08 January 27, 2005 21:54
how its employees are evaluated assures that the ac-
tual environment is reflective of the espoused one.
Summary
One hospital’s efforts to link organizational vision,
mission, and values to a nursing practice model
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