EBP and the Quadruple Aim
Walden University EBP and the Quadruple Aim-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University EBP and the Quadruple Aim assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for EBP and the Quadruple Aim
Whether one passes or fails an academic assignment such as the Walden University EBP and the Quadruple Aim depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for EBP and the Quadruple Aim
The introduction for the Walden University EBP and the Quadruple Aim is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for EBP and the Quadruple Aim
After the introduction, move into the main part of the EBP and the Quadruple Aim assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for EBP and the Quadruple Aim
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for EBP and the Quadruple Aim
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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The deployment of evidence-based practice (EBP) interventions as a problem-mitigation strategy to enhance quality of care is founded on utilization of best research findings, patient preferences and values, and clinician’s abilities to make decisions on patient care (Beckett & Melnyk, 2018). On its part, the four-thronged Quadruple Aim framework has four primary goals that include improving patient outcomes, population health, reducing the cost of care and improving the welfare of healthcare providers. The framework attains these goals through redesigning healthcare facilities (Bowles et al., 2018).As such, this paper discusses the relationship between EBP and Quadruple Aim framework and addresses the impact of EBP on four goals of the framework
Association Between EBP and Quadruple Aim
The establishment and deployment of EBP by healthcare providers is focused on enhancing the quality of care services that patients get by integrating their preferences and values in clinical settings. EBP is patient-centered approach that implores providers to leverage best evidence from research studies and incorporate their clinical expertise to improve overall care delivery and patient experience (Jacobs et al., 2018). As such, EBP is highly connected to the Quadruple Aim since healthcare providers can only attain better outcomes when they focus on patients’ preferences and values while ensuring that they possess efficient skills to deliver qua
lity care (Bowles et al., 2018). Healthcare systems and organizations’ primary purpose is to ensure that the life of patients and that of their staff or providers is enhanced to achieve their goals and objectives. The implication is that there is a strong association between EBP model and the Quadruple Aim in healthcare provision.
Patient Experience
The EBP core aspect is translation of research findings into clinical practice to enhance patient care. Through effective deployment of research evidence in their practice, healthcare providers like nurses and physicians can improve the quality of care services that patients receive leading to better patient experiences (Beckett & Melnyk, 2018). The implication is that healthcare facilities are increasing leveraging EBP interventions to improve clinical outcomes and enhance experience for patients and the health populations they serve.
Population Health
Evidence-based practices aim at educating health populations concerning aspects like s
ocial determinants of health, benefits and limitations of certain interventions, and effects of embracing cultural competence by healthcare providers. Through the integration of EBP in clinical practice, providers purpose to attain equity in resource distribution to attain set healthcare goals (Crabtree et al., 2016). As such, EBP interventions focus on addressing individuals needs which affect the overall population health as they adopt best practices in primary care to enhance their quality of life.
Costs
Healthcare costs drive strategic decisions from all levels of care provision, right from individuals to even federal government level. Strategies to improve care efficiency and effectiveness live value-based models are founded through the implementation of EBP in clinical settings. EBP reduces cost of care by assisting the attainment of six aspects of healthcare quality that include timelines, safety, patient-centeredness, efficiency and equity as well as effectiveness (Kim et al., 2016). The implication EBP interventions help to lower the cost of healthcare by providing a foundation for getting the required resources in clinical practice.
Enhancing the Work-Life of Healthcare Providers
EBP was the foundation of attaining the Triple Aim goals. Now, with the addition of a fourth goal on this framework, providers and entities are leveraging it to enhance the work-life balance among healthcare workers. EBP supports the creation of a culture and environment that allows providers to thrive and collaborate by integrating their expertise in patient care (Bowles et al., 2018). Providers can use EBP interventions to counter possible burnouts. Using EBP in delivering care leads to better patient outcomes which translate to improved work-life balance of the providers.
Conclusion
It is evident that EBP is an essential aspect of attaining better healthcare outcomes and helping providers to make care decisions and use interventions that meet the Quadruple Aims framework. Providers, especially nurses, have a duty to support the implementation of EBP to enhance care provision for their patients.
References
Beckett, C. D., & Melnyk, B. M. (2018). Evidence‐Based Practice Competencies and the New
EBP‐C Credential: Keys to Achieving the Quadruple Aim in Health Care.Worldview Evidence-Based Nursing, 15(6):412-413. https://doi.org/10.1111/wvn.12335
Bowles, J. R., Adams, J. M., Batcheller, J., Zimmermann, D., & Pappas, S. (2018). The role of
the nurse leader in advancing the Quadruple Aim. Nurse Leader, 16(4), 244-248.
https://doi.org/10.1097/NAQ.0000000000000342.
Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing
engagement in evidence-based practice. Worldviews on Evidence-Based Nursing, 13(2),
172–175. https://doi.org/10.1111/wvn.12126
Jacobs, B., McGovern, J., Heinmiller, J., & Drenkard, K. (2018). Engaging employees in well-
being: moving from the triple aim to the quadruple aim. Nursing administration quarterly, 42(3), 231-245. https://doi.org/10.1097/NAQ.0000000000000303.
Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016).
Predictors of evidence-based practice implementation, job satisfaction, and group
cohesion among regional fellowship program participants. Worldviews on Evidence-
Based Nursing, 13(5), 340–348. https://doi.org/10.1111/wvn.12171
A wide body of research supports the positive impact that evidence-based practice has on health care practice. Indeed, Sikka, Morath, and Leape (2015) posit that all the areas of the Quadruple Aim in healthcare have received significant improvement due to the application of EBP in health care. Studies reveal that EBP is founded on empowering clinicians, which has resulted in higher job satisfaction in addition to aiding the health care system accomplish the objectives of the Quadruple Aim. Crabtree, Brennan, Davis and Coyle (2016) observe that evidence-based practice has been responsible for the improvement of the quality as well as safety of health care. As a consequence, patients have become more satisfied with health care services, which has positively impacted their experience in care. Moreover, the application of EBP in health care has been shown to improve population health. Given that clinicians base their practice on scientifically proven interventions when addressing various disease conditions, the population has become increasingly healthy. This is evidenced in the reduced numbers of infections and reinfections at communities due to the application of EBP-biased health promotion interventions.
The evidence-based practice has been acknowledged as a fundamental tenet of a highly effective and cost-effective patient care. One of the ways that EBP tends to achieve the reduction of cost is through the reduction of per capita cost of care. This phenomenon occurs as a result of resource-allocation decision making based on EBP by hospital management. Fundamentally, EBP also positively influences the fourth concept of the Quadruple Aim, which entails the work life of health care providers (Kim et al., 2016). One of the ways through which EBP achieves this is via the implementation of team documentation, which research has associated with higher personnel satisfaction, enhanced revenue, and the ability of the team to handle a larger number of patients whilst leaving early for their homes. Therefore, the application of evidence-based practice in health care setting has leads to the realization of the Quadruple Aims in hospitals.
References
Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice. Worldviews on Evidence-Based Nursing, 13(2), 172–175. doi:10.1111/wvn.12126
Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. Worldviews on Evidence-Based Nursing, 13(5), 340–348. doi:10.1111/wvn.12171
Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in work. BMJ Quality & Safety, 24, 608–610. doi:10.1136/bmjqs-2015-004160. Retrieved from https://qualitysafety.bmj.com/content/qhc/24/10/608.full.pdf
| Excellent | Good | Fair | Poor | ||
| Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
|
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
|
| Total Points: 100 | |||||
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Lopes Write Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Important information for writing discussion questions and participation
Welcome to class
Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to
I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.
Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.
If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.
Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.
Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.
I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!
Hi Class,
Please read through the following information on writing a Discussion question response and participation posts.
Contact me if you have any questions.
Important information on Writing a Discussion Question
- Your response needs to be a minimum of 150 words (not including your list of references)
- There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
- Include in-text citations in your response
- Do not include quotes—instead summarize and paraphrase the information
- Follow APA-7th edition
- Points will be deducted if the above is not followed
Participation –replies to your classmates or instructor
- A minimum of 6 responses per week, on at least 3 days of the week.
- Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
- Each response needs to be at least 75 words in length (does not include your list of references)
- Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
- Follow APA 7th edition
- Points will be deducted if the above is not followed
- Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
- Here are some helpful links
- Student paper example
- Citing Sources
- The Writing Center is a great resource