NURS 8302 Discussion Quality improvement processes
Walden University NURS 8302 Discussion Quality improvement processes-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NURS 8302 Discussion Quality improvement processes 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 NURS 8302 Discussion Quality improvement processes
Whether one passes or fails an academic assignment such as the Walden University NURS 8302 Discussion Quality improvement processes 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 NURS 8302 Discussion Quality improvement processes
The introduction for the Walden University NURS 8302 Discussion Quality improvement processes 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 NURS 8302 Discussion Quality improvement processes
After the introduction, move into the main part of the NURS 8302 Discussion Quality improvement processes 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 NURS 8302 Discussion Quality improvement processes
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 NURS 8302 Discussion Quality improvement processes
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.
Stuck? Let Us Help You
Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease.
Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the NURS 8302 Discussion Quality improvement processes assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW.
Sample Answer for NURS 8302 Discussion Quality improvement processes
Quality improvement processes are essential in different organizations. For example, in the healthcare system, quality improvement is often regarded as one of the best approaches to enhancing the quality of services delivered. Quality improvement processes often involve the application of different strategies, resources, and tools. The choice of the strategies and tools to employ often depends on the number of resources available. Quality improvement usually targets different operational processes, the workforce, or the general performance of the organization. While undertaking quality improvement processes, there is always the need to involve the management and the entire workforce. There are different quality improvement models that can be used to facilitate quality improvement processes.
Quality improvement models are essential in providing the guidelines that ought to be followed to achieve the desired outcomes in the quality improvement processes. They can be used to determine and prioritize the potential areas to make changes (Fukey et al., 2019). Through these models, the management is able to identify and understand different approaches that can be undertaken to improve general outcomes. Quality improvement models enhance the visualization of the systems employed in the quality improvement processes. Models also provide templates that guide the change agents in constructing the system. Also, models enhance the documentation of the decision that has been made during the quality improvement processes.
The quality improvement processes can greatly benefit from modeling, which allows the development team to better visualize the plans of the whole system and enhance rapid development and implementation of policies required for successful outcomes (Hamilton et al., 2020). There are always complexities associated with the quality improvement processes; these complexities can be simplified through the application of models.
One of the main examples where quality improvement models can be used is in the establishment of new processes in reducing the rate of healthcare-acquired infections in the healthcare settings. In these cases, quality improvement models will ensure that all the aspects of the project are implemented and that the right procedure is followed to the end. In the above case, the Six Sigma model can be applied in achieving the best outcomes.
References
Fukey, L. N., Issac, S. S., Balasubramanian, K., & Jaykumar, V. (2019). Service delivery quality improvement models: a review. Procedia-Social and Behavioral Sciences, 144, 343-359. https://www.sciencedirect.com/science/article/pii/S1877042814042323
Hamilton, S., Jennings, A., & Forster, A. J. (2020). Development and evaluation of a quality improvement framework for healthcare. International Journal for Quality in Health Care, 32(7), 456-463. https://academic.oup.com/intqhc/article/32/7/456/5874332?login=true
What is the best way to implement quality improvement? What particular strategies and/or models should be used when developing a plan? Throughout the past 7 weeks, you have explored quality improvement in healthcare and nursing practice, and you will continue this exploration by analyzing specific quality improvement models. What models might work best in your nursing practice or healthcare organization?
Healthcare is complex and varied; therefore, quality improvement cannot be a one-sized fits all approach. To fit the complex and varied needs of an organization, there are multiple strategies and methods to implement quality improvement.
Photo Credit: Getty Images/iStockphoto
For this Discussion, select one quality improvement model to explore and analyze. Using the selected model, consider how this model might be implemented in your healthcare organization or nursing practice. Examine the effectiveness of this model and consider how this model might be applied to address impacts to adverse events for nursing practice.
To Prepare:
- Review the Learning Resources for this week, and reflect on the different quality improvement models presented.
- Select one quality improvement model from the following to focus on for this Discussion:
- Root Cause Analysis (RCA)
- A3
- Lean
- Plan, Do, Study, Act (PDSA)
- Reflect on the quality improvement model you selected, and consider how it might be implemented in your healthcare organization or nursing practice.
By Day 3 of Week 8
Post a brief explanation of the quality improvement model you selected, including a description of the components that make up this model. Be specific. Then, explain how this quality improvement model might be implemented in you healthcare organization or nursing practice in response to an adverse event requiring quality improvement. Be specific and provide examples.
By Day 6 of Week 8
Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who selected a different quality improvement model than you. Suggest an additional strategy on how your colleague may implement the quality improvement model they selected in their healthcare organization or nursing practice.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 8 Discussion Rubric
Post by Day 3 of Week 8 and Respond by Day 6 of Week 8
To Participate in this Discussion:
Week 8 Discussion
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NURS 8302 Discussion Quality improvement processes
Sample Answer for NURS 8302 Discussion Quality improvement processes
The Plan-Do-Study-Act Cycle is the Quality Improvement Model that I have chosen for this discussion. It has been utilized for continuous improvement as described by Edwards Deming (Nash et al., 2019). This improvement model assumes that 15 percent of poor quality is due to people and 85 percent of poor quality is due to improper management, systems and processes (Nash et al., 2019).
Plan
Under this phase of the quality improvement model, we seek to understand the problem and where a gap in practice exists as well as establish an objective laying out what we are trying to accomplish. In my clinical arena, we would be collecting and analyzing data to identify where a gap exists based on the data. It is possible that we find what we least expected or that the gap exists in a different place than expected. From here we can plan how to carry out the cycle.
Do
Under this phase of the cycle, we use the gap that we’ve identified and the plan that we’ve made to educate and train staff to carry out the plan. We can start to make small scale changes and evaluate its effectiveness, challenges, and problems on a small scale to prepare for implementing in a much bigger scale.
Study/Check
In this phase of the quality improvement model, we evaluate the effects of the change and decide if it was successful or not. We evaluate whether and to what degree success was obtained or did the gap get larger. Here we can determine what changes need to be made and what steps should be taken next to achieve the objective that was set during the initial plan phase of the cycle.
Act
This is action phase of the cycle where we make changes based on what we have learned whether that is repeating what was done, making small modifications, or creating an entirely new plan and cycle. It is the ending as well as the beginning. In this phase, new gaps can be identified, or current gaps can be modified until the goal or objective is met (Nash et al., 2019).
Shaw et al. (2019) utilized rapid cycle PDSA quality improvement model to improve hypothermia in term and near-term infants delivered vaginally. After 4 PDSA cycles, the incidence of hypothermia dropped from 50% to zero at 1 hour of life (Shaw et al., 2019). A similar project utilizing the PDSA would be beneficial in my healthcare organization in the population mentioned above but could be expounded on to include premature infants who are also risk complications secondary to hypothermia. Shaw et al. (2019) found that regular feedback regarding success and correction of the previous PDSA cycles was important to continue to move forward with the quality improvement project. This model is ideal because the cycles required to achieve the necessary change will vary from hospital to hospital and can be affected by many variables but if continued the result will eventually be achieved. The expectation is not that the objective will be achieve after the first cycle, but that continuous improvement will be achieved. Healthcare is a dynamic field where change is the only constant and therefore, we must aim to be improving continuously an not stop the cycle once a goal is achieved.
References
Nash, D. B., Joshi, M. S., Ransom, E. R., & Ransom, S. B. (Eds.). (2019). The healthcare quality book: Vision, strategy, and tools (4th ed.). Health Administration Press
Shaw, S. C., Devgan, A., Anila, S., Anushree, N., & Debnath, H. (2018). Use of Plan-Do-Study-Act cycles to decrease incidence of neonatal hypothermia in the labor room. Medical Journal Armed Forces India, 74(2), 126–132. https://doi-org.ezp.waldenulibrary.org/10.1016/j.mjafi.2017.05.005
Sample Answer 3 for NURS 8302 Discussion Quality improvement processes
The health practice is characterized by processes that can be measured, analyzed, and improved as situations obligate. As a result, health care organizations implement different quality improvement (QI) initiatives to improve health care delivery. QI models provide a structured, usually stepwise, approach for executing quality improvement. This discussion explains the Root Cause Analysis (RCA) model and its application in nursing practice in response to an adverse event.
Model’s Explanation and Components
RCA analyzes serious adverse events through a structured approach. The model’s fundamental principle is identifying underlying problems increasing the likelihood of errors in health care settings, and avoiding the trap of focusing on individual mistakes (Shah & Godambe, 2021). Generally, RCA uses the systems approach to identify and respond to active and latent errors. The model has three basic components. The first component is data. RCA’s protocol commences with data collection through record review and participant interviews (Agency for Healthcare Research and Quality, 2019). The second component is a multidisciplinary team that analyzes the events causing an error. Thirdly, latent errors are eliminated to prevent future harm (Martin-Delgado et al., 2020). Such an approach allows health care organizations to study events retrospectively.
Implementing RCA in the Nursing Practice
Medication errors increase admission rates and quality improvement to prevent their occurrence. RCA would effectively suit scenarios where health care providers want to understand the root of medication errors and address them appropriately. For instance, Agency for Healthcare Research and Quality (2019) gives an example of a patient on anticoagulants who received an intramuscular pneumococcal vaccination. The adverse event caused hematoma and prolonged hospitalization. Applying RCA in such situations requires data collection and a multidisciplinary team to analyze the events leading to the error. Analyzing the root of the problem would be the basis of error elimination to prevent the recurrence of similar adverse events.
In conclusion, RCA provides a systematic, structured method for addressing adverse events. Its core components include data, a multidisciplinary team, and error elimination. The model ensures that health care providers can understand how and why the adverse event occurred through its systematic identification and analysis.
References
Agency for Healthcare Research and Quality. (2019). Root cause analysis. https://psnet.ahrq.gov/primer/root-cause-analysis
Martin-Delgado, J., Martínez-García, A., Aranaz, J. M., Valencia-Martín, J. L., & Mira, J. J. (2020). How much of root cause analysis translates into improved patient safety: A Systematic review. Medical Principles and Practice, 29(6), 524-531. https://doi.org/10.1159/000508677
Shah, R. K., & Godambe, S. A. (2021). Patient safety and quality improvement in healthcare: A case-based approach. Springer.
Content
Name: NURS_8302_Week8_Discussion_Rubric
| Excellent
90–100 |
Good
80–89 |
Fair
70–79 |
Poor
: 0–69 |
||
| Main Posting:
Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. |
Points Range: 40 (40%) – 44 (44%)
Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources. |
Points Range: 35 (35%) – 39 (39%)
Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references. |
Points Range: 31 (31%) – 34 (34%)
Responds to some of the Discussion question(s). One to 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. Cited with fewer than two credible references. |
Points Range: 0 (0%) – 30 (30%)
Does not respond to the Discussion question(s). 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 references. |
|
| Main Posting:
Writing |
Points Range: 6 (6%) – 6 (6%)
Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
Points Range: 5 (5%) – 5 (5%)
Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
Points Range: 4 (4%) – 4 (4%)
Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. |
Points Range: 0 (0%) – 3 (3%)
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 Posting:
Timely and full participation |
Points Range: 9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation. Posts main Discussion by due date. |
Points Range: 8 (8%) – 8 (8%)
Meets requirements for full participation. Posts main Discussion by due date. |
Points Range: 7 (7%) – 7 (7%)
Posts main Discussion by due date. |
Points Range: 0 (0%) – 6 (6%)
Does not meet requirements for full participation. Does not post main Discussion by due date. |
|
| First Response:
Post to colleague’s main post that is reflective and justified with credible sources. |
Points Range: 9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
Points Range: 8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
Points Range: 7 (7%) – 7 (7%)
Response is on topic and may have some depth. |
Points Range: 0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. |
|
| First Response: Writing |
Points Range: 6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues. Response to faculty questions are fully 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. |
Points Range: 5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
Points Range: 4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
Points Range: 0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
|
| First Response: Timely and full participation |
Points Range: 5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
Points Range: 4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
Points Range: 3 (3%) – 3 (3%)
Posts by due date. |
Points Range: 0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
|
| Second Response: Post to colleague’s main post that is reflective and justified with credible sources. |
Points Range: 9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
Points Range: 8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
Points Range: 7 (7%) – 7 (7%)
Response is on topic and may have some depth. |
Points Range: 0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. |
|
| Second Response: Writing |
Points Range: 6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues. Response to faculty questions are fully 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. |
Points Range: 5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
Points Range: 4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
Points Range: 0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
|
| Second Response: Timely and full participation |
Points Range: 5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
Points Range: 4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
Points Range: 3 (3%) – 3 (3%)
Posts by due date. |
Points Range: 0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
|
| Total Points: 100 | |||||