NURS 8302 Week 6 Discussion: Quality Improvement Initiative
Walden University NURS 8302 Week 6 Discussion: Quality Improvement Initiative-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NURS 8302 Week 6 Discussion: Quality Improvement Initiative 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 Week 6 Discussion: Quality Improvement Initiative
Whether one passes or fails an academic assignment such as the Walden University NURS 8302 Week 6 Discussion: Quality Improvement Initiative 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 Week 6 Discussion: Quality Improvement Initiative
The introduction for the Walden University NURS 8302 Week 6 Discussion: Quality Improvement Initiative 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 Week 6 Discussion: Quality Improvement Initiative
After the introduction, move into the main part of the NURS 8302 Week 6 Discussion: Quality Improvement Initiative 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 Week 6 Discussion: Quality Improvement Initiative
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 Week 6 Discussion: Quality Improvement Initiative
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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Sample Answer for NURS 8302 Week 6 Discussion: Quality Improvement Initiative
Your company recently discovered that medication distribution errors were far too common. After conducting an investigation and determining the causes of the errors, your organization is ready to launch a quality improvement initiative. What exactly will this initiative entail? What is included, and how will it help to eliminate these mistakes?
The Quality Improvement (QI) Plan’s purpose is to provide a formal ongoing process in which the organization and stakeholders use objective measures to monitor and evaluate the quality of clinical and operational services provided to patients. The QI Plan defines and facilitates a systematic approach to identifying and pursuing opportunities to improve services and resolve identified problems, which frequently addresses general medical behavioral health and oral healthcare and services (Health Resources and Services Administration, 2011).
Examine the Learning Resources for this Discussion. Then, consider how adverse events have affected your organization and/or nursing practice. Consider using scholarly articles to analyze a quality improvement initiative in the error rate.
Reference:
U. S. Department of Health and Human Services Health Resources and Services Administration. (2011). Developing and implementing a QI plan. https://www.hrsa.gov/sites/default/files/quality/toolbox/508pdfs/developingqiplan.pdf
To Prepare:
- Review the Learning Resources for this week, and reflect on the types of quality improvement (QI) initiatives that might be most relevant to your healthcare organization or nursing practice.
- Select a QI initiative, you are most familiar with, that has received support from your senior leaders in your healthcare organization or nursing practice.
- Consider how adverse events are handled in your healthcare organization or nursing practice. Reflect on how this may impact the public—as well as the internal—perspective on healthcare quality.
- Find a scholarly article or one from the public press, published within the last 5 years, that recounts a serious error. Reflect on this error, and consider how it may relate to your healthcare organization or nursing practice.
By Day 3 of Week 6
Post a brief explanation of the QI initiative you selected, and why. Be specific. Explain how adverse events are handled in your healthcare organization or nursing practice, including an explanation of how this may impact both public and internal perspectives on healthcare quality. Then, briefly describe the error rate from the article you selected, and explain how this may relate to your healthcare organization or nursing practice. Be specific and provide examples.
By Day 6 of Week 6
Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by expanding upon your colleague’s post or offering an alternative interpretation of the error rate described by your colleague.
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 6 Discussion Rubric
Post by Day 3 of Week 6 and Respond by Day 6 of Week 6
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Week 6 Discussion
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Sample Answer 2 for NURS 8302 Week 6 Discussion: Quality Improvement Initiative
Quality improvement aims to understand the complex healthcare environment, apply a systematic approach, and design, test, and implement modifications using real-time measurement to improve safety, effectiveness, and care experience (Jones et al., 2019). It is an opportunity to address concerns about how care processes and systems are delivered. Quality improvement (QI) is a team activity that collaborates with other disciplines, including patients, to improve care processes (Jones et al., 2019). Done well, QI is a valuable process, enabling clinicians to deliver actual change to benefit themselves, their organizations, and their patients (Jones et al., 2019). This week’s discussion will focus on a quality improvement initiative, how adverse events are handled at my organization and impact public and internal perspectives on healthcare quality, and review a scholarly article where a serious error occurred and how this may relate to my organization.
QI Initiative Selected
I have been the co-chair of the Fall Prevention Quality Improvement Team for the network for several years. My co-chair and I have led many fall prevention initiatives, including Dr. Patricia Quigley and Dr. Amy Hester’s (Hester Davis Scale for fall risk assessment) on-site visits to educate the network on fall prevention. I am fortunate to have met both fall prevention experts.
The QI initiative selected is a Fall Prevention Agreement to reduce fall events. I chose this QI initiative because I am passionate about fall prevention. This QI initiative was initially a Nurse Residency evidence-based project in 2018 and then expanded network-wide. Most patients are unaware of their fall risk. The Fall Prevention Agreement provides a standard format for communication between nursing staff and the patient, increasing patients’ knowledge of their fall risk factors. It is a two-sided agreement with specific fall prevention interventions and things the patient can do to prevent a fall. The nurse reviews the Fall Prevention Agreement on admission, and then after review, the patient and nurse sign/date the agreement. It is scanned into the electronic health record, being a permanent part of the electronic health record.
Adverse Events in My Healthcare Organizations
My organization supports a just culture where colleagues are encouraged to do the right thing. It is a culture that promotes reporting and open discussion when adverse events occur. The aim is to avoid similar adverse events. Frontline staff is included in root cause analysis meetings to learn and discuss adverse events, identify opportunities for improvement, and implement action items to improve safety and quality of care. Research has shown that in units where feedback about adverse events is routinely given, staff have positive views on patient safety and are more apt to report adverse events (Liukka et al., 2017).
Leadership and the organizational structure play a vital role in developing and implementing QI plans (U.S. Department of Health and Human Services Health Resources and Services Administration, 2011). In my organization, senior leadership acknowledges the importance of discussing adverse events and encouraging frontline staff involvement in decision-making and policy development, positively impacting public and internal healthcare quality perspectives. I believe it is crucial to include frontline staff to gain a firsthand perspective on potential solutions. When firsthand perspectives are not discussed in the aspects of QI planning, the QI initiative may fail.
Published Scholarly Article that Recounts a Serious Error
Medication reconciliation is an essential component of patient safety. The scholarly article I selected refers to a 71-year old female who accidentally received Navane, an antipsychotic medication, instead of her anti-hypertensive drug Norvasc for three months (da Silva & Krishnamurthy, 2016). She sustained physical and psychological harm, including ambulatory dysfunction, tremors, mood swings, and personality changes (da Silva & Krishnamurthy, 2016). Unfortunately, multiple healthcare providers overlooked her symptoms (da Silva & Krishnamurthy, 2016). Errors occurred at numerous levels, including prescribing, pharmacy dispensation, hospitalization, and outpatient follow-up. (da Silva & Krishnamurthy, 2016). The outpatient pharmacy accidentally dispensed Navan instead of Norvasc (da Silva & Krishnamurthy, 2016). Navane/Norvasc is one of many sound-alikes, look-alike drug names (da Silva & Krishnamurthy, 2016). “It is believed that preventable medication errors impact more than seven million patients and cost almost $21 billion annually across all care settings” (da Silva & Krishnamurthy, 2016, p. 1).
Related to My Healthcare Organization
Unfortunately, this alarming medication error can occur in any healthcare organization. At my organization, medications added to the formulary are evaluated for a look-alike, sound-alike potential with other products, and then appropriate safeguard education to staff. Look-alike and sound-alike medications are stored in red bins and different locations in the pharmacy. The regularly updated list appears in the policy manual and the pharmacy website. When possible, the electronic medical record system will place a warning comment and tall man letterings such as DOPAmine and DOBUTamine. My organization has developed a series of procedures to identify look-alike and sound-alike medications to prevent medication errors from these mix-ups. Medication errors are low but still occur. By creating a culture of teamwork and communication, we learn from our mistakes and aim to decrease preventable medication errors.
References
da Silva, B. A., & Krishnamurthy, M. (2016). The alarming reality of medication error: A patient case and review of Pennsylvania and national data. Journal of Community Hospital Internal Medicine Perspectives, 6(4), 31758. https://doi.org/10.3402/jchimp.v6.31758
Jones, B., Vaux, E., & Olsson-Brown, A. (2019). How to get started in quality improvement. BMJ, k5408. https://doi.org/10.1136/bmj.k5437
Liukka, M., Hupli, M., & Turunen, H. (2017). How transformational leadership appears in action with adverse events? A study for finnish nurse manager. Journal of Nursing Management, 26(6), 639–646. https://doi.org/10.1111/jonm.12592
U.S. Department of Health and Human Services Health Resources and Services Administration. (2011). Developing and implementing a QI plan. Retrieved October 3, 2021, from https://www.hrsa.gov/sites/default/files/quality/toolbox/508pdfs/developingqiplan.p
Sample Answer 3 for NURS 8302 Week 6 Discussion: Quality Improvement Initiative
It’s evident from your description that managing medications in the context of multimorbidity and polypharmacy requires a comprehensive and vigilant approach. Here are some key points and considerations based on the information you provided:
- Multimorbidity and Polypharmacy:
- Multimorbidity, the presence of two or more chronic medical conditions, often leads to polypharmacy.
- Polypharmacy, defined as the long-term use of five or more prescribed drugs daily, can increase the risk of adverse drug interactions and events.
- Pharmacokinetic and Pharmacodynamic Considerations:
- Factors such as changes in oral secretions and gastric acid secretion can affect drug absorption, especially in older individuals.
- Awareness of pharmacokinetics and pharmacodynamics is crucial for preventing adverse effects and ensuring effective treatment.
- Importance of Centralized Medical Records:
- A centralized national repository of medical records can help healthcare practitioners stay informed about a patient’s medication history.
- This knowledge is essential for avoiding polypharmacy and preventing prescribing cascades, where additional medications are prescribed due to misinterpreting adverse events as new medical conditions.
- Prescribing Cascade Awareness:
- A prescribing cascade can occur when new drugs are added to treat perceived new medical conditions that are actually adverse events from previous medications.
- Vigilance is required to recognize and prevent prescribing cascades, which can pose risks to patients.
- Role of Medication Error Reporting Programs:
- Initiatives like the National Medication Errors Reporting Program (MERP) in the US play a crucial role in monitoring and addressing medication errors.
- Human error is acknowledged, and continuous education and training are emphasized to minimize errors.
- Utilization of Medication Management Systems:
- The use of technology, such as medication management systems like Omnicell, can enhance accuracy in medication administration.
- Verification processes like scanning patients and following the “5 rights” (right name, right medication, right time, right dose, right route) contribute to patient safety.
- Staff Vigilance and Advocacy:
- Healthcare staff must remain vigilant to prevent errors, and advocating for patients involves ensuring that the correct medications are administered.
- Instances like the nurse pulling Narcan instead of Norco highlight the importance of thorough checks and communication among healthcare professionals.
In conclusion, a holistic approach that combines technology, education, and careful procedures is essential for managing medications in the complex context of multimorbidity and polypharmacy, minimizing the risk of adverse events and enhancing patient safety.
References
Chen, Y., Wu, X., Huang, Z., Lin, W., Li, Y., Yang, J., & Li, J. (2019). Evaluation of a medication error monitoring system to reduce the incidence of medication errors in a clinical setting. Research in Social and Administrative Pharmacy, 15(7), 883–888. https://doi.org/10.1016/j.sapharm.2019.02.006
Vignesh Sivasamy, King Fan Yip, Kaysar Mamun, & Kiat Wee Lim. (2023). A review of the effectiveness of interventions to reduce medication errors among older adults in Singapore. Proceedings of Singapore Healthcare, 32. https://doi.org/10.1177/20101058231172232
Sample Answer for NURS 8302 Week 6 Discussion: Quality Improvement Initiative
Great post; you did mention Polypharmacy; this is one of the significant concerns in mental health, where some patients think that more medication is better and do not understand that sometimes some of these meds counteract each other. According to Hu et al. (2022 ), Polypharmacy refers to the co-prescribing of two or more psychotropic medications from either a different therapeutic group (e.g., an antipsychotic and an antidepressant) or from the same therapeutic group (e.g., two antipsychotics) this is usually the case where some patients come to the clinic post-discharge from the hospital with example two antipsychotic. Concerns about psychotropic Polypharmacy include unwanted and possibly harmful adverse effects. At the community mental health that I practice, it is taken very seriously; all the prescribers complete chart audits on each other, and one of the main things we look for is Polypharmacy. All medication prescribed is justifiable, and we also have a system built into the program we use or prescribe that alerts you on medication contraindications.
Reference
Hu, J., McMillan, S.S., Theodoros, T.(2022). Psychotropic medication use in people living with severe and persistent mental illness in the Australian community: a cross-sectional study. BMC Psychiatry 22, 705 (2022). https://doi.org/10.1186/s12888-022-04324-0
Sample Answer 5 for NURS 8302 Week 6 Discussion: Quality Improvement Initiative
In health care systems, the need to address safe patient care necessitates various management responses with regard to the problem in question. Quality improvement initiatives (QI) are actions undertaken by the stakeholders in a health care facility to bridge the gaps in realizing the goals of service delivery (Sadegh et al., 2013). The premise can also entail the implementation of innovative approaches to model and design various strategies aimed at addressing complex care interventions. According to Cullen (2018), assessing quality improvement initiatives is important to measure the performance of a health system to enhance the safety of patients seeking care services. In the institutions of care, quality improvement initiatives also entail an evaluation of the staff capacity and the availability of resources to handle populations seeking medical attention (Mikhail & Langabeer, 2018). Often, nursing population can be used as the yardstick to assess the quality of care since they spend the longest period with the patients (Hickey & Brosnan, 2017). Thus, the context of safe staffing with respect to nurse-to-patient ratios needs to receive attention.
Selected Quality Measures Identification
Safe nurse-to-patient ratio is a quality initiative that most hospital leaders take into account in a bid to ensure quality care for patients. Health facility administrators often formulate strategies that address safe, effective and efficient approaches that guarantee quality care to patients. Hill and DeWitt (2018) illustrate that one of the most important approaches is to recruit adequate nursing staff and other care professionals to address patient acuity. Certainly, an interplay of many factors concerning nurse-patient ratios has often hampered the efforts to bridge the staffing gap. In many cases, care facilities lack adequate financial resources to implement nursing staff (Shekelle, 2013). Besides, access to competent and experienced nursing staff is a challenge due to the shortage of specialist nurses.
In this regard, the present article delves into the quality measures related to safe nurse-patient ratios in care setting. The premise is guided by the argument that patient-centered outcomes are compromised by inadequate nursing staff. The present nursing staff in care facilities is also overwhelmed by the high patient population. The occasion of unsafe nurse staffing is also exacerbated by the high rate of nurse turnover most of whom seek further studies or opt for institutions that offer better remuneration packages. According to Shekelle (2013), the recommended rate for nurse to patient ratio is at 1:4. However, the present health facility indicates a ratio of 1:8, which is far below the required standards. The high nurse to patient ratio is detrimental to both the institution and the clients seeking care services. It results to missed care due to untimely administration of medication and poor pain management (Sadegh et al., 2013; Lee et al., 2017). A project on nurse staffing entails addressing nursing skill mix in addition to a response on care hours as a way to look into the working patterns of nurses. Thus, the health facility can also focus on attracting high-quality nurses through redesigning the practice environment to improve patient safety.
Data Collection Plan
Data collection plan is an important aspect and a straight forward approach to indicate the patterns of nurse staffing in a care facility. The collected data will reflect aspects of patient care, particularly concerning prompt care, increase in falls, bed sores, and other infections (Hickey & Brosnan, 2017). Data on safe nurse to patient ratios can be collected through different approaches and comprises five steps.
The first step entails identifying the perceived speculated results on nurse staffing results and the ways to measure their actual number. The second step relates to developing a data gathering approach to ascertain the problem of the unsafe nurse to patient ratios in a care facility. The third step involves the analysis of the data collected in a bid to reflect on the nurse staffing deficits with respect to patient population seeking health services at the institution. Step four, on the other hand, entails relating the data collected to establish the extent of an inadequate number of nurses when compared to the patient population seeking medical attention. In the final step, the four steps are repeated to ensure the accuracy of the information collected. This also provides information that can be used to compare data from known databases to reflect the pattern of the nurse to patient ratio with recommended standards.
The manual data collection plan will be determined by observing the lifestyle, body and the environment of patient care. This provides qualitative data to gauge on adequate or poor staffing nursing patterns in a care facility (Hickey & Brosnan, 2017). It can be deduced that the behavior and the overall outlook of patients depend on the decisions they make from the information they receive as per the advice of nurses. In the event of inadequate personnel, the quality of life of patients is likely to be compromised due to insufficient education on self-care (Hill & DeWitt, 2018). The environment of care can also be altered and expose patients to hospital-acquired infections as opposed to when there is adequate nursing staff.
The data collection plan is also based on the analysis of diagnosis-related groups (DRGs). The latter denotes a case-mix of patients which categorizes clients as per their diagnoses, demographic characteristics, and treatments administered to them. In a nutshell, the DRGs provide data on the number of doctors, nurses and medical products used to offer given care to patients (Woo, Milworm & Dowding, 2017). Further, the DRGs provides feasible data on the number of care providers required to support prompt as well as quality care. The project on safe nurse-patient ratios will rely on the data from DRGs to provide a measure and indicators on the minimum number of nurse staffing ratios that can affect the quality of patient care in a given facility.
Nurse’s Role in Correct Data Collection
Nurses are integral in providing information related to patient safety in a care facility. The professionals avail data that can be used in the analysis of staffing by acuity indicators. In other words, nurses are the health professionals that have close proximity to patients, and as such, they provide actual information on the number of patients under their care. They can inform hospital administrators if the number of patients they attend to are more or less based on their ability to provide the service. Acuity in a care setting is ranked as per the severity of illness rated based on minor to major and extreme conditions. A nurse ratio of 1:4 is the recommended scale to solve thrilling severity of patient conditions. The measure indicates the level of flexibility of a hospital to provide care to patients with complicated illnesses. Studies by Hill and DeWitt (2018) and Lee et al. (2017) affirm that nurse leaders and advanced registered nurses use aggregate data to measure as well as monitor the trends in quality care to patients. The information gathered is incorporated into data collected from administrative and multiple clinical databases from the facility, which will further be used to analyze the trends or to support research in the given health facility.
Professional, Ethical, and Regulatory Standards Implementation
The project implementation requires quality improvement actions based on the ethical and regulatory standards of nurse staffing. Related standards and criteria need to conform to the federal regulations on a number of health professionals required in care facilities (Woo, Milworm & Dowding, 2017). The safe nurse-to-patient ratios program as well addressing the number of licensed registered nurses and practical nurses that conforms to the regulatory requirement of health facilities of a state become necessary. The effectiveness of a quality improvement initiative depends on the employment of nurses with competency in their area of specialty to optimize patient outcomes (Mikhail & Langabeer, 2018). However, confidentiality of the sensitive information reported by nurses on the administrative practices of a given facility must be guaranteed as a remedy to victimization.
The American Nurse Association (ANA) recommends specific rates of nurse-to-patient ratios in different departments of a health facility. In the critical unit, a ratio of 1:2 is recommended while at the emergency department the regulatory body expects 1:4. Further research by Lee et al. (2017) suggests that the standard criteria of the ANA guide on the implementation of the quality initiative. The stipulated recommended ratios will guide nurse staffing.
Communication to Stakeholders
Implementation of the quality improvement initiative can be well achieved through effective communication to stakeholders. The initial process will require the provision of accurate and adequate information for justification on the implementation of safe nurse-to-patient ratios (Wong, 2015). Stakeholders will be informed on the current state of the nurse-to-patient ratios so that they evaluate the need for quality improvement. As part of the quality improvement team, I will schedule a meeting with the stakeholders where the facts and figures related to the safe patient care will be availed. I will also collect feedback from key stakeholders regarding the program and compile a report that will steer the implementation process.
Interprofessional Collaboration
The implementation of the safe nurse-to-patient ratios will depend on the leadership skills emulated by the stakeholders in the given health facility. According to Laureani, Brady and Antony (2013), nurse leaders and the project management team must display leadership skills to inspire other nurses as they strive to improve patient care. Besides, the leaders need to create a staffing plan that aims to respond to unpredictable nursing turnover as part of the improvement initiative to address patient acuity. The stakeholders will also be expected to communicate progress to all team members and highlight areas where the program should be given priority (Laureani, Brady & Antony, 2013). However, as part of stakeholder engagement, leaders must portray interprofessional collaboration so that the program is accepted within the care facility. Cullen (2018) posits that successful implementation of the program depends on how the leaders define the financial requirement, emulate time management skills and address potential challenges that might impede achievement of safe patient care.
Conclusion
In conclusion, the need to improve quality in healthcare necessitates the introduction of systematic approaches to prioritize on actions required for care delivery. Safe nurse staffing in health facilities is essential in improving the well-being of patients. However, in addressing the nurse staff deficit, the stakeholders will need to employ skilled and competent professionals. Further, it will be vital to assess the acuity in the selected hospital and allocate nurses based on the severity of patients’ illnesses. All these approaches are aimed at minimizing medication errors as well as to improve the quality of health outcomes.
References
Cullen, L. (2018). Translating EBP into the Reality of Daily Practice: Leadership Solutions for Creating a Path Forward. Journal of PeriAnesthesia Nursing, 33(5), 752-756.
Hickey, J. V., & Brosnan, C. A. (2017). Evaluation of health care quality in for DNPs (2nd ed.). New York, NY: Springer Publishing Company.
Hill, M., & DeWitt, J. (2018). Staffing Is More Than a Number: Using Workflow to Determine an Appropriate Nurse Staffing Ratio in a Tertiary Care Neurocritical Care Unit. Journal of Neuroscience Nursing, 50(5), 268-272.
Laureani, A., Brady, M., & Antony, J. (2013). Applications of lean six sigma in an Irish hospital. Leadership in health services, 26(4), 322-337.
Lee, A., Cheung, Y. S. L., Joynt, G. M., Leung, C. C. H., Wong, W. T., & Gomersall, C. D. (2017). Are high nurse workload/staffing ratios associated with decreased survival in critically ill patients? A cohort study. Annals of intensive care, 7(1), 46.
Mikhail, O., & Langabeer, J. (2018). Strategy and Performance Management. In Performance Improvement in Hospitals and Health Systems (pp. 39-60). New York, NY: Productivity Press.
Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations. Burlington, MA: Jones & Bartlett Publishers.
Shekelle, P. G. (2013). Nurse-patient ratios as a patient safety strategy: a systematic review. Annals of Internal Medicine, 158(5_Part_2), 404-409.
Wong, P. S. P. (2015). To learn or not to learn from project monitoring feedback: In search of explanations for the contractor’s dichromatic responses. In The Soft Power of Construction Contracting Organisations (pp. 141-164).
Woo, K., Milworm, G., & Dowding, D. (2017). Characteristics of Quality Improvement Champions in Nursing Homes: A Systematic Review With Implications for Evidence‐Based Practice. Worldviews on Evidence‐Based Nursing, 14(6), 440-446.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_8302_Week6_Discussion_Rubric
| Excellent
90–100 |
Good
80–89 |
Fair
70–79 |
Poor
: 0–69 |
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| 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. |
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| 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. |
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| 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. |
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| 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. |
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| 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 | |||||
Name: NURS_8302_Week6_Discussion_Rubric