Topic 10: Quality, Value, And Sustainable Outcomes

Grand Canyon University Topic 10: Quality, Value, And Sustainable Outcomes-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University Topic 10: Quality, Value, And Sustainable Outcomes 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 Topic 10: Quality, Value, And Sustainable Outcomes

Whether one passes or fails an academic assignment such as the Grand Canyon University Topic 10: Quality, Value, And Sustainable Outcomes 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 Topic 10: Quality, Value, And Sustainable Outcomes

The introduction for the Grand Canyon University Topic 10: Quality, Value, And Sustainable Outcomes 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 Topic 10: Quality, Value, And Sustainable Outcomes

After the introduction, move into the main part of the Topic 10: Quality, Value, And Sustainable Outcomes 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 Topic 10: Quality, Value, And Sustainable Outcomes

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 Topic 10: Quality, Value, And Sustainable Outcomes

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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Leadership Journal: Headship

NUR-674-RS-Leadership-Journal-Template.docx

Name:

Weeks Covering:

Preceptor/Mentor: Collyn West, RN, MSN, CNL, PCCN-K

Clinical/Practicum Site: Seattle VA Medical Center

Hours Worked (past 2 weeks):

Total Hours: ____/150 total of all hours worked up to this point

Practicum Activities Reflection:

During weeks 8 &9, the preceptor and I identified team-building activities that can be implemented in the hospital to promote effective nursing teams. I observed that a leader is tasked with ensuring that employees work effectively in teams. Having a group of qualified professionals is not enough for the team to be successful. This is because team members need to work effectively to achieve their goals and vision successfully. As a result, more research is being conducted to identify ways in which teams can be made more effective through teamwork training. According to McEwan et al. (2018), various studies have demonstrated a positive impact of teamwork interventions in improving team effectiveness across various contexts, including healthcare.

The practicum experience has enlightened me on the importance of teamwork in healthcare. I have observed that teamwork includes a range of interactive and interdependent behavioral processes among team members that convert team inputs into outcomes such as team performance and team member satisfaction. Besides, I learned that teamwork is positively attributed to essential team effectiveness variables, such as group cohesion, team performance, collective efficacy, and satisfaction of team members (Dyer et al., 2019). I noted that leaders working on improving team performance focus more on the behaviors of the team members, including the behaviors that are evident before or when preparing for team task performance, during task implementation, and after task completion.

We identified four approaches in which teamwork interventions can be trained and developed among employees. The first strategy is to provide didactic education to employees in a classroom-type setting, like lecturing about the importance of offering social support within the team. Employees could also be educated on managing interpersonal conflict in the healthcare teams (McEwan et al., 2018). The training strategy is established to be effective in increasing team success. The second team training approach entails using a more interactive workshop-style format, wherein employees in teams engage in several group activities. Examples of these activities include discussing the purposes and goals of the team and solving case studies in teams. The third approach is simulation training, wherein employees in teams perform various teamwork skills in a setting that mimics the real team tasks (McEwan et al., 2018). The fourth approach to training and developing teamwork skills is incorporating team reviews in situ. In this approach, the team performs its tasks, enabling them to monitor or review the quality of teamwork continuously. The team reviews comprise of discussions before, during, and following task implementation.

Application of Leadership:

Quality Indicators (QIs) are systematized, evidence-based, health care quality interventions applied to assess and examine performance and outcomes in clinical care. My preceptor utilizes various QI indicators including Patient safety indicators (PSIs), prevention quality indicators (PQIs), and inpatient quality indicators (IQIs). The preceptor uses PSIs in her leadership role to identify possible in-hospital complications and adverse events after medical procedures, surgeries, and childbirth. In addition, the preceptor uses PQIs to measure the quality of care provided for patients with primary and ambulatory care conditions (AHRQ, 2018). The preceptor focuses on identifying various preventable complications in the hospital, such as the admission of patients with preventable conditions like dehydration, asthma exacerbation, hypertension, uncontrolled diabetes, and heart failure. Furthermore, the preceptor uses IQIs to establish the hospital’s quality of care using hospital administrative data (AHRQ, 2018). In this regard, the preceptor examines hospital data that give a general view of the hospital quality of care, such as inpatient mortality for specific procedures and conditions and utilization and frequency of procedures.

The use of these QI indicators significantly prevents hospital-acquired infections and promotes the delivery of high-quality and safe patient care. Using PSIs helps prevent adverse medical events, thus promoting patient safety and preventing morbidities associated with in-hospital complications and adverse events (AHRQ, 2018). Besides, using PQIs helps to continuously improve the quality of patient care, thus reducing the incidence of preventable complications, which negatively affect patient outcomes. Using IQIs also affects patient outcomes since the preceptor identifies strategies to improve the quality of care, especially in performing medical and surgical procedures.

Using QIs impacts the organization by reducing healthcare costs due to reduced hospital stays caused by hospital-acquired infections and adverse events. Reduced incidence of patients developing preventable complications decreases the workload for nurses (AHRQ, 2018). This prevents nurse burnout, a significant cause of turnover in most healthcare organizations. Furthermore, using QIs promotes better health outcomes, increasing patient satisfaction with care and creating a positive image for the organization.

Practicum Project Preparation:

The practicum project entails developing a team-building activity to boost camaraderie, improve work relationships, and create a positive, healthy environment for nurses at Seattle VA Medical Center. Simulation training is the proposed team-building activity. Simulation education is a commonly used approach for improving teamwork and patient outcomes (Connolly et al., 2021). Nurses will perform various teamwork skills, like interpersonal communication and coordination, in an environment that mimics the patient care setting.

Potential barriers to implementing the project include some of the nurses participating in the simulation training perceiving that their role in the simulation scenario was insufficient. If nurses feel like bystanders in the simulation scenario, they might believe that their perspectives were not valued equally like other team members. However, this barrier can be addressed by promoting inclusiveness, which is critical in creating an environment where nurses will engage in a simulation task and take interpersonal risks like discussing weaknesses and speaking up (Raîche et al., 2021). Another barrier is a lack of experience among nurses in simulation training, which may limit the expected outcome. Nonetheless, this can be mitigated by emphasizing pre-simulation briefing and orientation (Connolly et al., 2021). Furthermore, nurses’ resistance to engaging in the simulation training is a potential barrier and may hinder the attainment of the project’s goals and prevent nurses from benefiting from simulation (Raîche et al., 2021). However, this will be addressed by educating the nurses on the benefits of the team-building activity and how it will promote a positive, healthy environment.

Leadership Video Reflection: “Issue of Headship” video

The Servant Leadership – Issue of Headship video educated me on the differences between leading and heading. I learned that headship is the position a leader has in the official hierarchy of an organization. A person can head an organization or a team of individuals but may lack influence over the employees. Besides, not every person in a leadership position can lead employees effectively. Thus, influence is a critical factor in leadership. Nevertheless, a person with no official leadership position in an organization’s hierarchy can lead other individuals if they have influence over them, and this is termed leading.

The video also enlightened me that influence is critical for a leader to motivate employees towards a common organizational goal or vision. Thus, authority dominates the process of headship, and the outcomes differ from situations where the leader applies influence and inspiration to motivate individuals. Furthermore, power is a crucial factor in leadership. It is often challenging to influence individuals to meet a specific goal if the leader does not exercise their positional power.

References

Agency for Healthcare Research and Quality [AHRQ]. (2018). Quality indicators. Retrieved from https://www.qualityindicators.ahrq.gov/

Connolly, F., De Brún, A., & McAuliffe, E. (2021). A narrative synthesis of learners’ experiences of barriers and facilitators related to effective interprofessional simulation. Journal of Interprofessional Care, 1-12. https://doi.org/10.1080/13561820.2021.1880381

Dyer, J. D., Morgan, M. C., Cohen, S., Ghosh, R., Raney, J., Spindler, H., … & Medvedev, M. (2019). Does teamwork and communication improve with simulation training? An evaluation of simulation training videos in Bihar, India. East Afr J Appl Health Monitor, 3, 1-10.

McEwan, D., Ruissen, G. R., Eys, M. A., Zumbo, B. D., & Beauchamp, M. R. (2018). The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review and Meta-Analysis of Controlled Interventions. PloS one, 12(1), e0169604. https://doi.org/10.1371/journal.pone.0169604

Raîche, I., Moloo, H., Schoenherr, J., & Boet, S. (2021). Interprofessional simulation: The challenges of teamwork training. Perioperative Care and Operating Room Management, 24, 100180. doi:10.1016/j.pcorm.2021.100180

Grid View

	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