Topic 6: Overview Of Quality Data

Quality Data Sources Organizer

The National Healthcare Quality and Disparities Report (NHQDR) is a product of a partnership among agencies from the U.S. Department of Health and Human Services (HHS), various federal departments, and the private sector. The 2019 NHQDR contains various new features that enhance the reader’s insight into healthcare access, the workforce in healthcare, and the NHQDR measure set (Agency for Healthcare Research and Quality [AHRQ], (2020). The 2019 report is organized regarding the concept of quality of care, access to care, disparities in care, and six priority areas, including person-centered care, patient safety, care coordination, effective treatment, healthy living, and affordability of care (AHRQ, 2020). The purpose of this organizer is to discuss NHQDR’s data sources, with a focus on the primary content, targeted population, demographic data, schedule, and how and when the data can be used.

Data Source Primary Content Population Targeted Demographic Data Schedule Is This a Source of Primary or Secondary Data? How / When / Where
the Information Might
Be Used
National Survey on Drug Use and Health (NSDUH)

 

NSDUH collects an individual’s demographic data including; age at first use, lifetime, past-year, and last-month use of the following substances: illicit drugs, inhalants, hallucinogens, heroin, or prescription-type psychotherapeutics used for non-medical use, alcohol, and tobacco; substance use disorders; substance use treatment; healthcare; mental health disorders; and  utilization of mental health service (US Department of Health and Human Services [US.HHS],  (2020). Non-institutionalized U.S. civilians aged 12 years and above. Age, sex, race/ethnicity, education,  marital status, employment status, health insurance,  family income ,veteran status, current household composition, and metropolitan status of county (US.HHS, 2020). Yearly Secondary data Th

e information can be used by public health departments to establish the population using drug substances and identify the appropriate health promotion interventions to use to lower the prevalence of substance abuse among teenagers and young adults.

The data can also be used by the FDA in identifying the m

ost commonly used drug substances and establishing ways to reduce their sale and use in the country.

 

United States Renal Data System (USRDS)

 

Date ESRD was diagnosed, treatment approach, causes of mortality, survival rate, hospitalization, cost and cost-effectiveness, and institutional providers of ESRD treatment.

Special surveys encompass preventive health measures, behavioral risk factors, health status, activity limitations, and healthcare access and utilization (US.HHS, 2020).

Patients diagnosed with ESRD. Sex, age, race, and ethnicity Yearly Secondary data The information can be used by state health departments to identify the health outcomes of ESRD patients. It can guide researchers on the gaps in the care of ESRD patients to lower the morbidity and mortality rates associated with the condition.
Substance Abuse Treatment Episode Data Set (TEDS) Patient demographics; primary, secondary, and tertiary substance; length of stay; reason for discharge. Admissions to public substance abuse treatment centers. Age, sex, ethnicity, and level of education. Monthly or quarterly submissions from states; annual report. Secondary data The information can be beneficial to mental health and substance abuse agencies and organizations to have more insight on the characteristics of individuals admitted for substance abuse treatment. It can be used to establish the quality of care provided to these patients in the public facilities and identify new ways to improve treatment.
National Cancer Data Base (NCDB) Patient demographics, insurance status, tumor site, stage and morphology, comorbidities, first course of therapy, disease recurrence, and survival information (US.HHS, 2020). Patients diagnosed with Cancer in the United States. Sex, age at cancer diagnosis, and race/ethnicity. Annually Secondary data The information can be used by state health departments to identify the number

of persons with cancer in their states including newly diagnosed patients.

This can be used in planning the distribution of healthcare resources for cancer treatment.

The data can also be used to identify the population at high risk of cancer and the most prevalent cancers, which will guide in healt

h promotion activities.

Medicare Patient Safety Monitoring System (MPSMS)

 

The goal of MPSMS is to offer a tool to improve patient safety by gaining insight of the degree of particular patient safety issues related to the processes of health care delivery.

MPSMS monitors adverse event categories including:

Adverse drug events

Adverse events related to surgical procedures Hospital-acquired infections. Adverse events related to the hospital stay that were not present during admission, such as inpatient falls and pressure ulcers (US.HHS, 2020).

Hospital inpatients aged 18 years and older admitted for one of the following four conditions of interest: Acute myocardial infarction, Heart failure, Pneumonia, and a subset of major surgical procedures, insured by any payer (US.HHS, 2020). Age, race, sex, and source of payment. Data are presented and collected monthly and reported yearly. Secondary data The data can be used by healthcare organizations to identify th

e prevalent patient safety issues in the patient care settings. The information can be used to guide quality improvement projects in hospitals aimed at enhancing patient safety.

Besides, it can be used to identify gaps in patient safety a

nd establish interventions to improve patient safety.

 

Conclusion

The NHQDR contains summaries of the status of healthcare access, quality, and disparities. Various types

Topic 6 Overview Of Quality Data

Topic 6 Overview Of Quality Data

of data are used to offer complementary views of healthcare, including patient and population surveys, administrative data from health fa

cilities, provider surveys, medical records, surveillance systems, registries, and vital statistics. Patient care settings used in the NHQDR include health centers, ambulatory care, hospitals, emergency departments, nursing homes, hospices, and home health. Information from the data sources can be used by public health departments, government agencies, and healthcare organizations to identify gaps in the access and quality of care. It can also be used to plan for interventions to improve access to care and quality of healthcare and reduce the disparities in healthcare.

References

Agency for Healthcare Research and Quality. (2020). National Healthcare Quality and Disparities Report Introduction and Methods. https://www.ahrq.gov/sites/default/files/wysiwyg/research/findings/nhqrdr/2019qdr-intro-methods-cx061721

US Department of Health and Human Services. (2020). 2019 National Healthcare Quality and Disparities Report. Agency for Healthcare Research and Quality, AHRQ Publication20, 21.

  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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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