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Quality Improvement Initiative Evaluation Assessment 2

Quality Improvement Initiative Evaluation Assessment 2

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Deliver a 5–7-page analysis of an existing quality improvement initiative at your workplace. The QI initiative you choose to analyze should be related to specific disease, condition, or public health issue of personal or professional interest to you.

Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—each group talking among themselves about results and enhancements. Because nurses are critical to the delivery of high-quality, efficient health care, it is essential that they develop the proficiency to review, evaluate performance reports, and be able to effectively communicate outcome measures related to quality initiatives. The nursing staff’s perspective and the need to collaborate on quality care initiatives are fundamental to patient safety and positive institutional health care outcomes.

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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 2: Plan quality improvement initiatives in response to routine data surveillance.
    • Recommend additional indicators and protocols to improve and expand quality outcomes of a quality initiative.
  • Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
    • Analyze a current quality improvement initiative in a health care setting.
    • Evaluate the success of a current quality improvement initiative through recognized benchmarks and outcome measures.
  • Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work-life quality
    • Incorporate interprofessional perspectives related to initiative functionality and outcomes.
  • Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
    • Communicate evaluation and analysis in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
    • Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.

/13/2019 Assessment 2 – MSN-FP6016 – Summer 2019 – Section 04 Assessment 2 Quality Improvement Initiative Evaluation Details Attempt 1 Available Attempt 2 Tutorials Support Log Out Libiet Bretana 16 Attempt 3 Overview Deliver a 5–7-page analysis of an existing quality improvement initiative at your workplace. The QI initiative you choose to analyze should be related to specific disease, condition, or public health issue of personal or professional interest to you. Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—each group talking among themselves about results and enhancements. Because nurses are critical to the delivery of high-quality, efficient health care, it is essential that they develop the proficiency to review, evaluate performance reports, and be able to effectively communicate outcome measures related to quality initiatives. The nursing staff’s perspective and the need to collaborate on quality care initiatives are fundamental to patient safety and positive institutional health care outcomes. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 2: Plan quality improvement initiatives in response to routine data surveillance. Recommend additional indicators and protocols to improve and expand quality outcomes of a quality initiative. Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures. Analyze a current quality improvement initiative in a health care setting. Evaluate the success of a current quality improvement initiative through recognized benchmarks and outcome measures. Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work-life quality Incorporate interprofessional perspectives related to initiative functionality and outcomes. Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care. Communicate evaluation and analysis in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style. Competency Map Use this online tool to track your performance and progress through your course. SHOW LESS  https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_206799_1&content_id=_8045121_1&mode=reset CHECK YOUR PROGRESS 1/5 9/13/2019 SHOW LESS  Assessment 2 – MSN-FP6016 – Summer 2019 – Section 04 Tutorials Support Log Out Libiet Bretana 16 Context The purpose of the report is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics. Nurses and other health professionals with specializations and/or interest in the condition, disease, or the selected issue are your target audience. Questions to Consider As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment. Reflect upon data use in your organization as it relates to adverse events and near-miss incidents. How does your organization manage and report on adverse events or near-miss incidents? What data from your organization’s dashboards help inform adverse events and near-miss incidents? What additional metrics or technology are you aware of that would help ensure patient safety? What changes would you like to see implemented to help the interprofessional team better understand data use and data trends as quality and safety improvement tools? SHOW LESS  Resources Suggested Resources The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The Nursing Masters (MSN) Research Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you. Capella Resources Capella provides a thorough selection of online resources to help you understand APA style and use it effectively. APA Module. Quality Improvement Initiatives https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_206799_1&content_id=_8045121_1&mode=reset 2/5 9/13/2019 Assessment 2 – MSN-FP6016 – Summer 2019 – Section 04 These resources explore how quality initiatives are applied in clinical settings. Libiet Bretana Vachon, B., Desorcy, B., Gaboury, I., Camirand, M., Rodrigue, J., Quesnel, L., . . . Grimshaw, J. (2015). Combining administrative data feedback, reflection and action planning to engage primary care professionals in quality improvement: Qualitative assessment of short term program outcomes. BMC Health Services Research, 15, 1–8. Abdallah, A. (2014). Implementing quality initiatives in healthcare organizations: Drivers and challenges. International Journal of Health Care Quality Assurance, 27(3), 166–181. Tutorials Support Log Out 16 This article addresses competing quality improvement projects in organizations. Nyström, M. E., Garvare, R., Westerlund, A., & Weinehall, L. (2014). Concurrent implementation of quality improvement programs: Coordination or conflict? International Journal of Health Care Quality Assurance, 27(3), 190–208. Benchmarks for Quality Indicators These databases provide recognized benchmarks for quality indicators. Montalvo, I. (2007).The national database of nursing quality indicators. Online Journal of Issues in Nursing, 12(3), 1–11. The Joint Commission. (2017).Quality Improvement Initiative Evaluation Assessment 2

National patient safety goals. Retrieved from https://www.jointcommission.org/standards_information/npsgs.aspx SHOW LESS  Assessment Instructions Preparation You have been asked to prepare and deliver an analysis of an existing quality improvement initiative at your workplace. The QI initiative you choose to analyze should be related to a specific disease, condition, or public health issue of personal or professional interest to you. The purpose of the report is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics. Your target audience consists of nurses and other health professionals with specializations or interest in your selected condition, disease, or issue. In your report, you will define the disease, analyze how the condition is managed, identify the core performance measurements used to treat or manage the condition, and evaluate the impact of the quality indicators on the health care facility: Note: Remember, you can submit all, or a portion of, your draft to Smarthinking for feedback, before you submit the final version of your analysis for this assessment. However, be mindful of the turnaround time for receiving feedback, if you plan on using this free service. The numbered points below correspond to grading criteria in the scoring guide. The bullets below each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your Quality Improvement Initiative Evaluation addresses all of the content below. You may also want to read the scoring guide to better understand the performance levels that relate to each grading criterion. 1. Analyze a current quality improvement initiative in a health care setting. Quality Improvement Initiative Evaluation Assessment 2https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_206799_1&content_id=_8045121_1&mode=reset 3/5 9/13/2019 Assessment 2 – MSN-FP6016 – Summer 2019 – Section 04 Evaluate a QI initiative and explain what prompted the implementation. Detail problems that were not addressed and any issues that Tutorials Support Log Out Libiet Bretana arose from the initiative. 16 2. Evaluate the success of a current quality improvement initiative through recognized benchmarks and outcome measures. Analyze the benchmarks that were used to evaluate success. Detail what was the most successful, as well as what outcome measures are missing or could be added. 3. Incorporate interprofessional perspectives related to initiative functionality and outcomes. Integrate the perspectives of interprofessional team members involved in the initiative. Detail who you talked to, their professions, and the impact of their perspectives on your analysis. 4. Recommend additional indicators and protocols to improve and expand quality outcomes of a quality initiative. Recommend specific process or protocol changes as well as added technologies that would improve quality outcomes. 5. Communicate evaluation and analysis in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. 6. Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style. Submission Requirements Length of submission: A minimum of five but no more than seven double-spaced, typed pages. Number of references: Cite a minimum of four sources (no older than seven years, unless seminal work) of scholarly peer reviewed or professional evidence that support your interpretation and analysis. APA formatting: Resources and citations are formatted according to current APA style and formatting. Assessment 2 Example See a successful example of this assessment. VIEW EXAMPLE ASSESSMENT How to use example assessments Quality Improvement Initiative Evaluation Scoring Guide Use the scoring guide to enhance your learning. VIEW SCORING GUIDE How to use the scoring guide https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?Quality Improvement Initiative Evaluation Assessment 2course_id=_206799_1&content_id=_8045121_1&mode=reset 4/5 9/13/2019 Assessment 2 – MSN-FP6016 – Summer 2019 – Section 04 Tutorials Support SUBMIT ASSESSMENT Log Out Libiet Bretana 16 This button will take you to the next available assessment attempt tab, where you will be able to submit your assessment. https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_206799_1&content_id=_8045121_1&mode=reset 5/5

Running head: APA STYLE PAPER TEMPLATE 1 The instructional and sample text in this template is informational. After reading the information, please delete it, and use the document as a template for your own paper. To keep the correct format, edit the running head, cover page, headings, and reference list with your own information, and add your own body text. Save this template in a file for future use and information. The running head is an abbreviated title of the paper. The running head is located at the top of pages of a manuscript or published article to identify the article for readers. The running head should be a maximum of 50 characters, counting letters, punctuation, and spaces between words. The words “Running head” are on the cover page but not on the rest of the document. The running head title is all capital letters. Page 1 begins on the cover page. The entire document should be double-spaced, have 1-inch margins on all sides, and use 12 point Times New Roman font. Full Title of Paper Learner’s Full Name Course Title Assignment Title Capella University Month, Year APA STYLE PAPER TEMPLATE 2 Abstract (As this section is optional, check with your instructor.) An abstract is a brief, comprehensive summary of the contents of a paper. It allows readers to quickly review the key elements of a paper without having to read the entire document. This can be helpful for readers who are searching for specific information and may be reviewing many documents. The abstract may be one of the most important paragraphs in a paper because readers often decide if they will read the document based on information in the abstract. An abstract may not be required in some academic papers; however, it can still be an effective method of gaining the reader’s attention. For example, an abstract will not be required for Capella’s first course, PSYC3002. The following sentences serve as an example of what could be composed as an abstract for this paper: The basic elements of APA style will be reviewed, including formatting of an APA style paper, in-text citations, and a reference list. Additional information will address the components of an introduction, how to write effective paragraphs using the MEAL plan, and elements of a summary and conclusion section of a paper. APA STYLE PAPER TEMPLATE 3 APA Style Paper Template: A Resource for Academic Writing Please change the titles in this document to fit your paper. APA (American Psychological Association) style is most commonly used to cite sources within the social sciences. APA style is used when writing papers in the psychology programs offered at Capella University. This document serves as an APA style template for learners to use when writing their own papers, as well as a resource containing valuable information that can be used when writing academic papers. For more information on APA style, learners can refer to the Publication Manual of the American Psychological Association (American Psychological Association, 2010a). The author demonstrates in the first section of this paper how an introduction effectively introduces the reader to the topic of the paper. In APA style, an introduction never gets a heading. For example, this section did not begin with a heading titled “Introduction,” similar to the following section, which is titled “Writing an Effective Introduction.” The following section will explain in greater detail a model that can be used to effectively write an introduction in an academic paper. The remaining sections of the paper will continue to address APA style and effective writing concepts including section headings, organizing information, the MEAL plan, the conclusion, and the reference list. Writing an Effective Introduction An effective introduction often consists of four main components including (a) the position statement, thesis, or hypothesis, which describes the author’s main position; (b) the purpose, which outlines the objective of the paper; (c) the background, which is general information that is needed to understand the content of the paper; and (d) the approach, which is the process or methodology the author uses to achieve the purpose of the paper.Quality Improvement Initiative Evaluation Assessment 2

This information APA STYLE PAPER TEMPLATE 4 will help readers understand what will be discussed in the paper. It can also serve as a tool to grab the reader’s attention. Authors may choose to briefly reference sources that will be identified later on in the paper as in this example (American Psychological Association, 2010a; American Psychological Association, 2010b; Walker, 2008). In an introduction, the writer will often present something of interest to capture the reader’s attention and introduce the issue. Adding an obvious statement of purpose helps the reader know what to expect, while helping the writer to focus and stay on task. For example, this paper will address several components necessary to effectively write an academic paper including (a) how to write an introduction, (b) how to write effective paragraphs using the MEAL plan, and (c) how to properly use APA style. Level One Section Heading is Centered, Bold, Uppercase and Lowercase Using section headings can be an effective method of organizing an academic paper. The section headings should not be confused with the running head, which is a different concept described in the cover page of this document. Section headings are not required according to APA style; however, they can significantly improve the quality of a paper. This is accomplished because section headings help both the reader and the author. Level Two Section Heading is Flush Left, Bold, Uppercase and Lowercase The heading style recommended by APA consists of five levels (American Psychological Association, 2010a, p. 62).

This document contains two levels to demonstrate how headings are structured according to APA style. Immediately before the previous paragraph, a Level 1 heading was used. That section heading describes how a Level 1 heading should be written, which is centered, bold, and using uppercase and lowercase letters. For another example, see the section heading “Writing an Effective Introduction” on page 3 of this document. The heading is APA STYLE PAPER TEMPLATE 5 centered, bold, and uses uppercase and lowercase letters (compared to all uppercase in the running head at the top of each page). If used properly, section headings can significantly contribute to the quality of a paper by helping the reader who wants to understand the information in the document, and the author who desires to effectively describe the information in the document. Section Headings Help the Reader Section headings serve multiple purposes including (a) helping readers understand what is being addressed in each section, (b) breaking up text to help readers maintain an interest in the paper, and (c) helping readers choose what they want to read. For example, if the reader of this document wants to learn more about writing an effective introduction, the previous section heading clearly states that is where information can be found. When subtopics are needed to explain concepts in greater detail, different levels of headings are used according to APA style. Section Headings Help the Author Section headings do not only help the reader, they help the author organize the document during the writing process. Section headings can be used to arrange topics in a logical order, and they can help an author manage the length of the paper. In addition to an effective introduction and the use of section headings, each paragraph of an academic paper can be written in a manner that helps the reader stay engaged. Capella University promotes the use of the MEAL plan to serve this purpose. The MEAL Plan The MEAL plan is a model used by Capella University to help learners effectively compose academic discussions and papers. Each component of the MEAL plan is critical to writing an effective paragraph. The acronym MEAL is based on four components of a paragraph APA STYLE PAPER TEMPLATE 6 (M = Main point, E = Evidence or Example, A = Analysis, and L = Link). The following section includes a detailed description and examples of each component of the MEAL plan. When writing the content sections of an academic paper (as opposed to the introduction or conclusion sections), the MEAL plan can be an effective model for designing each paragraph. A paragraph begins with a description of the main point, which is represented by the letter “M” of the MEAL plan. For example, the first sentence of this paragraph clearly states the main point is a discussion of the MEAL plan. Once the main point has been made, evidence and examples can be provided. The second component of a paragraph contains evidence or examples, which is represented by the letter “E” in the MEAL plan. An example of this component of the MEAL plan is actually (and ironically) this sentence, which provides an example of an example. Evidence can be in the form of expert opinions from research. For example, evidence shows that plagiarism can occur even when it is not intended if sources are not properly cited (Marsh, Landau, & Hicks, 1997; Walker, 2008). The previous sentence provides evidence supporting why evidence is u ..Quality Improvement Initiative Evaluation Assessment 2