Leading Organizations for Quality Improvement Initiatives

Photo Credit: [Anthia Cumming]/[E+]/Getty Images

NURS 8302: Leading
Organizations for Quality Improvement Initiatives

Attention! Attention! Attention!

For
all assignments and discussion paper Students must use the week’s Rubric on bottom of the page
and meet all criteria in the rubric. Must review all Learning Resources and
video resources to do well in Discussion and Assignments. Make sure to go in
order INTRODUCTION paragraph (where you briefly describe each contents to be discussed
in the body of your essay and end it with the statement “The aim/goal or
objectives of this essay is to…), LEVEL HEADINGS 1 & 2 , CONCLUSION
paragraph and REFERENCES.

 

 

Week
6: Determining Organizational Priorities for Quality Improvement

To improve is to change; to be perfect is to change often.

—Winston Churchill

Understanding the need and importance of change
is the first step in accepting the need for continual change. Healthcare will
never be a stagnant industry. Change is a part of the framework, and with
change comes the need to assess and evaluate what type of change should occur.
Whether it is in the manner in which patients are treated or the protocol for
shift change, plans and processes are integral in enacting change to serve the
healthcare community.

As you have explored, the goal of many
healthcare organizations is to strive to improve quality of care and patient
safety. Throughout the past 5 weeks of the course, you have examined how
healthcare utilizes theories and philosophies in the implementation of quality
improvement.

This week, you will build on that foundational
awareness with a focus on quality improvement models, as well as the strategies
and tools used with these models. You will explore how organizational culture
and readiness may impact the promotion of quality improvement initiatives. You
will also submit your DNP Project Faculty Advisor and Site Identification
form. 

 

Learning Objectives

Students will:

  • Analyze
    quality improvement initiatives for healthcare organizations and nursing
    practice

  • Analyze
    approaches for handling adverse events in healthcare organizations and
    nursing practice

  • Analyze
    impact of adverse events on public and internal perspectives on healthcare
    quality

  • Analyze
    error rates in relation to healthcare organizations and nursing practice

  • Analyze
    cultural/organizational readiness for quality improvement

  • Assess
    organizational culture for quality improvement

  • Assess
    leadership strategies to support quality improvement initiatives in
    organizations

  • Identify
    DNP project Faculty advisor and site


 

Learning
Resources

Required
Readings
 (click to expand/reduce)

 

Association of
Maternal and Child Health Programs. (n. d.) Step by step guide to implement
quality improvement
.
http://www.amchp.org/Transformation-Station/Documents/QI%20Step%20by%20Step%20Guide.pdf

Association of
State and Territorial Health Officials. (2014). Quality improvement plan
toolkit: Guidance and resources to assist state and territorial health agencies
in developing a quality improvement plan
.
https://www.astho.org/qiplantoolkit.pdf

Knox, L., & Brach, C. (2013). Module 14. Creating
quality improvement teams and QI plans. In, Practice facilitation handbook.
Agency for Healthcare Research and Quality. https://www.ahrq.gov/ncepcr/tools/pf-handbook/mod14.html

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

 

Document: Organizational Culture Assessment Tool (Word Document)

 


Discussion:
Quality Improvement Initiative

Your organization
has recently discovered there have been too frequent errors in medication
distribution. After launching an investigation in the matter, and discovering
the reasons for the errors, your organization is ready to launch a quality
improvement initiative. What might this initiative entail?  What is
included, and how will it assist in eliminating these errors?

Photo Credit: Getty Images/iStockphoto

The purpose of the Quality Improvement (QI) Plan
is to provide a formal ongoing process by which the organization and
stakeholders utilize objective measures to monitor and evaluate the quality of
services—both clinical and operational—provided to the patients. The QI Plan,
which often addresses general medical behavioral health and oral healthcare and
services, defines and facilitates a systematic approach to identify and pursue
opportunities to improve services and resolve identified problems (Health
Resources and Services Administration, 2011).

For this Discussion, review the Learning
Resources. Then, reflect on how adverse events impact your organization and/or
nursing practice. Consider the use of quality improvement initiative in the
error rate, using scholarly articles to analyze.

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.

 

DISCUSSION QUESTION

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.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rubric Detail

 

Select Grid
View or List View to change the rubric’s layout.

Name: NURS_8302_Week6_Discussion_Rubric

·        
Grid View


 

Excellent

90–100

Good

80–89

Fair

70–79

Poor

: 0–69

Main Posting:

Response to the Discussion question is reflective with
critical analysis and synthesis representative of knowledge gained from the
course readings for the module and current credible sources.

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.

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.

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.

(0%) – 30 (30%)

Does not respond to the Discussion question(s).

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible references.

Main Posting:

Writing

(6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

(5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

(4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

(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

(9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

(8%) – 8 (8%)

Meets requirements for full participation.

Posts main Discussion by due date.

(7%) – 7 (7%)

Posts main Discussion by due date.

(0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main Discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified
with credible sources.

(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.

(8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or
application to practice setting.

(7%) – 7 (7%)

Response is on topic and may have some depth.

(0%) – 6 (6%)

Response may not be on topic and lacks depth.

First Response:

Writing

(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.

(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.

(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.

(0%) – 3 (3%)

Responses posted in the Discussion lack effective
communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:

Timely and full participation

(5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

(4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

(3%) – 3 (3%)

Posts by due date.

(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.

(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.

(8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or
application to practice setting.

(7%) – 7 (7%)

Response is on topic and may have some depth.

(0%) – 6 (6%)

Response may not be on topic and lacks depth.

Second Response:

Writing

(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.

(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.

(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.

(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

(5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

(4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

(3%) – 3 (3%)

Posts by due date.

(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

 

 

 

 

 

 

 

 

 

 

 

 

 

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