NRSG 314 Unit 3 Discussion Board
NRSG 314 Unit 3 Discussion Board
Continuous Quality Improvement
Every organization strives for operational and care excellence. Attaining excellence requires programs for continual improvement in service delivery, leading to continuous quality improvement (CQI). CQI is vital for patient safety and patient outcomes. First, CQI programs target care improvement leading to practices that enhance patient safety and, in turn, promote positive patient outcomes. Secondly, CQI seeks to standardize organizational processes to attain predictable results, promote compliance with standards, and encourage the integration of clinical guidelines that enhance the quality of care and patient safety outcomes (Hill et al., 2020). Moreover, CQI involves improvement strategies that involve evaluating and measuring outcomes or how the organization meets its care objectives. The evaluation helps identify areas that require improvement in processes and procedures to enhance quality, patient safety, and positive outcomes. By improving healthcare delivery and positive outcomes, CQI promotes a high quality of life for the patients and cost-effectiveness that leads to patient satisfaction and reduced healthcare system usage, for example, readmission (McCalman et al., 2019).
In my clinical experience, the health organization implemented a program to reduce patient wait time in the outpatient department. This program was implemented due to an outcry by patients that they were waiting too long to be seen by a primary care provider and other services such as pharmacy. The complaints were confirmed through an observational study and survey of clinicians and patients. The program, which was set to reduce wait time, involved staff training and eliminating procedures that seemed to slow down the consultation process. For example, some consultants would spend more time than necessary with a client on matters that added no direct value to the treatment and recovery of the patient.
NRSG 314 Unit 3 Discussion Board References
Hill, J., Stephani, A., & Sapple, P. (2020). The effectiveness of continuous quality improvement for developing professional practice and improving health care outcomes: a systematic review. Implementation Sci , 15, 23. https://doi.org/10.1186/s13012-020-0975-2.
McCalman, J., Bainbridge, R., & Bailie, R. (2019). Continuous quality improvement and comprehensive primary healthcare: a systems framework to improve service quality and health outcomes. International Journal of Integrated Care, 19(4), 436. http://doi.org/10.5334/ijic.s3436.
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Assignment Details
Assignment Description
Primary Discussion Response is due by Thursday (11:59:59pm Central), Peer Responses are due by Saturday (11:59:59pm Central).
Primary Task Response: Within the Discussion Board area, write 250 words that respond to the following questions with your
thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. You are required to use 1 scholarly resource in addition to your textbook. Be substantive and clear, and use examples to reinforce your ideas.
- How does continuous quality improvement (CQI) play a role in patient safety and patient outcomes?
- Provide an example from your clinical experiences or clinical setting that used CQI to improve patient outcomes.
Responses to Other Students: Respond to at least 2 of your fellow classmates with at least a 100-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:
- What did you learn from your classmate’s posting?
- What additional questions do you have after reading the posting?
- What clarification do you need regarding the posting?
- What differences or similarities do you see between your posting and other classmates’ postings?
NRSG 314 Unit 3 Discussion Board Rubric
The Discussion Board Grading Rubric is a scoring tool that represents the performance expectations for the discussion. This grading rubric is divided into components that provide a clear description of what should be included within each component of the discussion. It is the road map that can help lead your discussion. Discussion Board Grading Rubric
For assistance with your assignment, please use your text, Web resources, and all course materials.
| Discussion Board Rubric | |||
| Expectation | Weight | % Score Earned | Comments |
| Support From Literature: Support from current literature (less than 5 years old) is present and includes a minimum of one scholarly in-text citation and matching reference for each topic. | 20% | 20% | |
| Application of Course Knowledge: Post contributes unique perspectives or insights gleaned from personal experience or examples from healthcare field. | 30% | 30% | |
| Organization: Post presents information in logical, meaningful, and understandable sequence, clearly relevant to discussion topic. | 20% | 20% | |
| Interactive Dialogue: Responds substantively to two posts from student peers that are topic-related. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion. | 20% | 20% | |
| Grammar, Syntax, APA: APA format, grammar, spelling, and/or punctuation are accurate or with no errors. | 10% | 10% | |
| Total Percentage | 100% | 100% | |
| Possible Points | 50 | ||
| Points Earned | 50 | ||