HLT 362 Topic 4 Discussion Question Two Describe the difference between research and quality improvement.

HLT 362 Topic 4 Discussion Question Two Describe the difference between research and quality improvement.

Sample Answer for HLT 362 Topic 4 Discussion Question Two Describe the difference between research and quality improvement. Included After Question

Topic 4 DQ 2

Description:

Describe the difference between research and quality improvement. Provide a workplace example where qualitative and quantitative research is applied and how it was used within your organization. When replying to peers, discuss how these research findings might be incorporated into another health care setting.

A Sample Answer For the Assignment: HLT 362 Topic 4 Discussion Question Two Describe the difference between research and quality improvement.

Title:  HLT 362 Topic 4 Discussion Question Two Describe the difference between research and quality improvement.

Research and quality improvement (QI) serve different purposes. “Research is a systematic investigation of phenomena for the purposes of generalizing findings to a population” (Admin, 2023). While research is aimed at generating new knowledge or validating existing knowledge, QI focuses on implementing best practices to enhance outcomes in specific settings. “The purpose of QI is to test a new process using the plan, do, study, act process” (Admin, 2023). In my ICU, we conducted focus groups to understand nurses’ experiences and challenges with a new ventilator system. The insights gained were used to develop training modules. Quantitative research was conducted to collect data on ventilator-associated pneumonia rates before and after training. By utilizing both qualitative and quantitative methods, we were able to identify areas for improvement and measure the impact of our interventions, ultimately resulting in better patient care.

 

References:

Admin. (2023). Is this quality improvement or research? American Nurse. https://www.myamericannurse.com/quality-improvement-research/

A Sample Answer 2 For the Assignment: HLT 362 Topic 4 Discussion Question Two Describe the difference between research and quality improvement.

Title:  HLT 362 Topic 4 Discussion Question Two Describe the difference between research and quality improvement.

When research is done, its purpose is to obtain new knowledge about the effect of a medication, procedure, or treatment. Data is collected for research purposes. Data collection is done to meet certain requirements of mandatory reporting by the Centers for Medicare and Medicaid Services. Data will also be collected for quality improvement. If date is collected for the purpose of research, certain procedures will be required. In health care, data that is collected for quality can be done without getting approval which is required for research studies. Health care providers will use research to give evidence-based care that brings about quality health outcomes for all. Quality improvement (QI) is driven by data and done to usually improve the quality of care given to patients. QI is defied by the Department of Health and Human Services and consists of “systematic and continuous actions that lead to measurable improvement in health services and health status of targeted patient groups”. A QI project will most likely occur at the facility where a problem occurs. The differences in QI and research can be based on intent. Research helps general knowledge, but a QI project may only improve what is already set in place (Helbig, 2018).

Quantitative research is done by evaluating numbers and numeric variables that are gathered in the form of data. Qualitative research is done by evaluating variables that are not numeric. The data is collected through characteristics that are descriptive and cannot be measured with numbers. It is measured through observation, open-ended questions, or an interview (Helbig, 2018).

One example of quantitative research on the unit I work on is the research performed on fall risk assessment. Much of the research is measured with numbers of falls that occur, and on numeric values each patient is given as a fall risk. I am a preceptor on my unit. I know that my hospital has done quantitative research for improving the preceptor course and training so that the new graduate students are prepared for the job.

One form of research my unit performs that is qualitative is with the surveys that the patients receive asking them about their care at the hospital. This gives us a good idea of ways we can improve our work and things we are doing well on.

 

Reference:

Helbig. (2018). Applied Statistics for Health Care. Retrieved from https://bibliu.com/app/#/view/books/1000000000581/epub/Chapter4.html#page_

Strickland, Jessica. “Preceptor Training: A Quantitative Study to Determine the Effectiveness of a Formal Preceptor Training Program for Medical-Surgical Nurse Preceptors.” Theses and Dissertations from 2020, 1 Dec. 2020, orc.library.atu.edu/etds_2020/13/.

A Sample Answer 3 For the Assignment: HLT 362 Topic 4 Discussion Question Two Describe the difference between research and quality improvement.

Title:  HLT 362 Topic 4 Discussion Question Two Describe the difference between research and quality improvement.

Quality improvement is improvement achieved through monitoring and testing of product quality. It is mostly data-driven and follows a systemic problem where efforts are combined by individuals to improve specific indicators. Quality improvement begins by identifying a problem or performance gap through data analysis. Successfully implemented services result in efficient services. The method in QI does not involve control of extraneous variables. It’s cost-effective, requiring fewer resources and funding which could be easily achieved internally. Quality improvement is dependent on theory, there is multiple weakness in the methodology which limits its reliability and sustainability in practice. QI outcomes provide grounds for research. Individuals can  be trained on certain QI methodologies such as the Plan Do Study Act, (Sheila, 2011)

In comparison, research is scientific and uses various methodologies to improve or refine already existing knowledge through the generation of new ideas. Problem-solving in research is systematic, the process requires large funding that is either generated internally or externally. Research-based studies inform evidence-based practices and are not only reliant on theory. The process undergoes strict data controls,  protocols as well and compliance laws by the state or federal. The time to complete research is often no longer than that used during QI.  Additionally,  research takes a lot of planning and requires different resources at each stage. The process is systematic and achieved through various designs and methodologies. Research outcomes are often used to make a generalized public opinion, (Sheila, 2011).

Qualitative study has been used to improve care, through clinical task force meetings, and providers have the opportunity to discuss factors surrounding care for particular situations. With Quantitative research, organizations can keep track of epidemiological cases, studying how often, who and when.

Reference

F.A.C.H.E., Hauck, Sheila L et.al, (2011) Showcasing Differences Between Quality Improvement, Evidence-Based Practice, and Research. The Journal of Continuing Education in Nursing, 42(2), 57-68; quiz 69-70. https://doi.org/10.3928/00220124-20100701-01

Description

Objectives:

1. Differentiate among experimental research, quasi-experimental, and nonexperimental research.
2. Identify key differences between qualitative and quantitative research.
3. Differentiate between research and quality improvement.

Description:

Read Chapter 4 in Applied Statistics for Health Care.

The Visual Learner: Statistics

Description:

Refer to the “Visual Learner: Statistics” to learn more about the statistical calculations presented in this topic.

Chapter 14: Regression

Description:

Review “Chapter 14: Regression,” and watch the associated videos by Lane, from Online Statistics Education: An Interactive Multimedia Course of Study.

Is This Quality Improvement or Research?

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: HLT 362 Topic 4 Discussion Question Two Describe the difference between research and quality improvement.

Description:

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Read “Is This Quality Improvement or Research?” by Merrill, from American Nurse Today (2015).

Differentiating Between Research and Quality Improvement

Description:

Read “Differentiating Between Research and Quality Improvement,” by Gregory, from Journal of Perinatal and Neonatal Nursing (2015).

Chapter 44: Tools and Strategies for Quality Improvement and Patient Safety

Description:

Read “Chapter 44: Tools and Strategies for Quality Improvement and Patient Safety,” by Hughes, from the online eBook, Patient Safety and Quality: An Evidence-Based Handbook for Nurses (2008), available on the National Center for Biotechnology Information (NCBI) website.

Focusing on the Fundamentals: A Simplistic Differentiation Between Qualitative and Quantitative Research

Description:

Read “Focusing on the Fundamentals: A Simplistic Differentiation Between Qualitative and Quantitative Research,” by Rutberg and Bouikidis, from Nephrology Nursing Journal (2018).

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

 

Course Room Etiquette:

• It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
• All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

 

Office Hours:

• My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
• Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
• I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.

 

Late Policy and Grading Policy

Discussion questions:

• I do not mark off for late DQ’s.
•  I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
• I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
• Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

• Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
• Any activity or assignment submitted after the due date will be subject to GCU’s late policy
• Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
• No assignments can be accepted for grading after midnight on the final day of class.
• All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

• Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
• Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
• It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
• A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
• Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
• I do expect outside sources as well as class materials to formulate your post.
• APA format is not necessary for DQ responses, but I do expect a proper citation for references.
• Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
• I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
• Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

• Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
• This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
• Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
• Please review your LopesWrite report prior to final submission.
• Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

• Representing the ideas, expressions, or materials of another without due credit.
• Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
• Failing to document direct quotations without proper citation and referencing.
• Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
• If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
• We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

• All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
• Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

• Please note that Microsoft Office is the software requirement at GCU.
• I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
• If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

• The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
• The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
• Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

• If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
• While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
• However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.

HLT 362 Topic 4 Discussion Question Two Describe the difference between research and quality improvement. Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

A Sample Answer For the Assignment: HLT 362 Topic 4 Discussion Question Two Describe the difference between research and quality improvement.

Title: HLT 362 Topic 4 Discussion Question Two Describe the difference between research and quality improvement.

Topic 4 DQ 2: Research and Quality Improvement 

Research refers to the methodological and intensive study anticipated to enhance knowledge and understanding of a given subject or topic. In the process of doing research, there is always the application of new knowledge to meet the identified needs including the study designs, new processes as well as the development of new prototypes (Perry et al., 2019). Notwithstanding the area or field of the study, research is always organized and planned to ensure a successful outcome. Some of the aspects of the research include a problem statement, research questions, hypothesis, literature review, methodology, data collection, and analysis plan. The main objective of the research is to investigate new knowledge that can be used in the improvement of different processes (LoBiondo-Wood et al., 2018).  

Quality improvement, on the other hand, refers to the direct correlation between the level of improved services and the anticipated health outcomes of a person and a population (Howes et al., 2019). Quality improvement, unlike the research, used already established knowledge of research to enhance processes and to improve general outcomes based on the current practices. To meet the quality improvement standards, the services need to be efficient, timely, effective, safe, and customer-centered. Most organizations often adhere to the quality improvements to overcome challenges in the operational processes. However, quality improvement should come after research that indicates problem areas. 

In the hospital setting, healthcare workers apply both qualitative and quantitative research to identify specific areas of operation that require improvement. For instance, qualitative research can reveal the required nurse to patient ration and the best treatment approaches that can be adopted. Qualitative research is also used in healthcare settings to answer questions that cannot be answered by the quantitative approaches.  

References 

Howes, L. M., White, S. A., & Bierer, B. E. (Eds.). (2019). Quality Assurance and Quality Improvement Handbook for Human Research. Johns Hopkins University Press. 

Perry, A. G., Potter, P. A., & Ostendorf, W. (2019). Nursing Interventions & Clinical Skills E-Book. Elsevier Health Sciences. 

LoBiondo-Wood, G., Haber, J., & Titler, M. G. (2018). Evidence-Based Practice for Nursing and Healthcare Quality Improvement-E-Book. Elsevier Health Sciences.