Continuous quality improvement (CQI) is the responsibility of all nurses and is vital when addressing the challenges of the health care industry NRS 451

Continuous quality improvement (CQI) is the responsibility of all nurses and is vital when addressing the challenges of the health care industry NRS 451

Topic 5 DQ 2

Continuous quality improvement (CQI) is the responsibility of all nurses and is vital when addressing the challenges of the health care industry. Provide an example of how you would apply CQI in your current or past position.

Replies

Continuous Quality Improvement is the effort put forth by groups and individuals within an organization to improve patient safety, and patient care. (Helbig, 2018) By nurse leaders understanding the importance of continuous quality improvement, it can help improve patient outcomes and increase efficiency. (Helbig, 2018) To help with continuous quality improvement, individuals and groups can ask themselves, “how are we doing?” and “what can we do to do better?”. (O’Donnell, Gupta, 2022)

There are different areas that can be of focus, these include: cost reduction, decreased appointment wait time, reduced in-department wait time, higher patient volume, decreased cycle time, reducing defects, increased patient and/or staff safety, as well as increased patient and/or staff satisfaction. (O’Donnell, Gupta, 2022)

At my current place of work, there are many different things that could be implemented for continuous quality improvement. One of them being proper nurse handoff. By having a proper nursing report/handoff, the oncoming nurse will be able to take over the patients care without any missed information. this is important in the patients care because if important information about the patient is left out, or if a task is not relayed to the oncoming nurse, this can cause the patient to potentially not receive proper care.

Continuous quality improvement (CQI) is the responsibility of all nurses and is vital when addressing the challenges of the health care industry NRS 451 References:

Helbig, J. (2018). Nursing leadership & management: Leading and serving .Reengineering Health Care Management. Grand Canyon University. https://lc.gcumedia.com/nrs451vn/nursing-leadership-and-management-leading-and-serving/v1.1/#/chapter/5

O’Donnell B, Gupta V. Continuous Quality Improvement. (2022).StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2022 Jan

Anisa Rink

replied toAshley Fitzpatrick

Jul 16, 2022, 12:15 PM

Replies to Ashley Fitzpatrick

Hi Ashley, thanks for your post! As the nursing profession is required to excel in flexibility and be prepared for just about anything due to the nature of the job, we must strive for quality throughout our everyday practice. Being able to do our job to the best of our ability is important, but it’s also essential to see and understand the areas that could use improvement and those areas that hinder quality patient care. I like how Helbig (2018) mentions that there are always areas where improvement can be made – this is so true even when it seems that many positives are present within an organization. Great example about implementing proper nurse handoff. Even just laying eyes on the patient is best for them and their safety, as well as for a smoother shift handoff between staff.

Continuous quality improvement (CQI) is the responsibility of all nurses and is vital when addressing the challenges of the health care industry NRS 451 Reference

Helbig, J. (2018). Reengineering health care management. Nursing leadership and management: leading and serving. (Chapter 5). https://lc.gcumedia.com/nrs451vn/nursing-leadership-and-management-leading-and-serving/v1.1/#/chapter/5

Dorothy Jayne Ray

replied toAshley Fitzpatrick

Jul 17, 2022, 10:42 AM(edited)

Replies to Ashley Fitzpatrick

During the report, nurse handoff is extremely important. At my workplace we are required to do a bedside report. If the patient is alert and with it, they are invited to listen to the report and may add to it if anything is missed. This gives them an opportunity to learn about the care plan and goals (Wolters Kluwer, 2017). This is the time we check all IV drips, IV sites, check for wounds, and reposition the patient. We have a standard of care during the report that each month we have to be signed off by the charge nurse while they listen in on our report. If we do not meet the standards we get counseling at that time to let us know what is expected of us at each report.

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Continuous quality improvement (CQI) is the responsibility of all nurses and is vital when addressing the challenges of the health care industry NRS 451 Reference

Wolters Kluwer. (2017). Bedside shift reports can save lives. Retrieved from https://www.wolterskluwer.com/en/expert-insights/bedside-shift-reports-can-save-lives

Allison Robillard

replied toAshley Fitzpatrick

Jul 17, 2022, 3:48 PM

Replies to Ashley Fitzpatrick

Ashley,

I found this interesting on cost reduction that I thought id share. “Potential cost savings to the health care system in both acute and chronic conditions may be possible by applying QICs at scale. However, variations in effectiveness, costs and elements of the method within studies, indicated that caution is needed. Consistent identification of costs and description of the elements applied in QICs would better inform decisions for their use and may reduce perceived barriers.”

https://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-020-4981-5

Karleen Lee

replied toAllison Robillard

Jul 17, 2022, 4:21 PM

Replies to Allison Robillard

Allison,

Great find!

Karleen

Sara Habib

replied toAshley Fitzpatrick

Jul 17, 2022, 7:05 PM

Replies to Ashley Fitzpatrick

Hi Ashley,

Nurse-to-nurse handoff is extremely important for continuing patient care. Where I work we use an “SBAR” format- situation, background, assessment and recommendation. In order to improve the quality of patient information handover between nurses and doctors, the SBAR was developed (Muller, 2018). Using the SBAR tool is a great way for effective communication.

Muller, M., Jurgens, J., Radaelli, M., & Klingberg, K. (2018). Impact of the communication and patient hand-off tool SBAR on patient safety: a systematic review. National Library of Medicine. https://pubmed.ncbi.nlm.nih.gov/30139905/

Breanna Jenkins

replied toAshley Fitzpatrick

Jul 17, 2022, 11:17 PM

Replies to Ashley Fitzpatrick

Hello Ashley,

Great post. Healthcare is a continuous evolving and learning environment, therefore as nurses we must be flexible with whatever is handed to us. Nothing in healthcare is perfect therefore there is always room for improvement in order to reduce mistakes. “It is important that management meets with staff and empowers staff to implement changes. Quality improvement strategies are developed by quality improvement teams for continuous practice improvement” (Helbig, 2018).

References:

Sara Habib

Jul 15, 2022, 8:53 PM

Replies to Ashley Fitzpatrick

Quality improvement is important and health care and nurses have a big part in deploying quality improvement measures. Quality improvement is a way to incorporate quality and safety, and it must have the ability to be measured to track the progress of the goal (Helbig, 2018). There is also continuous quality improvement (CQI). CQI helps develop clinical practice and is centered on there is always room for improvement to processes and issues (Helbig, 2018). Improvement strategies are often brought about through the quality improvement team (Helbig, 2018). It is important in healthcare that professionals recognize there is always room to improve.

One quality improvement measure I have seen often is SBAR. SBAR stands for situation, background, assessment, and recommendation, and is a great tool used for communication. The SBAR tool has been developed to increase the handover quality of patient information between nurse to nurse, and nurse to doctor interactions (Muller, 2018). Using the SBAR tool is a great way to ensure that quality information about patients is being passed between healthcare professionals appropriately.

Grace Ochulor

replied toSara Habib

Jul 17, 2022, 10:03 PM

Replies to Sara Habib

Hello Sara, When healthcare systems focus on quality improvement they can create significant change within a medical institution, achieving everything from financial savings to, most important, saving patient lives. A focus on quality improvement in healthcare can also better prepare an institution to handle a large-scale emergency or medical event, as illustrated during the COVID-19 pandemic.

When the pandemic was at its peak, medical systems around the world used quality improvement processes like data analysis to adjust their methods of care, reduce patient deaths and ICU stays, keep more hospital beds open and ensure the safety of all patients and staff.

Chizoba Njoku

Jul 15, 2022, 7:59 PM

Replies to Ashley Fitzpatrick

Nurses can use the method of “continuous quality improvement” (CQI) to find and fix problems in patient care as it evolves over time.

Patient satisfaction scores, prescription mistakes, infection rates, and other metrics can all be examined with CQI. Using this data, nurses can detect problems and devise strategies to fix them. For nurses, CQI is a valuable tool for continuously improving the quality of care they deliver. Nurses can have a beneficial impact on the health of their patients by spotting problems and implementing solutions.

CQI can be used by nurses, for example, by looking at statistics on patient satisfaction. Patients’ complaints about their care can be pinpointed by nurses using this information. As a result, nurses are in a better position to devise solutions to these problems. The way nurses speak with patients, for example, may be altered, as could the training given to employees on how to better serve customers.

CQI can also be used by nurses to look at data on drug errors. Nurses can use this data to identify locations where mistakes are occurring. These concerns can then be addressed by nurses. Nurses could, for example, alter the ordering or dispensing of drugs or provide further training to personnel on medication safety.

Finally, data on infection rates can be reviewed by nurses using CQI. Nurses can use this information to pinpoint the locations where infections are most likely to arise. These concerns can then be addressed by nurses. The way wounds are handled could be changed, or further training on infection management could be given by nurses.

Continuous quality improvement (CQI) is the responsibility of all nurses and is vital when addressing the challenges of the health care industry NRS 451 Reference

Bureau of Labor Statistics, U.S. Department of Labor. (n.d.). Occupational outlook handbook, 2016-17 edition, nurses.

Retrieved from http://www.bls.gov/ooh/healthcare/registered-nurses.htm

Helbig, J. (2018). Reengineering Health Care Management. In Nursing leadership and management: Leading and serving. https://lc.gcumedia.com/nrs451vn/nursing-leadership-and-management-leading-and-serving/v1.1/#/chapter/5

Institute for Healthcare Improvement. (n.d.). Continuous quality improvement. Retrieved from http://www.ihi.org/resources/Pages/Tools/ContinuousImprovement.aspx

Continuous quality improvement (CQI) is the responsibility of all nurses and is vital when addressing the challenges of the health care industry NRS 451 Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.