Describe the difference between research and quality improvement HLT 362

Sample Answer for Describe the difference between research and quality improvement HLT 362 Included After Question

Topic 4 DQ 2

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: Describe the difference between research and quality improvement HLT 362

Title: Describe the difference between research and quality improvement HLT 362

While research leads to Quality Improvements (QI), the purpose of performing analysis is to find new knowledge about the effect of a medicine, treatment, or procedure. (Helbig 2018) QI then is developed a plan and initiating into a program. The reason for QI is to provide cost-efficient and better care to our clients. QI is data-driven and usually done to improve the quality of care provided to patients(Helbig, 2018)

Six Sigma is a way to streamline the process to increase favorable outcomes. This has two main focuses. The first focus is the waste reduction in the process that increases processing times.

The second focus is on the elimination of defects or risk reduction.

My ER housed our blood culture bottles in our locked pharmacy room behind the nurses’ station. IV supplies are housed in carts throughout the department. When the nurse or tech plans to start an IV and obtain diagnostic lab draws, all collections are housed on the coaches. If the provider requested to have blood culture samples removed, the person had to walk across the unit to access the locked pharmacy room and pick up the blood culture bottles. This added extra time and a delay in obtaining the time-sensitive lab draw. I timed myself through the day and realized I was wasting 5 minutes per blood culture dray per person. I then multiply this by four staff members and the total times an average of 15 patients in a 12-hour shift for one day. The entire time wasted was 400 minutes for one day shift in our ER.

I brought this to our Clinical Manager and showed her the rough data collected and the impact of time that could be spent better well served. She evaluated the data and then moved the culture bottles to the IV start cart to decrease this time. The additional time is better spent at the bedside caring for our patients.

References

Helbig, J. (2018). Applied Statistics for Health Care. Grand Canyon University. https://lc.gcumedia.com/hlt362v/applied-statistics-for-health-care/v1.1/#/chapter/4

A Sample Answer 2 For the Assignment: Describe the difference between research and quality improvement HLT 362

Title: Describe the difference between research and quality improvement HLT 362

Your “The first focus is the waste reduction in the process that increases processing times” and “The second focus is on the elimination of defects or risk reduction” examples were remarkable.

An example of the use of quantitative study in that is health-related is an investigation to determine the educational and psychological effects of of the pandemic on US medical students and their reactions to the AAMC recommendation to pause medical students clinical rotations with in-person patient care. The authors sent a cross-sectional survey via email to medical students in their clinical training years at six clinical schools during the initial peak phase of the COVID-19’s impact on medical education; ethical obligations during a pandemic; infection risk; anxiety and burnout; willingness and needed preparations to return to clinical rotations.

Describe the difference between research and quality improvement HLT 362 Reference

Stokes, D., (2020). Senior medical students in COVID-19 response: an opportunity to be proactive. Acad Emerg Med. 2020;27(4):343-5.

https://doi.org/10.1111/acem.13972

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A Sample Answer 3 For the Assignment: Describe the difference between research and quality improvement HLT 362

Title: Describe the difference between research and quality improvement HLT 362

In qualitative research, “data are most often collected through observation, open-ended questions, or interview” (Helbig, 2018). Data collected is non-numerical. While qualitative research is used in the inpatient setting, it is also applied in the public health setting. Grounded theory is “research that takes first person observations or interviews and develops a theory or concept about the population being observed” (Helbig, 2018). A qualitative study I found applying the grounded theory “explored the stakeholders’ perceptions of challenges in the public health nursing practicum in Iran” (Negarandeh et al., 2021). Data collection included individual interviews and were analyzed by “Lundman and Graneheim’s method of content analysis.” The conclusion of this study is that health care professionals and stakeholders can use the “barriers raised in this study to make more appropriate planning for the training of nursing students in public health nursing practicum.” Can you give any other examples of qualitative studies in the health care field?

Describe the difference between research and quality improvement HLT 362 References

Helbig, J. (2018). Statistical Analysis. In Grand Canyon University [GCU], Applied Statistics for Health Care. (ch.4). https://lc.gcumedia.com/hlt362v/applied-statistics-for-health-care/v1.1/#/chapter/4

Negarandeh, R., Pashaeypoor, S., Theofanidis, D., & Heydari, H. (2021). Stakeholders’ Perceptions of Challenges in the Public Health Nursing Practicum: A Qualitative Study. Journal of Client-Centered Nursing Care, 7(4), 285–294. https://doi-org.lopes.idm.oclc.org/10.32598/JCCNC.7.4.385.1

A Sample Answer 4 For the Assignment: Describe the difference between research and quality improvement HLT 362

Title: Describe the difference between research and quality improvement HLT 362

Good job on your post. I just want to add that Roditi et al. (2017) argue that the quality improvement is a critical process that allows the healthcare providers to improve their services to the patients and hence there is a chance of an improvement in the satisfaction of patients. As such, the process of quality improvement is of importance in the health setting. Precisely, the aims of quality improvement in the health setting are to allow for the reduction of cost of provision of healthcare services of or the improvement of the performance and the effectiveness of the healthcare services. As a result of the complete enhancement of the safety of patients as a result of the process of quality improvement, it is vital that the process of quality improvement is carried out. This paper will identify and explore a quality improvement opportunity in the healthcare setting.

Roditi, R. E., Ishman, S., Lee, S., Lin, S., & Shin, J. J. (2017). Medications for Allergic Rhinitis An Opportunity for Quality Improvement. Otolaryngology-Head and Neck Surgery, 156(1), 70–80.

A Sample Answer 5 For the Assignment: Describe the difference between research and quality improvement HLT 362

Title: Describe the difference between research and quality improvement HLT 362

There is a significant difference between research and quality improvement. One of the differences is that research seeks to develop or contribute to health knowledge (Baker, 2017). On the other hand, quality improvement implements already established knowledge and assesses its effectiveness (Itri et al., 2017). Another significant difference is that the endpoint of a research study is to answer a research question, while the endpoint of a quality improvement is to improve a health program or health system. Another research is that research can put patients at risk of harm. On the other hand, quality improvement does not increase the risk of harm to patients. However, the quality improvement process can cause the risk of exposure to patient data (Baker, 2017).

The pediatric unit at my healthcare organization significantly benefited from qualitative and quantitative research. It used the research to develop findings that could help improve the care for obese pediatric patients. Qualitative research was conducted to investigate parents’ experiences regarding their children’s obesity during the Covid 19 pandemic. The pandemic subjected many people to remain indoors, leading to significant cases of obesity among children. The research entailed interviewing the parents and identifying key themes that could inform the healthcare professionals at the unit on the steps to take to address the rising cases of obesity among children during the pandemic. The key themes identified were that the children were overeating at home, living sedentary lifestyles, and lacked good sleep-wake rhythm. The themes were used to implement strategies to manage child obesity in the unit.

Quantitative research was conducted in the hospital community to determine the level of awareness of obesity in children. The quantitative data analyzed determined that most parents were unaware of the risk factors of obesity. This helped the pediatric unit identify the need for parent education on obesity to manage the disease among children in the community.

Describe the difference between research and quality improvement HLT 362 References :

Baker J. D. (2017). Nursing research, quality improvement, and evidence-based practice: The key to perioperative nursing practice. AORN Journal, 105(1), 3–5. https://doi.org/10.1016/j.aorn.2016.11.020

Itri, J. N., Bakow, E., Probyn, L., Kadom, N., Duong, P. T., Gettle, L. M., Mendiratta-Lala, M., Scali, E. P., Winokur, R. S., Zygmont, M.

E., Kung, J. W., & Rosenkrantz, A. B. (2017). The science of quality improvement. Academic Radiology, 24(3), 253–262. https://doi.org/10.1016/j.acra.2016.05.010

A Sample Answer 6 For the Assignment: Describe the difference between research and quality improvement HLT 362

Title: Describe the difference between research and quality improvement HLT 362

What’s the different between research and quality improvement? well research “A systematic, intensive study intended to increase knowledge or understanding of the subject studied, a systematic study specifically directed toward applying new knowledge to meet a recognized need” (Gregory, 2015) to where quality improvement is “improving healthcare across the United States. It defines quality in healthcare as a direct correlation between the level of improved health services” (Gregory, 2015). An example of quantitative versus qualitative research is the implementation of telemedicine within my husband’s job. When telemedicine was first introduced into the clinic work model, the company had to compare the quality of care and the quantity of appointments to measure the effectiveness of telemedicine. During the test it was shown that while there was a lower number of telemedicine appointments made at first the quality rating given via surveys showed high scores. To see if an increase in patients would decrease quality a test was conducted by giving random providers larger workloads virtually. The results showed slight reduction in in quality but due to the model it was not enough for concern. In many tests quality and quantity can be major factors in determining decisions

Describe the difference between research and quality improvement HLT 362 References

Gregory, K. E. (2015, April/June N/A). Differentiating Between Research and. Retrieved from nursing center: https://www.nursingcenter.com/pdfjournal?AID=3099809&an=00005237-201504000-00005&Journal_ID=54008&Issue_ID=3099787

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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!

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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.
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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.

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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.
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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.
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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

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Assignment Submissions

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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.

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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.
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Describe the difference between research and quality improvement HLT 362 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.