DQ1 You are assigned to a quality team on a rehabilitation floor where patient falls are on the rise. What strategy would be best to approach this issue

NUR 630 2020 March All Weeks Discussions Latest

DQ1 You are assigned to a quality team on a rehabilitation floor where patient falls are on the rise. What strategy would be best to approach this issue

NUR630

Week 1 Discussion

DQ1 You are assigned to a quality team on a rehabilitation floor where patient falls are on the rise. What strategy would be best to approach this issue—quality improvement, evidence-based practice, or research? Support your choice with one or two examples and one or two references.

DQ2 Some consider the integration of evidence-based practice a “cookbook” approach. Do you agree or disagree? Explain. Support your position with one or two examples and one or two references.

DQ1 You are assigned to a quality team on a rehabilitation floor where patient falls are on the rise. What strategy would be best to approach this issue

NUR630

Week 2 Discussion

DQ1 Using the AHRQ “SOPS Surveys” webpage, found in the Topic Materials, select the SOPS survey appropriate for the practice setting in which you work. Complete the survey at your site and discuss how your facility scored. What changes would you recommend based on the survey results?

DQ2 Two nurses make a medication error: One causes an adverse event with a patient and the other does not. Should the nurses be disciplined, and, if so, should they be disciplined the same way? Why or why not? How would this be addressed in a just culture?

 

NUR630

Week 3 Discussion

DQ1 Your unit data reflects an upward trend in blood administration errors. Is this likely an individual failure or a system failure? Which theory or model would you use to address it?

DQ2 Select a problem that you have experienced or identified within your workplace or in a health care setting. What steps would you take to address the problem?

 

NUR630

Week 4 Discussion

Dq1 You are a member of an operating room team. The hospital is reporting an increase in complication rates from your team. Choose one of the quality models and explain how you would use it to address the causes or the adverse events.

DQ2 You are the nurse leader on an obstetrics unit. You have been tasked to utilize a Six Sigma approach for standardizing the discharge process. Where do you start?

 

 

 

NUR630

Week 5 Discussion

DQ1Measurement is required to determine the success of your CQI project. What is the difference between outcome and process measures? Which are more important? Why? Support your reasoning with an example.

DQ2Identify which one of the following approaches you would choose to assist in determining and measuring outcomes: FMEA, Pareto principle, and control charts. Describe the best approach and explain why you chose it.

 

NUR630

Week 6 Discussion

DQ1 What is the difference between primary and secondary data? How can primary and secondary source data be used to drive CQI? Provide a specific example of how each source can be used to drive CQI.

DQ2 Describe at least two limitations to both primary and secondary data and how understanding those limitations can improve your future CQI work.

 

NUR630

Week 7 Discussion

DQ1 Identify at least two stakeholder agency reporting sources. How do these external reporting groups contribute to or hinder CQI?

DQ2 You are going to present data that has been collected to your administrative group. The focus is on outcome measures and the data collected is unplanned readmission rates at two different hospitals. What format would you choose to display your data and why? What information would you include with the data?

 

NUR630

Week 8 Discussion

DQ1 What two elements do you believe play the most significant role in sustaining change and why? Support your answer with one or two references.

DQ2 The concept of a “Just Culture” has a number of key elements. Choose the two elements that you feel are the most difficult to achieve and provide one strategy for each that will make them achievable.

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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.