Evidence-Based Practice and the Quadruple Aim

Evidence-Based Practice and the Quadruple Aim 

A Sample Answer For the Assignment: Evidence-Based Practice and the Quadruple Aim

Title: Evidence-Based Practice and the Quadruple Aim

Evidence-Based Practice and the Quadruple Aim 

Evidence-based practice (EBP) refers to the integration of clinical expertise, patient preferences and values, and the best existing evidence into the process of making patient care decisions. EBP enables health care providers to translate findings from studies into clinical practice (Melnyk & Fineout-Overholt, 2018). On the other hand, the Quadruple Aim seeks to create better patient outcomes, enhance patient experience, reduce costs, and increase overall clinician experience. The Quadruple Aim seeks to realize these objectives by focusing on massive redesigning of health care organizations (Sikka et al., 2016). The purpose of this paper is to determine how EBP impacts each element in the Quadruplet Aim including population health, costs, patient experience, and work life of health care providers.  

How EBP Impacts Elements of Quadruple Aim  

Population Health 

EBP interventions are integrated into educational programs by the health care professionals to inform awareness on populations based on various parameters. These parameters include cultural influence on health care, health care practices, value and challenges of particular treatments, and population health determinants. Also, EBP can be applied in various population settings to ensure equitable distribution of resources to achieved desired goals.   

Costs 

The current health care system is intricate, involving, and characterized by fragmentation of health care services. The technological advancement and significant increase in chronic diseases have also contributed to high health care cost. The increase in cost of health care has made it challenging for health care settings to provide safe and quality health care services. However, the application of EBP in health care delivery is vital in ensuring the utilization of best current evidence and technology to improve efficiency and ensure safe and quality care, and ultimately lower the cost of health care delivery (Crabtree et al., 2016).  

Patient Experience 

EBP ensures the delivery of health care based on the best current evidence from scientific studies. The findings from the scientific studies are integrated into clinical practice based on the individual needs of the patients. As a result, the quality of health care delivery improves leading to positive patient outcomes (Kim et al., 2016). Also, almost all health care settings are currently utilizing or in the process of shifting to EBP to help in addressing clinical challenges that directly impact patient care, which in turn increases positive patient experience with health care.  

Work-Life of Healthcare Providers Evidence-Based Practice and the Quadruple Aim

Successful integration of EBP into clinical practice tend to create favorable work environment for health care providers by ensuring interprofessional collaboration to help in interpreting and implementing the research findings into clinical practice and patient care.  Effective interprofessional collaboration is crucial for improving patient outcomes and also enhancing satisfaction of health care providers by addressing issues such as work load and burnouts (Kim et al., 2016). As a result, the organization will experience low turnover rates and consequently, the productivity will improve.   

Conclusion 

EBP is increasingly adopted because it stresses on integration of clinical expertise, patient preferences and values, and the best existing evidence into the process of making patient care decisions On the other hand, the quadruplet aim to create better patient outcomes, enhance patient experience, reduce costs, and increase overall clinician experience. Therefore, the integration of the Quadruplet Aim on the EBP is crucial in ensuring effective redesigning and transformations in health care, which will ultimately maximize health care performance and patient outcomes.  

 

References 

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence‐based practice. Worldviews on Evidence‐Based Nursing, 13(2), 172-175. https://doi.org/10.1111/wvn.12126 

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. Worldviews on Evidence-Based Nursing, 13(5), 340–348. doi:10.1111/wvn.12171 

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer. 

Sikka, R., Morath, J. M., & Leape, L. (2015). The quadruple aim: Care, health, cost and meaning in work. http://dx.doi.org/10.1136/bmjqs-2015-004160

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Sample Answer for Evidence-Based Practice and the Quadruple Aim Included

Evidence-Based Practice

Mayo Clinic 

Mayo Clinic is a non-profit healthcare organization founded in September 1889. The organization covers various entities in the health care system, including medical professionals, students, faculty, staff, researchers, and job seekers. The mission of the Mayo Clinic health system (Mayo Clinic Health Systems, 2018) is to “inspire hope and contribute health and well-being by providing the best care to every patient through integrated clinical practice, education, and research.” This mission is in line with the basis of evidence-based practice, which focuses on medical research to provide evidence on which clinical care is practiced. 

Through its education and research programs in five schools, Mayo Clinic seeks to train students and promote their knowledge and skills in medicine and clinical research. Through its education program, Mayo Clinic has enrolled more than 4,000 students in more than 400 educational programs aimed at fostering clinical research as the basis of evidence-based practice. Mayo Clinic is also involved in various clinical trials in multiple healthcare systems, including cancer, nephrology, and virology. In response to the global COVID-19 pandemic, Mayo Clinic researchers are working on better diagnosing, treating, and managing the disease (Mayo Clinic Health Systems, 2018). The researchers are also actively participating in pharmacological studies to discover the effectiveness of various drugs and medications. In genomics, Mayo Clinic researchers are determined to understand the development of related genetic conditions. 

I have gained a new perspective on evidence-based medicine through Mayo Clinic’s website and learned that clinical research is integral in integrating evidence-based practice. From scientific studies, findings can be utilized by healthcare professionals in providing personalized care. Research studies, especially clinical trials, drug safety, effectiveness, and potential adverse reactions can be identified before the drug is used for treatment and management (Black et al., 2015). 

References

Black, A. T., Balneaves, L. G., Garossino, C., Puyat, J. H., & Qian, H. (2015). Promoting Evidence-Based Practice Through a Research Training Program for Point-of-Care Clinicians. JONA: The Journal of Nursing Administration, 45(1), 14–20. https://doi.org/10.1097/nna.0000000000000151

Mayo Clinic Health Systems. (2021). Mission, Vision, and Value Statements. Mission, Vision, and Value Statements – Mayo Clinic Health System. https://www.mayoclinichealthsystem.org/locations/eau-claire/about-us/mission-vision-and-value-statements

The healthcare industry is developing in which shows that more healthcare facilities are utilizing evidence-based research. The quality of patient treatment has improved as a result of the comprehensive integration of EBP. It’s perhaps crucial to mention that evidence-based practice not only improves healthcare quality but also results in better outcomes, lowers healthcare expenditures, and also prevents healthcare professionals from experiencing as much job burnout (Alatawi et al., 2020). The demand for physicians to continuously upgrade their education, particularly on cutting-edge medical research and technology, is driven by the current trends and best care practices. The American Association of Nurse Practitioners (AANP) website and its review of its utilization of evidence-based practice are the primary foci of this assignment.

Nurse practitioners and nursing students can join the AANP, which is one of the many professional websites run by healthcare organizations. More than 104,000 registered members of the group collaborate to assure ongoing patient care improvement and nursing profession progress (AANP, n.d.a). Access to continuing education, networking opportunities, local and federal advocacy, and general access to current medical and nursing publications are all perks of membership. The website’s several tabs provide more examples of how evidence-based practice has been incorporated (AANP, n.d.b). The press room online, the research opportunities webpage, and the practice-related research webpage are just a few of the sections that have been identified.

I have no doubt that the AANP bases its efforts and contributions on evidence-based practice. I was able to locate a section of the website with further material that seems to support how nurse practitioners are actively involved in the medically assisted treatment (MAT) and opioid pandemic through more online exploration. Since it shows how nurse practitioners are actively involved in enhancing patient outcomes for opioid use disorder, the information is extremely important. The statistical information was also made available for the preview, including graphs and infographics (AANP, n.d.c). This evidence-based research shed light on various ways that nurse practitioners and advanced practice registered nurses can actively participate in improving the quality of care delivered to patients, lowering healthcare costs, and also improving the health and wellbeing of patients as the opioid crisis continues to be a national public health emergency.

I believe that being a part of a professional nursing organization is necessary in my nursing career, especially organizations that encourage evidence-based practice. I will be in a good position as an experienced practitioner to bring about positive changes in patients’ life, and I also want to make sure that there are no cultural hurdles or other obstacles that will prevent a successful embrace of change. I will therefore promote better patient outcomes, lower healthcare costs, and the provision of high-quality care. Additionally, I believe that by becoming a member of the AANP, I will be able to align myself with a network of like-minded professionals who are now focused on accomplishing similar aims and objectives. In addition, they are championing the integration and use of evidence-based practice.

Evidence-Based Practice and the Quadruple Aim 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.