NR 451 Week 4 Discussion Evaluating Quality Patient Outcomes
Sample Answer for NR 451 Week 4 Discussion Evaluating Quality Patient Outcomes Included After Question
NR 451 Week 4 Discussion Evaluating Quality Patient Outcomes
Evaluating Quality Patient Outcomes
How can data provide information to evaluate quality patient outcomes? Give an example of data that can reflect poor quality in care How can quality improvement be a daily task in patient care? Why does continuous quality improvement need to be associated with change?
How can data provide information to evaluate quality patient outcomes?
The data provided to evaluate quality patient outcomes can be beneficial to see if an intervention and plan of care was adequate and appropriate for that particular patient; reviewing some of the problems that are discussed in our discussion and course such as early hospital readmissions and skin to skin are examples to evaluate if the discharge intervention and planning provided a successful patient outcome that were effective enough, and compared to similar other cases, preventing further complications or even death.
Give an example of data that can reflect poor quality in care.
Hospitals and/or facilities use collected data such as early hospital readmissions, deaths, chronic illnesses, cost, and length of stay. Many hospitals are graded and information ratings are public, if I noticed a frequency of readmissions, and deaths, it would make me think, what are they doing, are they caring for the patient or worrying about cost, discharging patient too soon, not listening and communicating effectively can pose big issues and even death, this scares me, and what are they doing for the women that are addicted to drugs or alcohol and having babies that have symptoms and there is no bonding between mother and baby, are there any resources provided and available to help this mom, so she can have the skin to skin bonding that is needed for a positive outcome.
“Work groups such as those in the IOM have attempted to define quality of health care in terms of standards. Initially, the IOM defined quality as the “the degree to which health services for individuals and populations increase the likelihood of desired health outcomes and are consistent with current professional knowledge. This led to a definition of quality that appeared to be listings of quality indicators, which are expressions of the standards. These standards are not necessarily in terms of the possibilities or conceptual clusters for these indicators. Further, most clusters of quality indicators were and often continue to be comprised of the 5Ds—death, disease, disability, discomfort, and dissatisfaction5—rather than more positive components of quality.” The most recent IOM work to identify the components of quality care for the 21st century is centered on the conceptual components of quality rather than the measured indicators: quality care is safe, effective, patient centered, timely, efficient, and equitable. Thus safety is the foundation
upon which all other aspects of quality care are built.” (Mitchell, 2008).
How can quality improvement be a daily task in patient care?
After assessing, planning, implementing, and evaluating goals and patient outcomes on a day to day basis to see if patient health is improving and making positive progression by the education and interventions that were put into place are understood and followed as instructed. If the patient has not made any improvements, then the plan and intervention should be reevaluated to make the appropriate adjustments that are needed for a successful outcome.
“Patient safety is the cornerstone of high-quality health care. Much of the work defining patient safety and practices that prevent harm have focused on negative outcomes of care, such as mortality and morbidity. Nurses are critical to the surveillance and coordination that reduce such adverse outcomes. Much work remains to be done in evaluating the impact of nursing care on positive quality indicators, such as appropriate self-care and other measures of improved health status.’ (Mitchell, 2008).
Why does continuous quality improvement need to be associated with change?
When a nurse and/or physician is planning a patients centered care, staff members must remember , the plan is an individual basis, that must fit that patient in order for the plan to be implemented and to be an successful outcome. Each patient is different even if they have the same diagnosis, such has copd, because it has to do with age, culture, learning capabilities, history, and financial means, and other factors that may play in the patients plan of care.
“While all changes do not lead to improvement, all improvement requires change. The ability to develop, test, and implement changes is essential for any individual, group, or organization that wants to continuously improve.” (www.IHI.orgLinks to an external site.).
Reference:
American Nurses Association. (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Spring, MD: Author.
Mitchell PH. Defining Patient Safety and Quality Care. In: Hughes RG, editor. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville (MD): Agency for Healthcare Research and Quality (US); 2008 Apr. Chapter 1. Available from: https://www.ncbi.nlm.nih.gov/books/NBK2681/Links to an external site.
www.IHI.orgLinks to an external site.
A Sample Answer For the Assignment: NR 451 Week 4 Discussion Evaluating Quality Patient Outcomes
Title: NR 451 Week 4 Discussion Evaluating Quality Patient Outcomes
Grading Rubric Guidelines
| Performance Category | 10 | 9 | 8 | 4 | 0 |
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Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
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| 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 |
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| 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) |
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Summarizes what was learned from the lesson, readings, and other student posts for the week. |
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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 |
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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
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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. |