NUR 550 Identify a quality initiative from your workplace

Sample Answer for NUR 550 Identify a quality initiative from your workplace Included After Question

NUR 550 Identify a quality initiative from your workplace

Glucose-Monitoring Contact Lenses in the Management of Type 2 Diabetes Mellitus   

Management of diabetes, especially among the population at risk, is important to minimize the severity of the condition. Research efforts have led to the formulation of evidence-based practices that guarantee quality care for patients with type 2 diabetes. Monitoring of blood sugar is one of the most important aspects of diabetes management to minimize cell fasting. Use of smart glucose-monitoring contact lenses can be considered as the latest research in the assessment of blood sugar. According to Kim et al. (2017), the approach is non-invasive as it does not require the drawing of blood to assess glucose levels. The idea of using smart contact lenses is an improvement in technology but not a new concept since monitoring of blood glucose level is a common practice for diabetes patients. However, the approach guarantees accuracy as it is devoid of inefficiencies occasioned by messy blood glucose levels due to the use of faulty monitoring tools.  

Even though the technology is accurate, its implementation is marred by safety. Use of contact lenses to monitor blood sugar can be associated with other eye impairments since monitoring of the glucose levels depends on the tears in the eye. Implementation of the practice is also challenged by acceptance in the use of smart contact glasses due to poor wearability (Kim et al., 2017). Besides, it can cause discomfort to the eye which affects compliance in timely glucose monitoring for the diabetes patients.  

Common barriers to translation of research into practice point at the need for education to inform participants and target population about the benefit of the study. Compliance with state regulation is also another aspect of consideration that can alter implementation. Srivastava (2014) posits that translating research is as well challenged by ethical concerns that guides practice in a given field. In other words, the research study must not violate the ethical considerations of a given practice or target population.  

 

References 

Kim, J., Kumar, R., Bandodkar, A. J., & Wang, J. (2017). Advanced materials for printed wearable electrochemical devices: A review. Advanced Electronic Materials, 3(1), 1600260. 

Srivastava, R. K. (2014). Lost in Translation: Barriers to Incentives for Translational Research in Medical Sciences. World Scientific. 

   

 

Topic 5 DQ 2

Description:

Identify a quality initiative from your workplace. What were some barriers to implementation? What are common barriers to translating research into practice?

 

Description

Objectives:

1. Explain how translational research can be used for safety and quality improvement initiatives related to improving population health.
2. Discuss common barriers for translating research into practice.
Study Materials

Evidence-Based Practice in Nursing and Healthcare

Description:

Read Chapters 4 and 9 in Evidence-Based Practice in Nursing and Healthcare.

Translating Evidence into Practice: How Advanced Practice RNs Can Guide Nurses in Challenging Established Practice to Arrive at Best Practice
Description:

Read “Translating Evidence into Practice: How Advanced Practice RNs Can Guide Nurses in Challenging Established Practice to Arrive at Best Practice,” by Fenci and Matthews, from AORN Journal(2017).

Eliminating Cardiovascular Health Disparities: There has Been Progress, but There is More to

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Description:

Read “Eliminating Cardiovascular Health Disparities: There has Been Progress, but There is More to Do!” by Coke, from The Journal of Cardiovascular Nursing (2018).

Quality Improvement in Athletic Health Care

Description:

Read “Quality Improvement in Athletic Health Care,” by Sauers, Sauers, and Valier, from Journal of Athletic Training
(2017).

Lost in Translation: The Promise and Problems of the Globalization of Research

Description:

Read “Lost in Translation: The Promise and Problems of the Globalization of Research,” by Baumann, from Nursing Science Quarterly (2019).

Decreasing Barriers to Research Utilization Among Labor and Delivery Nurses

Description:

Read “Decreasing Barriers to Research Utilization Among Labor and Delivery Nurses,” by Heelan-Fancher, Edmonds, and Jones, from Nursing Research (2019).

Differentiating Between Research and Quality Improvement

Description:

Read “Differentiating Between Research and Quality Improvement,” by Gregory, from Journal of Perinatal and Neonatal Nursing (2015).

NUR 550 Identify a quality initiative from your workplace 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.

A Sample Answer For the Assignment: NUR 550 Identify a quality initiative from your workplace

Title: NUR 550 Identify a quality initiative from your workplace

Topic 5 DQ 2 

Quality initiatives in the workplace identify underperformance areas and apply appropriate interventions to improve health outcomes. An example of a quality initiative in my workplace is patient satisfaction surveys. In health practice, patient satisfaction surveys are questions collecting feedback from patients to measure their satisfaction with how health care providers serve them (NEJM Catalyst, 2018). Such surveys can also assess satisfaction among health care providers, and health care organization leaders use them to address issues to do with workloads, attitudes towards work, and support, among other job aspects. On patient satisfaction surveys, the main issues addressed include waiting time, patient-provider communication, and the overall assessment of the patient problems. 

Despite the critical role of patient satisfaction surveys in improving patient care, barriers to implementation hamper its effectiveness. Data is collected electronically, and some patients are not comfortable with it. The other barrier is some patients taking long to respond. Others do not respond at all. At some point, patients may provide misleading information, and health care providers worry that using such surveys may affect their job position. As a result, the cooperation required to implement the initiative is affected adversely, which affects the overall outcome. 

Translating research into practice is characterized by several barriers. Curtis et al. (2017) found that the process requires resource facilitation which might not be available when needed. Translating research into practice also requires a supportive organizational culture. However, cultures resistant to change have been noted to be a significant barrier. Above all, lack of time to engage in research and implement new ideas is among the leading hindrances as far as the use of research findings in practice settings is concerned (Weggemans et al., 2018). Health care organizations should understand the importance of translational research and support its implementation as the basis for health care transformation. 

 

References 

Curtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2017). Translating research findings to clinical nursing practice. Journal of Clinical Nursing, 26(5-6), 862–872. https://doi.org/10.1111/jocn.13586 

NEJM Catalyst. (2018, Nov 1). Patient satisfaction surveys. https://catalyst.nejm.org/doi/full/10.1056/CAT.18.0288 

Weggemans, M. M., van der Schaaf, M., Kluijtmans, M., Hafler, J. P., Rosenblum, N. D., & Prakken, B. J. (2018). Preventing translational scientists from extinction: the long-term impact of a personalized training program in translational medicine on the careers of translational scientists. Frontiers in Medicine, 5, 298. https://doi.org/10.3389/fmed.2018.00298