NR 506 Week 3 Discussion:

NURS 8302 WEEK 8 Discussion Quality Improvement Models INSTRUCTIONS PLUS RUBRIC

NURS 8302 WEEK 8 Discussion Quality Improvement Models INSTRUCTIONS PLUS RUBRIC

Sample Answer for NURS 8302 WEEK 8 Discussion Quality Improvement Models INSTRUCTIONS PLUS RUBRIC Included After Question

What is the best way to implement quality improvement? What particular strategies and/or models should be used when developing a plan? Throughout the past 7 weeks, you have explored quality improvement in healthcare and nursing practice, and you will continue this exploration by analyzing specific quality improvement models. What models might work best in your nursing practice or healthcare organization?

Healthcare is complex and varied; therefore, quality improvement cannot be a one-sized fits all approach. To fit the complex and varied needs of an organization, there are multiple strategies and methods to implement quality improvement.

Photo Credit: Getty Images/iStockphoto

For this Discussion, select one quality improvement model to explore and analyze. Using the selected model, consider how this model might be implemented in your healthcare organization or nursing practice. Examine the effectiveness of this model and consider how this model might be applied to address impacts to adverse events for nursing practice.

To Prepare:

  • Review the Learning Resources for this week, and reflect on the different quality improvement models presented.
  • Select one quality improvement model from the following to focus on for this Discussion:
    • Root Cause Analysis (RCA)
    • A3
    • Lean
    • Plan, Do, Study, Act (PDSA)
  • Reflect on the quality improvement model you selected, and consider how it might be implemented in your healthcare organization or nursing practice.

By Day 3 of Week 8

Post a brief explanation of the quality improvement model you selected, including a description of the components that make up this model. Be specific. Then, explain how this quality improvement model might be implemented in you healthcare organization or nursing practice in response to an adverse event requiring quality improvement. Be specific and provide examples.

By Day 6 of Week 8

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who selected a different quality improvement model than you. Suggest an additional strategy on how your colleague may implement the quality improvement model they selected in their healthcare organization or nursing practice.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully

NURS 8302 WEEK 8 Discussion Quality Improvement Models INSTRUCTIONS PLUS RUBRIC
NURS 8302 WEEK 8 Discussion Quality Improvement Models INSTRUCTIONS PLUS RUBRIC

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Submission and Grading Information

Grading Criteria

To access your rubric:

Week 8 Discussion Rubric

 

Post by Day 3 of Week 8 and Respond by Day 6 of Week 8

 

To Participate in this Discussion:

Week 8 Discussion

A Sample Answer For the Assignment: NURS 8302 WEEK 8 Discussion Quality Improvement Models INSTRUCTIONS PLUS RUBRIC

Title: NURS 8302 WEEK 8 Discussion Quality Improvement Models INSTRUCTIONS PLUS RUBRIC

Quality improvement implementation requires a planned and focused effort for the process to be a success. One of the approaches that can be used is quality improvement models. There are several models which can be used to guide quality improvement. As such, the kind of quality improvement model to be applied depends on the nature of the project. Some of the models include Root Cause Analysis, A3, Lean, and PDSA (Coughling et al.,2019). The chosen quality improvement model is Root Cause Analysis.  It is a systematic model which is used to identify the underlying causes of adverse events or problems. It involves several steps which, when followed, would support the full implementation. The steps involve problem definition, assembling of a team, data collection, identification of the immediate cause, prioritization of the root causes, developing action plans, implementation of solution, monitoring and feedback, and reporting (Boswell & Cannon, 2022).

Adverse events, such as medication error, which causes patient harm, can happen in healthcare settings. Root Cause Analysis as a quality improvement model can be implemented in response to this problem. The identification of the problem as a medication error triggers the need to initiate the quality improvement process to improve patient safety. A multidisciplinary team including physicians, pharmacists, and nurses is then assembled, followed by data collection in connection to the error committed (Rodziewicz & Hipskind, 2020). It is then important to explore the immediate causes of the problem and prioritize the root cause. For example, a cause such as an error in calculating the dosage can be prioritized. Such a step then leads to the development of action plans to address the problem, such as standardization of the dosage calculation tools as an intervention before implementing the initiative. The last steps will entail continuous monitoring and obtaining feedback from staff before documenting and reporting the whole process.

References

Boswell, C., & Cannon, S. (2022). Introduction to nursing research: Incorporating evidence-based practice. Jones & Bartlett Learning.

Coughlin, K., & Posencheg, M. A. (2019). Quality improvement methods–Part II. Journal of Perinatology, 39(7), 1000-1007. https://doi.org/10.1038/s41372-019-0382-1Links to an external site.

Rodziewicz, T. L., & Hipskind, J. E. (2020). Medical error prevention. StatPearls. Treasure Island (FL): StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK499956/

A Sample Answer 2 For the Assignment: NURS 8302 WEEK 8 Discussion Quality Improvement Models INSTRUCTIONS PLUS RUBRIC

Title: NURS 8302 WEEK 8 Discussion Quality Improvement Models INSTRUCTIONS PLUS RUBRIC

Your overview of the implementation of a Root Cause Analysis (RCA) as a quality improvement model is insightful. The systematic approach it provides for identifying the underlying causes of adverse events or problems is crucial in enhancing patient safety within healthcare settings.

The stepwise process you outlined—from problem definition to assembling a multidisciplinary team, data collection, identification of immediate causes, prioritization of root causes, action plan development, implementation, monitoring, feedback, and reporting—captures the comprehensive nature of the RCA model.

Using a real-life example of addressing a medication error demonstrates the practical application of RCA in response to specific problems that can lead to patient harm. The involvement of a multidisciplinary team, including physicians, pharmacists, and nurses, reflects the collaborative nature necessary for effective quality improvement.

Prioritizing root causes, such as errors in dosage calculation, and implementing interventions like standardizing dosage calculation tools, showcases the targeted and strategic approach of RCA in addressing identified issues.

Continuous monitoring, feedback collection, and the documentation/reporting steps highlight the importance of ongoing evaluation and learning from the implemented interventions.

References

Boswell, C., & Cannon, S. (2022). Introduction to nursing research: Incorporating evidence-based practice. Jones & Bartlett Learning.

Coughlin, K., & Posencheg, M. A. (2019). Quality improvement methods–Part II. Journal of Perinatology, 39(7), 1000-1007. https://doi.org/10.1038/s41372-019-0382-1Links to an external site.

Rodziewicz, T. L., & Hipskind, J. E. (2020). Medical error prevention. StatPearls. Treasure Island (FL): StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK499956/

A Sample Answer 3 For the Assignment: NURS 8302 WEEK 8 Discussion Quality Improvement Models INSTRUCTIONS PLUS RUBRIC

Title: NURS 8302 WEEK 8 Discussion Quality Improvement Models INSTRUCTIONS PLUS RUBRIC

In addition to the Root Cause Analysis (RCA) model, my colleague can enhance the implementation of the quality improvement process by incorporating a robust educational component. This involves developing targeted training programs and workshops for healthcare professionals involved in the identified adverse events, such as medication errors. The educational component aims to address knowledge gaps, enhance skills, and foster a culture of continuous learning and improvement within the healthcare organization.

To implement this strategy, my colleague can collaborate with educational specialists, clinical educators, and subject matter experts to design tailored training modules. These modules can cover topics such as medication safety protocols, dosage calculations, and best practices in administering medications (Rodziewicz & Hipskind, 2020). The training sessions should be interactive, incorporating case studies and real-life scenarios to engage healthcare professionals actively.

Furthermore, the educational component can extend beyond traditional classroom settings to include online modules and resources, ensuring accessibility for all staff members. Regular updates and refresher courses should be integrated to reinforce learning and keep healthcare professionals informed about the latest evidence-based practices and safety measures.

By incorporating education into the Root Cause Analysis model, this identifies the immediate causes of adverse events and  proactively works towards preventing future occurrences (Jones & Despotou, 2016). This strategy fosters a culture of continuous improvement and empowers healthcare professionals with the knowledge and skills needed to provide safer and higher-quality patient care. Additionally, the monitoring and feedback steps of the RCA model can be utilized to assess the effectiveness of the educational initiatives and make necessary adjustments for ongoing improvement.

References 

Jones, R. W., & Despotou, G. (2016). Root Cause Analysis and Health Informatics. Studies in Health Technology & Informatics, 226, 131–134. https://doi.org/10.3233/978-1-61499-664-4-131 Links to an external site.

Rodziewicz, T. L. & Hipskind, J. E. (2020). Medical error prevention. StatPearls. Treasure Island (FL): StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK499956/

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Content

Name: NURS_8302_Week8_Discussion_Rubric

  Excellent

90–100

 Good

80–89

 Fair

70–79

 Poor

: 0–69
Main Posting:

Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

 Points Range: 40 (40%) – 44 (44%)

Thoroughly responds to the Discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least three current credible sources.

 Points Range: 35 (35%) – 39 (39%)

Responds to most of the Discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least three credible references.

 Points Range: 31 (31%) – 34 (34%)

Responds to some of the Discussion question(s).

One to two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Cited with fewer than two credible references.

 Points Range: 0 (0%) – 30 (30%)

Does not respond to the Discussion question(s).

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible references.
Main Posting:

Writing

 Points Range: 6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

 Points Range: 5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

 Points Range: 4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

 Points Range: 0 (0%) – 3 (3%)

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.
Main Posting:

Timely and full participation

 Points Range: 9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

 Points Range: 8 (8%) – 8 (8%)

Meets requirements for full participation.

Posts main Discussion by due date.

 Points Range: 7 (7%) – 7 (7%)

Posts main Discussion by due date.

 Points Range: 0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main Discussion by due date.
First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

 Points Range: 9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

 Points Range: 8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

 Points Range: 7 (7%) – 7 (7%)

Response is on topic and may have some depth.

 Points Range: 0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.
First Response:
Writing 		Points Range: 6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

 Points Range: 5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

 Points Range: 4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

 Points Range: 0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.
First Response:
Timely and full participation 		Points Range: 5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

 Points Range: 4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

 Points Range: 3 (3%) – 3 (3%)

Posts by due date.

 Points Range: 0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.
Second Response:
Post to colleague’s main post that is reflective and justified with credible sources. 		Points Range: 9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

 Points Range: 8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

 Points Range: 7 (7%) – 7 (7%)

Response is on topic and may have some depth.

 Points Range: 0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.
Second Response:
Writing 		Points Range: 6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

 Points Range: 5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

 Points Range: 4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

 Points Range: 0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.
Second Response:
Timely and full participation 		Points Range: 5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

 Points Range: 4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

 Points Range: 3 (3%) – 3 (3%)

Posts by due date.

 Points Range: 0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.
Total Points: 100

Name: NURS_8302_Week8_Discussion_Rubric

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NURS 8302 WEEK 8 Discussion Quality Improvement Models INSTRUCTIONS PLUS RUBRIC 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.

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