{"id":26611,"date":"2023-03-06T08:57:10","date_gmt":"2023-03-06T08:57:10","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=26611"},"modified":"2023-03-06T15:19:44","modified_gmt":"2023-03-06T15:19:44","slug":"nrs-451-topic-5-dq-2-continuous-quality-improvement-cqi","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nrs-451-topic-5-dq-2-continuous-quality-improvement-cqi\/","title":{"rendered":"NRS 451 Topic 5 DQ 2 Continuous quality improvement (CQI)"},"content":{"rendered":"<h2><span style=\"color: #ff6600;\">NRS 451 Topic 5 DQ 2 Continuous quality improvement (CQI)<\/span><\/h2>\n<h3>NRS 451 Topic 5 DQ 2 Continuous quality improvement (CQI)<\/h3>\n<p><span style=\"color: #ff0000;\"><a style=\"color: #ff0000;\" href=\"https:\/\/nursingassignmentcrackers.com\/place-order\"><strong>Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 451 Topic 5 DQ 2 Continuous quality improvement (CQI)<\/strong><\/a><\/span><\/p>\n<p>Topic 5 DQ 2<\/p>\n<p>Jul 11-15, 2022<\/p>\n<p><a href=\"https:\/\/nursingassignmentcrackers.com\/continuous-quality-improvement-cqi-is-the-responsibility-of-all-nurses-and-is-vital-when-addressing-the-challenges-of-the-health-care-industry-nrs-451\/\">Continuous quality improvement<\/a> (CQI) is the responsibility of all nurses and is vital when addressing the challenges of the health care industry. Provide an example of how you would apply CQI in your current or past position.<\/p>\n<p>Ashley Fitzpatrick<\/p>\n<p>Jul 15, 2022, 11:12 PM<\/p>\n<p>Replies to Ashley Fitzpatrick<\/p>\n<p>Continuous Quality Improvement is the effort put forth by groups and individuals within an organization to improve patient safety, and patient care. (Helbig, 2018) By nurse leaders understanding the importance of continuous quality improvement, it can help improve patient outcomes and increase efficiency. (Helbig, 2018) To help with continuous quality improvement, individuals and groups can ask themselves, &#8220;how are we doing?&#8221; and &#8220;what can we do to do better?&#8221;. (O&#8217;Donnell, Gupta, 2022)<\/p>\n<p>There are different areas that can be of focus, these include: cost reduction, decreased appointment wait time, reduced in-department wait time, higher patient volume, decreased cycle time, reducing defects, increased patient and\/or staff safety, as well as increased patient and\/or staff satisfaction. (O&#8217;Donnell, Gupta, 2022)<\/p>\n<p>At my current place of work, there are many different things that could be implemented for continuous quality improvement. One of them being proper nurse handoff. By having a proper nursing report\/handoff, the oncoming nurse will be able to take over the patients care without any missed information. this is important in the patients care because if important information about the patient is left out, or if a task is not relayed to the oncoming nurse, this can cause the patient to potentially not receive proper care.<\/p>\n<p>&nbsp;<\/p>\n<p>References:<\/p>\n<p>&nbsp;<\/p>\n<p>Helbig, J. (2018).\u00a0<em>Nursing leadership &amp; management: Leading and serving .Reengineering Health Care Management<\/em>. Grand Canyon University. https:\/\/lc.gcumedia.com\/nrs451vn\/nursing-leadership-and-management-leading-and-serving\/v1.1\/#\/chapter\/5<\/p>\n<p>&nbsp;<\/p>\n<p>O&#8217;Donnell B, Gupta V. Continuous Quality Improvement. (2022).StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2022 Jan<\/p>\n<ul>\n<li><\/li>\n<\/ul>\n<p>Anisa Rink<\/p>\n<p>replied toAshley Fitzpatrick<\/p>\n<p>Jul 16, 2022, 12:15 PM<\/p>\n<ul>\n<li>Replies to Ashley Fitzpatrick<\/li>\n<\/ul>\n<p>Hi Ashley, thanks for your post! As the nursing profession is required to excel in flexibility and be prepared for just about anything due to the nature of the job, we must strive for quality throughout our everyday practice. Being able to do our job to the best of our ability is important, but it&#8217;s also essential to see and understand the areas that could use improvement and those areas that hinder quality patient care. I like how Helbig (2018) mentions that there are always areas where improvement can be made &#8211; this is so true even when it seems that many positives are present within an organization. Great example about implementing proper nurse handoff. Even just laying eyes on the patient is best for them and their safety, as well as for a smoother shift handoff between staff.<\/p>\n<p>Reference<\/p>\n<p>Helbig, J. (2018). Reengineering health care management.\u00a0<em>Nursing leadership and management: leading and serving.\u00a0<\/em>(Chapter 5).\u00a0<a href=\"https:\/\/lc.gcumedia.com\/nrs451vn\/nursing-leadership-and-management-leading-and-serving\/v1.1\/#\/chapter\/5\" target=\"_blank\" rel=\"noopener\">https:\/\/lc.gcumedia.com\/nrs451vn\/nursing-leadership-and-management-leading-and-serving\/v1.1\/#\/chapter\/5<\/a><\/p>\n<ul>\n<li>Dorothy Jayne Ray<\/li>\n<\/ul>\n<p>replied toAshley Fitzpatrick<\/p>\n<p>Jul 17, 2022, 10:42 AM(edited)<\/p>\n<ul>\n<li>Replies to Ashley Fitzpatrick<\/li>\n<\/ul>\n<p>During the report, nurse handoff is extremely important. At my workplace we are required to do a bedside report. If the patient is alert and with it, they are invited to listen to the report and may add to it if anything is missed. This gives them an opportunity to learn about the care plan and goals (Wolters Kluwer, 2017). This is the time we check all IV drips, IV sites, check for wounds, and reposition the patient. We have a standard of care during the report that each month we have to be signed off by the charge nurse while they listen in on our report. If we do not meet the standards we get counseling at that time to let us know what is expected of us at each report.<\/p>\n<p>&nbsp;<\/p>\n<p>Reference<\/p>\n<p>&nbsp;<\/p>\n<p>Wolters Kluwer. (2017). Bedside shift reports can save lives. Retrieved from https:\/\/www.wolterskluwer.com\/en\/expert-insights\/bedside-shift-reports-can-save-lives<\/p>\n<ul>\n<li>Allison Robillard<\/li>\n<\/ul>\n<p>replied toAshley Fitzpatrick<\/p>\n<p>Jul 17, 2022, 3:48 PM<\/p>\n<p>Replies to Ashley Fitzpatrick<\/p>\n<p>Ashley,<\/p>\n<p>I found this interesting on cost reduction that I thought id share. &#8220;Potential cost savings to the health care system in both acute and chronic conditions may be possible by applying QICs at scale. However, variations in effectiveness, costs and elements of the method within studies, indicated that caution is needed. Consistent identification of costs and description of the elements applied in QICs would better inform decisions for their use and may reduce perceived barriers.&#8221;<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/bmchealthservres.biomedcentral.com\/articles\/10.1186\/s12913-020-4981-5\" target=\"_blank\" rel=\"noopener\">https:\/\/bmchealthservres.biomedcentral.com\/articles\/10.1186\/s12913-020-4981-5<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>Karleen Lee<\/li>\n<\/ul>\n<p>replied toAllison Robillard<\/p>\n<p>Jul 17, 2022, 4:21 PM<\/p>\n<ul>\n<li>\u00b7<\/li>\n<\/ul>\n<p>Replies to Allison Robillard<\/p>\n<p>Allison,<\/p>\n<p>Great find!<\/p>\n<p>Karleen<\/p>\n<ul>\n<li>Sara Habib<\/li>\n<\/ul>\n<p>replied toAshley Fitzpatrick<\/p>\n<p>Jul 17, 2022, 7:05 PM<\/p>\n<ul>\n<li>Replies to Ashley Fitzpatrick<\/li>\n<\/ul>\n<p>Hi Ashley,<\/p>\n<p>Nurse-to-nurse handoff is extremely important for continuing patient care. Where I work we use an &#8220;SBAR&#8221; format- situation, background, assessment and recommendation. In order to improve the quality of patient information handover between nurses and doctors, the SBAR was developed (Muller, 2018). Using the SBAR tool is a great way for effective communication.<\/p>\n<p>Muller, M., Jurgens, J., Radaelli, M., &amp; Klingberg, K. (2018).\u00a0<em>Impact of the communication and patient hand-off tool SBAR on patient safety: a systematic review<\/em>. National Library of Medicine. https:\/\/pubmed.ncbi.nlm.nih.gov\/30139905\/<\/p>\n<ul>\n<li>Breanna Jenkins<\/li>\n<\/ul>\n<p>replied toAshley Fitzpatrick<\/p>\n<p>Jul 17, 2022, 11:17 PM<\/p>\n<ul>\n<li>Replies to Ashley Fitzpatrick\n<p><figure id=\"attachment_27206\" aria-describedby=\"caption-attachment-27206\" style=\"width: 300px\" class=\"wp-caption alignright\"><img decoding=\"async\" class=\"size-medium wp-image-27206\" src=\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/03\/NRS-451-Topic-5-DQ-2-Continuous-quality-improvement-CQI-300x141.png\" alt=\"NRS 451 Topic 5 DQ 2 Continuous quality improvement (CQI)\" width=\"300\" height=\"141\" \/><figcaption id=\"caption-attachment-27206\" class=\"wp-caption-text\">NRS 451 Topic 5 DQ 2 Continuous quality improvement (CQI)<\/figcaption><\/figure><\/li>\n<\/ul>\n<p>Hello Ashley,<\/p>\n<p>Great post. Healthcare is a continuous evolving and learning environment, therefore as nurses we must be flexible with whatever is handed to us. Nothing in healthcare is perfect therefore there is always room for improvement in order to reduce mistakes. &#8220;It is important that management meets with staff and empowers staff to implement changes. Quality improvement strategies are developed by quality improvement teams for continuous practice improvement&#8221; (Helbig, 2018).<\/p>\n<p>References:<\/p>\n<p>Helbig, J. (2018).\u00a0<em>Nursing leadership &amp; management: Leading and serving .Reengineering Health Care Management<\/em>. Grand Canyon University. https:\/\/lc.gcumedia.com\/nrs451vn\/nursing-leadership-and-management-leading-and-serving\/v1.1\/#\/chapter\/5<\/p>\n<p style=\"text-align: center;\"><span style=\"color: #ff0000;\"><a style=\"color: #ff0000;\" href=\"https:\/\/nursingassignmentcrackers.com\/place-order\"><strong>Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 451 Topic 5 DQ 2 Continuous quality improvement (CQI)<\/strong><\/a><\/span><\/p>\n<p><strong>Grading Rubric Guidelines<\/strong><\/p>\n<table>\n<thead>\n<tr>\n<td><strong>Performance Category<\/strong><\/td>\n<td><strong>10<\/strong><\/td>\n<td><strong>9<\/strong><\/td>\n<td><strong>8<\/strong><\/td>\n<td><strong>4<\/strong><\/td>\n<td><strong>0<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Scholarliness<\/strong><\/p>\n<p><strong>Demonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n<td>\n<ul>\n<li>Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n<li>Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n<li>Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n<li>Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n<li>Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n<li>Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n<li>Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n<li>Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n<li>Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n<li>The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n<li>Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><strong>Performance Category<\/strong><\/td>\n<td><strong>\u00a010<\/strong><\/td>\n<td><strong>9 <\/strong><\/td>\n<td><strong>8 <\/strong><\/td>\n<td><strong>4<\/strong><\/td>\n<td><strong>0<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Application of Course Knowledge &#8211;<\/strong><\/p>\n<p><strong>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<\/strong><\/td>\n<td>\n<ul>\n<li>Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n<li>Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n<li>Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<li>Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n<li>Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<li>Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Posts do not adequately address the question posed either by the discussion prompt or the instructor&#8217;s launch post.<\/li>\n<li>Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n<li>Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>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<\/li>\n<li>No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><strong>Performance Category <\/strong><\/td>\n<td><strong>\u00a05<\/strong><\/td>\n<td><strong>4 <\/strong><\/td>\n<td><strong>3 <\/strong><\/td>\n<td><strong>2<\/strong><\/td>\n<td><strong>0<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Interactive Dialogue<\/strong><\/p>\n<p><strong>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.<\/strong><\/p>\n<p><strong><em>(5 points possible per graded thread)<\/em><\/strong><\/td>\n<td>\n<ul>\n<li>Exceeds minimum post requirements<\/li>\n<li>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.<\/li>\n<li>Replies to a post posed by faculty and to a peer<\/li>\n<li>Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>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<\/li>\n<li>Replies to a question posed by a peer<\/li>\n<\/ul>\n<p>Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n<td>\n<ul>\n<li>Meets expectations of 2 posts on 2 different days.<\/li>\n<li>The main post is not made by the Wednesday deadline<\/li>\n<li>Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Has only one post for the week<\/li>\n<li>Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students&#8217; comments<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Does not post to the thread<\/li>\n<li>No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><strong>\u00a0<\/strong><\/td>\n<td><strong>Minus 1 Point<\/strong><\/td>\n<td><strong>Minus 2 Point<\/strong><\/td>\n<td><strong>Minus 3 Point<\/strong><\/td>\n<td><strong>Minus 4 Point<\/strong><\/td>\n<td><strong>Minus 5 Point<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Grammar, Syntax, APA<\/strong><\/p>\n<p><strong>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.<\/strong><\/p>\n<p><strong>Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n<p><strong>The source of information is the APA Manual 6th Edition<\/strong><\/td>\n<td>\n<ul>\n<li>2-3 errors in APA format.<\/li>\n<li>Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n<li>Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>4-5 errors in APA format.<\/li>\n<li>Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n<li>Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>6-7 errors in APA format.<\/li>\n<li>Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n<li>Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>8-10 errors in APA format.<\/li>\n<li>Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n<li>Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Post contains greater than 10 errors in APA format.<\/li>\n<li>Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n<li>Writing style does not facilitate communication.<\/li>\n<li>The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><strong>0 points lost<\/strong><\/td>\n<td><strong>\u00a0<\/strong><\/td>\n<td><strong>\u00a0<\/strong><\/td>\n<td><strong>\u00a0<\/strong><\/td>\n<td><strong>-5 points lost<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Total Participation Requirements<\/strong><\/p>\n<p><strong><em>per discussion thread<\/em><\/strong><\/td>\n<td>The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n<tr>\n<td><strong>Early Participation Requirement<\/strong><\/p>\n<p><strong><em>per discussion thread<\/em><\/strong><\/td>\n<td>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.<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Also Read:<span style=\"color: #0000ff;\"><a href=\"https:\/\/nursingassignmentcrackers.com\/nrs-451-topic-5-dq-1-discuss-how-nurse-managers-and-nurse-leaders-contribute-to-the-reengineering-of-health-care\/\"> NRS 451 Topic 5 DQ 1 Discuss how nurse managers and nurse leaders contribute to the reengineering of health care<\/a> \u00a0<\/span><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>NRS 451 Topic 5 DQ 2 Continuous quality improvement (CQI) NRS 451 Topic 5 DQ 2 Continuous quality improvement (CQI) Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 451 Topic 5 DQ 2 Continuous quality improvement (CQI) Topic 5 DQ 2 Jul 11-15, 2022 Continuous quality improvement (CQI) [&hellip;]<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rank_math_lock_modified_date":false,"footnotes":""},"categories":[],"tags":[],"class_list":["post-26611","post","type-post","status-publish","format-standard","hentry"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v22.9 - 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