NUR 630 Visual Model Assignment

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NUR 630 Visual Model Assignment

Assessment Description

The purpose of this assignment is to differentiate quality improvement (QI), evidence-based practice (EBP), and research.

Create a graphic image or visual model differentiating quality improvement, evidence-based practice, and research. You can use PowerPoint, Smart Art in Word, or other software that creates a graphic. Be creative in your design. Include the following information in your graphic image or visual model:

  1. Compare and contrast quality improvement, evidence-based practice, and research. Identify at least one similarity and difference for each.
  2. Provide an example of quality improvement, evidence-based practice, and research.
  3. Explain why quality improvement, evidence-based practice, and research would be applied in a health care setting.
  4. This assignment requires a minimum of two peer-reviewed scholarly sources.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

You are assigned to a quality team on a rehabilitation floor where patient falls are on the rise. What strategy would be best to approach this issue—quality improvement, evidence-based practice, or research? Support your choice with one or two examples and one or two references

Patient falls impact not only the patient but also the staff caring for the patient and can impact the financial and reputation aspects of the organization. Patient Safety Network (2019) states that injuries in hospitals occur in more than one-third of patient falls and are as frequent as 3-5 falls per 1000 bed-days. When the incidents of falls begin rising on any particular unit it is the responsibility of the facility to thoroughly investigate and determine the root cause of the falls to ensure the safety of future patients.

Utilizing a quality improvement (QI) approach to the increased falls on the rehabilitation floor would be the best strategy. Carlisle & Blanchard (2016) describe QI as a means to identify the care that was provided, the expected care, and the deficiencies between the two. A QI approach would require the quality team to determine the question to be answered and then follow a specific process to

NUR 630 Visual Model Assignment

improve patient outcomes. Plan, Do, Study, Act (PDSA) sequential methodology would be the QI approach of choice. Carlisle & Blanchard (2016) discuss the benefit of utilizing this method due to the effectiveness of addressing one specific process at a time and repeating the cycle multiple times to uncover all problems that need to be addressed to improve outcomes. Planning sets the question that needs to be answered and outlines the course for each member of the team; doing tests the proposed changes on the rehabilitation unit and documents barriers; studying includes collecting data before and after interventions and evaluating the results; and acting involves the team members determining the next steps based on the study results (Carlisle & Blanchard, 2016). The sequence of steps in the PDSA cycle provides a clear QI approach to addressing the falls concern on the rehabilitation unit.

A QI approach does not occur in isolation. There are elements of research and evidence-based practice that cross into the QI realm and vice versa. Having a strong understanding of all three and how they work together to improve patient outcomes will lead to the most effective, safety-driven results.

References

Carlisle, A. & Blanchard, M. (2016). The Washington Manual of Patient Safety and Quality Improvement (E. Fondahn, M. Lane, & A. Vannucci Eds.). Wolters Kluwer.

Patient Safety Network. (2019). Falls. Agency for Healthcare Research and Quality. 

Rubric

Compare and Contrast Quality Improvement, Evidence-Based Practice, and Research

Criteria Description

Compare and Contrast Quality Improvement, Evidence-Based Practice, and Research

5. Target

8 points

Visual model compares and contrasts quality improvement, evidence-based practice, and research and is thorough.

4. Acceptable

7.36 points

Visual model compares and contrasts quality improvement, evidence-based practice, and research and is detailed.

3. Approaching

7.04 points

Visual model compares and contrasts quality improvement, evidence-based practice, and research.

2. Insufficient

6.4 points

Visual model compares and contrasts quality improvement, evidence-based practice, and research, but lacks detail or is incomplete.

1. Unsatisfactory

0 points

Visual model does not compare and contrast quality improvement, evidence-based practice, and research.

Examples of Quality Improvement, Evidence-Based Practice, and Research

Criteria Description

Examples of Quality Improvement, Evidence-Based Practice, and Research

5. Target

8 points

Three examples of quality improvement, evidence-based practice, and research are present. All examples are appropriate.

4. Acceptable

7.36 points

Three examples of quality improvement, evidence-based practice, and research are present. Most examples are appropriate.

3. Approaching

7.04 points

Three examples of quality improvement, evidence-based practice, and research are present.

2. Insufficient

6.4 points

Less than three examples of quality improvement, evidence-based practice, and research are present.

1. Unsatisfactory

0 points

Examples of quality improvement, evidence-based practice, and research are not present.

Application of Examples of Quality Improvement, Evidence-Based Practice, and Research

Criteria Description

Application of Examples of Quality Improvement, Evidence-Based Practice, and Research

5. Target

8 points

A description of why quality improvement, evidence-based practice, and research would be applied in a health care setting is present and thorough.

4. Acceptable

7.36 points

A description of why quality improvement, evidence-based practice, and research would be applied in a health care setting is present and detailed.

3. Approaching

7.04 points

A description of why quality improvement, evidence-based practice, and research would be applied in a health care setting is present.

2. Insufficient

6.4 points

A description of why quality improvement, evidence-based practice, and research would be applied in a health care setting is present, but lacks details or is incomplete.

1. Unsatisfactory

0 points

A description of why quality improvement, evidence-based practice, and research would be applied in a health care setting is not present.

Scholarly Sources

Criteria Description

Scholarly Sources

5. Target

8 points

A minimum of two peer-reviewed, scholarly sources are present. Sources are distinctive. Addresses all of the requirements stated in the assignment criteria.

4. Acceptable

7.36 points

A minimum of two peer-reviewed, scholarly sources are present. Sources address all of the requirements stated in the assignment criteria.

3. Approaching

7.04 points

A minimum of two peer-reviewed, scholarly sources are present.

2. Insufficient

6.4 points

One or two sources are present, but are not scholarly. Limited research is present.

1. Unsatisfactory

0 points

Peer-reviewed, scholarly sources are not present.

Technical Requirements: Graphics

Criteria Description

Technical Requirements: Graphics

5. Target

24 points

Graphics are used in the visual model and visual connections contribute to the understanding of concepts, ideas, and relationships.

4. Acceptable

22.08 points

Graphics are used in the visual model and visual connections mostly contribute to the understanding of concepts, ideas, and relationships.

3. Approaching

21.12 points

Graphics are used in the visual model.

2. Insufficient

19.2 points

Graphics are used in the visual model, but they are distracting.

1. Unsatisfactory

0 points

No graphics are used in the visual model.

Aesthetic Quality

Criteria Description

Aesthetic Quality

5. Target

5.6 points

Design is clean. Skillful handling of text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • The is a great resource

 

 

4. Acceptable

5.15 points

Design is appropriate and integrates a variety of objects, charts, and graphs to amplify the message.

3. Approaching

4.93 points

Design is fairly clean, with a few exceptions. Materials add to, not detract from the presentation. Materials used were quality products and easy to see or hear.

2. Insufficient

4.48 points

Design detracts from purpose. Text and visuals are too simplistic, cluttered, and busy. Little or no creativity or inventiveness is present.

1. Unsatisfactory

0 points

Design is cluttered. Materials detract from the content or the purpose of presentation is low quality.

Appropriateness

Criteria Description

Appropriateness

5. Target

5.6 points

Student shows a deep understanding of the audience and the situation by selecting material that enhances understanding. Student creates tools, techniques, or paradigms that effectively achieve the desired goal.

4. Acceptable

5.15 points

Student selects an effective tool, technique, or paradigm to achieve the desired goal as defined in the project or course guideline. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are appropriate for the audience and the situation.

3. Approaching

4.93 points

Student selects a tool, technique, or paradigm that achieves a basic representation as defined in the project or course guideline. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are appropriate for the audience and the situation but some of the development of the material is inadequate.

2. Insufficient

4.48 points

Student selection of a tool, technique, or paradigm does not relate to the project or course goal. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are not appropriate for the audience and the situation and are inadequately developed.

1. Unsatisfactory

0 points

There is no evidence that the student has selected an effective tool, technique, or paradigm to achieve the goal as defined in the project or course guideline. Materials (photo, sound files, video clips, apparel, illustrations, etc.) are missing.

Synthesis

Criteria Description

Synthesis

5. Target

4.8 points

Synthesis is unique. Synthesis shows careful planning and attention to how disparate elements fit together. The combination of elements is verified.

4. Acceptable

4.42 points

Synthesis integrates ideas, images, or objects to form a cohesive whole. Combination of elements is logical and justified.

3. Approaching

4.22 points

Synthesis integrates ideas, images, or objects but does not adequately form a cohesive whole. Combination of elements at times is confusing.

2. Insufficient

3.84 points

Synthesis integrates ideas, images, or objects inadequately. The combination of elements is not logical.

1. Unsatisfactory

0 points

Synthesis does not successfully integrate ideas, images, or objects to form a cohesive whole. The combination of elements is not logical and/or verifiable.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

5. Target

4 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

4. Acceptable

3.68 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

3. Approaching

3.52 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

2. Insufficient

3.2 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

1. Unsatisfactory

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

Format/Documentation

Criteria Description

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc.,

5. Target

4 points

No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.

4. Acceptable

3.68 points

Appropriate format and documentation are used with only minor errors.

3. Approaching

3.52 points

Appropriate format and documentation are used, although there are some obvious errors.

2. Insufficient

3.2 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

1. Unsatisfactory

0 points

Appropriate format is not used. No documentation of sources is provided.

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