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NURS-FPX6021 u03a1 - Quality Improvement Presentation Poster Learner: Jessica , Ramos
OVERALL COMMENTS Hi Jessica,
Thank you for submitting your poster and abstract. I can tell that you put a lot of effort into your assignment, and I
appreciate that hard work! I will add additional feedback to each criterion section below for you to review. If you have
questions or concerns, please feel free to reach out. I am happy to help!
If you choose to update and resubmit, please highlight any changes.
Dr. Martha
RUBRICS
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CRITERIA 1
Propose quality improvement methods to promote continuous improvement related to a specific biopsychosocial consideration.
COMPETENCY
Apply quality improvement methods to practice that promote safe, equitable quality of care.
NON_PERFORMANCE: Does not explain quality improvement methods.
BASIC:
Explains quality improvement methods, but does not fully address if they will promote continuous
improvement, or it is unclear how the methods are related to a specific biopsychosocial consideration.
PROFICIENT:
Proposes quality improvement methods to promote continuous improvement related to a specific
biopsychosocial consideration.
DISTINGUISHED:
Proposes quality improvement methods to promote continuous improvement related to a specific
biopsychosocial consideration. Acknowledges potential difficulties and discusses how those challenges will
be met.
Comments:
Great job choosing a quality improvement method, which is the PDSA method. I really appreciated your
understanding of the importance of improving the health of diabetic patients. I don't see how it connects to
your improvement of diabetic numbers.
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CRITERIA 2
Evaluate specific evidence that supports the quality improvement methods proposed.
COMPETENCY
Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.
NON_PERFORMANCE:
Does not describe specific evidence that supports the quality improvement methods proposed.
BASIC:
Describes specific evidence related to the quality improvement methods proposed, but does not attempt
to evaluate the evidence or how it supports the methods proposed.
PROFICIENT: Evaluates specific evidence that supports the quality improvement methods proposed.
DISTINGUISHED:
Evaluates specific evidence that supports the quality improvement methods proposed. Identifies knowledge
gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further
information could improve the analysis).
Comments:
I found it hard to understand the specifications of the quality improvement method. You need to develop the
plan to be with more information.
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CRITERIA 3
Explain how the project is grounded in successful change strategies.
COMPETENCY
Develop change strategies for improving the care environment.
NON_PERFORMANCE: Does not describe a change strategy.
BASIC: Describes a change strategy, but does not explain it related to the project.
PROFICIENT: Explains how the project is grounded in successful change strategies.
DISTINGUISHED:
Explains how the project is grounded in successful change strategies. Acknowledges potential difficulties
and discusses how those challenges will be met.
Comments:
You are off to a great start for this section. You were able to discuss your choice of change strategy but failed
to discuss its relationship to the project. How does the change strategy that you selected to relate to the
project? What potential difficulties did you find and what steps do you need to have in place to address these
issues?
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CRITERIA 4
Analyze the way in which interprofessional teamwork will improve the effectiveness or efficiency of the quality improvement project.
COMPETENCY
Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care
improvement outcomes.
NON_PERFORMANCE: Does not analyze interprofessional teamwork strategies.
BASIC:
Analyzes interprofessional teamwork strategies, but either does not address how those strategies will
improve effectiveness or efficiency, or does not relate the strategies to the project.
PROFICIENT:
Analyzes the way in which interprofessional teamwork will improve the effectiveness or efficiency of the
quality improvement project.
DISTINGUISHED:
Analyzes the way in which interprofessional teamwork will improve the effectiveness or efficiency of the
quality improvement project. Identifies assumptions upon which the analysis is based.
Comments:
You did a good job analyzing the use of interprofessional collaboration with your project. I really liked your
thoughts on the team performing more diabetes screening. Which assumption did you use as the basis for
your analysis of the interprofessional teamwork and who is going to be on the team?
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CRITERIA 5
Communicate quality improvement considerations to relevant stakeholders in a way that is clear, concise, and compelling for the audience.
COMPETENCY
Communicate effectively with diverse audiences, in an appropriate form and style, consistent with
organizational, professional, and scholarly standards.
NON_PERFORMANCE:
Does not communicate quality improvement considerations to relevant stakeholders in a way that is clear,
concise, and compelling for the audience.
BASIC:
Communicates quality considerations in a way that is not consistently clear and concise, or in a way that
is not relevant or compelling for the audience.
PROFICIENT:
Communicates quality improvement considerations to relevant stakeholders in a way that is clear, concise,
and compelling for the audience.
DISTINGUISHED:
Communicates quality improvement considerations to relevant stakeholders in a way that is clear, concise,
and compelling for the audience. The structure of the communication enables the audience to grasp
complex concepts and encourages buy-in.
Comments:
: You are off to a good start with this section. You were able to explain your choice of quality improvement
methods but could not explain if your choice of methods would promote continuous improvement. What
information could you have added to address the possibility of continuous improvement occurring?
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CRITERIA 6
Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.
COMPETENCY
Communicate effectively with diverse audiences, in an appropriate form and style, consistent with
organizational, professional, and scholarly standards.
NON_PERFORMANCE:
Does not integrate relevant sources to support assertions; does not correctly format citations and
references using current APA style.
BASIC: Sources lack relevance or are poorly integrated, or citations or references are incorrectly formatted.
PROFICIENT:
Integrates relevant sources to support assertions, correctly formatting citations and references using current
APA style.
DISTINGUISHED:
Integrates relevant sources to support assertions, correctly formatting citations and references using
current APA style. Citations are free from all errors.
Comments:
Your writing is grammatically correct and easy to follow. There’s always room for improvement in scholarly
writing and I hope that you will consider using the Smarthinking feature located along the left side of the
course home page. In addition, here's a link to the Capella Writing Center to learn more about scholarly
writing: https://campus.capella.edu/web/writing-center/home. Very nice use of citations of relevant evidence
to support central ideas. APA format has no errors. Your sources are current (between 3- 5 years) and
appropriate for the assessment focus. Here is link to APA formatting that may be
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Supplemental Feedback
SUPPLEMENTAL CRITERIA 1
Purpose Compose a text that articulates meaning relevant to the main topic, scope, and purpose of the prompt
BEGINNING: This text is unrelated to the assignment prompt.
DEVELOPING:
This text is related to the assignment prompt but does not demonstrate an understanding of the main topic,
scope, and purpose.
SKILLED:
This text responds to the assignment prompt and appropriately addresses the main topic, scope, and
purpose.
ADVANCED:
This text presents a focused response to the assignment prompt and demonstrates a thorough
understanding of the main topic, scope, and purpose.
Comments:
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SUPPLEMENTAL CRITERIA 2
Organization Develop text using organization, structure, and transitions that demonstrate understanding of relationship between main and subtopics
BEGINNING:
This text does not include a thesis statement and is organized inappropriately for the assignment.
DEVELOPING:
The thesis statement in this text is unclear and/or the text is presented in paragraphs with unclear main
idea(s) and/or transitional phrases.
SKILLED:
This text includes a thesis statement and is organized into paragraphs, with clear main ideas and effective
transitional phrases.
ADVANCED:
This text reflects a strong thesis statement. Additionally, this text is organized with skillful transitions into
paragraphs with clear main ideas, sufficient evidence, analysis, and linking information.
Comments:
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SUPPLEMENTAL CRITERIA 3
Evidence Integrate into text appropriate use of scholarly sources and evidence
BEGINNING: This text included plagiarized information.
DEVELOPING:
This text lacks synthesis of information from sources and/or the credibility of the sources is questionable,
with many flaws in APA citation style.
SKILLED:
The included evidence was integrated and synthesized from outside sources, most of which are scholarly,
with minimal flaws in APA citation style.
ADVANCED:
The evidence in this text was integrated and synthesized from credible, scholarly, and professionally sound
sources, with minimal flaws in APA citation style.
Comments:
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SUPPLEMENTAL CRITERIA 4
Tone Apply in text the standard writing conventions for the discipline, including structure, voice, person and tone
BEGINNING: Text uses language inappropriate for the intended audience.
DEVELOPING:
This text does not meet writing conventions for the discipline and lacks appropriate voice, person, and/or
tone for the intended audience.
SKILLED:
This text meets writing conventions for the discipline and there were minimal issues in appropriate use of
voice, person, or tone for the intended audience.
ADVANCED:
This text exhibits strict adherence to writing conventions for the discipline and uses appropriate voice,
person, and tone for the intended audience.
Comments:
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SUPPLEMENTAL CRITERIA 5
Sentence Structure Produce text with minimal grammar, usage, spelling, and mechanical errors
BEGINNING:
Text meaning is unclear due to errors in sentence structure, grammar, usage, word choice, spelling, or
mechanics in 75% or more of text.
DEVELOPING:
Text meaning is interrupted due to sentence structure, grammar, usage, word choice, spelling, or
mechanical errors in 25%-75% or more of text.
SKILLED:
Text conveys clear meaning with minimal issues in grammar, usage, word choice, spelling, or mechanical
errors in 10%-25% of text.
ADVANCED:
Text complexity and concision conveys clear meaning, with grammar, usage, word choice, spelling, or
mechanical errors in 10% or less of text.
Comments:
1) Moral Dilemmas"
Moral Dilemmas”, please answer the following questions:
· Which moral dilemma did you choose and why?
· What was your answer to the moral dilemma?
· What was your rationale for your response?
· Which level and stage of moral reasoning is reflected in your response?
· Which definition of “the good” most applies to your response? For example, did you consider things from a utilitarian perspective?
· Has anything you’ve learned about ethics, values or morality caused you to re-think your response? If so, how has your response changed?
2) "Participative Leadership"
Building a participative leadership culture
You’re a manger leading a medium-sized team of about 20 people.
Last week, your director held a meeting with all the managers in the organization. She just attended a big participative leadership conference, and she’s convinced that the organization needs to create a more participative leadership environment.
She’s given all the managers a week to research some participative leadership practices and report back to her.
Submit a post outlining three participative leadership ideas that you would suggest to your director.
3) "Award Winners"
There’s no better way to learn than from the best.
Take some time to review the list of Malcom Baldridge National Quality Award winners on the National Institute of Standards and Technology website: https://www.nist.gov/baldrige/award-recipients
Choose the organization that you’re most interested in and read their profile.
Post:
· A brief description of the organization you chose
· Three of their quality-related accomplishments that you find the most interesting
4)
"Workplace Violence and Harassment Statistics"
Find some statistics
You’ve seen the workplace violence and harassment numbers in the United States and Canada.
Sometime this week, research some statistics on workplace violence and harassment in your home country. If you live in the United States or Canada, find some additional statistics to add to what we’ve covered here.
Share your findings here!
5)
Team Building TED Talks"
Watch a TED talk on team building
Once again, we can turn to TED speakers for some interesting thoughts and ideas.
Take some time now to choose and watch a TED talk on team building.
Here’s what you need to do:
1. Visit the Session Lab website, where they’ve provided a handy list of brilliant TED talks on team building: https://www.sessionlab.com/blog/team-building-ted-talks/.
2. Choose the TED talk that strikes you as the most interesting.
3. Sit back and enjoy the video!
4. Submit a brief post here, where you explain:
a. What video you chose and why
b. 1–2 interesting things you learned about team building
c. Anything that was surprising or challenged your existing ideas about how to build effective teams
Abstract
The underdiagnosis and the undertreatment of comorbidities of chronic obstructive pulmonary disorder (COPD) such as anxiety and depression are key issues in pulmonary care. Typically, primary care involves addressing physical health issues, such as COPD, which have a significant impact on patients. However, this does not adequately account for the overall well-being of patients. Anxiety and depression may have negative impact on patients’ quality of life and are likely to impede their ability to recover (Pooler & Beech, 2014). To address this, it is necessary to provide patients with access to mental health facilities. The change strategy proposed in this presentation is to provide cognitive behavior therapy (CBT) to patients by mental health professionals. Organizations could also train their nurses in CBT or hire nurses who are trained in CBT. The Deming Cycle, or the Plan-Do-Check-Act (PDCA) cycle, could be used to evaluate the efficacy of the strategy. The PDCA cycle would ensure that the change strategy is adequately evaluated in terms of whether it improves patients’ quality of life and their ability to cope both mentally and physically with COPD, anxiety, and depression.
Quality Improvement Presentation Poster Learner’s Name Capella University Biopsychosocial Concepts for Advanced Nursing Practice I Quality Improvement Presentation Poster April, 2019
Quality Improvement Methods
Quality improvement is the betterment of the desired outcomes of any existing process. Typically, this would require prior understanding of the process and aspects of it that require improvement. The PDCA cycle is one of the tools used in quality improvement (Pietrzak & Paliszkiewicz, 2015).
Once an area of improvement is identified, it is necessary to provide a plan of action to enhance the outcomes in that area. Primary care largely focuses on the physical health of patients. In pulmonary care, physicians and nurses typically focus on the physical symptoms that patients experience. However, COPD patients are often underdiagnosed and are undertreated for anxiety and depression (Pooler & Beech, 2014). These issues tend to impede patient recovery and deteriorate quality of life and health care outcomes.
After an area of improvement is identified, the plan of action would address the issue of insufficient care by providing COPD patients with adequate access to mental health facilities.
Once the plan of action is set, the next step is implementation. This is the “do” stage of the Deming Cycle. During this stage, it is necessary to execute the plan on a small scale to record its results and evaluate its efficacy.
The effects of the change implemented are then evaluated during the “check” stage of the PDCA cycle (Pietrzak & Paliszkiewicz, 2015). The key question to be asked at this stage is whether the change does what it purports to do. If it does, would the change positively affect patients’ recovery and capacity to self-manage their condition?
Based on the evaluation during the “check” stage, the quality improvement method is modified, and the cycle is repeated if the implemented change does not match the expected outcome. If the change proves to be effective, the quality improvement method is standardized and documented (Pietrzak & Paliszkiewicz, 2015).
Evidence Supporting QI Methods
In health care, quality improvement comprises continuous, combined efforts by patients, professionals, researchers, and institutes to improve processes toward better patient care, health care outcomes, systems of care, and professional development (Carvalho, Jun, & Mitchell, 2017).
The Deming Cycle, or the PDCA cycle, is a useful tool for quality improvement as it focuses on the creation of a plan followed by its execution and the evaluation of its results. By following this process, organizations can identify the shortcomings of the assumptions that their change strategies are based on and rectify those shortcomings. The PDCA cycle also provides a structure for teams to initiate change from within the system. The framework of the PDCA cycle ensures that the objective of any change process is within sight at all times and that the improvement that a process achieves is visible (Donnelly & Kirk, 2015).
Change Strategy Foundation
Amalakuhan, B., & Adams, S. G. (2015). Improving outcomes in chronic obstructive pulmonary disease: The role of the interprofessional approach. International Journal of Chronic Obstructive Pulmonary Disease, 10(1). 1225–1232.
Carvalho, F., Jun, G. T., & Mitchell, V. (2017). Participatory design for behaviour change: An integrative approach to healthcare quality improvement. Paper presented at IASDR 2017 Proceedings, 7th International Congress of the International Association of Societies of Design Research, Cincinnati, OH.
Coury, J., Schneider, J. L., Rivelli, J. S., Petrik, A. F., Seibel, E., D’Agostini, B., . . . Coronado, G. D. (2017). Applying the Plan-Do-Study-Act (PDSA) approach to a large pragmatic study involving safety net clinics. BMC Health Services Research, 17(411).
Donnelly, P., & Kirk, P. (2015). Use the PDSA model for effective change management. Education for Primary Care, 26(4), 279–281.
Heslop, K., Newton, J., Baker, C., Burns, G., Carrick-Sen, D., & De Soyza, A. (2013). Effectiveness of cognitive behavioural therapy (CBT) interventions for anxiety in patients with chronic obstructive pulmonary disease (COPD) undertaken by respiratory nurses: The COPD CBT CARE study: (ISRCTN55206395). BMC Pulmonary Medicine, 13(1).
Howard, C., & Dupont, S. (2014). ‘The COPD breathlessness manual’: A randomised controlled trial to test a cognitive-behavioural manual versus information booklets on health service use, mood and health status, in patients with chronic obstructive pulmonary disease. npj Primary Care Respiratory Medicine, 24.
Kliem, R. L. (2015). Managing Lean Projects. Boca Raton, FL: CRC Press.
Pietrzak, M., & Paliszkiewicz, J. (2015). Framework of strategic learning: The PDCA cycle. Management, 10(2), 149–161.
Pooler, A., & Beech, R. (2014). Examining the relationship between anxiety and depression and exacerbations of COPD which result in hospital admission: A systematic review. International Journal of Chronic Obstructive Pulmonary Disease, 9(1), 315–330.
Reed, J. E., & Card, A. J. (2015). The problem with Plan-Do-Study-Act cycles. BMJ Quality & Safety, 25(3), 147–52.
Overall Project Benefits
The change strategy proposed here would involve teams of physicians, nurses, and mental health professionals.
These three teams would work together to coordinate the patient’s treatment. This would require consistent communication and cooperation between the teams.
Through an interprofessional collaboration, the teams would identify gaps in patient safety and improve coordination in implementing change strategies (Amalakuhan & Adams, 2015).
Patients who suffer from COPD are often comorbid with anxiety and depression. These conditions are likely to impede their recovery (Pooler & Beech, 2014). For instance, shortness of breath is a symptom that is common to both COPD and anxiety and can be distressing for the patient. A COPD patient who also presents with anxiety might interpret shortness of breath in an exaggerated manner, associating it with an inability to breathe or imminent death (Heslop et al., 2013).
If a COPD patient’s anxiety or depression is left untreated, it can significantly impact his or her compliance with COPD treatment. Anxiety and depression can affect a patient’s cognitive functioning and his or her ability to self-manage the condition (Pooler & Beech, 2014).
According to research conducted by Howard and Dupont (2014), COPD patients who received treatment for anxiety and depression coped with physical and mental conditions much better than patients who do not receive treatment.
Interprofessional Team Benefits
The evidence from the studies cited here indicates that an interprofessional approach that caters to COPD patients’ physical and psychological needs would improve their quality of life and aid their ability to self-manage and thereby recover from both issues.
Using the Deming Cycle, physicians, nurses, and mental health professionals could evaluate the outcomes of implementing a CBT program for COPD patients.
After the evaluation, if the quality improvement method suggested is found to result in optimal outcomes, the process could be standardized. If the outcomes are found to be suboptimal, then the process could be amended, and the Deming Cycle would begin again to ensure that quality improvement is an ongoing process.
By ensuring that quality improvement is an ongoing process, patients will receive care that is continuous and of high quality, and teams will be able to develop better communication and cooperation among themselves. Further, through a collaborative approach, physicians, nurses, and mental health professionals could identify gaps in patient safety during the implementation of change strategies.
Limitations of the PDCA Cycle
The PDCA cycle itself cannot guarantee quality improvement. The process of achieving a solution is slow and may not be linear. The cycle focuses on learning and taking informed actions. Adapting the cycle to different problems may not be simple and may require extensive skills and knowledge (Reed & Card, 2015).
Insufficient planning may lead to failure in achieving desired results (Reed & Card, 2015).
Strategies of the PDCA cycle also require scenarios that are not necessarily realistic (Pietrzak & Paliszkiewicz, 2015). When applied to realistic scenarios, these strategies could lead to failure, thereby creating more problems or adding to existing ones.
To arrive at a solution to a problem, the four-step process has to be repeated several times. An iterative process could result in slow progress (Kliem, 2015). Therefore, the cycle may be ineffective at achieving swift results in emergencies (Reed & Card, 2015).
Knowledge Gaps and Unknowns
If the data received from the check phase is misinterpreted, people may arrive at inaccurate conclusions, leading to incorrect actions (Reed & Card, 2015).
In research conducted by Coury et al. (2017), it was found that when the PDCA Cycle is applied before a clinical intervention is fully implemented, the focus of the improvement process is likely to shift.
In the same research by Coury et al. (2017), it was observed that several clinicians commonly found it challenging to measure the success of the PDCA cycle using the electronic medical record tools available.
The cycle also focuses on observing and rectifying errors. It does not predict errors.
Potential Challenges
COPD patients require access to therapists trained in CBT. It might be difficult to conduct one-on-one sessions for every patient; therefore, organizations could train their nurses in CBT or hire nurses who are trained in CBT.
Helping COPD patients achieve sustainable improvement in quality of life, functioning, and general physical condition can be challenging. Group therapy sessions can help patients talk about and cope with both physical and psychological issues. Providing COPD patients with access to CBT along with their regular treatments is likely to improve their quality of life and capacity to self-manage their condition (Pietrzak & Paliszkiewicz, 2015; Pooler & Beech, 2014).
References
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NURS-FPX6021 Assessment 3
Guiding Questions: Quality Improvement Presentation Poster
This document is designed to give you questions to consider and additional guidance to help you successfully complete the Quality Improvement Presentation Poster assessment. You may find it useful to use this document as a pre-writing exercise, as an outlining tool, or as a final check to ensure that you have sufficiently addressed all the grading criteria for this assessment. This document is a resource to help you complete the assessment. Do not turn in this document as your assessment submission.
Propose quality improvement methods to promote continuous improvement related to a specific biopsychosocial consideration.
Have you proposed specific quality improvement (QI) methods?
· Have you explained the key aspects of the QI methods?
How will the QI methods help promote continuous improvement?
· What challenges or difficulties might you encounter in promoting continuous improvement?
· How could you work to mitigate these challenges or difficulties?
How are the proposed QI methods related to your specific biopsychosocial consideration?
· What challenges or difficulties might you encounter in adapting the QI methods to ensure they effectively address your specific biopsychosocial consideration?
· How could you work to mitigate these challenges or difficulties?
Evaluate specific evidence that supports the quality improvement methods proposed.
What evidence suggests the quality improvement methods proposed will be appropriate and effective for the project?
Which pieces of evidence that you cited will be most valuable and relevant for your project?
· How does the evidence support and inform the specific QI approach and application?
Explain how the project is grounded in successful change strategies.
What change strategies informed the development or identification of the proposed quality improvement methods?
· What are the key aspects of these change strategies?
· How have these change strategies been implemented successfully in other projects, especially QI projects with characteristics similar to yours?
· How are these change strategies appropriate, relevant, and built into this QI project?
Analyze the way in which interprofessional teamwork will improve the effectiveness or efficiency of the quality improvement project.
Which teams or role groups will be working interprofessionally on your QI project?
How will interprofessional teamwork improve the effectiveness of your QI project?
· Why is interprofessional teamwork likely to lead to the effectiveness improvements that you described?
How will interprofessional teamwork improve the efficiency of your QI project?
· Why is interprofessional teamwork likely to lead to the efficiency improvements that you described?
Communicate quality improvement considerations to relevant stakeholders in a way that is clear, concise, and compelling for the audience.
Is your poster clearly presented?
Does your poster include all the sections described in the assessment instructions?
· Quality Improvement Methods.
· Evidence Supporting QI Methods.
· Change Strategy Foundation.
· Interprofessional Team Benefits.
· Overall Project Benefits.
Is the writing for your abstract clear and professional?
· Is your writing free from errors?
· Is your abstract 100–250 words?
Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.
Did you use 5–7 sources in your assessment?
· Are the sources you used no more than five years old?
Are your sources cited in APA format?
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10/6/21, 8:06 PMAssessment 3 Instructions: Quality Improvement Presentation ...
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