Benchmark – Quality Improvement Initiative NUR 514 Assignment
Benchmark – Quality Improvement Initiative
Details:
One way informatics can be especially valuable is in capturing data to support quality improvements in practice. Nurse leaders play a pivotal role in leading and managing quality initiatives that impact patient outcomes, safety, and health care organizations’ compliance with regulatory agencies. For this assignment, you will locate 1-2 quality measures and determine how that measure will be incorporated in nursing and provider documentation. You will formulate requirements and a plan for collecting and reporting the data. You will also reflect on how you would lead and manage such a project.
In a paper of 1,500-1,750 words, address the following:
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Identify the selected quality measure(s).
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Describe your plan for collecting the data related to the measure. What key information/fields would be needed in the database for you to capture the needed data? How would this data be mapped to the quality measure(s)?
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What role would the advanced registered nurse play in ensuring the correct data is captured? Which additional systems and staff members would need to be involved in the design and implementation process and team?
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What professional, ethical, and regulatory standards must be incorporated into the design and implementation of the plan?
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How would you communicate any necessary changes related to your plan to any affected stakeholders?
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Describe the leadership skills and project management knowledge you would employ to successfully collaborate with the interprofessional team in this scenario to ensure your facility is providing evidence-based care to its patients?
You are required to cite 5-10 sources to complete this Benchmark – Quality Improvement Initiative assignment. Sources must be published within the last five years and appropriate for the assignment criteria and nursing content.
Prepare this Benchmark – Quality Improvement Initiative assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This Benchmark – Quality Improvement Initiative assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Topic 6 DQ 1 What are the primary challenges related to interoperability and the exchange of health information in the practice environment and how might these impact patients’ access to the best care? Discuss a particular challenge with clinical provide order entry (CPOE) in your response
Topic 6 DQ 2 Discuss the benefits and drawback of clinical decision support systems, including the challenges of avoiding alert fatigue. Considering your interactions with patients and systems in the clinical environment, what best practices related to human factors and user-centered design would you recommend to designers of such systems?
Topic 7 DQ 1 Discuss an example of a personal health, mobile heath, or telehealth-related application that you think can improve patient care. What are some of the primary challenges with integrating data from a mobile device or application with data within an EHR? Do you think most patients are comfortable with sharing their personal data in the clinical environment? Supposing the sharing of such information is beneficial for their health, what can be done to help patients overcome their reticence?
Topic 7 DQ 2 Review HIPAA, protected health information (PHI), and requirements for privacy and confidentiality in EHRs. Discuss one ethical and one legal issue related to the use of EHRs that directly impact advanced registered nursing practice. Discuss possible consequences for compromising patient data and measures you can implement in your own practice to protect patient privacy and confidentiality.
Topic 8 DQ 1 What quality standards or performance measures guide your role or specialty as an advanced registered nurse? Using these standards, discuss how informatics can be used to improve quality of care. Make sure to discuss meaningful use and incorporate the topic materials, such as the American Health Information Management Association (AHIMA) and Information Governance websites in your response.
Topic 8 DQ 2 There are several project management methodologies available to nurse leaders for supporting the implementation of quality and performance improvement initiatives in the practice environment. Two well-known ones are Lean and Six Sigma. Compare and contrast two project management methodologies you think are promising in the health care environment. Discuss their relative benefits and drawbacks and discuss why you think they can be successful for implementing quality improvement initiatives.
Benchmark – Quality Improvement Initiative
| 1 Unsatisfactory 0.00% |
2 Less than Satisfactory 80.00% |
3 Satisfactory 88.00% |
4 Good 92.00% |
5 Excellent 100.00% |
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| 70.0 %Content | ||||||
| 5.0 %Selected Quality Measures Identification | A description of the identified quality measure(s) is not included. | A description of the identified quality measure(s) is incomplete or incorrect. | A description of the identified quality measure(s) is included, but lacks supporting detail. | A description of the identified quality measure(s) is completed and includes supporting detail. | A description of the identified quality measure(s) is extremely thorough and includes substantial details. | |
| 5.0 %Data Collection Plan | A description for collecting data related to the measure is not included. | A description for collecting data related to the measure is incomplete or incorrect. | A description for collecting data related to the measure is included, but lacks supporting detail. | A description for collecting data related to the measure is completed and includes supporting detail. | A description for collecting data related to the measure is extremely thorough and includes substantial details. | |
| 10.0 %Nurse’s Role in Correct Date Collection | A description of the roles of nurse in ensuring the correct date is collected is not included | A description of the roles of nurse in ensuring the correct date is collected is incomplete or incorrect. | A description of the roles of nurse in ensuring the correct date is collected is included, but lacks supporting detail. | A description of the roles of nurse in ensuring the correct date is collected is completed and includes supporting detail. | A description of the roles of nurse in ensuring the correct date is collected is extremely thorough and includes substantial details. | |
| 20.0 %Professional, Ethical, and Regulatory Standards Implementation (5.2) | A description of the professional, ethical, and regulatory standards used to design and implement the plan is not included | A description of the professional, ethical, and regulatory standards used to design and implement the plan is incomplete or incorrect. | A description of the professional, ethical, and regulatory standards used to design and implement the plan is included, but lacks supporting detail. | A description of the professional, ethical, and regulatory standards used to design and implement the plan is completed and includes supporting detail. | A description of the professional, ethical, and regulatory standards used to design and implement the plan is extremely thorough and includes substantial details. | |
| 10.0 %Communication to Stakeholders | A description of how communication would occur when implementing the plan is not included. | A description of how communication would occur when implementing the plan is incomplete or incorrect. | A description of how communication would occur when implementing the plan is included, but lacks supporting detail. | A description of how communication would occur when implementing the plan is completed and includes supporting detail. | A description of how communication would occur when implementing the plan is extremely thorough and includes substantial details. | |
| 20.0 %Leadership Skills and Project Management to Collaborate With Interprofessional Teams (2.3) | A description of the leadership skills and project management knowledge used to collaborate with the interprofessional team and ensure the facility is providing evidence-based care is not included. | A description of the leadership skills and project management knowledge used to collaborate with the interprofessional team and ensure the facility is providing evidence-based care is incomplete or incorrect. | A description of the leadership skills and project management knowledge used to collaborate with the interprofessional team and ensure the facility is providing evidence-based care is included, but lacks supporting detail. | A description of the leadership skills and project management knowledge used to collaborate with the interprofessional team and ensure the facility is providing evidence-based care is completed and includes supporting detail. | A description of the leadership skills and project management knowledge used to collaborate with the interprofessional team and ensure the facility is providing evidence-based care is extremely thorough and includes substantial details. | |
| 20.0 %Organization and Effectivness | ||||||
| 7.0 %Thesis Development and Purpose | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | |
| 8.0 %Argument Logic and Construction | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | |
| 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | |
| 10.0 %Format | ||||||
| 5.0 %Paper Format (Use of appropriate style for the major and assignment) | Template is not used appropriately or documentation format is rarely followed correctly. | Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent | Template is used, and formatting is correct, although some minor errors may be present. | Template is fully used; There are virtually no errors in formatting style. | All format elements are correct. | |
| 5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | |
| 100 %Total Weightage | ||||||
Fall risks are very high for the geriatric population. According to the Centers for Disease Control and Prevention (2013), one out of every three adults aged 65 years and older falls each year. This can be attributed to factors such as changes in aging, other health issues, environment, and effects of prescribed drugs. When caring for geriatric patients, it is important to screen them for risks and perform fall-risk assessments. These assessment tools help to determine the level of risk for patients so that preventive measures can be taken. The implications of falls are very serious and range from fractures to mental health disorders and even death. In this Discussion, you explore risk assessment tools for use with patients at your practicum site.
To prepare:
Review the Kanis article in this week’s Learning Resources.
Consider a geriatric patient at your practicum site who is at risk for falls. Coordinate an opportunity to assess this patient with your Preceptor. Note: When referring to your patient, make sure to use a pseudonym or other false form of identification. This is to ensure the privacy and protection of the patient.
In addition to the Fracture Risk Assessment Tool (FRAX), select one of the following tools to assess this patient for falls:
Tinetti Performance Oriented Mobility Assessment (POMA)
Systems Approach
Berg Balance Scale
Elderly Mobility Scale
Timed Unsupported Stead Stand (TUSS)
Six-Minute Walk Test (6MWT)
Hendrich II Fall Risk Model
Consider why you selected the assessment tool for this particular patient.
Assess the patient using the tool you selected under Preceptor guidance. Reflect on the assessment, including any issues with the patient and/or the effectiveness of the tool.
Think about strategies and interventions to reduce the risk of falls for frail elders.
Post on or before Day 3 a case study description of a geriatric patient from your practicum site who is at risk for falls. Describe this patient’s FRAX assessment. Then, describe the other assessment tool you used in the fall-risk assessment and explain why you selected the tool for this particular patient. Explain the patient assessment, including any issues with the patient and/or the effectiveness of the tool. Finally, explain strategies to reduce the risk of falls for your patient.
Read a selection of your colleagues’ responses.
Respond on or before Day 6 to at least two of your colleagues on two different days in one or more of the ways listed below. Respond to colleagues who selected a different assessment tool than you did.
Suggest alternative tools for assessing your colleagues’ patients.
Recommend additional strategies to reduce the risk of falls for your colleagues’ patients.
Share insights based on your own experience and additional literature search.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.
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