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

nursing presentation

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:
Compare and contrast quality improvement, evidence-based practice, and research. Identify at least one similarity and difference for each.
Provide an example of quality improvement, evidence-based practice, and research.
Explain why quality improvement, evidence-based practice, and research would be applied in a health care setting.
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,
Requirements: creative presentation | .ppt file
Visual Model – RubricCompare and Contrast Quality Improvement, Evidence-Based Practice,and Research8 pointsCriteria DescriptionCompare and Contrast Quality Improvement, Evidence-Based Practice, and Research5. Target8 pointsVisual model compares and contrasts quality improvement, evidence-basedpractice, and research and is thorough.4. Acceptable7.36 pointsVisual model compares and contrasts quality improvement, evidence-basedpractice, and research and is detailed.3. Approaching7.04 pointsVisual model compares and contrasts quality improvement, evidence-basedpractice, and research.2. Insufficient6.4 pointsVisual model compares and contrasts quality improvement, evidence-basedpractice, and research, but lacks detail or is incomplete.1.Unsatisfactory0 pointsExamples of Quality Improvement, Evidence-Based Practice, and Research8 pointsCriteria DescriptionExamples of Quality Improvement, Evidence-Based Practice, and Research5. Target8 pointsThree examples of quality improvement, evidence-based practice, and research arepresent. All examples are appropriate.4. Acceptable7.36 pointsThree examples of quality improvement, evidence-based practice, and research arepresent. Most examples are appropriate.Collapse All
3. Approaching7.04 pointsThree examples of quality improvement, evidence-based practice, and research arepresent.2. Insufficient6.4 pointsLess than three examples of quality improvement, evidence-based practice, andresearch are present.Application of Examples of Quality Improvement, Evidence-Based Practice,and Research8 pointsCriteria DescriptionApplication of Examples of Quality Improvement, Evidence-Based Practice, andResearch5. Target8 pointsA description of why quality improvement, evidence-based practice, and researchwould be applied in a health care setting is present and thorough.4. Acceptable7.36 pointsA description of why quality improvement, evidence-based practice, and researchwould be applied in a health care setting is present and detailed.3. Approaching7.04 pointsA description of why quality improvement, evidence-based practice, and researchwould be applied in a health care setting is present.2. Insufficient6.4 pointsA description of why quality improvement, evidence-based practice, and researchwould be applied in a health care setting is present, but lacks details or isincomplete.1. Unsatisfactory0 pointsA description of why quality improvement, evidence-based practice, and researchScholarly Sources8 pointsCriteria DescriptionScholarly Sources
5. Target8 pointsA minimum of two peer-reviewed, scholarly sources are present. Sources aredistinctive. Addresses all of the requirements stated in the assignment criteria.4. Acceptable7.36 pointsA minimum of two peer-reviewed, scholarly sources are present. Sources addressall of the requirements stated in the assignment criteria.3. Approaching7.04 pointsA minimum of two peer-reviewed, scholarly sources are present.2. Insufficient6.4 pointsOne or two sources are present, but are not scholarly. Limited research is present.1. Unsatisfactory0 pointsPeer-reviewed, scholarly sources are not present.Technical Requirements: Graphics24 pointsCriteria DescriptionTechnical Requirements: Graphics5. Target24 pointsGraphics are used in the visual model and visual connections contribute to theunderstanding of concepts, ideas, and relationships.4. Acceptable22.08 pointsGraphics are used in the visual model and visual connections mostly contribute tothe understanding of concepts, ideas, and relationships.3. Approaching21.12 pointsGraphics are used in the visual model.2. Insufficient19.2 pointsGraphics are used in the visual model, but they are distracting.
1. Unsatisfactory0 pointsNographicsareusedinthevisualmodelAesthetic Quality5.6 pointsCriteria DescriptionAesthetic Quality5. Target5.6 pointsDesign is clean. Skillful handling of text and visuals creates a distinctive andeffective presentation. Overall, effective and functional audio, text, or visuals areevident.4. Acceptable5.15 pointsDesign is appropriate and integrates a variety of objects, charts, and graphs toamplify the message.3. Approaching4.93 pointsDesign is fairly clean, with a few exceptions. Materials add to, not detract from thepresentation. Materials used were quality products and easy to see or hear.2. Insufficient4.48 pointsDesign detracts from purpose. Text and visuals are too simplistic, cluttered, andbusy. Little or no creativity or inventiveness is present.1. Unsatisfactory0 pointsAppropriateness5.6 pointsCriteria DescriptionAppropriateness5. Target5.6 pointsStudent shows a deep understanding of the audience and the situation by selectingmaterial that enhances understanding. Student creates tools, techniques, orparadigms that effectively achieve the desired goal.4. Acceptable5.15 pointsStudent selects an effective tool, technique, or paradigm to achieve the desired goalas defined in the project or course guideline. Student selects materials (photos,
sound files, video clips, apparel, illustrations, etc.) that are appropriate for theaudience and the situation.3. Approaching4.93 pointsStudent selects a tool, technique, or paradigm that achieves a basic representationas defined in the project or course guideline. Student selects materials (photos,sound files, video clips, apparel, illustrations, etc.) that are appropriate for theaudience and the situation but some of the development of the material isinadequate.2. Insufficient4.48 pointsStudent selection of a tool, technique, or paradigm does not relate to the project orcourse goal. Student selects materials (photos, sound files, video clips, apparel,illustrations, etc.) that are not appropriate for the audience and the situation andare inadequately developed.Synthesis4.8 pointsCriteria DescriptionSynthesis5. Target4.8 pointsSynthesis is unique. Synthesis shows careful planning and attention to howdisparate elements fit together. The combination of elements is verified.4. Acceptable4.42 pointsSynthesis integrates ideas, images, or objects to form a cohesive whole.Combination of elements is logical and justified.3. Approaching4.22 pointsSynthesis integrates ideas, images, or objects but does not adequately form acohesive whole. Combination of elements at times is confusing.2. Insufficient3.84 pointsSynthesis integrates ideas, images, or objects inadequately. The combination ofelements is not logical.1. Unsatisfactory0 pointsSynthesis does not successfully integrate ideas, images, or objects to form a
Mechanics of Writing (includes spelling, punctuation, grammar, andlanguage use)4 pointsCriteria DescriptionMechanics of Writing (includes spelling, punctuation, grammar, and language use)5. Target4 pointsNo mechanical errors are present. Skilled control of language choice and sentencestructure are used throughout.4. Acceptable3.68 pointsFew mechanical errors are present. Suitable language choice and sentencestructure are used.3. Approaching3.52 pointsOccasional mechanical errors are present. Language choice is generallyappropriate. Varied sentence structure is attempted.2. Insufficient3.2 pointsFrequent and repetitive mechanical errors are present. Inconsistencies in languagechoice or sentence structure are recurrent.1.Unsatisfactory0 pointsFormat/Documentation4 pointsCriteria DescriptionUses appropriate style, such as APA, MLA, etc., for college, subject, and level;documents sources using citations, footnotes, references, bibliography, etc.,5. Target4 pointsNo errors in formatting or documentation are present. Selectivity in the use ofdirect quotations and synthesis of sources is demonstrated.4. Acceptable3.68 pointsAppropriate format and documentation are used with only minor errors.3. Approaching3.52 points
Appropriate format and documentation are used, although there are some obviouserrors.2. Insufficient3.2 pointsAppropriate format is attempted, but some elements are missing. Frequent errorsin documentation of sources are evident.1Uif0iTotal80points

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