improvement in healthcare services assignment
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improvement in healthcare services assignment
Running Head: QI, EBP AND RESEARCH 1
QI, EBP AND RESEARCH 5
VISUAL MODEL EXAMPLE
VISUAL MODEL
Quality Improvement, Evidence-Based Practice and Research
Quality Improvement, Evidence-Based Practice and Research
Quality Improvement (QI) involves a systematic and continuous series of actions which result in measureable improvement in healthcare services and the overall status of health of groups of patients being targeted. QI involves four priciples of working through systems and processes and this means the resources or inputs to be used in the activities to be carried out or the processes that work to bring improvements in the quality of care as the outcome. The second pricniple is focusing on patients and knowing to what extent their needs and expectations are met (Kaplan, et. al., 2010). The third pricnciple of QI is focusig on team work and lastly, the focus on use of data in terms of telling how well the present systems are working. The process of QI involves setting aims or the objectives which should be SMART, establishing measures such as quantitative in determining whether specific changes lead to improvement, selcting changes which lead to improvement, amd testing the changes through planning, trying the changes, studying of observing the results and, lastly, acting on what is learned (Kaplan, et. al., 2010).
Evidence-Bases Practice (EBP) is the kind of practice that puts its reliance on scientific evidence in order to guide any decision making process. Patient values and their preferences as well as the expertize of the clinician are all important in any decisions made concerning the healthcare of the patient (Melnyk, et. al., 2014). Research on the other hand involves studies that aim at generating knowledge which is new or to validate one which is existing and this based on a theory. Research involves investigating, exploring and making discovery to get results which are only reliable and valid if a scientific method is used in the correct sequence (Holloway & Galvin, 2016). The differences between the three are highlighted below and in the middle of the figure is the similarity between the three.
Examples of QI, EBP and Research can be given as follows; an example QI project can be improving the processes patient education for a specific chronic disease. An EBP project can include evaluating an evidence based intervention to make improvements in wound healing. A research project example can be carrying out a systematic review of studies dealing with catheter-associated urinary tract infections (CAUTI). QI, EBP and Research would be applied in and health care setting because the act to complement each other. QI and EBP are complimentary in that EBP makes justifications on clinical decisions while QI puts EBP into practice and works to streamline the objectives of healthcare. Research also works to provide new ideas and knowledge on how healthcare can be improved.
References
Holloway, I., & Galvin, K. (2016). Qualitative research in nursing and healthcare. John Wiley & Sons.
Kaplan, H. C., Brady, P. W., Dritz, M. C., Hooper, D. K., Linam, W. M., Froehle, C. M., & Margolis, P. (2010). The influence of context on quality improvement success in health care: a systematic review of the literature. The Milbank Quarterly, 88(4), 500-559.
Melnyk, B. M., Gallagher‐Ford, L., Long, L. E., & Fineout‐Overholt, E. (2014). The establishment of evidence‐based practice competencies for practicing registered nurses and advanced practice nurses in real‐world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence‐Based Nursing, 11(1), 5-15.
QI, EBP and Research aim at achieving three goals an which are: promoting quality in a setting supporting professional practice, excellent service delivery to patients and disemmination of best practices in patient care services
QI uses systematic processes and actions to make improvements in patient outcomes
Research makes use of qualitative and quantitative research methodologies in development of new knowledge of how patients healthcare can be improved.
In Evidence-Based Practice (EBP) the best clinical evidence is sought and applied in making patient healthcare decisions
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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