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NUR 630 Visual Model Assignment NUR 630 Visual Model Assignment 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: 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, 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. https://psnet.ahrq.gov/primer/falls Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 630 Visual Model Assignment Rubric Collapse All RubricCollapse All collapse Compare and Contrast Quality Improvement, Evidence-Based Practice, and Research assessment Compare and Contrast Quality Improvement, Evidence-Based Practice, and Research 8 points 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. collapse Examples of Quality Improvement, Evidence-Based Practice, and Research assessment Examples of Quality Improvement, Evidence-Based Practice, and Research 8 points 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. collapse Application of Examples of Quality Improvement, Evidence-Based Practice, and Research assessment Application of Examples of Quality Improvement, Evidence-Based Practice, and Research 8 points 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. collapse Scholarly Sources assessment Scholarly Sources 8 points 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. collapse Technical Requirements: Graphics assessment Technical Requirements: Graphics 24 points 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. collapse Aesthetic Quality assessment Aesthetic Quality 5.6 points 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. 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. collapse Appropriateness assessment Appropriateness 5.6 points 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. collapse Synthesis assessment Synthesis 4.8 points 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. collapse Mechanics of Writing (includes spelling, punctuation, grammar, and language use) assessment Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 4 points 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. collapse Format/Documentation assessment Format/Documentation 4 points 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. Order Now