nursing Quality Improvement inte Professional Care.

Deliver a 5–7-page analysis of an existing quality improvement initiative at your workplace. The QI initiative you choose to analyze should be related to specific disease, condition, or public health issue of personal or professional interest to you.nursing Quality Improvement inte Professional Care.

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Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—each group talking among themselves about results and enhancements. Because nurses are critical to the delivery of high-quality, efficient health care, it is essential that they develop the proficiency to review, evaluate performance reports, and be able to effectively communicate outcome measures related to quality initiatives. The nursing staff\’s perspective and the need to collaborate on quality care initiatives are fundamental to patient safety and positive institutional health care outcomes.nursing Quality Improvement inte Professional Care.

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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 2: Plan quality improvement initiatives in response to routine data surveillance.
Recommend additional indicators and protocols to improve and expand quality outcomes of a quality initiative.nursing Quality Improvement inte Professional Care.
Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
Analyze a current quality improvement initiative in a health care setting.
Evaluate the success of a current quality improvement initiative through recognized benchmarks and outcome measures.
Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work-life quality
Incorporate interprofessional perspectives related to initiative functionality and outcomes.
Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
Communicate evaluation and analysis in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.nursing Quality Improvement inte Professional Care.
Competency Map

Quality Improvement Initiative
There is an increasing focus on medical facilities to improve on health care provision with regards to ensuring better value for money, greater access to care, and higher quality of care. Towards this end, a quality improvement training initiative was adopted by the facility with a focus on inter-professional engagement. In this case, the initiative identified quality improvement training as the activities that explicitly aim to treat medical professionals about the methods to be used in analyzing and improving quality. The training included quality improvement techniques such as leadership, statistics and evidence-based medicine (Schmidt & Brown, 2019). The present paper analyses the training approach as an organizational level quality improvement initiative critical to enabling inter-professional teams to delivery high quality and efficiency health care.nursing Quality Improvement inte Professional Care.
The quality improvement initiative recognizes that improving health care accessibility and effectiveness has been a core objective of clinicians. It is this awareness that galvanizes them to apply formal methods to improve quality. Another awareness is that all improvements involve some form of change while not all changes will necessarily result in improvements. It is for this reason that changing the systems that deliver care have turned into the cornerstone of quality improvement in health care. The initiative emphasizing the need for the medical personnel to set and maintain standards of practice for the public benefit and for their own owner. This is against the knowledge that health services at the facility are facing significant challenges to include constant technological and medical advances that the medical personnel must keep up with, a growing population that translates into more patients, and the population is living longer but has poorer health with their demand for health care outstripping the available financial and staffing resources (Schmidt & Brown, 2019).nursing Quality Improvement inte Professional Care.
The focus on providing value for money, holistic practice and patient-centered care implies that there is a greater need to ensure that medical personnel at the facility have the skills and knowledge to develop and improve health care services. Towards this end, the facility has applied a wide range of approaches presented as quality improvement initiatives to include improvement cycles, competition, choice, leadership, financial incentives, continuous quality improvement, performance management approaches, quality and outcome framework, national service framework, targets, patient-held records, health care report cards, evidence-based medicine, guidelines, and clinical audit. However, these initiatives require that medical personnel learn and apply new skills. The facility has developed a new understanding that training can be an effective lever for improving health care quality, yet training and education initiatives were not previously prioritized.nursing Quality Improvement inte Professional Care. The training includes covering broad concepts of quality improvement as well as focusing on particular components such as evidence-based practice and population health. To be more precise, although the facility has initiated a number of strategies to improve care and respond to the changing policy and regulatory requirements, many medical personnel at the facility have not received training on safety and quality as part of their formal education (Zaccagnini & White, 2017).nursing Quality Improvement inte Professional Care.
This lack of skills and knowledge among medical personnel is a significant barrier to health care quality improvement efforts. For instance, an assessment at the facility determined that many medical personnel lacked the basic knowledge and skills on how to analyze data, manage projects, plan improvements and assess evidence. As a result, the facility now recognizes that training medical personnel in quality improvement has the potential to positively impact their behaviors, knowledge and attitudes. In addition, the training is just as effective as other initiatives for improving health care quality (Butts & Rich, 2018).
It is important to note that quality improvement is not simply about making things better by trying harder in doing the same things. Instead, it is about applying a different approach using a new set of skills and knowledge. In fact, quality improvement presents a new way of assessing gaps and needs, self-reflection and considering how to improve in a multifaceted manner within an inter-disciplinary environment.nursing Quality Improvement inte Professional Care. This understanding of quality improvement makes it clear that quality improvement training is focused on creating an ethos of conducting continuous reflections and commitment to ongoing improvements. The intention of the training is to provide medical personnel with the knowledge and skills needed to assessment health care performance, population and individual needs, understanding the gaps between best practices and current activities, and have the confidence and tools to develop and engage in activities that reduce the gaps (Fawcett, 2016).nursing Quality Improvement inte Professional Care.
The broad content covered in the training materials are determined by the primary intention to improve health care quality. Firstly, the training covers quality management in terms of the sets of methods and principles that suggest using small scale changes in processes as test of improvements. Although quality management training is formally mandated for medical personnel, especially physicians and nurses, there are differences between the processes and the facility has identified LEAN and Six Sigma as two processes that would reduce practice variations within the facility.nursing Quality Improvement inte Professional Care. The approaches have differences and the unintended variations when applying them could result in undesirable outcomes. Through training about LEAN and Six Sigma the facility has been able to achieve uniformity in quality improvement activities. Secondly, the training covers core competencies that include systems based practice, and practice based learning and improvement. Other core competencies covered include informatics, safety, quality improvement, evidence-based practice, collaboration and teamwork, and patient centered care. Besides that, the core competencies are presented in eight domains of knowledge to include professional subject matter, social context and accountability, developing new locally useful knowledge, collaboration, leading and making change, variation and measurement, healthcare as a process and system, and patient/beneficiary knowledge (McEwen & Wills, 2018).nursing Quality Improvement inte Professional Care.
Thirdly, the training covers standards, particularly institutionalization and standardization of quality improvement via guidelines and standards. The training specifically focuses on ISO 9000, a standard for implementing quality management systems. ISO 9000 standard requires the facility to develop, implement, improve and sustain quality improvement processes. In addition, evidence-based guidelines and audits are used as an ideal standard for quality improvement in terms of identifying the level of care. Finally, the training covers safety with regards to explicitly improving patient and personnel safety. The training recognizes that most adverse events in the facility are resultant of cumulative effects of human failures and errors in administrative and organization processes. The training helps to reduce the variation (Raingrubber, 2017).nursing Quality Improvement inte Professional Care.
The training initiative recognizes that quality improvement implies reviewing practices at the organizational level and applying collective effort in terms of inter-professional teams rather than individual effort to bring about the desired change. Once the facility has identified a quality problem, the quality improvement initiative then tailors a solution to the problem with a focus on addressing its root causes. However, a key component of the success involves training the medical personnel to enable them act as change agents, and improve their behaviors, skills, attitudes and knowledge. In addition, the training adopts an inter-professional team approach that considers the important of needs assessment and systems thinking (Masters, 2015).nursing Quality Improvement inte Professional Care.
The training initiative will be managed by a four-member team. The first member is the project manager who prepares the training material, schedules and resources. The second member is a nurse champion who represents nurses and presents their opinions. The third member is a physician champion who represents physicians and presents their opinions. The fourth member is a representative of the other medical professions who would present their opinions. The fifth member is a patient champion who represents patients and presents their opinions. The final member is a training specialist who provides technical support for the initiative with advice on how to optimize the training (Raingruber, 2017).nursing Quality Improvement inte Professional Care.
The quality improvement training initiative is context-specific, adaptive and iterative. As such, its evaluation design and approaches must alight with these feature, particularly in the ability of the training to consider complexity, evolve as the initiative adapts over time, and understand the interaction with local context.In the present case, the evaluation plan will measure the changes in three key metricsof interprofessional engagement and collaboration. Firstly, emergency department throughput in terms of visits, crowding and wait times. Keeping the emergency department running smoothly without straining resoruces is only possible with interprofessional collaboration. Secondly, readmission rates as they are resultant of communication effectiveness. It serves as a metric of how well the interprofessional care team communicating with one another to provide optimal care while ensuring that the patient is well informed. Thirdly, medical personnel engagement and experiences helps to determine how effectively communication is working. When the interprofessional care team is aligned, the team members would notice resulting in positive perceptions of communication (McEwen & Wills, 2018). In addition, a self-administered questionnaire using a 5-point Likert scale (5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree, and 1 = strongly disagree) will be used to evaluate the perceived acquisition of skills targeted by the initiative. The questionnaire would be administered before and after the training program with questions on the participants’ perceptions of the interprofessional collaboration (Fawcett, 2016).nursing Quality Improvement inte Professional Care.
One must accept that the training approach has had a profound effect on the facility’s intentions to improve quality. It has impacted skills, knowledge, attitudes and the behaviors of personnel who take part in the training. In addition, the training has improved care and compliance with guidelines with positive impact on care processes. Besides that, the training is associated with improved clinical outcomes and direct benefits for the care system and service users. This implies that the training has been beneficial in improving knowledge and confidence in using quality improvement techniques. This analysis makes it clear that training is one way to improve quality. Still, it is important to note that didactic training may not work in isolation and there may be a need to include other quality improvements approaches to support the training. It is clear that training in quality improvement has the potential for improvement the knowledge and skills of medical personnel, and could result is significant improvements in care processes. Overall, the training approach is an organizational level quality improvement initiative critical to enabling inter-professional teams to delivery high quality and efficiency health care.nursing Quality Improvement inte Professional Care.

Quality Improvement Initiative

There is an increasing focus on medical facilities to improve on health care provision with regards to ensuring better value for money, greater access to care, and higher quality of care. Towards this end, a quality improvement training initiative was adopted by the facility with a focus on inter-professional engagement. In this case, the initiative identified quality improvement training as the activities that explicitly aim to treat medical professionals about the methods to be used in analyzing and improving quality. The training included quality improvement techniques such as leadership, statistics and evidence-based medicine (Schmidt & Brown, 2019). The present paper analyses the training approach as an organizational level quality improvement initiative critical to enabling inter-professional teams to delivery high quality and efficiency health care.nursing Quality Improvement inte Professional Care.

The quality improvement initiative recognizes that improving health care accessibility and effectiveness has been a core objective of clinicians. It is this awareness that galvanizes them to apply formal methods to improve quality. Another awareness is that all improvements involve some form of change while not all changes will necessarily result in improvements. It is for this reason that changing the systems that deliver care have turned into the cornerstone of quality improvement in health care. The initiative emphasizing the need for the medical personnel to set and maintain standards of practice for the public benefit and for their own owner. This is against the knowledge that health services at the facility are facing significant challenges to include constant technological and medical advances that the medical personnel must keep up with, a growing population that translates into more patients, and the population is living longer but has poorer health with their demand for health care outstripping the available financial and staffing resources (Schmidt & Brown, 2019).nursing Quality Improvement inte Professional Care.

The focus on providing value for money, holistic practice and patient-centered care implies that there is a greater need to ensure that medical personnel at the facility have the skills and knowledge to develop and improve health care services. Towards this end, the facility has applied a wide range of approaches presented as quality improvement initiatives to include improvement cycles, competition, choice, leadership, financial incentives, continuous quality improvement, performance management approaches, quality and outcome framework, national service framework, targets, patient-held records, health care report cards, evidence-based medicine, guidelines, and clinical audit.nursing Quality Improvement inte Professional Care. However, these initiatives require that medical personnel learn and apply new skills. The facility has developed a new understanding that training can be an effective lever for improving health care quality, yet training and education initiatives were not previously prioritized. The training includes covering broad concepts of quality improvement as well as focusing on particular components such as evidence-based practice and population health. To be more precise, although the facility has initiated a number of strategies to improve care and respond to the changing policy and regulatory requirements, many medical personnel at the facility have not received training on safety and quality as part of their formal education (Zaccagnini& White, 2017).nursing Quality Improvement inte Professional Care.

This lack of skills and knowledge among medical personnel is a significant barrier to health care quality improvement efforts. For instance, an assessment at the facility determined that many medical personnel lacked the basic knowledge and skills on how to analyze data, manage projects, plan improvements and assess evidence. As a result, the facility now recognizes that training medical personnel in quality improvement has the potential to positively impact their behaviors, knowledge and attitudes. In addition, the training is just as effective as other initiatives for improving health care quality (Butts & Rich, 2018).nursing Quality Improvement inte Professional Care.

It is important to note that quality improvement is not simply about making things better by trying harder in doing the same things. Instead, it is about applying a different approach using a new set of skills and knowledge. In fact, quality improvement presents a new way of assessing gaps and needs, self-reflection and considering how to improve in a multifaceted manner within an inter-disciplinary environment. This understanding of quality improvement makes it clear that quality improvement training is focused on creating an ethos of conducting continuous reflections and commitment to ongoing improvements. The intention of the training is to provide medical personnel with the knowledge and skills needed to assessment health care performance, population and individual needs, understanding the gaps between best practices and current activities, and have the confidence and tools to develop and engage in activities that reduce the gaps (Fawcett, 2016).nursing Quality Improvement inte Professional Care.

The broad content covered in the training materials are determined by the primary intention to improve health care quality. Firstly, the training covers quality management in terms of the sets of methods and principles that suggest using small scale changes in processes as test of improvements. Although quality management training is formally mandated for medical personnel, especially physicians and nurses, there are differences between the processes and the facility has identified LEAN and Six Sigma as two processes that would reduce practice variations within the facility.nursing Quality Improvement inte Professional Care. The approaches have differences and the unintended variations when applying them could result in undesirable outcomes. Through training about LEAN and Six Sigma the facility has been able to achieve uniformity in quality improvement activities. Secondly, the training covers core competencies that include systems based practice, and practice based learning and improvement. Other core competencies covered include informatics, safety, quality improvement, evidence-based practice, collaboration and teamwork, and patient centered care. Besides that, the core competencies are presented in eight domains of knowledge to include professional subject matter, social context and accountability, developing new locally useful knowledge, collaboration, leading and making change, variation and measurement, healthcare as a process and system, and patient/beneficiary knowledge (McEwen & Wills, 2018).nursing Quality Improvement inte Professional Care.

Thirdly, the training covers standards, particularly institutionalization and standardization of quality improvement via guidelines and standards. The training specifically focuses on ISO 9000, a standard for implementing quality management systems. ISO 9000 standard requires the facility to develop, implement, improve and sustain quality improvement processes. In addition, evidence-based guidelines and audits are used as an ideal standard for quality improvement in terms of identifying the level of care. Finally, the training covers safety with regards to explicitly improving patient and personnel safety. The training recognizes that most adverse events in the facility are resultant of cumulative effects of human failures and errors in administrative and organization processes. The training helps to reduce the variation (Raingrubber, 2017).nursing Quality Improvement inte Professional Care.

The training initiative recognizes that quality improvement implies reviewing practices at the organizational level and applying collective effort in terms of inter-professional teams rather than individual effort to bring about the desired change. Once the facility has identified a quality problem, the quality improvement initiative then tailors a solution to the problem with a focus on addressing its root causes. However, a key component of the success involves training the medical personnel to enable them act as change agents, and improve their behaviors, skills, attitudes and knowledge. In addition, the training adopts an inter-professional team approach that considers the important of needs assessment and systems thinking (Masters, 2015).nursing Quality Improvement inte Professional Care.

The training initiative will be managed by a four-member team. The first member is the project manager who prepares the training material, schedules and resources. The second member is a nurse champion who represents nurses and presents their opinions. The third member is a physician champion who represents physicians and presents their opinions. The fourth member is a representative of the other medical professions who would present their opinions. The fifth member is a patient champion who represents patients and presents their opinions. The final member is a training specialist who provides technical support for the initiative with advice on how to optimize the training (Raingruber, 2017).nursing Quality Improvement inte Professional Care.

The quality improvement training initiative is context-specific, adaptive and iterative. As such, its evaluation design and approaches must alight with these feature, particularly in the ability of the training to consider complexity, evolve as the initiative adapts over time, and understand the interaction with local context.In the present case, the evaluation plan will measure the changes in three key metricsof interprofessional engagement and collaboration.nursing Quality Improvement inte Professional Care. Firstly, emergency department throughput in terms of visits, crowding and wait times. Keeping the emergency department running smoothly without straining resoruces is only possible with interprofessional collaboration. Secondly, readmission rates as they are resultant of communication effectiveness. It serves as a metric of how well the interprofessional care team communicating with one another to provide optimal care while ensuring that the patient is well informed. Thirdly, medical personnel engagement and experiences helps to determine how effectively communication is working. When the interprofessional care team is aligned, the team members would notice resulting in positive perceptions of communication (McEwen & Wills, 2018). In addition, a self-administered questionnaire using a 5-point Likert scale (5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree, and 1 = strongly disagree) will be used to evaluate the perceived acquisition of skills targeted by the initiative. The questionnaire would be administered before and after the training program with questions on the participants’ perceptions of the interprofessional collaboration (Fawcett, 2016).nursing Quality Improvement inte Professional Care.

One must accept that the training approach has had a profound effect on the facility’s intentions to improve quality. It has impacted skills, knowledge, attitudes and the behaviors of personnel who take part in the training. In addition, the training has improved care and compliance with guidelines with positive impact on care processes. Besides that, the training is associated with improved clinical outcomes and direct benefits for the care system and service users. This implies that the training has been beneficial in improving knowledge and confidence in using quality improvement techniques. This analysis makes it clear that training is one way to improve quality. Still, it is important to note that didactic training may not work in isolation and there may be a need to include other quality improvements approaches to support the training. It is clear that training in quality improvement has the potential for improvement the knowledge and skills of medical personnel, and could result is significant improvements in care processes. Overall, the training approach is an organizational level quality improvement initiative critical to enabling inter-professional teams to delivery high quality and efficiency health care.nursing Quality Improvement inte Professional Care.