Order Instructions
Unit 5
Quality Improvement
Unit 5: Introduction (Required Content) (1 of 4)
Unit 5 Discussion: Negligence & Malpractice (2 of 4)
Current Assignment: Unit 5 Assessment: Quality Improvement, Assignment (3 of 4)
Unit 5 Assessment: Shadow Health – Ethics, Assignment (4 of 4)
Instructions
Use the following steps to apply quality improvement principles in your current clinical situation.
Identify a process or procedure that you perform routinely and wish to improve.
Using a flowchart, delineate each step of the procedure.
Identify the step in the flowchart where you would insert a change for quality improvement.
Design a new flowchart that now shows the improved process.
This paper requires the use of at least one professional resource.
You will need:
An introductory paragraph which explains what you would like to improve
Another paragraph which explains the step where you hope to change the pattern and insert a quality improvement process
Another paragraph explaining the new flow after you make the change.
Please add a cover page with the title of your Quality Improvement project.
Resource: Flowcharts are easily made in Microsoft Word. Here is a video explaining the process:
Rubric
NSG321 Presentation Rubric 2
NSG321 Presentation Rubric 2
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeAnalysis of Knowledge
15 pts
Level 5
Connects and extends knowledge (facts, theories, etc.) from one’s own academic study/ field/ discipline to civic engagement and to one’s own participation in civic life, politics, and government.
12 pts
Level 4
Analyzes knowledge (facts, theories, etc.) from one’s own academic study/ field/ discipline making relevant connections to civic engagement and to one’s own participation in civic life, politics, and government.
9 pts
Level 3
Begins to connect knowledge (facts, theories, etc.) from one’s own academic study/ field/ discipline to civic engagement and to tone’s own participation in civic life, politics, and government.
6 pts
Level 2
Begins to identify knowledge (facts, theories, etc.) from one’s own academic study/ field/ discipline that is relevant to civic engagement and to one’s own participation in civic life, politics, and government.
3 pts
Level 1
There Is some evidence that knowledge is identified (facts, theories, etc.) from one’s own academic study/ field/ discipline that is somewhat relevant to civics engagement and to one’s own participation in civic life, politics, and government.
0 pts
Level 0
There is little to no evidence that knowledge is identified (facts, theories, etc.) from one’s own academic study/ field/ discipline that is somewhat relevant to civics engagement and to one’s own participation in civic life, politics, and government.
15 pts
This criterion is linked to a Learning OutcomeDefines Content
25 pts
Level 5
Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.
22.5 pts
Level 4
Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed
20 pts
Level 3
Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.
17.5 pts
Level 2
Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.
15 pts
Level 1
Demonstrates the ability to explain contextual facts but does not provide a defined statement.
0 pts
Level 0
There is no evidence of a defined statement.
25 pts
This criterion is linked to a Learning OutcomeRelationship to Research
10 pts
Level 5
Evaluates materials for scholarly significance and relevance within and/or across the various disciplines, evaluating them according to their contributions and consequences.
9 pts
Level 4
Examines materials for scholarly significance within and/or across the various disciplines to explore contributions in relation to important questions.
8 pts
Level 3
Uses materials in the context of scholarship to develop a foundation of disciplinary knowledge and to raise and explore important questions.
7 pts
Level 2
Engages materials with the intention and expectation of building topical and world knowledge.
6 pts
Level 1
Approaches materials in the context of assignments with the intention and expectation of finding right answers and learning facts and concepts to display for credit.
0 pts
Level 0
There is little to no evidence of engagement with outside materials used in a scholarly manner.
10 pts
This criterion is linked to a Learning OutcomeConclusion and Related Outcomes
10 pts
Level 5
Conclusions (consequences and implications) are logical and reflect informed evaluation and the ability to place evidence and perspectives discussed in priority order.
8 pts
Level 4
Conclusions are logically tied to and reflect student’s informed evaluation in priority order and are clearly identified.
6 pts
Level 3
Conclusion is logically tied to a range of information and are identified clearly.
4 pts
Level 2
Conclusion is logically tied to information (because information is chosen to fit the desired conclusion).
2 pts
Level 1
Conclusion is inconsistently tied to some of the information discussed and oversimplified.
0 pts
Level 0
Conclusion is either not present, unclear, or does not reflect the information presented.
10 pts
This criterion is linked to a Learning OutcomeWriting
5 pts
Level 5
The presentation exhibits an excellent command of written English language conventions. The presentation has no errors in mechanics, grammar, or spelling.
4 pts
Level 4
The presentation exhibits a good command of written English language conventions. The presentation has no errors in mechanics, or spelling and minor error do not impair the flow of communication.
3 pts
Level 3
The presentation exhibits an acceptable command of written English language conventions. The presentation has minor errors in mechanics, grammar, or spelling that impact the flow of communication.
2 pts
Level 2
The presentation exhibits a limited command of written English language conventions. The presentation has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.
1 pts
Level 1
The presentation exhibits little command of written English language conventions. The presentation has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.
0 pts
Level 0
The presentation does not demonstrate command of written English language conventions. The presentation has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.
5 pts
This criterion is linked to a Learning OutcomeAPA Formatting
5 pts
Level 5
The required APA elements are all included with correct formatting, including in-text citations and references.
4 pts
Level 4
The required APA elements are all included with minor formatting errors, including in-text citations and references.
3 pts
Level 3
The required APA elements are all included with multiple formatting errors, including in-text citations and references.
2 pts
Level 2
The required APA elements are not all included. AND/OR there are major formatting errors, including in-text citations and references.
1 pts
Level 1
Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references.
0 pts
Level 0
There is little to no evidence of APA formatting. AND/OR there are no in-text citations AND/OR references.
5 pts
Total Points: 70
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