Visual Model NUR 630

Visual Model NUR 630

Visual Model NUR 630

Summary of Current Course Content Knowledge

Academic engagement through active participation in instructional activities related to the course objectives is paramount to your success in this course and future courses.  Through interaction with your instructor and classmates, you will explore the course material and be provided with the best opportunity for objective and competency mastery.  To begin this class, review the course objectives for each Topic, and then answer the following questions as this will help guide your instructor for course instruction.

  1. Which weekly objectives do you have prior knowledge of and to what extent?
  2. Which weekly objectives do you have no prior knowledge of?
  3. What course-related topics would you like to discuss with your instructor and classmates?  What questions or concerns do you have about this course?

Topic 1 DQ 1

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.

Visual Model NUR 630

Sample Approach

I would say evidenced based practice combined with quality improvement initiatives. The purpose of EVB related to falls is to identify at risk individuals, including screening, assessments, gait and balance screening and individualized fall intervention (Kruschke & Butcher, 2017 Visual Model NUR 630). By creating a standard process to evaluate all patients with a fall risk assessment, clearly documenting the results and having standardized process for each stage of assessment in place and all staff trained on these consistent processes will lead to enhanced quality improvement for the organization.

The documentation will aid in data tracking to prove if the efforts are sustainable or need further improvement. A good quality initiative plan also includes auditing for sustainability, by checking into ensure established processes are maintained it shows a hardwired process that will in turn reduce risk and improve overall outcomes. I would first start by implementing a fall risk assessment for all patients, followed by all staff training to ensure understanding and follow through.

Reference:

Kruschke C, Butcher HK. Evidence-Based Practice Guideline: Fall Prevention for Older Adults. J Gerontol Nurs. 2017 Nov 1;43(11):15-21. https://doi.org/10.3928/00989134-20171016-01

Topic 1 DQ 2

Some consider the integration of evidence-based practice a “cookbook” approach. Do you agree or disagree? Explain. Support your position with one or two examples and one or two references.

Sample Approach

Some consider the integration of evidence-based practice a “cookbook” approach. Do you agree or disagree? Explain. Support your position with one or two examples and one or two references.

I would disagree that the integration of evidence-based practice (EBP) is a “cookbook” approach. I do understand that not all people may see it this way, but I believe that evidence-based practice not only allows for nurses who work firsthand with patients but also it allows nurses to question their practices keeping their minds open. Patients today deserve the best up-to-date quality of care possible.

EBP allows patients to receive the most efficient and researched techniques to be delivered. “The steps in applying evidence-based practice include evaluating the best data available but also using individual clinical judgment and patient input, including patient preferences, in making final treatment decisions” (Johnson & Sollecito, pg. 58, 2020). Being able to include patient preferences is a huge part of family/patient-centered care and EBP allows us to incorporate this into our studies. Not all studies are the same and are trying to ask different questions. 

Johnson J. K., & Sollecito, W. A. (2020). Continuous quality improvement in health care (5th ed.). Jones & Bartlett Learning. ISBN-13: 9781284126594

Visual Model

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:

  1. Compare and contrast quality improvement, evidence-based practice, and research. Identify at least one similarity and difference for each.
  2. Provide an example of quality improvement, evidence-based practice, and research.
  3. Explain why quality improvement, evidence-based practice, and research would be applied in a health care setting.
  4. 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.

Visual Model NUR 630 Rubric Criteria Scored Student Sample

Format/Documentation

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.

Examples of Quality Improvement, Evidence-Based Practice, and Research

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.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

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.

Compare and Contrast Quality Improvement, Evidence-Based Practice, and Research

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.

Technical Requirements: Graphics

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.

Scholarly Sources

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.

Synthesis

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.

Aesthetic Quality

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.

Appropriateness

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.

Application of Examples of Quality Improvement, Evidence-Based Practice, and Research

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.

Total80 points