Moraine Valley Community College Develop a Quality Improvement Plan Discussion
Question Description
Hello, this should be in apa format, in text citation included. Fully detailed (please follow the rubric)- paper should be formatted as is. So A1, A2 and etc should have own section and be labeled.
Develop a quality improvement plan that is based on the scenario by doing the following:
A. Discuss how to initiate a quality improvement project for this clinical problem.
1. Identify three areas of focus for quality improvement in the scenario.
a. Describe the types of data gathered in part A1 (e.g., quantitative data).
b. Explain your process for gathering the data.
2. Identify a quality improvement model that can be implemented.
a. Describe the steps of the quality improvement model you chose.
3. Discuss the influence external accrediting agencies have on the quality improvement process.
a. Describe the focus of one organization that helps to drive quality standards for the department.
4. Discuss one example of how you will use benchmarking and performance measures to monitor the progress made toward quality improvement goals.
B. Identify the team members who would contribute to the quality improvement team.
1. Describe the professional roles and responsibilities of each team member identified in part B.
2. Explain how each team member contributes to the project.
3. Discuss the qualities the team needs in order to facilitate project success.
C. Summarize why a quality improvement project is needed for the given scenario.
D. Discuss how you would communicate your ideas for quality improvement project implementation to organizational leaders.
1. Describe the steps you will take to implement the quality improvement project in the organization.
E. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
RUBRIC
NOT EVIDENT A discussion is not provided, or the discussion makes no reference to the quality improvement project for the given clinical problem. |
APPROACHING COMPETENCE The discussion is illogical, does not address how to initiate a quality improvement project for the given clinical problem, or the steps are poorly supported. |
COMPETENT The discussion is logical, addresses how to initiate a quality improvement project for the given clinical problem, and the steps are well supported. |
NOT EVIDENT The 3 quality improvement areas of focus are not identified. |
APPROACHING COMPETENCE The 3 identified quality improvement areas of focus are inappropriate for the given scenario. |
COMPETENT The 3 quality improvement areas of focus are identified and appropriate for the given scenario. |
NOT EVIDENT A description is not provided, or the description makes no reference to the types of data gathered in part A1. |
APPROACHING COMPETENCE The description of the types of data gathered is irrelevant. The description of the data is inaccurate. |
COMPETENT The description of the types of data gathered are relevant and the description of the data is accurate. |
NOT EVIDENT An explanation is not provided, or the explanation makes no reference to the process for gathering data. |
APPROACHING COMPETENCE The explanation of the process for gathering data is illogical or poorly supported. |
COMPETENT The explanation of the process for gathering data is logical and well supported. |
A2. QUALITY IMPROVEMENT MODEL:
NOT EVIDENT A quality improvement model is not identified. |
APPROACHING COMPETENCE Not applicable. |
COMPETENT The quality improvement model is identified. |
A2A. QUALITY IMPROVEMENT MODEL STEPS:
NOT EVIDENT A description is not provided, or the description makes no reference to the steps of the chosen quality improvement model. |
APPROACHING COMPETENCE The description contains some inaccuracies of the steps of the chosen quality improvement model. The steps presented are irrelevant or poorly supported. |
COMPETENT The description accurately addresses the steps of the chosen quality improvement model. The steps presented are relevant and well supported. |
A3. ACCREDITING AGENCIES INFLUENCE:
NOT EVIDENT A discussion is not provided, or the discussion makes no reference to the influence external accrediting agencies have on the quality improvement process. |
APPROACHING COMPETENCE The discussion of the influence external accrediting agencies have on the quality improvement process is illogical or poorly supported. |
COMPETENT The discussion of the influence external accrediting agencies have on the quality improvement process is logical and well supported. |
A3A. ORGANIZATION QUALITY STANDARDS:
NOT EVIDENT A description is not provided, or the description makes no reference to 1 organization that helps to drive quality standards for the department. |
APPROACHING COMPETENCE The description of the focus of 1 organization that helps to drive quality standards for the department is inaccurate. The area of focus is illogical or irrelevant. |
COMPETENT The description of the focus of 1 organization that helps to drive quality standards for the department is accurate. The area of focus presented is logical and relevant. |
A4. BENCHMARKING AND PERFORMANCE MEASURES:
NOT EVIDENT A discussion is not provided, or the discussion makes no reference to 1 example of how benchmarking and performance measures monitor the progress made toward quality improvement goals. |
APPROACHING COMPETENCE The discussion of the 1 example how benchmarking and performance measures monitor the progress made toward quality improvement goals. The reasons are poorly supported or unclear. |
COMPETENT The discussion of the 1 example of how benchmarking and performance measures monitor the progress made toward quality improvement goals is logical and well supported. |
NOT EVIDENT The team members who contribute to the team are not identified. |
APPROACHING COMPETENCE Not applicable. |
COMPETENT The team members who contribute to the team are identified. |
B1. PROFESSIONAL ROLES AND RESPONSIBILITIES:
NOT EVIDENT A description is not provided, or the description makes no reference to the professional roles and responsibilities of each team member identified in part B. |
APPROACHING COMPETENCE The description of the professional roles and responsibilities of each team member identified in part B are irrelevant or poorly supported by the given scenario. |
COMPETENT The description of the professional roles and responsibilities of each team member identified in part B is relevant and well supported by the given scenario. |
B2. TEAM MEMBER CONTRIBUTIONS:
NOT EVIDENT An explanation is not provided, or the explanation makes no reference to how each team member contributes to the project. |
APPROACHING COMPETENCE The explanation of how each team member contributes to the project is illogical or poorly supported by the given scenario. |
COMPETENT The explanation of how each team member contributes to the project is logical and well supported by the given scenario. |
NOT EVIDENT A discussion is not provided, or the discussion makes no reference to qualities the team needs to facilitate project success. |
APPROACHING COMPETENCE The discussion does not address team qualities that are effective in promoting success of the quality improvement project. |
COMPETENT The discussion addresses team qualities that are effective in promoting the success of the quality improvement project. |
C. QUALITY IMPROVEMENT NEED SUMMARY:
NOT EVIDENT A summary is not provided, or the summary shows no evidence of why a quality improvement project is needed for the given scenario. |
APPROACHING COMPETENCE The summary does not address why a quality improvement project is needed for the given scenario, or the summary is poorly supported. |
COMPETENT The summary addresses why a quality improvement project is needed to change the given scenario and is well supported. |
NOT EVIDENT A discussion is not provided, or the discussion makes no reference to how to communicate quality improvement project implementation ideas to leadership. |
APPROACHING COMPETENCE The discussion of how to communicate quality improvement project implementation ideas to leadership is implausible or poorly supported. |
COMPETENT The discussion of how to communicate quality improvement project implementation ideas to leadership is plausible and well supported. |
D1. PROJECT IMPLEMENTATION STEPS:
NOT EVIDENT A description is not provided, or makes no reference to the steps taken to implement the quality improvement project in the organization. |
APPROACHING COMPETENCE The description of the steps taken to implement the quality improvement project in the organization is poorly developed or irrelevant to the given scenario. |
COMPETENT The description of the steps taken to implement the quality improvement project in the organization is well developed and relevant to the given scenario. |
NOT EVIDENT The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized. |
APPROACHING COMPETENCE The submission includes in-text citations for sources that are quoted, paraphrased, or summarized, and a reference list; however, the citations and/or reference list is incomplete or inaccurate. |
COMPETENT The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available. |
NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. |
APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. |
COMPETENT Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding. |
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