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Components of quality in healthcare
Components of measuring quality health care
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The last outcome, application of the quality improvement measures to improve health outcomes consistent with current professional knowledge throughout the nursing career was demonstrated through the Management and Leadership 4374 in the Optimizing Quality and Safety assignment which consisted of managing quality improvement initiatives through principles of patient safety. The Introduction to Evidence 4373 Critique Process assignment also demonstrated the seventh learned outcome, by applying evidence to clinical decision making improving patient safety and quality. The application of this evidence can be used in creating and updating policies and procedures in regards to patient safety and quality.
Evidence-based practice (EBP) entails the use of explicit, reliable, and judicious evidence to make effective decisions about the care of patients. This DNP student will introduce EBP with the IOWA model. The IOWA model applies to this DNP proposal. The IOWA model is an EBP applicable in healthcare setting and implemented to show the applicability of evidence in nursing to give the best outcome. Doody and Doody (2011) noted that the IOWA model focuses on problem-focused triggers and knowledge in undertaking quality improvement study. The steps involved include topic selection, team formation, evidence retrieval, grading evidence, developing an EBP evidence, implementation of EBP, and evaluation of the progress. These steps apply to this DNP proposal, showing best practices, guidelines, procedures, and policies
“The overall goal for the Quality and Safety Education for Nurses (QSEN) project is to
They must be able to appreciate the value of standardization in nursing practice as well as the limitations of the human mind in memorizing and coming up with effective solutions all the time. The practitioner must also play their role in the prevention of errors within the facility while valuing the role of the patient, families and colleagues in as far as monitoring and cross checking is concerned. In addition, they must be able to appreciate the significance of the national safety campaigns and their positive impacts upon implementation in practice.
Nurses are key components in health care. Their role in today’s healthcare system goes beyond bedside care, making them the last line of defense to prevent negative patient outcomes (Sherwood & Zomorodi, 2014). As part of the interdisciplinary team, nurses have the responsibility to provide the safest care while maintaining quality. In order to meet this two healthcare system demands, the Quality and Safety Education for Nurses (QSEN) project defined six competencies to be used as a framework for future and current nurses (Sherwood & Zomorodi, 2014). These competencies cover all areas of nursing practice: patient-centered care, teamwork and collaboration, evidence-based practice, quality
Evidence-based practice (EBP) is a process, a clinical master tool, so to speak, used by the nurse who is focused on positive outcomes in patient care. Registered Nurses (RNs), that assume a leadership role, continuously assess their practice in order to find out what is working and what is lacking or in need of more information (Barry, 2014). The RN who uses EBP strives to prevent healthcare errors, critically thinking through processes and anticipating obstacles, methodically drawing upon clinical research and expertise, including their own knowledge and drawing upon the individual patient experience toward improving safety and quality care (Barry, 2014). This systematic approach sets the RN apart from others, who may otherwise be tempted to remain stuck in old ineffective routines, and allows the RN the unique opportunity to affect change, most importantly, change that is directed toward keeping patients safe and receiving the best quality care (Barry, 2014).
O’Daniel, M., & A.H., R. (2008). Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville: Agency for Healthcare Research and Quality. Retrieved from: http://www.ncbi.nlm.nih.gov/books/NBK2637/
The Quality and Safety Education for Nurses (QSEN’s) goal is to prepare future nurses with the knowledge, skills, and attitudes (KSAs) that are needed to continuously improve the quality and safety of the healthcare systems within which they work. QSEN focuses on six main competencies; patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics. As we have learned in earlier classes these competencies and their KSAs offer a base to help us and other nurses as we continue our education and become RNs. As we will learn in this class these KSAs go hand in hand with health assessment.
Quality and Safety Education for Nurses (QSEN) Graduate Competency. Quality and Safety Education for Nurses (QSEN) (QSEN, 2018) graduate competencies determined by QSEN Institute list evidence-based care as a competency. This QSEN competencies support the need for redesign as evidence in the literature shows simulation as an effective tool to improve care. The QSEN Institute (2018) defines evidence-based practice as integrating the best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care. The redesign may have a positive impact on the future patients of the student nurses as the students gain confidence, retain more knowledge and gain competence in the skills practiced.
Transitioning from the role of a registered nurse to that of a BSN nurse requires little change is the overall nursing scope of practice. However, it more clearly prompts a change in how one applies and implements the Knowledge (K), Skills (S), and Attitudes (A) reflective of the Quality and Safety Education for Nurses (QSEN) competencies. Aimed at preparing nurses to have the necessary KSAs needed to help improve the quality and safety of healthcare, the competencies of patient centered care, teamwork and collaboration, evidence based practice (EBP), quality improvement (QI) and informatics where generated to develop these nursing traits.
As conversed throughout this case, nurses play a vital role in the health care setting. They are those who are there from the beginning to the end to improve quality of life for each individual. Nurses peruse quality of life by performing specific appropriate for the client; these include assessment tools, setting goals and interventions to provide the best possible outcome. Thus, the importance of this case is to demonstrate the nursing skills regarding to an individual and their health situation. Allowing the nurse to enhance the quality of care and ensuring safety at all times is achieved for the individual and overall performance.
ANA describes “The Scope of Nursing Practice (as) the “who,” “what,” “where,” “when,” “why,” and “how’ (8).’ In other words, it is the responsibility of the nurse to know who their patient is, what the patient’s diagnosis and treatment are, where it is they will be delivering treatment, the rationale behind their actions, and how they will deliver the care. By following the scope of practice, nurses reduce avoidable errors and are aware of the liability their actions entail. The ANA also puts forth a nursing process to guide nurses in treatment. The constantly evolving process is currently assessment, diagnosis, identification of outcomes, planning, implementation, and evaluation (ANA 9). Though this method has dramatically improved nursing care, it may be necessary to repeat steps to adapt to a patient’s changing needs and pathologies. By following guidelines set by the ANA, nurses are able to better connect with their patients and instill the image of professionalism to the public while also optimizing safety
For this week’s written assignment, I will be discussing my organization’s quality program goals and objectives. I will discuss the quality management structure within my organization. I will also explain how quality improvement projects are selected, managed, and monitored, as well as if the nursing staff have any input. I will identify quality improvement inservice programs that are available for staff within my facility and describe an overview of these programs. I will explain what quality methodology and quality tools techniques are utilized and if they are effective or not. I will also explain how quality improvement activities and processes are communicated to the staff and if the communication is effective, as well as if it could be improved upon. I will describe how my organization evaluates quality improvement activities for effectiveness and what the process is when the quality improvement activity is not effective. I will provide two examples of a quality improvement initiative that have been effective in my organization and the quality improvement process that occurred. I will also identify the impact this has on patient outcomes and if it resulted in a change in practice. After discussing these issues, I will end this discussion with a conclusion.
For example, total quality management (TQM) does not provide any recommend quality measure tools or methods to speed up the pace for quality improvements (Sadikoglu & Olcay, 2014). It is no longer an issue whether the health care industry should aim for quality, but rather the methods and models used to accelerate quality improvement. Therefore, it is necessary for the leadership to implement a quality improvement program and incorporate different methods and models such as the Plan-Do-Check-Act, (PDCA), Lean, and Six Sigma (Sokovic, Pavletic & Pipan, 2010). Implementing a quality improvement program will not only change the organizational culture, but it will accelerate quality improvement efforts of patients safety and health care
With increasing rates of harms, increasing efforts are required by all health care organizations to transform practices to reduce the risk of harms. Along with all other health care teams, nurses can play a significant role in ensuring patient safety by establishing care related policies and procedures, educating, disseminating and ensuring its compliance for patient care processes. Roger et al (2007) mentioned that procedural errors accounted for almost a third of total errors like vigorous suction in high intracranial pressure patients or head elevation to spinal surgery patient etc. Therefore, risk factors related to processes should be examined for their role in error prevention, discovery and correction. Further, we need to develop and implement some harm reduction program to attain international patient safety goals (IPSG) during patient care. There are various barriers such as lack of organization support and authority, lack of involvement in quality initiatives, interruptions during work, long working hours and fear of disciplinary actions etc. faced by nurses leading to decrease contribution of nurses in future harm prevention. Therefore, organization and nurses’ leaders need to establish some strategies to overcome these barriers. Organization needs to appreciate the role of nurses so they can also participate in detecting, reporting and preventing most of the hospital incidence. Organization
Thus, it is imperative that evidence-based practice is conducted to provide the best current, valid and reliable evidence in an aim to close the gap between non-conformity and coincide with the professional obligation of providing the patient with the best possible care (Liamputtong, 2013).... ... middle of paper ... ... Patient safety and quality of care. Rockville, MD: Agency For Healthcare Research And Quality, U.S. Dept. of Health.