NURS-FPX6016 Assessment 2 Quality Improvement Initiative Education – Step-by-Step Guide
The first step before starting to write the NURS-FPX6016 Assessment 2 Quality Improvement Initiative Education, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.
How to Research and Prepare for NURS-FPX6016 Assessment 2 Quality Improvement Initiative Education
The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility.
Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.
How to Write the Introduction for NURS-FPX6016 Assessment 2 Quality Improvement Initiative Education
The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.
How to Write the Body for NURS-FPX6016 Assessment 2 Quality Improvement Initiative Education
The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.
How to Write the In-text Citations for NURS-FPX6016 Assessment 2 Quality Improvement Initiative Education
In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:
The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.
How to Write the Conclusion for NURS-FPX6016 Assessment 2 Quality Improvement Initiative Education
When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.
How to Format the Reference List for NURS-FPX6016 Assessment 2 Quality Improvement Initiative Education
The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication.
Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:
References
Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456
Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.
An Example NURS-FPX6016 Assessment 2 Quality Improvement Initiative Education Follows:
Quality Improvement Initiative Evaluation
Quality improvement initiatives help ensure sustained quality outcomes in the healthcare facility. It is a continuous, cyclic process that requires continuous evaluation of processes and care interventions to determine their effectiveness and the need for change. The quality improvement process considers improvement areas and uses evidence-based strategies to ensure quality delivery. Federal agencies such as the Agency for Healthcare Research and Quality outline the specific quality indicators for diseases, populations, and categories. These metrics help drive improvement and help asses if QI initiatives are achieving the objectives they were created to achieve. Analyzing these quality initiatives ensures they remain relevant and valuable and minimizes the wastage of resources such as them and money wasted on non-performing projects. This essay examines a QI and proposes additional indicators for its improvement.
QI In the Healthcare Facility
In the healthcare facility, the hospital has a healthcare education program based on the Agency for Healthcare Research and Quality that focuses on improving patient self-care and quality outcomes. The program incorporates diabetes self-management education in all diabetes and diabetes Type one patients. The education focuses on all components of the DSME as instructed by the AHRQ. These components include education on the disease process and its complications, management interventions and options, support, access to information, and referral (Davis et al., 2022). The quality initiative in the healthcare facility focuses on ensuring that patients receive adequate diabetes education and support to help improve their care outcomes. The QI implementation was prompted by the low diabetes patient follow-up turn-up and a rising number of diabetes complications such as diabetic foot, renal injury, and hypertension.
Additionally, there was poor adherence to diabetes medications and miscommunication between care providers and patients, hence a higher mortality rate related to diabetes. These problems in diabetes care provoked the development of interventions to increase patient management and monitoring and patient-care provider collaboration in care delivery. DSME is an evidence-based strategy that could help improve care delivery by ensuring collaboration between patients and their families and all healthcare providers in healthcare facilities (Ernawati et al., 2021). This quality initiative filed to identify the specific healthcare professionals responsible for the specific interventions, leading to role avoidance. The problem led to role differentiation, with each professional team assigned specific components to address with the patients, such as the pharmacists educating patients on the medications and treatment options.
The objectives of the diabetes self-management education program were to improve the quality of life among diabetes patients, increase the rate of follow-up and collaboration with healthcare providers, improve glycemic control, and reduce complications (Bekele et al., 2021). These are the basis for the evaluation of the project. Bekele et al. (2021), while citing the American Diabetes Association, note that the glycemic metric set for HBbA1c is 7. In the past year, the institutional average was 8.1, a leap from 8.5 in the previous year, showing significant improvement in glycemic control. However, more effort is required to ensure the average is below 7.
Individuals with an average HbA1C test result of above 7 are at increased risk for complications because the results mean that their glucose levels are out of control. The quality-of-life scores were evaluated using various tools such as the Brief Symptom Inventory (BSI), Experience of Treatment Benefits and Barriers (ETBB), and Diabetes Health Profile (DHP) (Andrich & Fornoda, 2020). Results from the past year also showed improved quality of life, with the best-performing areas being psychological distress, self-care ability, and barriers to activity. The Agency for Healthcare Research and Quality states that patient satisfaction scores and self-reported healthcare experiences are vital to determining the quality of care delivered (Chen et al., 2019). In the past year, the number of patients who came for diabetic eye and foot exams increased from 45% to 63% and 43% to 66%, respectively.
The biannual HbA1c tests also increased from 26% to 68%. The changes in a follow-up show a leap toward the achievement of the nationally set metrics. According to the National Health Disparities and Quality Report 2021, healthcare facilities should ensure that at least 74% of their patients attend an annual eye exam, 79.5% attend a biannual HbA1c test, and 84 attend an annual diabetic foot exam (AHRQ, n.d.). The assumption is that all diabetic patients who attended the healthcare facility were recorded and that the data was used in the quality improvement data analysis. DSME increases care collaboration and patient participation in care delivery. These, in turn, improve their outcomes, including glycemic control and increased follow-up interventions. Measuring these metrics assumes that the DSME is effective and produces the outcomes for which it was developed.
There are standards set forth by the American Diabetes Association that every institution must meet before implementing it to ensure full benefit. These include establishing its recognition as a QI and support, stakeholders’ involvement, and assessment of target population needs and resource identification. Other components are well-defined leaders overseeing the team, instructor availability, a written curriculum, individualized assessment results, an education plan, a personalized follow-up plan, and periodic plan evaluation (Davis et al., 2022). The DSME implemented follows these standards strictly and ensures that every standard is duly met and implemented to reap the full benefit of DSME. According to the ADA, these standards help maximize DSME benefits, citing that it is effective when well-implemented but costly and ineffective when poorly implemented (Davis et al., 2022).
Interprofessional Perspectives and Actions
Interprofessional actions are integral to the success of the quality initiative. Interprofessional collaboration in the QI is integral. The QI has various aspects besides patient collaboration, including community follow-up and the development of healthcare systems supporting its implementation and assessment. Healthcare professionals such as nurses, pharmacists, doctors, and nutritionists also collaborate to develop interventions (such as effective nutritional interventions or effective medications). Collaboration and knowledge in the components of DSME are thus integral to the implementation and success of the QI.
The care professionals must also possess knowledge of DSME to implement it and produce the desired outcomes. Unlike routine education, DSME is complex and requires care professionals to carefully consider their practice and engage the patient fully in all stages of care delivery. Thus, their knowledge enhancement through training, workshops, and continuing education programs focusing on DSME ensures their practices are top-notch and achieve the desired outcomes (Iregbu Et al., 2023). Ensuring compliance with the education standards is also integral due to the high workload the care providers are exposed to
Collaboration also goes beyond healthcare professionals. Planning for collaboration with other professionals in communities, religious leaders, and the family also positively impacts outcomes (Octaviana, 2022). Patients’ health affects their holistic needs; thus, considering these needs is integral to achieving them. Leadership roles and support are integral to the QI. It is not clear the professional team responsible for the QI, despite the emphasis on its implementation by the hospital management. All healthcare professionals own the QI, but a specific department, and more so professionals, should be responsible for the quality improvement initiative, which is lacking in this case. It is unclear which department oversees the initiative’s activities, and there is a need to be sure the person is accountable and responsible for the quality improvement initiative.
Recommended Protocols and Outcome Measures
The DSME is halfway evaluated/ monitored in the healthcare facility, and additional measures/indicators are necessary to determine its effectiveness. The measures monitored are the effectiveness of diabetes self-management education and support on glycemic control, quality of life, and follow-up adherence. Indicators to determine the effectiveness of the DSME in preventing complications and mortality are significant. The indicators selected are mortality rate and rates of diabetes complications, and their comparisons are made annually.
The total mortality rate (home and in-hospital rates) in diabetes helps determine the overall effectiveness of interventions in preventing diabetes complications and diabetes deaths. This indicator is significant, and the AHRQ recommends that all hospitals keep a record of mortalities related to diabetes and diabetes complications (Chen et al., 2020). The indicator is helpful to all national and global strategies in objectives preparation and driving efforts as they focus on improving patient outcomes and ensuring patients have quality lives. Chen et al. (2020) note that the type and rates of specific diabetes complications are essential indicators in measuring the effectiveness of the quality improvement initiative. Diabetes complications include stroke, heart disease, hypertension, blindness, and diabetes neuropathies.
The rate of hospitalization and readmission is also a good indicator of the quality of care, referral, and self-care (AHRQ, n.d.). The DSME also effectively prevents hospitalization and readmissions by increasing the effectiveness of care interventions. Predictors of hospitalizations and readmissions include poor patient-care provider relationships, which affect their collaboration in care delivery and patient outcomes (Ida et al., 2019). The AHRQ outlines and recommends indicators showing long-term and short-term complications and their effects on hospitalization (AHRQ, n.d.). According to Ida et al. (2019), hospitalization in diabetes is an integral indicator of marked deviations in diabetes management. It represents an essential gap in the management and monitoring of diabetes outcomes.
Patients must collaborate in care delivery by following instructions on care interventions such as medication adherence, dieting, and exercise to achieve the desired outcomes. The DSME helps patients through all these interventions, from complications prevention to improved quality of life, such as return to premorbid productivity and independence with activities of daily living (Bekele et al., 2021). Deviations from the instructions lead to poor patient outcomes, subsequent hospitalizations, and concurrent hospital readmissions. Thus, patient readmission and hospitalizations are vital indicators of the effectiveness of the DMSE on patient care and patient outcomes.
Conclusion
Quality improvement initiatives in healthcare should be evaluated based on their set objectives and local, state, and federal accreditation measures. DSME is the quality initiative of interest in this case assessment. It has many objectives that form the basis of the program’s effectiveness. Diabetes patients require support and education to improve their care outcomes. Monitoring the program’s effectiveness through measurable outcomes such as patient satisfaction scores, quality of life scores, follow-up adherence, and glycemic adherence is integral. Other measures include complication, hospitalization, and readmission rates which are indirect indicators of the quality of care and the effectiveness of DMSE. Quality initiative analysis helps implement improvement or change interventions which help with continuous organizational improvement and better patient outcomes.
NURS-FPX6016 Assessment 2 References
Agency for Healthcare Research and Quality (n.d.). 2021 National Health Disparities and Quality Report. Accessed February 20, 2023, from https://www.ahrq.gov/research/findings/nhqrdr/nhqdr21/index.html
Agency for Healthcare Research and Quality (n.d.). Effective Health Care Program: Diabetes complications. Accessed February 20, 2023, from https://effectivehealthcare.ahrq.gov/health-topics/diabetes-complications
Andrich, D., & Foronda, C. (2020). Improving glycemic control and quality of life with diabetes self-management education: A pilot project. The Journal of Continuing Education in Nursing, 51(3), 119–123. https://doi.org/10.3928/00220124-20200216-06
Bekele, B. B., Negash, S., Bogale, B., Tesfaye, M., Getachew, D., Weldekidan, F., & Balcha, B. (2021). Effect of diabetes self-management education (DSME) on glycated hemoglobin (HbA1c) level among patients with T2DM: Systematic review and meta-analysis of randomized controlled trials. Diabetes & Metabolic Syndrome: Clinical Research & Reviews, 15(1), 177-185. https://doi.org/10.1016/j.dsx.2020.12.030
Chen, L., Islam, R. M., Wang, J., Hird, T. R., Pavkov, M. E., Gregg, E. W., Salim, A., Tabesh, M., Koye, D. N., Harding, J. L., Sacre, J. W., Barr, E. L. M., Magliano, D. J., & Shaw, J. E. (2020). A systematic review of trends in all-cause mortality among people with diabetes. Diabetologia, 63, 1718-1735. https://doi.org/10.1007/s00125-020-05199-0
Chen, Q., Beal, E. W., Okunrintemi, V., Cerier, E., Paredes, A., Sun, S., Olsen, G., & Pawlik, T. M. (2019). The association between patient satisfaction and patient-reported health outcomes. Journal of Patient Experience, 6(3), 201–209. https://doi.org/10.1177/2374373518795414
Davis, J., Fischl, A. H., Beck, J., Browning, L., Carter, A., Condon, J. E., Dennison, M., Francis, T., Hughes, P. J., Jaime, S., Lau, H. K., McArthur, T., McAvoy, K., Magee, M., Newby, O., Ponder, S. W., Quraishi, U., Rawlings, K., Socke, J., and Villalobos, S. (2022). 2022 National standards for diabetes self-management education and support. The Science Of Diabetes Self-Management And Care, 48(1), 44–59.https://doi.org/10.2337/dc21-2396
Ida, S., Kaneko, R., Imataka, K., & Murata, K. (2019). Relationship between frailty and mortality, hospitalization, and cardiovascular diseases in diabetes: a systematic review and meta-analysis. Cardiovascular Diabetology, 18(1), 1-13. https://doi.org/10.1186/s12933-019-0885-2
Iregbu, S., Spiers, J., Duggleby, W., Salami, B., & Schick-Makaroff, K. (2023). Nigerian Health Care Providers and Diabetes Self-Management Support: Their Perspectives and Practices. Qualitative Health Research, 33(1-2), 92-105. https://doi.org/10.1177/10497323221143889
Oktaviana, D. (2022). The effectiveness of Diabetes Self-Management Education (DSME) Website-Based on Diet Behavior in Type 2 Diabetes Mellitus Patients During the Covid-19 Pandemic In Takalar Regency. International Journal of Nursing and Health Services (IJNHS), 5(6), 486-491. https://doi.org/10.35654/ijnhs.v5i6.647
Now that you have reviewed our sample approach to Quality Improvement Initiative Education, are you ready to take it to the next level? Let us know if you need further assistance or guidance. Meanwhile, once this assessment 2 is done, your next task will be NURS-FPX6016 Assessment 3 Data Analysis and Quality Improvement Initiative Proposal.
Frequently Asked Questions (FAQs)
When approaching a 500-word essay, it’s essential to understand the nuances of this compact form of writing. These frequently asked questions will guide you through the process of crafting a concise and impactful essay.
How many pages is a 500-word essay typically?
A 500-word essay usually spans about one page if single-spaced or two pages when double-spaced, with standard margins and a 12-point font size.
Can you provide examples of a well-structured 500-word essay?
Certainly, to see the structure and flow of a well-written essay, you might want to take a look at a student’s writing guide that provides insights and examples.
Are there specific formatting guidelines for a 500-word essay?
Formatting guidelines typically involve using a legible font like Times New Roman or Arial, size 12, with double-spacing and one-inch margins on all sides. Check any specific requirements your instructor might have provided.
What are some effective strategies for writing a personal essay of 500 words?
For a personal essay, focus on a singular event or characteristic, ensuring your ideas are clear and you reflect on the significance of the subject matter. Use concise language and powerful imagery to maximize impact.
What topics are suitable for a concise 500-word essay?
Choose topics you can thoroughly address within the word limit, such as a personal anecdote, a critical analysis of a poem, or a focused argument on a singular point or issue.
How much time should you allocate to write a 500-word essay effectively?
Depending on your familiarity with the topic and writing proficiency, allocate anywhere from one to several hours for planning, drafting, and revising to ensure a well-presented essay.
