Discussion: Quality Improvement Education nr392 Discussion: Quality Improvement Education nr392 NR392 NR 392 Week 3 Discussion-DeVry Quality Improvement Education (graded) In your pre licensure nursing education program, what did you learn about quality improvement in nursing? How was quality improvement emphasized? As you consider nursing education today, what would you suggest be included in future education or orientation programs about the important topic of quality improvement in nursing? ORDER INSTRUCTIONS-COMPLIANT NURSING PAPERS You must proofread your paper. But do not strictly rely on your computers spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper ? in silence and then aloud ? before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at ?padding? to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. Discussion: Quality Improvement Education nr392 Order Now

 

ADDITIONAL DETAILS 

Quality Improvement Education

Introduction

Quality improvement education, also known as QIE, is a way to improve the quality of patient care by teaching health professionals how to identify and solve problems. The goal is to empower clinicians with the knowledge and tools they need to make informed decisions about their own practices and those of their colleagues.

Quality Improvement Education

Quality improvement is a collaborative process. It relies on a foundation of evidence-based medicine (EBM), and the science of improvement. Quality improvement education is an essential element in quality improvement programs, because it helps ensure that all participants understand what they are doing and why they are doing it, as well as how to improve their performance without negatively affecting patient care or creating unnecessary costs or risks for healthcare organizations.

Quality improvement education begins as soon as you start working with your team members to implement strategies for improving patient outcomes—whether it’s reducing readmissions after surgery or making sure patients have access to medications on time so that their health does not suffer unnecessarily due to delays in delivery times from pharmacies who might not be able to keep up with demand increases caused by new legislation requiring pharmacists’ attention when customers come into town looking for something specific (like antibiotics). Just like any other aspect of running an organization successfully through these kinds of changes requires planning ahead so there won’t be any surprises later down stream; so does implementing quality improvement programs effectively within them!

Reading Assignment

You are required to read the following:

• The Introduction to Quality Improvement Education (QIE) handbook. This is a summary of the QIE concept and principles, as well as an overview of how QIE relates to other quality improvement tools.

• Quality Improvement in Academic Medicine: A Practical Guide for Faculty Members and Educators. This book provides a comprehensive overview of quality improvement education for faculty members, educators and students in academic medicine. The authors present their vision for how this form of education could be implemented within academic medical centers across the country or globally if they were given more support by their institutions’ governing bodies

Required Reading

The following list of recommended reading is a good place to start.

• Quality Improvement Education: A Practical Guide for the Healthcare Industry by Kenneth J. Smerling and Mark Michaels (Springer Science + Business Media)

• Clinical Quality Improvement Projects for the Hospitalist by Steven R. Bolen and James T. Broome (Lippincott Williams & Wilkins)

• Systems Thinking for Medical Careers & Academia by David W. Bianco, Michael D. Boynton, Robert J Schierenbeck & Richard L Smith (John Wiley & Sons); see also this volume from a different publisher

Recommended Reading

• [The One Minute Manager](http://www.amazon.com/One-Minute-Manager-Paul-Jensen/dp/0671489732?ref=pd_rhw_c_1) by Paul Jenson

• [The Leadership Challenge](http://www.amazon.com/Leadership-Challenge-Frederick-Kaufman/dp/045193627X?tag=mh0ocs20drerow&ascsubtag=affiliate¤tldbqidxjbhf2) by Frederick Kaufman

• [Teamwork: How To Use It To Your Advantage](https://www.amazoncaawsryejhbxuwng@ojpbsnkvzr5os5we#reviewer_popout)||Amazon Review

• [Coaching People Through Change] (Carol Evans & Patricia Hogshead)

• The Five Dysfunctions of a Team (Patrick Lencioni)

Key principles of quality improvement education

Quality improvement education is a team effort. It’s based on evidence, and it’s a collaborative process.

Quality improvement education is a continuous process that involves learning from your own mistakes and those of others, so you can improve your practice for the future.

Quality improvement is a collaborative process

Quality improvement is a collaborative process. It relies on a foundation of evidence-based medicine (EBM) and the science of improvement, but it also requires that teams work together to solve problems, overcome barriers, and make improvements in their practices.

The quality improvement team is a learning team—a group of people who are willing to be open about their mistakes so they can learn from them as well as from others’ successes. Members must be willing to engage in continuous learning by seeking out information outside their own experience or expertise; this includes reading books and articles; attending conferences; listening carefully to feedback from colleagues; watching videos or reading blogs written by experts in other fields; engaging with one another’s ideas during meetings or discussions; sharing stories about experiences where we’ve made mistakes along our own paths toward becoming better at what we do as professionals

Quality improvement relates to all aspects of the health team’s work

Quality improvement relates to all aspects of the health team’s work. It is not limited to clinical settings, but can be used across an organization and should be part of its culture. Quality improvement is a shared responsibility, so it’s important that all members understand how they can contribute to improving patient care and outcomes.

Quality improvement relies on a foundation of evidence-based medicine (EBM) and the science of improvement

• Evidence-based medicine (EBM) is the foundation of quality improvement.

• The science of improvement, often called “evidence-based practice” or “evidence-informed practice,” is the application and integration of EBM into health care delivery systems.

Takeaway:

In the end, it’s important to focus on what you want to achieve. Be clear about the outcome you are looking for, and then be specific about how much time and effort you’ll need to put in. Don’t worry about other people’s ideas or trends—focus on your own situation!

Conclusion

quality improvement education is how we move forward and make a difference in the lives of our patients. It’s about listening to what people have to say, learning from their experiences and working together as a team towards shared goals. It’s about doing what works best for each person according to his or her unique needs, rather than forcing them into an illogical system of procedures that may not work for them at all times