HQ001 Methods and Tools for Quality and Safety

Methods and Tools for Quality and Safety

Name

 University

NURS 6231 Healthcare Systems and Quality Outcomes

Prof. Name

Date

Personal Improvement Project

Improvement projects, characterized by their evolutionary nature, entail diverse approaches (Johnson & Sollecito, 2020). The process involves several steps, including defining objectives, data collection, analysis, adjustments, and implementation. This paper aims to delineate my personal improvement project, detailing the steps, data, and outcomes involved.

Aim

The objective of my personal improvement project is to augment my daily water intake to 56 ounces within four weeks. Over this period, I progressively increased my water consumption, setting weekly goals. Initially, I aimed to consume 32 ounces daily, incrementally increasing by 8 ounces each week. This gradual approach aimed to foster success and compliance. Before commencing the project, my water intake fluctuated between 8 to 40 ounces daily. Consistency in water intake is crucial due to the significant adverse effects of dehydration on physical and mental health (Rodger et al., 2023).

Process Analysis

To facilitate goal achievement, I developed a process map, examining the initiation of interventions within systems and processes (Antonacci et al., 2018). Initially, I acquired necessary supplies, including a water bottle for accurate measurement. I documented my progress daily in my planner, tracking water intake in ounces. Additionally, I enlisted family support, explaining my goals and seeking their assistance. Each week, I incrementally increased water intake, reaching 56 ounces daily by the fourth week. Subsequently, I evaluated daily and weekly goal attainment, analyzed barriers encountered, and determined necessary adjustments for success.

Measurement

To monitor progress, I utilized my monthly planner to record daily water intake. Given the complexity of my schedule, my planner remains readily accessible. I measured water consumption using a marked water bottle, ensuring accurate tracking without frequent refills.

Changes

The data illustrate a steady increase in water intake throughout the project. By setting weekly goals, I made the objective more manageable, celebrating smaller achievements to sustain motivation. The adoption of a large water bottle minimized refill concerns and positively contributed to goal attainment. To further enhance accessibility, I intend to purchase an additional water bottle for bedside use, facilitating consumption during mornings when time constraints impede intake.

Reflection

Reflecting on the project, I recognize the efficacy of breaking down overarching goals into manageable tasks. Additionally, I acknowledge the challenge of remembering to drink water consistently, which aligns with existing research highlighting this as a common barrier (Rodger et al., 2023). Moving forward, I aim to maintain a daily intake of at least 56 ounces, leveraging insights gained to optimize personal and professional endeavors.

Workplace Change Application

The project yields insights applicable to nursing practice at both unit and organizational levels. Quality improvement initiatives necessitate collaborative efforts to enhance patient outcomes and system performance (Johnson & Sollecito, 2020). At the unit level, manageable changes can be implemented among staff, fostering efficient management and care provision. Organization-level changes, albeit more complex, require meticulous planning and communication to ensure success (Nilsen et al., 2020). By breaking down goals into feasible targets and utilizing accessible data collection methods, quality improvement efforts can be streamlined and effectively implemented (Stausmire & Ulrich, 2015).

Conclusion

In conclusion, the personal improvement project not only enhanced water intake but also provided valuable insights into quality improvement endeavors. Realistic goal setting and efficient data collection are essential for project success (Stausmire & Ulrich, 2015), insights that will undoubtedly inform my future roles as a nurse leader.

References

References Antonacci, G., Reed, J. E., Lennox, L., & Barlow, J. (2018). The use of process mapping in healthcare quality improvement projects. Health Services Management Research, 31(2), 74-84. doi:10.1177/0951484818770411 Gadolin, C. (2017). The logics of healthcare–in quality improvement work. Gutenberg University. https://gupea.ub.gu.se/handle/2077/51448 Johnson, J. K., & Sollecito, W. A. (2020). McLaughlin & Kaluzny’s continuous quality improvement in health care (5th ed.). Jones and Bartlett. Nilsen, P., Seing, I., Ericsson, C., Birken, S.A. & Schildmeijer, K. (2020). Characteristics of successful changes in health care organizations: an interview study with physicians, registered nurses and assistant nurses. BMC Health Services Research. 20(147) https://doi.org/10.1186/s12913-020-4999-8

NURS 6231 Assessment 1 HQ001 Methods and Tools for Quality and Safety

Rodger, A., Wehbe, L.H. & Papies, E.K. (2021). “I know it’s just pouring it from the tap, but it’s not easy”: motivational processes that underlie water drinking. Appetite, 164 https://doi.org/10.1016/j.appet.2021.105249 Rodger, A., Vezevicius, A., & Papies, E. K. (2023). Can a simple plan change a complex behavior? Implementation intentions in the context of water drinking. Appetite, 183, 1–16. https://doi.org/10.1016/j.appet.2023.106459 Stausmire, J. M., & Ulrich, C. (2015). Making it meaningful: finding quality improvement projects worthy of your time, effort, and expertise. Critical Care Nurse, 35(6), 57–61. Retrieved from https://www.aacn.org/docs/cemedia/C1563.pdf

NURS 6231 Assessment 1 HQ001 Methods and Tools for Quality and Safety

ADDITIONAL INSTRUCTIONS FOR THE CLASS – HQ001 Methods and Tools for Quality and Safety

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. HQ001 Methods and Tools for Quality and Safety

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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