Quality Improvement Proposal
Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal.
Include the following:
Provide an overview of the problem and the setting in which the problem or issue occurs.
Explain why a quality improvement initiative is needed in this area and the expected outcome.
Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the course materials or textbook, that establish evidence in support of the quality improvement proposed.
Discuss steps necessary to implement the quality improvement initiative. Provide evidence and rationale to support your answer.
Explain how the quality improvement initiative will be evaluated to determine whether there was improvement.
Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative succeeded.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Quality Improvement Proposal
No of Criteria: 11 Achievement Levels: 5CriteriaAchievement LevelsDescriptionPercentage1: Unsatisfactory0.00 %2: Less Than Satisfactory65.00 %3: Satisfactory75.00 %4: Good85.00 %5: Excellent100.00 %Content70.0 Problem or Issue in Practice or Organization5.0Overview of the problem and the setting in which the problem or issue occurs is not described.Overview of the problem and the setting in which the problem or issue occurs is partially described. More information is needed to fully understand the problem and the scope of the organization or practice.Overview of the problem and the setting in which the problem or issue occurs is summarized. Some information is needed to fully understand the problem or the scope of the organization or practice.Overview of the problem and the setting in which the problem or issue occurs is described. Some detail is need for clarity.Overview of the problem and the setting in which the problem or issue occurs is described in detail.Significance of Quality Improvement in Practice or Organization10.0Explanation of why the quality improvement initiative is needed is omitted.Explanation of why the quality improvement initiative is needed is partially presented. More information is needed to understand why the quality improvement is relevant to the problem or setting. The expected outcome is unclear.Explanation of why the quality improvement initiative is needed is summarized. Some information is needed to understand why the quality improvement is relevant to the problem or setting. The expected outcome is generally presented.Explanation of why the quality improvement initiative is needed is discussed. It appears that the quality improvement initiative would help address the problem within the described setting. The expected outcome is described. Some information or rationale is needed for support or clarity.Explanation of why the quality improvement initiative is need is clearly discussed. The quality improvement initiative would help address the problem within the described setting presented. The expected outcome is thoroughly described. Overall, the explanation is clear and well supported.Demonstration of Support From Previous Research15.0The use of research to demonstrate support for the quality improvement initiative and its projected outcomes is omitted. Three peer-reviewed sources published within the last 5 years are omitted.The use of research to demonstrate support for the quality improvement initiative and its projected outcomes is incomplete. Overall, the research results do not demonstrate support for the initiative or projected outcomes. Fewer than three peer-reviewed sources published within the last 5 years were used.The use of research to demonstrate support for the quality improvement initiative and its projected outcomes is generally presented. The research results generally demonstrate support for the initiative and projected outcomes. Three peer-reviewed sources published within the last 5 years were used.The use of research to demonstrate support for the quality improvement initiative and its projected outcomes is presented. The research results demonstrate support for the initiative and projected outcomes. The three peer-reviewed sources meet all assignment criteria.The use of research to demonstrate support for the quality improvement initiative and its projected outcomes is clearly presented. The research results strongly demonstrate support for the initiative and projected outcomes. The three peer-reviewed sources meet all assignment criteria and provide critical support for the initiative.Steps Necessary to Implement Quality Improvement Initiative15.0The steps necessary to implement the quality improvement initiative are omitted.The steps necessary to implement the quality improvement initiative are incomplete. It is unclear how the steps presented will lead to implementation. More information is needed.The steps necessary to implement the quality improvement initiative are summarized. Some steps are vague. More evidence or rationale is needed for support.The steps necessary to implement the quality improvement initiative are discussed. Some evidence or rationale is needed for support or clarity.The steps necessary to implement the quality improvement initiative are thoroughly discussed. The implantation steps are well supported with evidence and rationale.Evaluation of Quality Improvement15.0An explanation for how the quality improvement initiative will be measured is omitted.An explanation for how the quality improvement initiative will be measured is partially presented. It is unclear how the evaluation will measure improvement; or it is unclear how the evaluation relates to the quality improvement initiative.A general explanation for how the quality improvement initiative will be measured is summarized. The evaluation is generally appropriate to the quality improvement initiative.An explanation for how the quality improvement initiative will be measured is presented. The evaluation is appropriate to the quality improvement initiative.An explanation for how the quality improvement initiative will be measured is presented in detail. The evaluation is appropriate to the quality improvement initiative. Evaluation proposed is well supported.Identification of Variables, Hypothesis Test, and Statistical Test10.0The variables, hypothesis, and statistical tests needed to prove the quality improvement succeeded are omitted.The variables, hypothesis, and statistical tests needed to prove the quality improvement succeeded are partially presented; one is omitted. The proposed elements are not relevant to proving the quality improvement succeeded.The variables, hypothesis, and statistical tests needed to prove the quality improvement succeeded are summarized. There are inaccuracies.The variables, hypothesis, and statistical tests needed to prove the quality improvement succeeded are presented. Overall, the proposed elements are relevant to proving the quality improvement succeeded.The variables, hypothesis, and statistical tests needed to prove the quality improvement succeeded are presented and accurate. The proposed elements will prove whether the quality improvement succeeded.Organization and Effectiveness20.0 Thesis Development and Purpose7.0Paper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.Argument Logic and Construction8.0Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.Writer is clearly in command of standard, written, academic English.Format10.0 Paper Format (use of appropriate style for the major and assignment)5.0Template is not used appropriately, or documentation format is rarely followed correctly.Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.Appropriate template is used. Formatting is correct, although some minor errors may be present.Appropriate template is fully used. There are virtually no errors in formatting style.All format elements are correct.Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)5.0Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.Total Percentage 100

Explain how interprofessional teams define success.
What does it take to develop interprofessional collaborative teams?
•Explain from a nursing perspective what is meant by the term interprofessional collaboration. (Do not simply copy a definition from a dictionary or other resource!)
•Describe the characteristics and qualities of effective interprofessional teams in terms of patient care and safety.
•Describe the benefits and limitations of interprofessional teams for health care organizations, members of a team, and patients.
•Identify the challenges of working in an interprofessional team.
•Describe strategies to help people come together to function effectively as a collaborative team.
•Explain how interprofessional teams define success. Consider how the definition might change based on the types of situations the team was formed to handle

Homework is a fundamental element of education in the US and the West but also in almost all countries with very different cultures. Homework is an essential element. The reason why this practice has become so universal is why homework benefits are essential for efficient education by complementing face-to-face classroom instruction.In a nutshell, it can be explained by encouraging independent work and assessment, work discipline, strengthening of the knowledge acquired through practical activities, while also allowing students to approach complex individual projects that are normally not covered by regular classes because of insufficient time.Below is a list of our experts’ most important homework benefits. Check them out and learn how to pay for my job!Education discipline – The homework creates a practice of regular work and systematic work by creating a routine daily activity, thus preparing young learners for higher education or intensive effort during the adult years that may be relevant for many jobs which are intellectually demanding.Work to expand and consolidate knowledge. Often only key points of a topic are examined during class work and only a small number of exercises of a particular type are resolved. In contrast, homework involves extensive research, extensive lectures and practice in solving exercises, all of which contribute to the consolidation of this knowledge.Provides students with the opportunity to work on their own, without interference or assistance from teachers or students. This may lead to greater trust in the independent execution of tasks.It enables individuals to learn at their own pace. It is no secret that styles of learning vary enormously between people. Some slow learners understand things in a much deeper sense, some are easier to learn with contents, questions or tasks, others with dyslexia may need a lot more time to read but are perfectly intellectually capable.Help to collect material from classes. In case students do not understand the course material, it can be extremely helpful to complete the corresponding tasks in the classroom. Due to the close follow-up to homework, students could simply complete these tasks to understand or compensate for what they missed. In addition, at the next lecture, it would help to deepen the subject.Enables complex projects to be worked out. There is limited time in class so that only relatively limited activities can be carried out. Meanwhile, only complex projects outside of the class are used to develop certain independent research, thinking, writing and planning abilities.Builds responsibility – while learners might feel their teachers or lecturers are partially responsible for what they understand in class, with homework, they have a much more acute sense of responsibility.All these positive effects of homework justify the beneficial role of education systems worldwide and their extensive use. Importantly, these advantages of homework come from not only further studying, but also different studies.

To prepare:
 

Review the humanistic-existential psychotherapy videos in this week’s Learning Resources.
Reflect on humanistic-existential psychotherapeutic approaches.
Then, select another psychotherapeutic approach to compare with humanistic-existential psychotherapy. The approach you choose may be one you previously explored in the course or one you are familiar with and especially interested in.

 
In a 2- to 3-page paper, address the following:
 

1.) Briefly describe humanistic-existential psychotherapy and the second approach you selected.
 
2.) Explain at least three differences between these therapies. Include how these differences might impact your practice as a PMHNP.
 
3.) Focusing on one video you viewed, explain why humanistic-existential psychotherapy was utilized with the patient in the video and why it was the treatment of choice. Describe the expected potential outcome if the second approach had been used with the patient.
 
4.) Support your response with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. 
 
5.) Attach the PDFs of your sources.

 
I will attach the script of the video, resources for this week, and rubric. Thank you!

Compare and contrast an Australian example of food democracy with a large supermarket in Australia. In your essay you need to examine both the nature of �food� and �democracy� in your chosen environments. Address the following questions in your essay;
– What do you notice about the fundamentals of �democracy� in your chosen example of food democracy?– Compare and contrast each example; What do you notice in each site?– What stands out in terms of �food� and �democracy� and its� principles in each example.– Use food democracy as a lens to examine how consumers are given choice or invited to participate, or not as the case may be, in each example.
Assessment criteriaYour assignment will be assessed according to the following criteria, the extent to which it:
1. Demonstrates an understanding of the key principles and types of democracy and how these may be applied to food10
2. Describes the ways in which democratic principles may be applied to food/ food systems in the context of public health
3. Demonstrates an understanding of the concepts of food citizenship and civic agriculture
4. Meets the general assessment criteria, such as:
� Provides a lucid introduction that relates your paper to public health issues generally
� Shows a sophisticated understanding of the key issues
� Shows the ability to interpret relevant information and literature in relation to the topic
� Shows evidence of reading beyond the core and recommended reading
� Justifies any conclusions reached with well-formed arguments not merely assertion complies with normal academic standards of legibility, referencing and bibliographical details
� Is written clearly with accurate spelling, grammar and sentence and paragraph construction.