Discussion: Quality Improvement Plan Presentation
Discussion: Quality Improvement Plan Presentation
I’m trying to learn for my Nursing class and I’m stuck. Can you help?
For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the safe medication administration improvement plan you developed in Assessment 2.
For this assessment it is suggested you take the folloeing approache:
Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration.
You must proofread your paper. But do not strictly rely on your computer’s 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.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include 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.
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 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 LoudCloud 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 overutilization of direct quotes in DQs and assignments at the Masters’ 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.
For assignments that need to be submitted to LopesWrite, 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 LoudCloud for tips on improving your paper and SI score.
The university’s policy on late assignments is 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.
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.
Improvement Plan In-Service Presentation Scoring Guide
|List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.||Does not list the purpose and goals of an in-service session focusing on safe medication administration for nurses.||Lists with insufficient clarity the purpose and goals of an in-service session on safe medication administration for nurses.||Lists clearly the purpose and goals of an in-service session on safe medication administration for nurses.||Lists clearly the purpose and goals of an in-service session on safe medication administration for nurses, with purpose and goals that are relevant and achievable within the in-service session.|
|Explain the need and process to improve safety outcomes related to medication administration.||Does not describe the need and process to improve safety outcomes related to medication administration.||Describes a safety improvement outcome for medication administration, but the described need for the improvement or process to achieve improvement is unclear or irrelevant.||Explains the need and process to improve safety outcomes related to medication administration.||Explains the need and process to improve safety outcomes related to medication administration, with reference to specific data, evidence, or standards to support the explanation.|
|Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.||Does not describe the audience’s role in and importance of making the improvement plan focusing on medication administration successful.||Describes the audience’s role in the improvement plan focusing on medication administration but does not clearly address how the audience is important to the success of the improvement plan.||Explains audience’s role and importance of making the improvement plan focusing on medication administration successful.||Explains audience’s role and importance of making the improvement plan focusing on medication administration successful, using persuasive and transparent communication to improve buy-in.|
|Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.||Does not list resources or activities related to safe medication administration.||Lists resources or activities related to safe medication administration, but their relevance to skill development or process understanding related to a safety improvement initiative is unclear.||Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative on medication administration.||Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative on medication administration, explaining their value.|
|Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.||Slides are difficult to read with multiple editing errors. No speaker notes provided.||Slides are easy to read with few editing errors. Speaker notes are sufficient to support the slides.||Slides are easy to read and error free. Detailed speaker notes are provided.||Slides are easy to read and clutter free. Slide background is “visually” pleasing with a contrasting color for the text and may utilize graphics. Detailed speaker notes are provided.|
|Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).||Does not organize content with clear purpose or goals. PowerPoint slides do not support main points, assertions, arguments, conclusions, or recommendations. Sources are not relevant or evidence-based (published within 5 years).||Organizes content with clear purpose or goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).||Organizes content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).||Organizes content with clear purpose or goals. PowerPoint slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).|