| Course Number: | NR581 |
|---|---|
| Course Title: | Advanced Quality Management Theories and Patient Safety |
| Course Credits: | 3 credits |
| Prerequisite: |
Syllabus
Overview
Course Description
The course will present the theory, practice, and management of performance and quality improvement processes in healthcare organizations. Students will demonstrate advanced knowledge in performance improvement philosophy and methodology for healthcare practice today. Students will analyze the current health system, evidence-based practice, safety, and quality in healthcare delivery and interdisciplinary practice. The framework for this analysis is drawn from Quality and Safety Education for Nurses (QSEN) competencies of patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics. The purpose of this course is to promote the development of the students’ skills in the fundamentals and use of quality and performance improvement models. Selected techniques necessary for effective participation in various healthcare quality and performance improvement projects are examined.
Textbooks and Resources
Required Textbooks
The following books are required for this course:
Access E-Book
Evans, J. R., & Lindsay, W. M. (2012). Managing for quality and performance excellence (9th ed.). Mason, OH: Cengage Learning.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Optional Textbooks
The following books are required for this course:
Physical Books and Supplies
To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.
Textbooks and Resources
Required Textbooks
The following books are required for this course:
Author, A. A., & Author, B. B. (year of publication). Title of textbook in italics (X ed.). City, ST: Publisher.
Information regarding supplementary material, software, etc.
The following book is required across all FNP courses:
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
The following book is recommended across all FNP courses:
Goroll, A. H., & Mulley, A. G. (2014). Primary care medicine: Office evaluation and management of the adult patient (7th ed.). China: Wolters Kluwer.
Physical Books and Supplies
To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.
Program Outcomes
Program Outcomes of Chamberlain nursing programs can be found in the Program Descriptions section of your College Catalog. You can access your College Catalog at http://www.chamberlain.edu/msncatalog.
The MSN program outcomes are aligned with the American Association of Colleges of Nursing publication, The Essentials of Master's Education in Nursing (2011). Upon completion of the MSN degree program, the graduate will be able to:
1
Practice safe, high-quality advanced nursing care based on concepts and knowledge from nursing and related disciplines.
2
Construct processes for leading and promoting quality improvement and safety in advanced nursing practice and healthcare delivery.
3
Use contemporary communication modalities effectively in advanced nursing roles.
4
Evaluate the design, implementation and outcomes of strategies developed to meet healthcare needs.
5
Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement.
6
Apply legal, ethical and human-caring principles to situations in advanced nursing practice.
7
Design patient-centered care models and delivery systems using the best available scientific evidence.
8
Manage human, fiscal and physical resources to achieve and support individual and organizational goals.
9
Compose a plan for systematic inquiry and dissemination of findings to support advanced nursing practice, patient-care innovation, and the nursing profession.
10
Collaborate interprofessionally in research, education, practice, health policy and leadership to improve population health outcomes.
11
Apply principles of informatics to manage data and information in order to support effective decision making.
Course Outcomes
Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.
Upon completion of this course, the student will be able to do the following.
1
Explain the concept, evolution, and application of total quality management (TQM) related to health services administration. (POs 1, 4)
2
Integrate Institute of Medicine (IOM) and QSEN competencies to minimize risk of harm to patients through system effectiveness and individual performance. (POs 1, 4, 3, 11)
3
Apply the concepts, theories, and philosophies of total quality management (TQM) to healthcare systems in order to bridge the gap between quality improvement and patient safety. (POs 1, 9, 7)
4
Demonstrate effective communication using the conceptual and operational definitions of quality of care from the perspectives of healthcare systems. (PO 3)
5
Describe the quality improvement process, including principles of program design, methodologies, and reporting mechanisms. (POs 2, 11)
6
Integrate quality improvement principles through written performance improvement and risk management plans. (PO 9)
7
Examine the relationship between economics, finance, and quality management. (PO 8)
8
Advocate for quality improvement activities to prevent adverse medical events and to make system corrections. (POs 7, 8)
9
Utilize critical inquiry and judgment to evaluate the design, implementation, and outcomes of quality and safety improvement strategies developed for healthcare organizations. (POs 4, 10)
10
Demonstrate the ability to conduct independent research related to patient safety concerns. (POs 5, 7, 11)
11
Demonstrate effective leadership skills that promote quality nursing practice. (PO 2)
12
Discuss ethical/legal factors affecting healthcare quality management. (PO 6)
Course Schedule
| Week, COs, and Topics | Readings | Assignments |
|---|---|---|
Week 1 COs 1 and 3 The Evolution of Healthcare Quality Management | Evans, J. R., & Lindsay, W. M. (2012). Managing for quality and performance excellence (9th ed.). Mason, OH: Cengage Learning.
| Graded Discussion |
Week 2 COs 1, 3, and 5 Quality Improvement Processes and Methodologies | Evans, J. R., & Lindsay, W. M. (2012). Managing for quality and performance excellence (9th ed.). Mason, OH: Cengage Learning.
|
Graded Discussion |
Week 3 CO 8 Adverse Medical Errors | Evans, J. R., & Lindsay, W. M. (2012). Managing for quality and performance excellence (9th ed.). Mason, OH: Cengage Learning.
|
Quality Model Application Graded Discussion |
Week 4 CO 6 Risk Management | Evans, J. R., & Lindsay, W. M. (2012). Managing for quality and performance excellence (9th ed.). Mason, OH: Cengage Learning.
|
Graded Discussion |
Week 5 COs 2 and 4 Quality and Safety Education for Nurses | Dolansky, M., & Moore, S. (2013). Quality and Safety Education for Nurses (QSEN): The key is systems thinking. OJIN: The Online Journal of Issues in Nursing, 18(3). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-18-2013/No3-Sept-2013/Quality-and-Safety-Education-for-Nurses.html Institute of Medicine. (2003)*. Health professions education: A bridge to quality. Washington, DC: National Academies Press. Retrieved from http://www.iom.edu/Reports/2003/Health-Professions-Education-A-Bridge-to-Quality.aspx *Although this article is over 5 years, it continues to be relevant. |
Position Paper: Analyzing a Patient Safety Concern Graded Discussion |
Week 6 CO 7 Costs and Healthcare Quality Management | Evans, J. R., & Lindsay, W. M. (2012). Managing for quality and performance excellence (9th ed.). Mason, OH: Cengage Learning.
| Graded Discussion |
Week 7 COs 11 and 12 TQM Leadership | Evans, J. R., & Lindsay, W. M. (2012). Managing for quality and performance excellence (9th ed.). Mason, OH: Cengage Learning.
| QSEN Competencies Application Graded Discussion |
Week 8 COs 9 and 10 Evidence-Based Practice and Healthcare Quality | Hughes, R. (2008)*. Patient safety and quality: An evidence-based handbook for nurses. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK2651/ *Although this article is over 5 years, it continues to be relevant. Agency for Healthcare Research and Quality. (2014). Advances in patient safety: From research to implementation. Retrieved from http://www.ahrq.gov/professionals/quality-patient-safety/patient-safety-resources/resources/advances-in-patient-safety/index.html
|
Graded Discussion |
Late Assignment Policy
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
Evaluation Methods
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
| Graded Item | Points | Weighting |
|---|---|---|
| Discussion (Weeks 1–8) 50 points each week | 400 | 40% |
Quality Model Application (due Week 3) | 200 | 20% |
Position Paper: Analyzing a Patient Safety Concern (due Week 5) | 200 | 20% |
QSEN Competencies Application (due Week 7) | 200 | 20% |
| Total | 1,000 | 100% |
No extra credit assignments are permitted for any reason.
All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
| Letter Grade | Points | Percentage |
|---|---|---|
| A | 940–1,000 | 94% to 100% |
| A- | 920–939 | 92% to 93% |
| B+ | 890–919 | 89% to 91% |
| B | 860–889 | 86% to 88% |
| B- | 840–859 | 84% to 85% |
| C+ | 810–839 | 81% to 83% |
| C | 760–809 | 76% to 80% |
| F | 759 and below | 75% and below |
NOTE:To receive credit for a week's discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week's assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Participation for MSN
Discussion Threads Guidelines and Grading Rubric
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10 point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
|
Criterion |
Exceptional Outstanding or highest level of performance |
Exceeds Very good or high level of performance |
Meets Satisfactory level of performance |
Needs Improvement Poor or failing level of performance |
Developing Unsatisfactory level of performance |
|---|---|---|---|---|---|
|
Discussion Criteria |
5 points |
4 points |
3 points |
2 points |
0 points |
|
NOTE: There is only one discussion thread in week 8. |
|||||
|
Support from Literature (5 points possible per graded thread) |
Support from the literature is present and includes a minimum of 1 scholarly in-text citation and matching reference, per each thread topic per week. |
Support from the literature is present but does not include a minimum of 1 scholarly in-text citation and matching reference, per each thread topic per week. |
Support from literature is present (in-text citation and reference) but is not scholarly. |
Support from the literature but is not scholarly and does not include in-text citation and/or matching reference. |
No support from the literature. |
|
Application of Course Knowledge (5 points possible per graded thread) |
Post contributes unique perspectives or insights gleaned from personal experience or examples from health care field. |
Post has application of course knowledge and demonstration of perspectives. |
Post reflects some application of course knowledge and demonstration of perspectives. |
Post has limited application of course knowledge and demonstration of perspectives. |
Post does not reflect application of course knowledge and personal insights or examples from health care. |
|
Organization (5 points possible per graded thread) |
Presents all information in a logical, meaningful, and understandable sequence, clearly relevant to discussion topic. |
Presents some of the information in a logical, meaningful, and understandable sequence, clearly relevant to discussion topic. |
Presents information in a logical and understandable method but the information has limited relevance to the discussion. |
Presents information that is sometimes unclear and difficult to follow. |
Posting is not relevant to discussion questions. |
|
Interactive Dialogue (5 points possible per graded thread) |
Responds substantively to at least one topic-related post of a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion. |
Responds to student peers, the nature of the response adds content or insights and/or asks a question but the information does not add to the learning experience and/or generate discussion. |
Responds to student peers, but the nature of the response adds minimal content or insights and/or fails to ask a question that will add to the learning experience and/or generate discussion. |
Responds to student peers, but the nature of the response is not related to the topic of discussion. |
Does not respond to any topic-related posts of student peers. |
|
Grammar, Syntax, APA Format (5 points possible per graded thread) |
APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors. |
Two to four errors in APA format, grammar, spelling, and syntax noted. |
Five to seven errors in APA format, grammar, spelling, and syntax noted. |
Eight to nine errors in APA format, grammar, spelling, and syntax noted. |
Post contains greater than ten errors in APA format, grammar, spelling, and/or punctuation or repeatedly makes the same errors after faculty feedback. |
|
Total Participation Requirements per discussion thread |
0 points lost Student answers the threaded discussion question or topic on one day and posts a second response on another day. |
|
-5 points Student did not meet this requirement. |
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|
Early Participation Requirement per discussion thread |
0 points lost The student must provide a substantive answer to the graded discussion question(s)/topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. |
|
-5 points The student did not provide an answer to the graded discussion question(s)/topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week |
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NOTE: To receive credit for a week’s threaded discussion; students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most Weeks begins on Sunday at 12:01a.m. MT and that week’s assignments are due by the next Sunday at 11:59 p.m. MT. “Week 8” opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all threaded discussion requirements must be completed by 11:59 p.m. MT Wednesday of the 8th week.
Webliography Disclaimer
The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course's subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references.