Posted: April 24th, 2025
Quality Improvement Initiative Project
Nursing Leadership and Management
Quality Improvement Initiative
Project
Quality Improvement Initiative Content
Quality Improvement Initiative
STRATEGIC PLAN: ST MARY’S HOSPITAL SYSTEM
MISSION, VISION & VALUES:
STRATEGIC PLAN:
VISION
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026
A Pledge from Our Leaders
While simultaneously fighting the impacts of COVID-19, our progressive teams at St. Mary’s General Hospital have been planning with our community to chart a course for our future. It has galvanized our resolve to build on the compassion and excellence that defines St. Mary’s, and grow stronger and healthier together within our organization and with our rapidly expanding, diverse and innovative community.
With this backdrop, we are excited to introduce St. Mary’s Strategic Plan, a vision for the next 5-7 years, with two-year objectives to propel us forward. We thank all who helped shape it – our staff, physicians, patients and families, local partners within and outside healthcare, and the broader community. Their input helped us develop a new Mission, a new set of Values and a new Vision:
Inspiring Excellence. Healthier Together.
As we implement this strategic plan, we will gauge progress and adjust to meet new challenges. We will enhance our role as providers of regional programs, and within a broader health system.
Together with our regional partner hospitals, St. Mary’s will accelerate collaboration with our region’s post-secondary institutions and with Communitech, an innovation hub that supports local companies, some of which have a significant interest in advancing excellence in health care. Together we will consider the future of health care through these innovations and learnings.
Five strategic priorities
will guide our actions:
1. expand equitable access to high quality
2. empowered care
3. transform connected care with our partners and community
4. develop our team of today and the future
5. embrace new ways to innovate healthcare; and build for growth
All of this will bring focus to the diverse community we serve and ensure equity in care. Please join us as we evolve to serve you better
Supporting Our Plan
Across all of our strategic priorities there are foundational enablers that will be critical in supporting the achievement of our 2026 strategic plan. Enablers are key elements that St. Mary’s must have in place to ensure successful implementation, sustainability and measurement of the strategy.
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Ensure our future fiscal sustainability |
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Create a safe, healthy & sustainable place to work for all staff, physicians and volunteers |
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LONG-TERM OBJECTIVE |
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· Ensure financial sustainability of St. Mary’s now and in the future in order to meet the growing needs of our community. |
· Build inspiring places to work that empower dedicated and healthy staff by ensuring sustainable support, care and growth opportunities |
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· Increase our focus on diversity and inclusion in the way we work and do things. |
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24 MONTH OBJECTIVES |
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· Develop a robust financial strategy to address current gaps in funding. |
· Develop a strategic Health Human Resources plan |
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· Identify new funding avenues with partners particularly in areas such as innovation |
· Improve the team retention rate |
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· Implement a reinforcing management system that aligns with our vision and supports deployment and sustainment of strategic priorities. |
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· Measure performance in achieving the strategic plan and priorities. |
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Leading QI Improvement (Worth 30% of Final Grade) 1
Leading Quality Improvement Project Fall 2023
Quality Improvement (QI) Initiative Project Description: You are an advanced practice
nurse (APN) leader at a local non-profit community hospital, St. Mary’s General Hospital (this is
a created hospital system and not meant to be associated with any real hospital system). You
have been approached by your Chief Nursing Officer (CNO) to act as a mentor for a group of
hospital nurses who wish to initiate a specific QI project and to act as the project leader assisting
the nurses to create and develop a hospital or interdepartmental project. It is expected that the
processes that were put in place by the nurse leader in the QI Initiative will be utilized to guide
the QI team; however, this assignment requires that the nurse leader acts as a mentor guiding the
group to create a specific QI project rather than a general QI initiative (this nurse leader is not a
floor nurse creating their own QI initiative but rather the role is that of an advanced practice
nurse leader guiding and mentoring others on how to carry out the specific QI initiative
described below; a very important distinction. If students have written previous QI
project
assignments for other courses, recognize these will NOT meet the criteria established for this
assignment. Additionally, the use of previous assignments from either the BSN or MSN level will
also be considered plagiarism/cheating and the syllabus and university policy will be followed)
Please follow the assignment guidelines and grading rubric provided below.
The Specific QI Initiative
The CNO briefly explains to you what the representatives of this group are interested in. A
group of bedside nurses, nurse managers, APRNs, and physicians from the adult emergency room
(ED), intensive care units (ICU), & and medical-surgical units (remember the focus of this QI
project must be on the inpatient setting for the first initiative) at St. Mary’s General hospital; are
concerned with the rising number of substance use disorders, patient’s being seen in the emergency
room with opioid use disorders, opioid associated admissions and readmissions and opioid
associated disorders. The skyrocketing number of patients over the past year with opioid-
associated disorders is causing the hospital to reach crisis-level standards which is further
stretching the limited staff and hospital resources, especially in the wake of COVID-19. This strain
is resulting in detrimental impacts on patients and staff. This group of healthcare professionals
wish to start an opioid QI project at the hospital, the CNO knowing you are a graduate-prepared
nurse with advanced leadership skills and knowledge of the QI process, has asked that you mentor
Leading QI Improvement (Worth 30% of Final Grade) 2
the group and serve as the lead for this project. The nurse leader is expected to guide the group
from start to finish in implementing this specific Opioid QI project (where the QI initiative was a
general initiative, this paper requires that the leader mentor the implementation of a specific QI
project so there should not be overlap between the concepts of one with the other as this is not
general but specific to Opioid QI) Adopt a QI process using specific steps and consider the
following elements that will need to be described in detail that integrates not only QI processes
but also specific elements of how this can be applied to achieve the identified goals related to the
topic of opioid abuse and/or polysubstance abuse and substance abuse disorders (SUD).
Some things to know about St. Mary’s General Hospital. The hospital is in an urban area
in Florida. Currently, there is no in-patient psychiatric or substance use disorder unit in the hospital.
There is not standardized tool for screening for substance use disorders or opioid use disorders
within the hospital for nurses or physicians. None of the care units within the hospital have any
type of inpatient withdrawal treatment program for patients. Standardized pain protocols have been
adopted by the hospital for orthopedic, post-operative surgical, and critically ill patients in the
intensive care unit (ICU) and Intermediate Medical Care Unit (IMCU) but are not used consistently
by all physicians. The hospital currently has EPIC, an electronic hospital records (EHR) inpatient
charting system used by both physicians and other healthcare personnel.
There are some wonderful tools that can be used to assist students with developing this
assignment in Blackboard under the Assignment tab within the QI Improvement Project folder
and also available on the websites listed below. Students are required to use and complete tools
(minimum of 3) as part of the assignment which are validated and approved for QI. Additionally,
the topic must remain focused on opioid use, substance use disorders, or polysubstance abuse
(these would need to be identified as which ones are described). Also remember that neither the
topic NOR the settings can be altered which means the QI process will be interdepartmental and
include the emergency room, ICU, and IMCU units(inpatient) and students need to
understand the care provided in these settings. The one that has number of tools that can be
used include Agency for Healthcare Quality and Research (AHRQ) and the Institute for
Healthcare Improvement (IHI)
• https://www.ahrq.gov/patient-safety/settings/hospital/resource/qitool/index.html
• Tools | IHI – Institute for Healthcare Improvement
https://www.ahrq.gov/patient-safety/settings/hospital/resource/qitool/index.html
https://www.ihi.org/resources/Pages/Tools/default.aspx
Leading QI Improvement (Worth 30% of Final Grade) 3
The assignment needs to follow a standardized approach to implementing a QI approach;
however, additional information is provided below and needs to be included in the paper. Ensure
that there is an introduction and that the student provides some general information about the
community and hospital setting as presented here in the introduction so that there is
acknowledgment and understanding of the setting and general problem to be addressed within the
paper. Remember this assignment should be understood from the perspective of a nurse leader
with an advanced degree not as a floor nurse (very important distinction. Quality improvement
draws from a variety of approaches and methods; however, many share the underlying principles
that include: identifying the quality issue (this for the student falls in the general arena of opioid
use, SUD, or polysubstance abuse though the specific QI focus will be determined by the data and
the student), understanding the problem from a range of perspectives with a particular emphasis
on using and interpreting data (this will need to include the three departments ED, ICU and IMCU),
developing a theory of change, identifying and testing potential solutions, using data to measure
the impact of each test and gradually refining the solution to the problem; implementing the
solution and ensuring that the intervention is sustained as part of standard practice. Remember
again that aspects of leadership are integrated here when considering the economic impact of the
project, addressing specifically strategies the organization per the nurse leader has in place to
support QI projects such as this. Minimally the assignment needs to address the following aspects
outlined below to receive full cred (refer to the grading rubric). Aspects that must be included in
the paper include but are not limited to the following:
• Leadership Responsibility & Accountability
• Assessing organizational readiness for change Describes tools and factors that determine
organizational readiness for change, particularly as it relates to quality improvement (QI)
processes, projects, and change. The role the nurse leader plays in facilitating
organizational readiness is detailed. (Some of this can be informed from students’ first
assignment)
• Will community partnerships be included as part of this QI project? Why would this be
important? Rationale. What community partnerships would be realistic and feasible to
include as part of this initiative?
• Why is it important for the nurse leader as an advanced practice nurse to act as a mentor
and team lead. What skills would the nurse leader need to possess to train other nurses to
Leading QI Improvement (Worth 30% of Final Grade) 4
be leaders in the organization; how would the nurse leader facilitate this with the QI
project? What would this process look like and how would it be determined if successful?
Identify some skills the nurses on the QI team will be expected to gain in leadership as
part of the QI project?
• Describe how the nurse leader will facilitate interprofessional collaboration and team
building amongst the QI team. Additionally what skills regarding, coordinating teams,
and interprofessional communication will need to be taught to the QI team as part of the
QI project and leadership development skills? Specific strategies and processes need to
be described. Why is this important to the QI project?
How will the nurse leader
reinforce equity, diversity, and inclusion among the QI team members and as part of the
mentoring process?
• Developing a team: What will be used to develop teams for this initiative, what will this
look like; what skills will nurses need to possess to guide team effectiveness?
What strategy will be used to recruit team members? Identify the necessary roles for the
QI team members and why. A detailed description of all the members’ roles and
responsibilities is provided. Who will determine the roles, responsibilities, and selection
of members? What type of training will the different team members require and
why?
Who is the team leader, champion, and team facilitator, who determines these roles? A
timeline for team meetings is provided with a rationale. Resources available to the team,
how the team should communicate its progress with leadership, and the role of the nurse
leader in this process. Why are these teams important to the QI process?
• Understanding the problem. All successful quality improvement programs start with an in-
depth understanding of the problem. But what’s equally important is system-wide buy-in
for the quality improvement initiative and the problem it targets (this will be addressed in
the Alignment section below). Before tackling an improvement problem, it is important to
understand how and why the problem has arisen using a variety of data and through
collaboration.
o This section serves as the background and significance which needs to be detailed
and well supported by best practice, evidence, and literature. The scope of the
problem provides a thorough look at the problem from a hospital, county, state, and
national level. Mortality and morbidity data, how can practices be improved,
Leading QI Improvement (Worth 30% of Final Grade) 5
analyze the patient population, the barriers that give hindrance to care, what are the
frequently treated chronic conditions associated with opioid use disorders and/or
substance use disorders, who are the groups of patients that are considered high
risk; and what are some system flow concerns? What are the critical issues on the
management front? What are the sources of the data, and where will the team get
information?
o Analyzing and evaluating findings and processes to identify the key problems that
will inform the focus of the QI project. What sources of data can be used to inform
this QI project, where would the information come from and where should it come
from in this setting? Additionally, what these specific measures and from where
will need to be specifically identified as they relate to identifying the QI problem
stating simply the information will come from the Antarctic (in general) but then
where in the Antarctic and specifically how it informs the QI problem needs to be
additionally clarified for this assignment
o Identifying and using a specific tool (fishbone diagram or ‘cause and effect’
diagram (these tools can be in BB under the Assignments tab) to look at the causes
of the problem is required for the assignment. Process mapping may be another tool
that can be used to chart each step in the process (may be important considering
this is interdepartmental). Description of how other tools that could be used for this
process need to be described but only one needs to be used to assist with this process
in the project. What role would the nurse leader play here to assist the QI team in
locating and deciding on a specific tool?
o What baseline measures and measurements (data) will help determine the problem
(recognize this will also be instrumental in measuring the success of the program).
Consider national measures, hospital data that is measured or should be measured
and what the literature suggests as measures that relate specifically to the problem
that is being identified. Support this section with literature that supports these
measures as ones that will help inform the problem and measure the success of the
QI. What role would the nurse leader play in guiding the team at this stage? What
role does the nurse leader play as in the team at this could the nurse leader suggest
as sources to consider? The choice of these measures should reflect the nurse
Leading QI Improvement (Worth 30% of Final Grade) 6
leaders’ understanding of national, hospital and unit-level benchmarks that are used
to measure performance.
• Identifying Priorities for Quality Improvement. Identify the priority focus areas that the
QI project determined by the team and detail the rationale for the prioritized area by the
team. Implementing Evidence-Based Strategies: How does EBP inform the QI project?
Applying QI to Hospital Data & Identifying Priorities for QI. Includes: software
instructions to calculate the QI rates and coding and documentation practices. Includes a
prioritization worksheet, an example of a completed worksheet; explains how the staff
will be involved in the QI project, what education they will need, the timeline, and how
the education will be delivered.
• What information and knowledge, regulatory compliance, and outcomes in healthcare
will need to be considered for this QI project and need to be considered by the nurse
leader.
• What knowledge about healthcare systems and organizational structures will be needed
by the nurse leader to inform this specific QI project. What considerations regarding
patient and process flows would the nurse leader have knowledge about that the QI team
may not and how does this inform the QI process? This will also tie to knowledge of
performance measures and indicators as well as organizational plan.
• How will the nurse leader address barriers to change. What change theory would be
adopted by the nurse leader and why? What type of change would be anticipated and by
whom in regard to implementing QI projects. What leadership style and/or approach
would facilitate this initiative and change effectively and why? Would
this QI project
involved planned change? Does this change the leader’s approach, provide rationale.
• Alignment with the organization’s Mission, Vision & Strategic Plan: The nurse leader will
work with the QI team to make sure that the overall QI intervention, plan and aims align
with organizational goals as detailed in the hospital’s strategic plan (St. May’s General
Hospital Strategic Plan-which can be found in the Assignment Folder in BB; this was also
used for the QI initiative). The nurse leader and team will also detail how the QI project
aims to improve patient safety and select hospital and/or national performance
measures.
• Identifying Challenges to Delivering Quality Improvement Project: Identify key
challenges that might arise as the team is attempting to implement the planned QI project.
Leading QI Improvement (Worth 30% of Final Grade) 7
What strategies will the team employ to address these specific challenges? What role
would the nurse leader play in this process? Provide a rationale. (Driver diagram or a
logic model may be helpful with this process).
• Select a Quality Improvement Framework: what framework will be adopted and rationale
for use. Apply the framework to answering the questions regarding the identified topic.
This will involve identifying the aims (the number will depend on the needed change)
which need to be written using the SMART (specific, measurable, achievable, relevant
and time oriented) format as well have 2 short term and 2 long term goals. The aim
answers what is the team attempting to accomplish. The aim is followed by outcome
measures, process measures, and balancing measures which capture the intended patient
goals, system changes and unintended consequences. There is a AHRQ tools for the
various QI frameworks that can be helpful in completing this section using a tool and
framework. A rationale for choosing the selected QI framework must be provided along
with a comparison of at least 2 other QI frameworks that might have been used. (Tools to
assist in developing and formatting these can be located in Blackboard)
• Implementation Plan (there is a form that outlines the specific interventions to implement
which should include benchmarks that were identified in the early sections when assessing
the problem and the scope of the problem). Additionally, a written action plan that is part
of the QI framework needs to be created and the questions that guide this include the
following:
1. What areas do you want to focus on for improvement?
2. What are your goals?
3. What initiative(s) will you implement? Describe the specific actions briefly.
4. Who will be affected, and how?
5. Who can lead the initiative? Identify a leader and/or champion to manage the
project.
6. What resources will be needed?
7. What are possible barriers, and how can they be overcome?
8. How will you measure progress and success? Specify the measures you plan to
a. use to monitor progress in achieving the desired changes to organizational.
b. processes and CAHPS scores for example.
Leading QI Improvement (Worth 30% of Final Grade) 8
9. What is the timeline? Record your planned start and end dates for the action.
10. How will you share your action plan.
11. Consider what hospital policies may need to be created or altered to implement
the selected change and what this would entail.
12. Will workflows need to be monitored, and changed as part of the QI process and
what will this look like and who will be impacted?
13. What departments, staff and patients will be impacted? How will these individuals
be educated or responsible for the QI project change? Are there potential
obstacles that may need to be addressed? If so, what are these and how might they
be addressed?
• Develop a strategic perspective that connects with the values that brought people to work
at St. Mary’s General Hospital in the first place. How does the team plan to engage the
staff, what communication measures will be used, what about training and education. If
this is not detailed in the in the Implementation Plan it needs to be described in detail in
this section.
o Have a long-term time frame to achieve aims
o Develop system-level measurable goals and track progress towards them
o Openly discuss and engage your staff to achieve a shared vision
o Use data to inform vision and measure progress to drive implementation
o Communicate priorities to the staff consistently and frequently
• Measuring QI Change and Evaluation: What measures will be used to determine
effectiveness of this QI project; what will be the next steps in the process. What health
systems are being evaluated. How will the interventions impact outcomes and how will
these be measured. What are the measures? What are the interventions to achieve the aims
and/or goals, how are they measured. What processes will need to be in place to ensure that
measurement occurs. Measurement for improvement: Measurement and gathering data are
vital elements of any attempt to improve quality and are needed to assess the impact against
set objectives. A combination of measures is often used, such as process and outcome
measures. Who will be responsible for collecting the data; measuring success metrics; what
types of data will be used to determine this.
Leading QI Improvement (Worth 30% of Final Grade) 9
• Monitoring Progress and Sustainability of Improvements. Includes a guide to support
staff in tracking trends and monitoring progress for sustainable improvement.
• Analyzing Return on Investment. Includes: a step-by-step method for calculating the
return on investment for interventions to improve performance on an AHRQ QI, and an
illustrative example of a return-on-investment calculation.
• What financial, economic, and budgetary considerations
will need to be applied to the
proposed change for the QI project. A budget with the potential economic and financial
costs and potential gains associated with this specific QI project. This needs to be
realistic and specific to the students intended QI project and not generic to any QI project
what are the specific financial and budgetary considerations for implementing the
student’s proposed QI project (this should be unique and individualized for the QI plan
the student intends to implement to address the identified problem). This will need to be
presented by the nurse leader to the stakeholders, board of directors and executive team.
Conclusion: Summarize the key points made throughout the paper including the unique role of
the nurse leader in facilitating QI projects. Discuss any further insights or knowledge
gained from the leader perspectives and changes that may be made in the future.
Leading QI Improvement (Worth 30% of Final Grade) 10
Criteria Strong Average Weak
Introduction (Introduce the
overall concepts that will be
described in the student’s paper;
this will include a general
introduction to the setting, hospital
and overall problem (brief) and is
not generic to the assignment
outline) (10 pts)
7-10 pts
Clear and concise
introduction of the concepts
to be presented in the paper
along with a overall
introduction to the setting
and topic.
4-6 pts
Mostly clear but somewhat
generic introduction of the
concepts to presented in the
paper
0-3 pts
Vague, unclear or no
introduction of concepts to be
presented in the paper
A standardized QI approach is
used to guide the implementation
of the QI project at the facility
which is well supported by the
literature and all the aspects
required in the assignment outline
are also included.
(15
pts)
11-15 pts
Clear and detailed QI
approach is outlined and well
supported by the literature.
Each of the required
components outlined in the
assignment are addressed
and/or acknowledged.
6-10 pts
Mostly clear but not fully
detailed QI approach presented
and mostly but not well
supported by the literature.
Most of the required
components outlined in the
assignment are addressed
and/or acknowledged.
0-5 pts
Limited, vague or no QI
approach is presented which is
vaguely or unsupported by the
literature. Limited, vague or
none of the required
components outlined in the
assignment are addressed
and/or acknowledged.
Background information about
the hospital organization, the care
setting, and the topics of opioid
use, SUD, or polysubstance abuse
are well integrated throughout the
paper and demonstrate a clear
foundation and link to the QI
project. The role of the nurse
leader as an advanced practice
nurse (APN) is evident throughout
the paper and is delineated from
that of the undergraduate prepared
nurse
throughout the QI project
process. (18 pts)
13-18-pts
Clear and comprehensive
understanding of how the
hospital as an organization,
the care setting and
designated topics of opioid
abuse, SUD, and/or
polysubstance abuse guide
the
QI project’s focus with a
consistent understanding of
the role of the nurse leader as
an
advanced practice nurse is
clear and evident throughout
the paper and delineated from
the role of an undergraduate
nurse throughout the QI
project process.
7-12 pts
Mostly clear but not
comprehensive understanding
of the hospital as an
organization, the care setting
and designated topics of opioid
abuse, SUD, and/or
polysubstance abuse guide the
QI project’s focus with a
mostly but not fully consistent
understanding of the role of the
nurse leader as an advanced
practice nurse is clear and
evident throughout the paper
and delineated from the role of
an undergraduate nurse
throughout the QI project
process.
0-6 pts
Vague, unclear or missing
understanding of the hospital
as an organization, the care
setting and designated topics
of opioid abuse, SUD, and/or
polysubstance abuse guide the
QI project’s focus with an
unclear, vague or missing
understanding of the role of
the nurse leader as an
advanced practice nurse is
clear and evident throughout
the paper and delineated from
the role of an undergraduate
nurse throughout the QI
project process.
Leadership responsibility and
accountability for mentoring the
team about the QI process and
beginning the QI project is detailed
and specific and reflects APN
nurse leadership qualities and
activities. (15 pts)
11-15 pts
Comprehensive and detailed
description of the
responsibilities and role of
the nurse leader in mentoring
the QI team provided that
reflects APN leadership
qualities and activities.
6-10 pts
Mostly clear but not
comprehensive description of
the responsibilities and role of
the nurse leader in mentoring
the QI team provided that
reflects APN leadership
qualities and
activities.
0-5 pts
Vague, unclear or missing
description of the
responsibilities and role of the
nurse leader in mentoring the
QI team provided that reflects
APN leadership qualities and
activities.
Organizational readiness for
change at St. Mary’s General
Hospital is identified and described
as it fits with APN leader changes
and understanding of what needs to
be in place to foster QI
development within the facility.
(15 pts)
11-15 pts
Comprehensive discussion
and description of what tools
and indicators are used to
assess organizational
readiness for change along
with the role of the nurse
leader in developing the
6-10 pts
Good but not comprehensive
discussion and description of
what tools and indicators are
used to assess organizational
readiness for change along with
the role of the nurse leader in
developing the changes
0-5 pts
Vague, unclear or missing
discussion and description of
what tools and indicators are
used to assess organizational
readiness for change along
with the role of the nurse
leader in developing the
Leading QI Improvement (Worth 30% of Final Grade) 11
changes necessary to foster
QI
initiatives.
necessary to foster QI
initiatives.
changes necessary to foster QI
initiatives.
At least 3 validated QI tools are
used appropriately throughout the
paper to assist with the QI teams
process of preparing the
QI
project.
These tools are taken from credited
sources and are used appropriate
and completed fully as they relate
to the students QI initiative. with
completing the QI project and are
submitted and completed with the
assignment. (27 pts)
19-27-pts
Minimum of 3 validated QI
tools
are used throughout the
assignment to assist the
student in completing the QI
project. The tools are used as
intended, completed in full,
detailed, & reflect the
specific student QI project.
10-18 pts
Minimum of 3validated QI
tools are used throughout the
assignment to assist the student
in completing the QI project.
The tools are either not used as
intended, and/or not completed
in full, and/or lack detail,
and/or fail to reflect the
student’s specific QI project.
0-9 pts
Less than 3 validated QI tools
are used throughout the
assignment to assist the
student in completing the QI
project. The tools are either
not used as intended, and/or
not completed in full, and/or
lack detail, and/or fail to
reflect the student’s specific
QI project.
Rationale for community
partnerships is provided along
with detail about the specific
community partnerships that were
developed for this QI project along
with rationales is provided that are
supported by the literature. (15 pts)
11-15 pts
Detailed and comprehensive
discussion of community
partnerships that would need
to be included as part of
successful integration of the
proposed QI project with
strong supporting rationales
that is supported by the
literature.
6-10 pts
Somewhat detailed but not
comprehensive discussion of
community partnerships that
would need to be included as
part of successful integration of
the proposed QI project with
good supporting rationales that
are supported by the literature.
0-5 pts
Vague, unclear or missing
discussion of community
partnerships that would need
to be included as part of
successful integration of the
proposed QI project with poor
or missing supporting
rationales that fail to be
supported by the literature.
Role of the nurse leaders as a
mentor is analyzed and well
supported. The skills and processes
for mentoring future nurse leaders
is detailed along with a description
of the skills the future nurse
leaders needs to develop and how
this could be achieved through the
QI project. Supported by evidence
and literature. (15 pts)
11-15 pts
Clear and comprehensive
analysis of the role of the
nurse leader as a mentor.
Detailed discussion of the
skills and processes needed
by the nurse leader to mentor
future nurse leaders as well
as a description of what skills
and knowledge is needed by
future nurse leaders and how
this can be facilitated through
the QI project process. This
is well supported by best
evidence and literature.
6-10 pts
Somewhat detailed but not
comprehensive analysis of the
role of the nurse leader as a
mentor. Mostly detailed
discussion of the skills and
processes needed by the nurse
leader to mentor future nurse
leaders. May or may not
include a description of what
skills and knowledge is needed
by future nurse leaders and how
this can be facilitated through
the QI project process.
0-5 pts
Vague, unclear or missing
analysis of the role of the
nurse leader as a mentor.
Vague, unclear, or missing
discussion of the skills and
processes needed by the nurse
leader to mentor future nurse
leaders. May or may not
include a description of what
skills and knowledge is
needed by future nurse leaders
and how this can be facilitated
through the QI project process.
Detailed description of ways the
nurse
leader facilitates
interprofessional
collaboration,
communication and team building
among the QI team and why this is
an important
skill for nurse leaders.
What strategies can the nurse
leader employ to ensure that
diversity, equity and inclusion are
considerations in developing the
QI team; examples are
provided.
Well
supported by the literature
and
best practice.
(21 pts)
15-21 pts
Comprehensive and detailed
description of ways the nurse
leader facilitates
interprofessional
collaboration,
communication and team
building among the QI team
and why this is an important
skill for nurse leaders.
Detailed description of how
the nurse leader will ensure
diversity, equity, and
inclusion when developing
QI teams with specific
examples provided. Well
supported by the literature
and
best practice.
8-14 pts
Somewhat detailed but not
comprehensive description of
ways the nurse leader facilitates
interprofessional collaboration,
communication and team
building among the QI team
and why this is an important
skill for nurse leaders. Lak of
specific details describing how
the nurse leader will ensure
diversity, equity, and inclusion
when developing QI teams with
some but unclear examples
provided. Fair but not well
supported by the literature and
best practice.
0-7 pts
Vague, unclear or missing
description of ways the nurse
leader facilitates
interprofessional
collaboration,
communication
and team building among the
QI team and why this is an
important skill for nurse
leaders. Vague, unclear or
missing details describing how
the nurse leader will ensure
diversity, equity, and inclusion
when developing QI teams
with some but unclear
examples provided. Not well
supported by the literature or
best practice.
Leading QI Improvement (Worth 30% of Final Grade) 12
Team development, including
how the QI team is recruited,
rationale for selection of the team
members, detailed description of
the roles and responsibilities of
each team member role is
described, and examples of
strategies
used to foster
interdisciplinary collaboration and
communication are provided with
specific examples. The training
and education for the various team
members is provided with
rationales. A timeline for team
meetings is established through the
various phases of the QI process
with rationales, who determines
this schedule, how the team will
communicate with leadership and
the role the nurse leader plays in
this process is explained. (45 pts)
31-45 pts
Detailed description
regarding team development
that includes all the
following:
• How the team is
recruited
• What determined who
needed to be part of this
QI
team?
• Team member roles
identified (what are the
member roles) with
rationale.
• Team member
responsibilities are
detailed.
• Number of team
members
with rationale
• Is the QI team
interdisciplinary; if so,
why?
• Examples of
interdisciplinary
communication
strategies used to foster
collaboration within the
QI team.
• Timeline for team
meetings is provided.
• Describe how the QI
team will communicate
with
leadership.
• Role of the nurse leader
in
this process of team
development,
collaboration and make-
up is described
16-30 pts
Somewhat detailed description
regarding team development
and/or missing at least 2 of the
following:
• How the team is recruited
• What determined who
needed to be part of this QI
team?
• Team member roles
identified (what are the
member roles) with
rationale.
• Team member
responsibilities are
detailed.
• Number of team members
with rationale
• Is the QI team
interdisciplinary; if so,
why?
• Examples of
interdisciplinary
communication strategies
used to foster collaboration
within the QI team.
• Timeline for team
meetings is provided.
• Describe how the QI team
will communicate with
leadership.
• Role of the nurse leader in
this process of team
development, collaboration
and make-up is described
0-15 pts
Vague or unclear description
regarding team development
and/or missing >2 of the
following:
• How the team is recruited
• What determined who
needed to be part of this
QI team?
• Team member roles
identified (what are the
member roles) with
rationale.
• Team member
responsibilities are
detailed.
• Number of team members
with rationale
• Is the QI team
interdisciplinary; if so,
why?
• Examples of
interdisciplinary
communication strategies
used to foster
collaboration within the
QI team.
• Timeline for team
meetings is provided.
• Describe how the QI team
will communicate with
leadership.
• Role of the nurse leader in
this process of team
development,
collaboration and make-
up is described
Identifying the Problem:
Background and significance of the
problem at the hospital,
community, state, and national
level is provided to frame the
scope of the problem and supports
claims by the group as a problem
area that needs to focus on that
highlights the impact on patients,
staff and community. Describes the
general scope of the identified
topic of opioid abuse, SUD and/or
polysubstance abuse. Excellent
supporting data to support this
section is provided. (30 pts)
21-30 pts
Comprehensive and detailed
background and significance
of the outlined problem of
opioid use, SUD and/or
polysubstance abuse at the
hospital, community, state
and national level is
provided
to
support the problem as one
that
needs QI intervention.
Clear and detailed link
between the problem and its
impact on patients, staff and
community provided. Well
supported by the literature
and best practice.
11-20 pts
Somewhat detailed but not
comprehensive background and
significance of the outlined
problem of opioid use, SUD
and/or polysubstance abuse at
the hospital, community, state
and
national level is provided to
support the problem as one that
needs QI intervention.
Somewhat but not fully clear
link between the problem and
its impact on patients, staff and
community provided. Fair but
not well supported by the
literature and best practice.
0-10 pts
Vague, unclear or missing
background and significance
of the outlined problem of
opioid use, SUD and/or
polysubstance abuse at the
hospital, community, state and
national level is provided to
support the problem as one
that needs QI intervention.
Vague, unclear or missing link
between the problem and its
impact on patients, staff and
community. . Not well
supported by the literature or
best practice.
Leading QI Improvement (Worth 30% of Final Grade) 13
Comprehensive Review
Identifies, describes, and explores
sources of data, systems,
processes, and policies that can
inform the context and clarify
specific causes of the problem
(opioid use, or SUD, or
polysubstance abuse) that focuses
on a specific problem to address
for the QI project. Specific
examples of how EBP informs the
QI project are provided. (30 pts) A
tool should be used to focus the
problem area and assists in
looking at the many variables
involved in the problem
21-30 pts
Comprehensive review of
sources of data, systems,
processes, and policies that
identify, describe, and
explore the problem in a way
that narrows the scope and
focus of the problem area
capable of being addressed
using the QI process. This
section is clear, well
explained and supported with
literature. An excellent
description with specific
examples of how evidence-
based practice informs the QI
project provided. A tool is
used to help focus the
problem area that is
reflective of the data and
practice setting.
11-20 pts
Good but not comprehensive
review of sources of data,
systems, processes, and policies
that identify, describe, and
explore the problem in a way
that somewhat narrows the
scope and focus of the problem
area capable of being addressed
using the QI process. This
section is somewhat clear,
mostly but not fully well
explained and largely supported
with literature. A good
description with somewhat
specific examples of how
evidence-based practice
informs the QI project provided
Vague, unclear or missing
review of sources of data,
systems, processes, and
policies that identify, describe,
and explore the problem in a
way that fails to narrow the
scope and focus of the
problem area capable of being
addressed using the QI
process. This section is vague,
not well explained and largely
unsupported with literature A
vague or unclear or missing
description with vague or
failure to provide examples of
how evidence-based practice
informs the QI project
provided
Measures. Specific measures are
identified and described that will
inform the scope of the problem at
the hospital and be used to evaluate
the effectiveness of the QI project.
These measures must be described
in detail with a supporting
rationale about how they will be
used to inform the problem. These
need to include national measures,
patient safety
indicators, hospital
benchmarks, as well as hospital
measures and data (including
formulas and data points) that can
be obtained from hospital systems
to better inform the specific
problem for the QI project. This
will require good supporting
evidence from best practice, QI,
and literature. (36 pts)
29-36 pts
Detailed and comprehensive
description of measures that
inform the specific problem
as identified above and can
be used to evaluate the scope
of the problem and evaluate
the
effectiveness of the QI
intervention. Detailed
description of national
measures, patient safety
indicators, hospital
benchmarks and hospital
level measures and data
provided that are relevant and
demonstrate a comprehensive
understanding of quality
indicators used to inform
hospital and department
performance. Excellent
supporting evidence and
detail are
provided.
13-28 pts
Somewhat detailed but not
comprehensive description of
measures that inform the
specific problem as identified
above and can be used to
evaluate the scope of the
problem and evaluate the
effectiveness of the QI
intervention. Good but not
specific descriptions of national
measures, patient safety
indicators, hospital benchmarks
and hospital level measures and
data provided that are relevant
and demonstrate a good but not
comprehensive understanding
of quality indicators used to
inform hospital and department
performance. Fair supporting
evidence and some detail
provided.
0-12 pts
Vague, unclear or missing
description of measures that
inform the specific problem as
identified above and can be
used to evaluate the scope of
the problem and evaluate the
effectiveness of the QI
intervention. Vague, unclear
or missing description of
national measures, patient
safety indicators, hospital
benchmarks and hospital level
measures and data provided
that are relevant and fail to
demonstrate a good
understanding of quality
indicators used to inform
hospital and department
performance. Lacks
supporting evidence and
detail.
Describe the role of the nurse
leader in assisting the team in
identifying the problem support
with rationale and evidence. What
knowledge about healthcare
systems, organizational structures,
and patient and process flow would
the nurse leader bring to the team?
How would this knowledge inform
the QI process and decisions in
identifying the problem and
solutions? Rationale provided. (15
pts)
11-15 pts
Comprehensive and detailed
description of the role the
nurse leader plays in assisting
the QI team to narrow the
area of focus of the QI
project. This explanation
recognizes the knowledge
level of the APN leader
above that of the bedside or
BSN prepared nurse to
inform the QI process,
system processes, patient and
6-10 pts
Somewhat detailed but not
comprehensive description of
the role the nurse leader plays
in assisting the QI team to
narrow the area of focus of the
QI project. This explanation
recognizes the knowledge level
of the APN leader above that of
the
bedside or BSN prepared
nurse to inform the QI process,
system processes, patient and
departmental flow, and quality
0-5 pts
Vague, unclear or missing
description of the role the
nurse leader plays in assisting
the QI team to narrow the area
of focus of the QI project.
This explanation recognizes
the knowledge level of the
APN leader above that of the
bedside or BSN prepared
nurse to inform the QI
process, system processes,
patient and departmental flow,
Leading QI Improvement (Worth 30% of Final Grade) 14
departmental flow, and
quality indicators at the unit
and
organizational level. The
information is clearly linked
to identification and
prioritization of the problem
areas of focus for the QI
project.
indicators at the unit and
organizational level. The
information somewhat links to
identification and prioritization
of the problem areas of focus
for the
QI project. .
and quality indicators at the
unit and organizational level.
The information vaguely or
fails to link to identification
and prioritization of the
problem areas of focus for the
QI project. .
How will the nurse leader
address barriers to change. What
change theory might the nurse
leader adopt for implementing the
QI project and the QI initiative?
Explain the rationale for this
choice and how this change theory
would be best choice. Does a QI
project suggest a focus on planned
change? Why or why not. (15 pts)
11-15 pts
Detailed and clear description
of how the nurse leader
addresses change using a
change theory that fits with
the implementation of the QI
project and problem. The
rationale for this choice is
clear and well explained. A
discussion about planned
change, the QI project and
the
role of the nurse leader is
provided.
6-10 pts
Somewhat clear but not
detailed description of how the
nurse leader addresses change
using a change theory that fits
with the implementation of the
QI project and problem. The
rationale for this choice is
mostly clear and explained. A
discussion about planned
change, the QI project and the
role of the nurse leader is
provided.
0-5 pts
Vague, unclear or missing
description of how the nurse
leader addresses change using
a change theory that fits with
the implementation of the QI
project and problem. The
rationale for this choice is
vague and unclear and
unexplained. A discussion
about planned change, the QI
project and the role of the
nurse leader may or may not
be provided.
Organizational alignment with
strategic plan
The nurse leader will present a
plan to the CNO and executive
team demonstrating exactly how
the proposed QI intervention, aims
and intervention align with the
hospital’s
strategic plan and
organizational values while also
improving patient safety and select
hospital and/or national
performance measures. (30 pts)
21-30 pts
Clear and detailed description
by the nurse leader on how
the proposed QI project
aligns with the hospital’s
strategic plan and
organizational values with
specific examples provided.
This description includes
examples of how the QI
project will improve patient
safety and hospital and
national performance
measures.
11-20 pts
Somewhat clear but not
detailed description by the
nurse leader on how the
proposed QI project aligns with
the
hospital’s strategic plan and
organizational values with
somewhat specific examples
provided. This description
includes examples of how the
QI project will improve patient
safety and hospital and national
performance
measures.
0-10 pts
Vague, unclear or missing
description by the nurse leader
on how the proposed QI
project aligns with the
hospital’s strategic plan and
organizational values with
unclear, vague or missing
examples. This description
vaguely or fails to include
examples of how the QI
project will improve patient
safety and hospital and
national performance
measures.
Identify key challenges that are
anticipated to arise from
implementation of the suggested
QI project that are specific to the
proposed changes and not generic
to any QI project and are supported
by the literature. Potential
strategies for addressing these
barriers are proposed. What will be
the role of the nurse leader n this
process. (30 pts) (another place
where a diagram such as a Driver
Diagram or Logic model could be
helpful with this process)
21-30 pts
Clear and detailed description
of anticipated challenges and
proposed strategies/solutions
for addressing these are
provided using specific
examples and is well
supported by the literature.
The role of the nurse leader
in this process is described in
detail. The proposed
challenges and strategies are
specifically related to the
problem and focus area of
this planned QI project.
11-20 pts
Somewhat clear and detailed
description of anticipated
challenges and proposed
strategies/solutions for
addressing these are provided
using specific examples and is
supported by the literature. The
role of the nurse leader in this
process is described in some
but not full detail. The
proposed challenges and
strategies are mostly but not
fully related to the problem and
focus area of this planned QI
project.
0-10 pts
Vague, unclear and/or missing
description of anticipated
challenges and proposed
strategies/solutions for
addressing these are provided
using vague, nonspecific or no
examples and fails to be
supported by the literature.
The role of the nurse leader in
this process may or may not
be described in detail. The
proposed challenges and
strategies are loosely related
to the problem and focus area
of this planned QI project.
Select, one widely used QI
framework that the team will
adopt proving a rationale for this
21-30 pts
A validated QI framework is
adopted for the QI project
11-20 pts
A validated QI framework is
adopted for the QI project with
0-10 pts
A validated QI framework
may or may not be adopted for
Leading QI Improvement (Worth 30% of Final Grade) 15
choice that is consistent with the
problem and proposed change.
Make sure to compare the chosen
framework with at least 2 other
frequently used QI frameworks
with good supporting evidence for
the choice for this project (30 pts)
with an excellent description
of the framework provided
along with its use in practice
and rationale for choice
directly linked this QI project
provided. Comparison with
two other validated QI
frameworks is detailed with
excellent comparison with
the selected framework.
a fairly good description of the
framework provided along with
its use in practice and rationale
for choice that is somewhat but
not fully linked to this QI
project provided. Comparison
with two other validated QI
frameworks is provided in
some detail with a good
comparison with the selected
framework.
the QI project with a poor
description of the framework
provided along with its use in
practice and rationale for
choice that is unclear and fails
to link to the selected QI
project provided. Comparison
with two other validated QI
frameworks is vaguely or not
provided with little or no
detail or comparison with the
selected QI framework.
Detailed application of the
proposed framework to the
problem. All the steps/processes
are detailed including specific aims
(2 short term and 2 long term goals
which will be required for the
nurse leader) written in the correct
SMART format; outcome
measures,
process measures and
balancing measures which align
with the identified problem and
care setting. (33 pts)
23-33 pts
Comprehensive description
and application of how the
selected QI framework will
be used to implement the
proposed QI project. This
includes specific aims and
goals (written as SMART)
with outcome measures,
process measures and
balancing measures that link
directly to the identified
problem, focus of the QI
project and the care setting.
12-22 pts
Good but not comprehensive
description and application of
how the selected QI framework
will be used to implement the
proposed QI project. This
includes specific aims and
goals (may or may not be
written as SMART) with
outcome measures, process
measures and balancing
measures that mostly link
directly to the identified
problem, focus of the QI
project and the care setting
0-11 pts
Vague, unclear or missing
description and application of
how the selected QI
framework will be used to
implement the proposed QI
project. This vaguely or fails
to provide aims and goals
(may or may not be written as
SMART) with or without
outcome measures, process
measures and balancing
measures that loosely link
directly to the identified
problem, focus of the QI
project and the care setting
Written implementation plan is
provided that aligns with the QI
framework but details the steps in
the framework including all the
questions that are outlined in the
assignment instructions under the
Implementation Plan. All the
questions must be addressed within
the paper and within the adopted
QI framework. Strategic
perspective must include how the
QI team plan to engage staff
including communication measures
and training and education (45 pts)
31-45 pts
Provides a detailed written
implementation plan that
answers at least 12 – 13 of
the questions outlined in the
assignment outline. The
strategic perspective details
with examples how the QI
team plans to engage staff
including communication
strategies, training and
education.
16-30 pts
Provides a fairly detailed
written implementation plan
that answers some (between 9-
11) but not all of the questions
outlined in the assignment
outline. The strategic
perspective provides some
details with examples how the
QI team plans to engage staff
including communication
strategies, training and
education.
0-15 pts
Vague, unclear or missing
written implementation plan
that fails to answer less than 9
of the 13 questions outlined in
the assignment outline. The
strategic perspective provides
limited details with few to no
examples of how the QI team
plans to engage staff including
communication strategies,
training and education.
Description of measures used to
evaluate QI change and
effectiveness. Describes specific
measures that will be used to
determine effectiveness of the QI
project. Detailed description of
how and which evaluation data
will be used to inform vision and
measure progress to drive
implementation. How are the
interventions measured and what
processes are in place to ensure
that measurement occurs. Who is
responsible for collection data,
15-21 pts
Comprehensive and detailed
description of how the QI
project’s effectiveness will be
measured. Detailed
description of the processes
that are in place to ensure
that measurement occurs,
who is responsible for data
collection, the success
metrics and data type to be
measured and are specific as
they relate to the aims and
goals of the QI project.
8-14 pts
Somewhat comprehensive but
not detailed description of how
the QI project’s effectiveness
will be measured. Somewhat
detailed description of the
processes that are in place to
ensure that measurement
occurs, who is responsible for
data collection, the success
metrics and data type to be
measured are mostly outlined
as they relate to the aims and
goals of the QI project.
0-7 pts
Vague, unclear or missing
description of how the QI
project’s effectiveness will be
measured. Vague or missing
description of the processes
that is in place to ensure that
measurement occurs, who is
responsible for data collection,
the success metrics and data
type to be measured are
vaguely outlined as they relate
to the aims and goals of the QI
project. Missing or vague
Leading QI Improvement (Worth 30% of Final Grade) 16
measuring success metrics and
what types of data will be
measured? What will be used to
determine sustainability of the QI
plan? (21 pts)
Detailed
explanation of how
sustainability of the project
will occur and what the next
steps of this QI project will
involve that are well
supported by the literature.
Somewhat detailed explanation
of how sustainability of the
project will occur and what the
next steps of this QI project
will involve that is largely well
supported by the literature.
explanation of how
sustainability of the project
will occur and the anticipated
next steps of this QI project
that fails to be supported by
the literature.
Budget is prepared in detail by the
nurse leader to outline the overall
impact of the QI project. This will
include the financial, economic
and budgetary considerations that
will need to be applied to the
proposed QI change. These need to
be realistic to the environment and
also include the positive benefits of
meeting intended outcomes.
Consideration for stakeholders and
the executive team need to be
included. (45 pts)
31-45 pts
Detailed and comprehensive
budget is presented that
outlines the financial,
economic and budgetary
considerations for the QI as
understood within the APN
leaders’ scope of practice and
is prepared in a manner
expected to be presented to
the
executive team and
stakeholders. The budget
demonstrates understanding
of the level of the APN
leader of practice. The budget
accurately reflects expected
costs and benefits of
implementation of this QI
project
16-30 pts
Somewhat detailed but not
comprehensive budget is
presented that outlines the
financial, economic and
budgetary considerations for
the QI project as understood
from within the APN leaders’
scope of practice and would be
adequate to present to the
executive team and
stakeholders. The budget
largely but not fully
demonstrates understanding of
the level of APN leader
practice. The budget mostly
reflects expected costs and
benefits of implementation of
this QI project
0-15 pts
Vague, unclear or no budget is
presented that outlines the
financial, economic and
budgetary considerations for
the QI project as understood
from within the APN leaders’
scope of practice and fails to
be acceptable to present to the
executive team and
stakeholders. The budget fails
to demonstrate an
understanding of the level of
APN leader practice. The
budget fails to accurately
reflect expected costs and
benefits of implementation of
this QI project
Conclusion Summarizes the key
points made in the student paper
including the unique role of the
nurse leader in the QI process.
Discuss any further knowledge
gained from the APN leader
perspective. (10 pts)
7-10 pts
Summarizes the key points
made throughout the student
paper in a succinct and
comprehensive manner. This
acknowledges the role of the
nurse leader throughout the
process. Provides appropriate
references and citations to
support concluding
comments.
4-6 pts
Somewhat summarizes the key
points made throughout the
student paper in a mostly clear
but somewhat generic manner
that fails to be entirely
comprehensive for the student’s
content. Little connection is
made to the unique role of the
nurse leader in the QI process.
Somewhat but not fully
supported by references and
citations.
0-3 pts
Vague and unclear summary
of the key points made
throughout the student paper
that provides a generic rather
than specific and
comprehensive summary of
the student’s content. Fails to
acknowledge the role of the
nurse leader in the QI process.
Fails or not well supported by
referenced and citations.
Writing Mechanics: Language
and direction of the paper follows
the assignment outline and is clear
and easy to follow. (9 pts)
7-9 pts
Demonstrates clarity,
conciseness and correctness.
writing is free of grammar
and spelling errors. The
assignment outline was
followed and guides the
paper content appropriately
4-6 pts
Somewhat concise and clear
grammar and spelling used.
Guidelines was mostly used to
guide the paper content. Some
spelling and grammar issues
(less than 3-4 errors within
paper)
0-3 pts
Many deficiencies in
grammar, spelling, or failure
to follow the assignment
guidelines. Writing has
frequent spelling and grammar
errors
APA formatting (paper is
formatted per APA 7th edition
guidelines including font, level of
headings, appropriate number of
references, in-text and reference
list citations) (21 pts)
15-21- pts
APA formatting is followed
throughout the paper with
correct citations and includes
at least 12 scholarly
references that are correctly
APA 7th ed. citations. At least
six of these were published in
the past five years.
References clearly and
8-14 pts
APA formatting is mostly
followed throughout the paper
with mostly correct citations
with at least 10 to 11 scholarly
but not required 12 with less
than 5 of the references within
the past 5 years and/or 2-3
incorrect APA 7th ed.
referencing or formatting.
0-7 pts
Multiple errors in APA
formatting throughout the
paper identified. Fewer than
10 scholarly references
provided with less than 4 of
the references in the past 5
years and/or > 3 to 4 errors in
APA 7th ed referencing and
formatting. References fail to
Leading QI Improvement (Worth 30% of Final Grade) 17
thoroughly support the cited
text within the paper.
References clearly support the
cited text within the paper
support the cited text within
the paper.
Total Score: 596
Student Score
Nursing Leadership and Management
Quality Improvement Initiative Project
Top of Form
Bottom of Form
Quality Improvement Initiative Content
1.
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Quality Improvement Initiative
Quality Improvement (QI) Initiative Project Description: You are an advanced practice nurse (APN) leader at a local non-profit community hospital, St. Mary’s General Hospital (this is a created hospital system and not meant to be associated with any real hospital system). You have been approached by your Chief Nursing Officer (CNO) as a leader to create and develop a hospital-wide initiative promoting Quality Improvement among nurses. This paper will focus on implementing a hospital wide QI initiative. Please follow the specific grading rubric below as this outline how you will be graded. The first section generally outlines the assignment and may provide some additional guidance on points that need additional clarification for the student above what is described in the grading rubric.
1. Develop a hospital-wide initiative that promotes Qi engagement and skill development by nurses. The nurse leader is expected to be familiar with QI process and what is needed to ensure successful engagement by nurses within the facility. This assignment requires that students be familiar with concepts that have been introduced at the undergraduate level such as quality improvement and leadership styles and approaches. The difference at the graduate level is active engagement in learning rather than passive learning and will require the student to evaluate, analyze and develop the concepts learned at the undergraduate level. The introduction and conclusion sections are clearly outlined in the grading rubric below (refer to the grading rubric).Each section of the paper is expected to be well supported by the literature, evidence, best practice and research. This means that students are expected to integrate multiple literature sources and not rely on one source to inform the majority or even a large part of the paper. Minimally the paper should include at least 12 references but will likely include more. I check references so please make sure that the references align and are actually used to support the statements and viewpoints that you are making in the paper otherwise they fail to be ‘supporting’ evidence to back these statements and are therefore opinion and have no place in an academic graduate level paper.
2. Few key points.
3. Review and follow the grading rubric andmake sure that you are meeting each of the points outlined in the gradingrubric; failure to do so results in lower grade. The vaguer and morenon-specific the student is in the paper the lower the grade. The reason forthis is that vagueness suggests failure to understand the concept in the paper.Clear and detailed is not synonymous with lengthy, actually detailed andsuccinct is the preferable approach because being both too brief and failing toprovide an adequate understanding of the concepts will suggest lack ofunderstanding and too lengthy and writing as much as possible hoping that youhit upon something that matches the grading rubric criteria is also failure tounderstand the concepts. Do not submit vague and nonspecific information oryour grade will reflect failure to demonstrate understanding. Failure to followthe grading rubric will result in a non-passing grade and you have 1opportunity to submit assignments in this class, refer to the syllabus forgrading policy and submissions guidelines.
4. For instance, the background and significancesection outline clearly the following in the grading rubric: Identifiesand describes quality improvement (QI); its importance to healthcarefacilities, patients, and stakeholders. How this links QI to all levels ofnursing practice and specifically it’s importance to nurse leaders. What is thefirst step the nurse leader needs to take to fulfill the task assigned by theCNO with a detailed rationale that provides information about the specifictools and measures, interpretation, and application of the findings to guidethe nurse leader’s decision making about the QI initiative. This suggeststhat you are looking for a specific first step that involves a tool or measure,so that is hinting and suggesting the student should be familiar with how QI knowledge,skills and engagement are determined by a nurse leader.
5. St. Mary’s General Hospital Mission, Vision &Strategic Development Plan are provided for you along with this assignmentin Blackboard under the Assignments Tab. Please make sure that you are usingthe provided document to complete the assignment when the syllabus asks thatyou align the QI initiative with St. Mary’s mission, vision and strategic plan.
This assignment is to be submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points. APA must be strictly followed. The page requirement for this project will be a
MINIMUM of 10 pages not counting references and the cover page.
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