NURS 6052 Walden University Evidence Based Practice and The Quadruple Aim Paper

NURS 6052 Walden University Evidence Based Practice and The Quadruple Aim Paper NURS 6052 Walden University Evidence Based Practice and The Quadruple Aim Paper Healthcare organizations continually seek to optimize healthcare performance. For years, this approach was a three-pronged one known as the Triple Aim, with efforts focused on improved population health, enhanced patient experience, and lower healthcare costs. More recently, this approach has evolved to a Quadruple Aim by including a focus on improving the work life of healthcare providers. Each of these measures are impacted by decisions made at the organizational level, and organizations have increasingly turned to EBP to inform and justify these decisions. To Prepare: Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources. Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare. Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery. To Complete: Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim. Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of: Patient experience Population health Costs Work life of healthcare providers REQUIRED RESOURCE: Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice. Worldviews on Evidence-Based Nursing, 13 (2), 172–175. doi:10.1111/wvn.12126 Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in work. BMJ Quality & Safety, 24 , 608–610. doi:10.1136/bmjqs-2015-004160 Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. Worldviews on Evidence-Based Nursing, 13 (5), 340–348. doi:10.1111/wvn.12171 Assignment_Rubric WRITE A BRIEF ANALYSIS OF THE CONNECTION BETWEEN EVIDENCE-BASED PRACTICE AND THE QUADRUPLE AIM. YOUR ANALYSIS SHOULD ADDRESS HOW EVIDENCE-BASED PRACTICE MIGHT (OR MIGHT NOT) HELP REACH THE QUADRUPLE AIM, INCLUDING EACH OF THE FOUR MEASURES OF: · PATIENT EXPERIENCE · POPULATION HEALTH · COSTS · WORK LIFE OF HEALTHCARE PROVIDERS — Excellent 77 (77%) – 85 (85%) The analysis clearly and accurately addresses in detail how evidence-based practice either supports or does not support the Quadruple Aim. The analysis accurately and thoroughly explains in detail how the four measures of patient experience, population health, costs, and work-life of healthcare providers either supports or does not support the Quadruple Aim. The analysis provides a complete, detailed, and specific synthesis of two outside resources reviewed on the four measures supporting or not supporting the Quadruple Aim. The response fully integrates at least two outside resources and two or three course-specific resources that fully support the analysis provided with credible and detailed examples. Good 68 (68%) – 76 (76%) The analysis accurately addresses how evidence-based practice either supports or does not support the Quadruple Aim. The analysis accurately explains how the four measures of patient experience, population health, and work life of healthcare providers either supports or does not support the Quadruple Aim. The analysis provides an accurate synthesis of at least one outside resource reviewed on the four measures supporting or not supporting the Quadruple Aim. The response integrates at least 1 outside resource and two or three course-specific resources that may support the analysis provided and may include some detailed examples. Fair 60 (60%) – 67 (67%) The analysis inaccurately or vaguely addresses how evidence-based practice either supports or does not support the Quadruple Aim. The analysis inaccurately or vaguely explains how the four measures of patient experience, population health, and work life of healthcare providers either supports or does not support the Quadruple Aim. The analysis provides an inaccurate or vague analysis of the four measures supporting or not supporting the Quadruple Aim with a vague or inaccurate analysis of outside resources. The response minimally integrates resources that may support the analysis provided and may include vague or inaccurate examples. Poor 0 (0%) – 59 (59%) The analysis inaccurately and vaguely addresses how evidence-based practice either supports or does not support the Quadruple Aim or is missing. The analysis inaccurately and vaguely explains how the four measures of patient experience, population health, and work life of healthcare providers either supports or does not support the Quadruple Aim or is missing. The analysis provides a vague and inaccurate analysis of the four measures supporting or not supporting the Quadruple Aim with a vague and inaccurate analysis of outside resources. The response fails to integrate any resources to support the analysis provided or is missing. WRITTEN EXPRESSION AND FORMATTING—PARAGRAPH DEVELOPMENT AND ORGANIZATION: PARAGRAPHS MAKE CLEAR POINTS THAT SUPPORT WELL-DEVELOPED IDEAS, FLOW LOGICALLY, AND DEMONSTRATE CONTINUITY OF IDEAS. SENTENCES ARE CAREFULLY FOCUSED—NEITHER LONG AND RAMBLING NOR SHORT AND LACKING SUBSTANCE. A CLEAR AND COMPREHENSIVE PURPOSE STATEMENT AND INTRODUCTION IS PROVIDED WHICH DELINEATES ALL REQUIRED CRITERIA. — Excellent 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria. Good 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive. Fair 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic. Poor 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. No purpose statement, introduction, or conclusion was provided. 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