Faculty Quality Improvement Education Session Evaluation
Agenda for June 2, 2020 Virtual Faculty Quality Improvement Session
(10:00am-3:00pm Central Time)
After attending the morning session, the learner will be able to:
- Analyze the relationship and differences among implementation science, research, and quality improvement or improvement science.
- Guide students in setting a short-, mid-, and long-term DNP project goal.
- Describe the benefits of having DNP students use a quality improvement methods and tools as the foundation for their DNP Projects.
After attending the afternoon session, the learner will be able to:
- Describe key components of a quality improvement data collection and data analysis plans that will support students’ efforts to track implementation effectiveness.
- Outline how faculty can support students in identifying structure, process, and outcome DNP quality improvement measures.
- Discuss possible opportunities to enhance the graduate curriculum based on the education provided during each session.
- Instrument to Assess Differences between Research and Education
- SMART Goals worksheet
- MAP-IT Project Charter worksheet based on MAP-IT
- Measurement Table
- Bingham’s ABCDE’s of Implementation Strategies and Tactics
- IHI’s Excel Run Chart Template
- Complete the online QI Expertise Pre-Assessment Survey. This survey is being conducted to help Dr. Bingham adjust the education content to best meet your learning needs. Results will be discussed in the aggregate, no individuals will be identified.
- Review handouts that will be shared a week prior to the education sessions
- Optional – review the reading list, read the articles with asterisks
- Optional - View the IHI run chart whiteboard video
References and Recommended Reading List:
Baily, M.A., Bottrell, M., Lynn, J., & Jennings (2006). Special report: the ethics of using QI methods to improve healthcare quality and safety. The Hastings Center: Garrison, New York.
Bingham, D. & Main, E. (2010). Effective implementation strategies and tactics for leading change on maternity units. Journal of Perinatal and Neonatal Nursing, 24(1), 32-42.
*Bingham, D. (2010). Setting perinatal quality and safety goals: Should we strive for best outcomes? Midwifery. Doi:10.1016/j. midw.2010.07.007
Damschroder, L.J., Aron, D.C., Keith, R.E., Kirsch, S.R., Alexander, J.A., & Lowery, J.C. (2009). Fostering implementation of health services research into practice: a consolidated framework for advancing implementation science. Implementation Science.7(4).
*Dramschroder, L.J. Clarity out of chaos: use of theory in implementation research. Psychiatry Research.
Graham I, Logan J, Harrison M, Straus S, Tetroe J, Caswell W, Robinson N (2006). Lost in knowledge translation: time for a map? Journal of Continuing Education Health Professionals. 26: 13-24. 10.1002/chp.47.
Guidry, M., Vischi, T., Han, R., & Passons, O. Healthy people in healthy communities: A community planning guide using healthy people 2010. Washington, D.C.: U.S. Department of Health and Human Services. The Office of Disease Prevention and Health Promotion. Accessed: 12/27/17.
Harvey, G. & Kitson, A. (2015). Implementing evidence-based practice in healthcare: a facilitation guide. Routledge Taylor & Francis Group: New York.
Langley, G.J., Moen, R.D., Nolan, K.M., Nolan, T.W., Norman, C.L., Provost, L.P. (2009). The improvement guide: a practical approach to enhancing organization performance. Jossey-Bass: San Francisco, CA.
Meyers, D.C., Durlak, J.A., Wadersman, A. (2012). The quality implementation framework: a synthesis of critical steps in the implementation process. American Journal of Community Psychology. DOI 10.1007/s10464-012-9522-x https://www.ncbi.nlm.nih.gov/pubmed/22644083
Ogrinc, G.S., Headrick, L.A., Barton, A.J., Dolansky, M.A., Madigosky, W.S., & Miltner, R.S. (2018). Fundamentals of health care improvement: A Guide to improving your patients’ care, 3rd Edition. The Joint Commission and the Institute for Healthcare Improvement. Note: This is the textbook that the University of Maryland now requires all DNP students use. You will need to buy this book in advance of the meeting if you want to refer to it during the education sessions.
Ogrinc, G., Nelson, W.A., Adams, S.M., & O’Hara, A.E. (2013). An instrument to differentiate between clinical research and quality improvement, IRB: Ethics & Human Research. 35, no. 5 (2013): 1-8.
*Powell, B. J., Waltz, T. J., Chinman, M. J., Damschroder, L. J., Smith, J. L., Matthieu, M. M., Procter, E.K., & Kirchner, J. E. (2015). A refined compilation of implementation strategies: results from the Expert Recommendations for Implementing Change (ERIC) project. Implementation Science, 10(1), 21.
Rogers, E.M. (2003). Diffusion of innovations. 5th Edition. Simon and Schuster. ISBN. 978-0-7432-5823-4.
Rycroft-Malone, J. & Bucknall, T. (2010). Models and frameworks for implementing evidence-based practice: linking evidence to action. Wiley-Blackwell: United Kingdom.
Stetler, C.B. (2001). Updating the Stetler Model of research utilization to facilitate evidence-based practice. Nursing Outlook. 9(6), 272-9.
Titler, M.G., Kleiber, C., Steelman, V.J., Rakel, B.A., Budreau, G., Everett, L.Q., Tripp-Reimer, T., & Goode, C.J. (2001). The Iowa Model of evidence-based practice to promote quality care source. Critical Care Nursing, Clinics of North America. 13(4), 497-509.
White, K.M., Dudley-Brown, S., Terhaar, M.F. (2016). Translation of evidence into nursing and healthcare, 2nd Edition. Springer Publishing Company: New York.
*IHI Run Chart Template: https://www.ihi.org/resources/Pages/Tools/RunChart.aspx
*White Board Open School Education on Run Charts and other QI methods and Tools: http://www.ihi.org/education/IHIOpenSchool/resources/Pages/BobLloydWhiteboard.aspx
Topic and Objectives
Welcome and Introductions
Education Outline to Prepare for Break Out Session #1
Break Out Session #1 (Mobilize, Assess, Plan)
Group Report Outs and Questions and Answers
Grab Your Lunch
Optional informal lunch time discussion
Education Outline to Prepare for Session #2 (Implement and Track)
Breakout Session #2
Complete the Measurement Table based on the short-term goal that was created in breakout session #1:
Group Report Outs and Questions and Answers
Discuss key insights and recommendations for next steps for the University of Tennessee
The University of TN Health Science Center College of Nursing is an approved provider of nursing professional development by the Tennessee Nurses Association, an accredited approver by the American Nurses Credentialing Center’s Commission on Accreditation.
- 4.00 ANCC