Quality improvement Presentation Poster

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NURS-FPX6021 u03a1 - Quality Improvement Presentation Poster Learner: Jessica , Ramos

OVERALL COMMENTS Hi Jessica,

Thank you for submitting your poster and abstract. I can tell that you put a lot of effort into your assignment, and I

appreciate that hard work! I will add additional feedback to each criterion section below for you to review. If you have

questions or concerns, please feel free to reach out. I am happy to help!

If you choose to update and resubmit, please highlight any changes.

Dr. Martha

RUBRICS

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CRITERIA 1

Propose quality improvement methods to promote continuous improvement related to a specific biopsychosocial consideration.

COMPETENCY

Apply quality improvement methods to practice that promote safe, equitable quality of care.

NON_PERFORMANCE: Does not explain quality improvement methods.

BASIC:

Explains quality improvement methods, but does not fully address if they will promote continuous

improvement, or it is unclear how the methods are related to a specific biopsychosocial consideration.

PROFICIENT:

Proposes quality improvement methods to promote continuous improvement related to a specific

biopsychosocial consideration.

DISTINGUISHED:

Proposes quality improvement methods to promote continuous improvement related to a specific

biopsychosocial consideration. Acknowledges potential difficulties and discusses how those challenges will

be met.

Comments:

Great job choosing a quality improvement method, which is the PDSA method. I really appreciated your

understanding of the importance of improving the health of diabetic patients. I don't see how it connects to

your improvement of diabetic numbers.

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CRITERIA 2

Evaluate specific evidence that supports the quality improvement methods proposed.

COMPETENCY

Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.

NON_PERFORMANCE:

Does not describe specific evidence that supports the quality improvement methods proposed.

BASIC:

Describes specific evidence related to the quality improvement methods proposed, but does not attempt

to evaluate the evidence or how it supports the methods proposed.

PROFICIENT: Evaluates specific evidence that supports the quality improvement methods proposed.

DISTINGUISHED:

Evaluates specific evidence that supports the quality improvement methods proposed. Identifies knowledge

gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further

information could improve the analysis).

Comments:

I found it hard to understand the specifications of the quality improvement method. You need to develop the

plan to be with more information.

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CRITERIA 3

Explain how the project is grounded in successful change strategies.

COMPETENCY

Develop change strategies for improving the care environment.

NON_PERFORMANCE: Does not describe a change strategy.

BASIC: Describes a change strategy, but does not explain it related to the project.

PROFICIENT: Explains how the project is grounded in successful change strategies.

DISTINGUISHED:

Explains how the project is grounded in successful change strategies. Acknowledges potential difficulties

and discusses how those challenges will be met.

Comments:

You are off to a great start for this section. You were able to discuss your choice of change strategy but failed

to discuss its relationship to the project. How does the change strategy that you selected to relate to the

project? What potential difficulties did you find and what steps do you need to have in place to address these

issues?

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CRITERIA 4

Analyze the way in which interprofessional teamwork will improve the effectiveness or efficiency of the quality improvement project.

COMPETENCY

Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care

improvement outcomes.

NON_PERFORMANCE: Does not analyze interprofessional teamwork strategies.

BASIC:

Analyzes interprofessional teamwork strategies, but either does not address how those strategies will

improve effectiveness or efficiency, or does not relate the strategies to the project.

PROFICIENT:

Analyzes the way in which interprofessional teamwork will improve the effectiveness or efficiency of the

quality improvement project.

DISTINGUISHED:

Analyzes the way in which interprofessional teamwork will improve the effectiveness or efficiency of the

quality improvement project. Identifies assumptions upon which the analysis is based.

Comments:

You did a good job analyzing the use of interprofessional collaboration with your project. I really liked your

thoughts on the team performing more diabetes screening. Which assumption did you use as the basis for

your analysis of the interprofessional teamwork and who is going to be on the team?

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CRITERIA 5

Communicate quality improvement considerations to relevant stakeholders in a way that is clear, concise, and compelling for the audience.

COMPETENCY

Communicate effectively with diverse audiences, in an appropriate form and style, consistent with

organizational, professional, and scholarly standards.

NON_PERFORMANCE:

Does not communicate quality improvement considerations to relevant stakeholders in a way that is clear,

concise, and compelling for the audience.

BASIC:

Communicates quality considerations in a way that is not consistently clear and concise, or in a way that

is not relevant or compelling for the audience.

PROFICIENT:

Communicates quality improvement considerations to relevant stakeholders in a way that is clear, concise,

and compelling for the audience.

DISTINGUISHED:

Communicates quality improvement considerations to relevant stakeholders in a way that is clear, concise,

and compelling for the audience. The structure of the communication enables the audience to grasp

complex concepts and encourages buy-in.

Comments:

: You are off to a good start with this section. You were able to explain your choice of quality improvement

methods but could not explain if your choice of methods would promote continuous improvement. What

information could you have added to address the possibility of continuous improvement occurring?

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CRITERIA 6

Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

COMPETENCY

Communicate effectively with diverse audiences, in an appropriate form and style, consistent with

organizational, professional, and scholarly standards.

NON_PERFORMANCE:

Does not integrate relevant sources to support assertions; does not correctly format citations and

references using current APA style.

BASIC: Sources lack relevance or are poorly integrated, or citations or references are incorrectly formatted.

PROFICIENT:

Integrates relevant sources to support assertions, correctly formatting citations and references using current

APA style.

DISTINGUISHED:

Integrates relevant sources to support assertions, correctly formatting citations and references using

current APA style. Citations are free from all errors.

Comments:

Your writing is grammatically correct and easy to follow. There’s always room for improvement in scholarly

writing and I hope that you will consider using the Smarthinking feature located along the left side of the

course home page. In addition, here's a link to the Capella Writing Center to learn more about scholarly

writing: https://campus.capella.edu/web/writing-center/home. Very nice use of citations of relevant evidence

to support central ideas. APA format has no errors. Your sources are current (between 3- 5 years) and

appropriate for the assessment focus. Here is link to APA formatting that may be

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Supplemental Feedback

SUPPLEMENTAL CRITERIA 1

Purpose Compose a text that articulates meaning relevant to the main topic, scope, and purpose of the prompt

BEGINNING: This text is unrelated to the assignment prompt.

DEVELOPING:

This text is related to the assignment prompt but does not demonstrate an understanding of the main topic,

scope, and purpose.

SKILLED:

This text responds to the assignment prompt and appropriately addresses the main topic, scope, and

purpose.

ADVANCED:

This text presents a focused response to the assignment prompt and demonstrates a thorough

understanding of the main topic, scope, and purpose.

Comments:

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SUPPLEMENTAL CRITERIA 2

Organization Develop text using organization, structure, and transitions that demonstrate understanding of relationship between main and subtopics

BEGINNING:

This text does not include a thesis statement and is organized inappropriately for the assignment.

DEVELOPING:

The thesis statement in this text is unclear and/or the text is presented in paragraphs with unclear main

idea(s) and/or transitional phrases.

SKILLED:

This text includes a thesis statement and is organized into paragraphs, with clear main ideas and effective

transitional phrases.

ADVANCED:

This text reflects a strong thesis statement. Additionally, this text is organized with skillful transitions into

paragraphs with clear main ideas, sufficient evidence, analysis, and linking information.

Comments:

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SUPPLEMENTAL CRITERIA 3

Evidence Integrate into text appropriate use of scholarly sources and evidence

BEGINNING: This text included plagiarized information.

DEVELOPING:

This text lacks synthesis of information from sources and/or the credibility of the sources is questionable,

with many flaws in APA citation style.

SKILLED:

The included evidence was integrated and synthesized from outside sources, most of which are scholarly,

with minimal flaws in APA citation style.

ADVANCED:

The evidence in this text was integrated and synthesized from credible, scholarly, and professionally sound

sources, with minimal flaws in APA citation style.

Comments:

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SUPPLEMENTAL CRITERIA 4

Tone Apply in text the standard writing conventions for the discipline, including structure, voice, person and tone

BEGINNING: Text uses language inappropriate for the intended audience.

DEVELOPING:

This text does not meet writing conventions for the discipline and lacks appropriate voice, person, and/or

tone for the intended audience.

SKILLED:

This text meets writing conventions for the discipline and there were minimal issues in appropriate use of

voice, person, or tone for the intended audience.

ADVANCED:

This text exhibits strict adherence to writing conventions for the discipline and uses appropriate voice,

person, and tone for the intended audience.

Comments:

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SUPPLEMENTAL CRITERIA 5

Sentence Structure Produce text with minimal grammar, usage, spelling, and mechanical errors

BEGINNING:

Text meaning is unclear due to errors in sentence structure, grammar, usage, word choice, spelling, or

mechanics in 75% or more of text.

DEVELOPING:

Text meaning is interrupted due to sentence structure, grammar, usage, word choice, spelling, or

mechanical errors in 25%-75% or more of text.

SKILLED:

Text conveys clear meaning with minimal issues in grammar, usage, word choice, spelling, or mechanical

errors in 10%-25% of text.

ADVANCED:

Text complexity and concision conveys clear meaning, with grammar, usage, word choice, spelling, or

mechanical errors in 10% or less of text.

Comments: