12 slides+Handout. Nursing work

Science of Improvement Model

Continuous quality improvement in the health sector can be defined as the structured organizational process that involves health care professionals in planning and implementation of improvements that are proactive and ongoing in the delivery of care to improve the quality of care and patient outcomes (Bendermacher et al., 2020). A program promoting physical activity in a community with a diverse population may benefit from the Science of Improvement Model adopted by the Institute of Healthcare Improvement. This model has two main parts. In the first part of the model, there are three important questions that must first be answered. The first question seeks to determine the aims of a project. For the program of physical improvement, the aim is to reduce the number of chronic conditions associated with lack of physical exercises by 50% within two years. The other aim is to increase the number of people in the community engaging in physical exercises by 70 percent or higher.

The next question seeks to determine performance measures to be considered in the implementation of the project. It involves the identification of quantitative measures to be used to determine the effect of changes. The performance measures to be used for this program includes the number of new non-communicable diseases diagnosis in health care facilities and the daily attendances in parks and gyms. This will help in identifying an increase or decrease in physical activities in the community and the effects it has on the health of individuals. The third question considers changes that should be implemented. After completion of this first step, the model has a second part which is called the Plan-Do-Study-Act cycle. This model is used in the testing of changes in real work settings. This is done through the formulation of a plan for change, trying out the plan, following up on its results, and finally acting on lessons derived from the process (Christoff, 2018). The change should be continuously tested and refined through various PDSA cycles as it is continually spread to other segments of the population.

References

Bendermacher, G. W., De Grave, W. S., Wolfhagen, I. H., Dolmans, D. H., & oude Egbrink, M. G. (2020). Shaping a culture for continuous quality improvement in undergraduate medical education. Academic Medicine, 95(12).

Christoff, P. (2018). Running PDSA cycles. Current problems in pediatric and adolescent health care, 48(8), 198-201.