Description
Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal.
Include the following:
- Provide an overview of the problem and the setting in which the problem or issue occurs.
- Explain why a quality improvement initiative is needed in this area and the expected outcome.
- Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the course materials or textbook, that establish evidence in support of the quality improvement proposed.
- Discuss steps necessary to implement the quality improvement initiative. Provide evidence and rationale to support your answer.
- Explain how the quality improvement initiative will be evaluated to determine whether there was improvement.
- Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative succeeded.
Course Code
NRS-434VN
Class Code
NRS-434VN-O509
Criteria
Content
Percentage
80.0%
Comparison of Physical Assessment Among
School-Aged Children
25.0%
Typical Assessment for a Child of a Specific Age
25.0%
Developmental Assessment of a Child Using a
Developmental Theory (Erickson, Piaget,
Kohlberg)
30.0%
Organization and Effectiveness
15.0%
Thesis Development and Purpose
5.0%
Argument Logic and Construction
5.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Format
5.0%
Paper Format (use of appropriate style for the
major and assignment)
2.0%
Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to
assignment and style)
3.0%
Total Weightage
100%
Developmental Assessment and the School-Aged Child
Unsatisfactory (0.00%)
A comparison of physical assessments among different schoolaged children is omitted.
The typical developmental stage of a child between the ages
5 and 12 is not described.
A child assessment based on a developmental theory is
omitted.
Paper lacks any discernible overall purpose or organizing
claim.
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made. Argument is
incoherent and uses noncredible sources.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction is used.
Template is not used appropriately or documentation format
is rarely followed correctly.
Sources are not documented.
100.0
Less than Satisfactory (75.00%)
An incomplete comparison of physical assessments among
different school-aged children is summarized. How
assessment techniques would be modified depending on the
age and developmental stage of the child is omitted or
contains significant inaccuracies.
The typical developmental stage of a child between the ages
5 and 12 is summarized. The summary contains significant
inaccuracies for the age of the child.
A child assessment based on a developmental theory is
partially summarized. Partial strategies to gain cooperation
and for how explanations would be offered during the
assessment are presented. The potential findings expected
from the assessment are omitted or are incorrect. There are
significant inaccuracies.
Thesis is insufficiently developed or vague. Purpose is not
clear.
Sufficient justification of claims is lacking. Argument lacks
consistent unity. There are obvious flaws in the logic. Some
sources have questionable credibility.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register), sentence
structure, or word choice are present.
Template is used, but some elements are missing or
mistaken; lack of control with formatting is apparent.
Documentation of sources is inconsistent or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Satisfactory (79.00%)
A general comparison of physical assessments among
different school-aged children is summarized. How
assessment techniques would be modified depending on the
age and developmental stage of the child is generally
described. More information or support is needed for clarity
or accuracy.
The typical developmental stage of a child between the ages
5 and 12 is generally described. The description contains
some inaccuracies for the age of the child.
A child assessment based on a developmental theory is
generally described. General strategies to gain cooperation
and for how explanations would be offered during the
assessment are presented. The potential findings expected
from the assessment are summarized. There are minor
inaccuracies.
Thesis is apparent and appropriate to purpose.
Argument is orderly, but may have a few inconsistencies. The
argument presents minimal justification of claims. Argument
logically, but not thoroughly, supports the purpose. Sources
used are credible. Introduction and conclusion bracket the
thesis.
Some mechanical errors or typos are present, but they are
not overly distracting to the reader. Correct sentence
structure and audience-appropriate language are used.
Template is used, and formatting is correct, although some
minor errors may be present.
Sources are documented, as appropriate to assignment and
style, although some formatting errors may be present.
Good (89.00%)
A comparison of physical assessments among different schoolaged children is presented. How assessment techniques
would be modified depending on the age and developmental
stage of the child is described. Some information is needed
for clarity.
The typical developmental stage of a child between the ages
5 and 12 is described. The overall description is accurate.
Some information is needed for clarity.
A child assessment based on a developmental theory is
described. Appropriate strategies to gain cooperation and for
how explanations would be offered during the assessment
are presented. The potential findings expected from the
assessment are described. Some information is needed for
clarity.
Thesis is clear and forecasts the development of the paper.
Thesis is descriptive and reflective of the arguments and
appropriate to the purpose.
Argument shows logical progressions. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are
authoritative.
Prose is largely free of mechanical errors, although a few may
be present. A variety of sentence structures and effective
figures of speech are used.
Template is fully used; There are virtually no errors in
formatting style.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Excellent (100.00%)
Comments
A detailed comparison of physical assessments among
different school-aged children is presented. How assessment
techniques would be modified depending on the age and
developmental stage of the child is thoroughly described.
Insight is demonstrated into the physical assessment of
school age children.
The typical developmental stage of a child between the ages
5 and 12 is accurately and thoroughly described.
A child assessment based on a developmental theory is
thoroughly described. Well-developed strategies to gain
cooperation and for how explanations would be offered
during the assessment are presented. The potential findings
expected from the assessment are all accurate and described
in detail.
Thesis is comprehensive and contains the essence of the
paper. Thesis statement makes the purpose of the paper
clear.
Clear and convincing argument that presents a persuasive
claim in a distinctive and compelling manner. All sources are
authoritative.
Writer is clearly in command of standard, written, academic
English.
All format elements are correct.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of
error.
Points Earned
Purchase answer to see full
attachment
NRS-434VN
Class Code
NRS-434VN-O509
Criteria
Content
Percentage
80.0%
Comparison of Physical Assessment Among
School-Aged Children
25.0%
Typical Assessment for a Child of a Specific Age
25.0%
Developmental Assessment of a Child Using a
Developmental Theory (Erickson, Piaget,
Kohlberg)
30.0%
Organization and Effectiveness
15.0%
Thesis Development and Purpose
5.0%
Argument Logic and Construction
5.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Format
5.0%
Paper Format (use of appropriate style for the
major and assignment)
2.0%
Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to
assignment and style)
3.0%
Total Weightage
100%
Developmental Assessment and the School-Aged Child
Unsatisfactory (0.00%)
A comparison of physical assessments among different schoolaged children is omitted.
The typical developmental stage of a child between the ages
5 and 12 is not described.
A child assessment based on a developmental theory is
omitted.
Paper lacks any discernible overall purpose or organizing
claim.
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made. Argument is
incoherent and uses noncredible sources.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction is used.
Template is not used appropriately or documentation format
is rarely followed correctly.
Sources are not documented.
100.0
Less than Satisfactory (75.00%)
An incomplete comparison of physical assessments among
different school-aged children is summarized. How
assessment techniques would be modified depending on the
age and developmental stage of the child is omitted or
contains significant inaccuracies.
The typical developmental stage of a child between the ages
5 and 12 is summarized. The summary contains significant
inaccuracies for the age of the child.
A child assessment based on a developmental theory is
partially summarized. Partial strategies to gain cooperation
and for how explanations would be offered during the
assessment are presented. The potential findings expected
from the assessment are omitted or are incorrect. There are
significant inaccuracies.
Thesis is insufficiently developed or vague. Purpose is not
clear.
Sufficient justification of claims is lacking. Argument lacks
consistent unity. There are obvious flaws in the logic. Some
sources have questionable credibility.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register), sentence
structure, or word choice are present.
Template is used, but some elements are missing or
mistaken; lack of control with formatting is apparent.
Documentation of sources is inconsistent or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Satisfactory (79.00%)
A general comparison of physical assessments among
different school-aged children is summarized. How
assessment techniques would be modified depending on the
age and developmental stage of the child is generally
described. More information or support is needed for clarity
or accuracy.
The typical developmental stage of a child between the ages
5 and 12 is generally described. The description contains
some inaccuracies for the age of the child.
A child assessment based on a developmental theory is
generally described. General strategies to gain cooperation
and for how explanations would be offered during the
assessment are presented. The potential findings expected
from the assessment are summarized. There are minor
inaccuracies.
Thesis is apparent and appropriate to purpose.
Argument is orderly, but may have a few inconsistencies. The
argument presents minimal justification of claims. Argument
logically, but not thoroughly, supports the purpose. Sources
used are credible. Introduction and conclusion bracket the
thesis.
Some mechanical errors or typos are present, but they are
not overly distracting to the reader. Correct sentence
structure and audience-appropriate language are used.
Template is used, and formatting is correct, although some
minor errors may be present.
Sources are documented, as appropriate to assignment and
style, although some formatting errors may be present.
Good (89.00%)
A comparison of physical assessments among different schoolaged children is presented. How assessment techniques
would be modified depending on the age and developmental
stage of the child is described. Some information is needed
for clarity.
The typical developmental stage of a child between the ages
5 and 12 is described. The overall description is accurate.
Some information is needed for clarity.
A child assessment based on a developmental theory is
described. Appropriate strategies to gain cooperation and for
how explanations would be offered during the assessment
are presented. The potential findings expected from the
assessment are described. Some information is needed for
clarity.
Thesis is clear and forecasts the development of the paper.
Thesis is descriptive and reflective of the arguments and
appropriate to the purpose.
Argument shows logical progressions. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are
authoritative.
Prose is largely free of mechanical errors, although a few may
be present. A variety of sentence structures and effective
figures of speech are used.
Template is fully used; There are virtually no errors in
formatting style.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Excellent (100.00%)
Comments
A detailed comparison of physical assessments among
different school-aged children is presented. How assessment
techniques would be modified depending on the age and
developmental stage of the child is thoroughly described.
Insight is demonstrated into the physical assessment of
school age children.
The typical developmental stage of a child between the ages
5 and 12 is accurately and thoroughly described.
A child assessment based on a developmental theory is
thoroughly described. Well-developed strategies to gain
cooperation and for how explanations would be offered
during the assessment are presented. The potential findings
expected from the assessment are all accurate and described
in detail.
Thesis is comprehensive and contains the essence of the
paper. Thesis statement makes the purpose of the paper
clear.
Clear and convincing argument that presents a persuasive
claim in a distinctive and compelling manner. All sources are
authoritative.
Writer is clearly in command of standard, written, academic
English.
All format elements are correct.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of
error.
Points Earned
Purchase answer to see full
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