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Module 5 Overview
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Introduction
Quality drives excellence. How does nursing play a role in quality outcomes? The profession does this daily by providing excellent care to patients. The quality outcomes are also heavily dependent on the nursing case management team. This is becoming more prevalent with the demands to treat patients in an outpatient setting. So that lends the question; how soon is too soon for discharge? It also creates the need for strong care teams that can manage patients aggressively in an outpatient setting. This week will challenge us to look at our organization’s quality outcomes and programs and determine if they are effective or not. We will also begin to evaluate quality from a community aspect and discuss the impact of that on patient outcomes.
Learning Outcomes
After completing this module, you will be able to:
Identify the concept of patient centered healthcare goals
Describe the role of quality programs on a community
Explain the difference between differing quality outcomes.
Reading & Resources
Review the National Committee for Quality Assurance certification criteria.
Janet, P. B., Thoumi, A., Marquevich, V., De Groote, W., Linamara, R. B., Imamura, M., Vinicius, D. R., Wang, N., Dreinhoefer, K. E., Mangar, A., Ghandi, D. B. C., Ng, Y. S., Kheng, H. L., Tan Wei Ming, J., Yong, H. P., Inzitari, M., Mmbaga, B. T., Shayo, M. J., Brown, D. A., . . . Stein, J. (2020). COVID-19: maintaining essential rehabilitation services across the care continuum. BMJ Global Health, 5(5)
Prasad, V. L, Fay, K., & Mora, C. (2020). Complex Care Center: A Tool for the Care Continuum Conundrum. The Journal of Medical Practice Management, 35(6), 314-320.
Sauro, K., Maini, A., Machan, M., Lorenzetti, D., Chandarana, S., & Dort, J. (2021). Are there opportunities to improve care as patients transition through the cancer care continuum? A scoping review protocol. BMJ Open, 11(1)http://dx.doi.org/10.1136/bmjopen-2020-043374
Learning Activities
Discussion: Participate in Discussion 5 Discussion 5 Question 2
To do: Make forum posts: 3
There are a number of components of quality indicators: accessibility, appropriateness, continuity, effectiveness, efficacy, efficiency, timeliness, patient perspective issues, and safety of care environment. Choose one of these components and explain how it can influence quality of care.
Please support your discussion with facts, relevant examples, and at least two citations from the peer-reviewed professional nursing literature or the required textbook readings.
See the Nursing Syllabus Standards & Policies Document for Discussion Participation Guidelines & Grading Criteria.

Based on the assigned readings, class lectures, and attached article below. Please discuss and answer the following questions in your group PowerPoint presentation/slides:
1. Define and discuss four biases in healthcare.
2. Identify processes to recognize and mitigate each of the four identified biases.
3. Each group member please prepare to do a 3-5 minute presentation.
4. 5 slides excluding title page and references

Power points on
1. The issue or controversy
2. The health practitioner’s role in the issue
3. thoughtful conclusion

This assignment will incorporate a common practical tool in helping clinicians begin to ethically analyze a case. Organizing the data in this way will help you apply the four principles and four boxes approach.
Based on the “Case Study: Healing and Autonomy” and other required topic Resources, you will complete the “Applying the Four Principles: Case Study” document that includes the following:
Part 1: Chart
This chart will formalize the four principles and four boxes approach and the four-boxes approach by organizing the data from the case study according to the relevant principles of biomedical ethics: autonomy, beneficence, nonmaleficence, and justice.
Part 2: Evaluation
This part includes questions, to be answered in a total of 500 words, that describe how principalism would be applied according to the Christian worldview.
Remember to support your responses with the topic Resources.
APA style is not required, but solid academic writing is expected.

I ordered and received assignment here but not well written, vague. It needs to be edited. As I was reviewing paper with rubrics, this paper is vague, my professor is pharmacist and wants to see pharmacological perspective evidence supported writing. I have attached my initial assignment, rubric, sample paper found on coursehero.
I have not been getting good grades in this course. I got 80 and 70 on last 2 papers. I need to submit a really really good paper.to bring my grade up. Please help me!

Week 2: Discussion
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Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
Explain the pathophysiology of heart failure by analyzing a patient’s symptoms. (CO1)
Differentiate between systolic and diastolic heart failure. (CO1)
Explain the significance of physical exam and diagnostic findings in the diagnosis of heart failure. (CO4)
Due Date:
Initial post is due on Wednesday by 11:59 p.m. MT. All posts are due by Sunday, 11:59 p.m. MT
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.
Total Points Possible: 100
Requirements:
Read the case study below.
In your initial discussion post, answer the questions related to the case scenario and support your response with at least one evidence-based reference by Wed., 11:59 pm MT.
Provides a minimum of two responses weekly on separate days; e.g., replies to a post from a peer; AND faculty member’s question; OR two peers if no faculty question using appropriate resources, before Sun., 11:59 pm MT.
Case Scenario:
A 72-year-old male presents to the primary care office with shortness of breath, leg swelling, and fatigue. He reports that he stopped engaging in his daily walk with friends three weeks ago because of shortness of breath that became worse with activity. He decided to come to the office today because he is now propping up on at least 3 pillows at night to sleep. He tells the NP that he sometimes sleeps better in his recliner chair. PMH includes hypertension, hyperlipidemia and Type 2 diabetes.
Physical Exam:
BP 106/74 mmHg, Heart rate 110 beats per minute (bpm)
HEENT: Unremarkable
Lungs: Fine inspiratory crackles bilateral bases
Cardiac: S1 and S2 regular, rate and rhythm; presence of 3rd heart sound; jugular venous distention. Bilateral pretibial and ankle 2+pitting edema noted
ECG: Sinus rhythm at 110 bpm
Echocardiogram: decreased wall motion of the anterior wall of the heart and an ejection fraction of 25%
Diagnosis: Heart failure, secondary to silent MI
Discussion Questions:
Differentiate between systolic and diastolic heart failure.
State whether the patient is in systolic or diastolic heart failure.
Explain the pathophysiology associated with each of the following symptoms: dyspnea on exertion, pitting edema, jugular vein distention, and orthopnea.
Explain the significance of the presence of a 3rd heart sound and ejection fraction of 25%.
Category Points % Description
Application of Course Knowledge
30
30%
The student:
Differentiates between systolic and diastolic heart failure.
States whether the patient is in systolic or diastolic heart failure. 
Explains the pathophysiology associated for each of the following symptoms: dyspnea on exertion, pitting edema, jugular vein distention, and orthopnea. 
Explains the significance of the presence of a 3rd heart sound and an ejection fraction of 25%. 
Support from Evidence-Based Practice
30
30%
Initial discussion post is supported with appropriate, scholarly sources; AND
Sources are published within the last 5 years (unless it is the most current CPG); AND
Reference list is provided and in-text citations match; AND
All answers are fully supported with an appropriate EBM argument
Interactive Dialogue
30
30%
In addition to providing a response to the initial post due by Wednesday, 11:59 p.m. MT, student provides a minimum of two responses weekly on separate days; e.g., replies to a post from a peer; AND faculty member’s question; OR two peers if no faculty question. A response to faculty could include a question posed to a student or the entire class or a faculty question directed towards another student. AND
Evidence from appropriate scholarly sources are included; AND
Reference list is provided and in-text citations match
90
90%
Total CONTENT Points= 90 pts
Discussion Format
Category
Points
%
Description
Organization
5
5%
Organization:
Case study responses are presented in a logical format; AND
Responses are in sequence with the numbered questions; AND
The case study response is understandable and easy to follow; AND
All responses are relevant to the case topic
Format
5
5%
Discussion post has minimal grammar, syntax, spelling, punctuation, or APA format errors*
(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.
10
10%
Total FORMAT Points= 10 pts
100
100%
DISCUSSION TOTAL=____ out of 100 points
(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.
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