Nursing 761: Program Planning Evaluation and Quality Improvement

Affiliation

Name: Julia Vance
SCID: School of Nursing
Department: Academic & Student Services
Course Name: N761 Program Planning Evaluation and Quality ImprovementCourse Objectives:
CO1: Examine the critical elements of quality Process Improvement
CO2: Apply basic quality improvement methodologies to a process in a healthcare or community health organization.
CO3: Develop and apply strategies to work collaboratively in small groups.Course Units:
CU1: Module 1: Quality ImprovementUnit Objectives:
UNIT TITLE: Quality improvement
UO1: Students will apply the concepts of process improvement and quality improvement.
UO2: Students will describe the process by which teamwork functions to improve process outcomes using the PDSA cycle.
UO3: Students will analyze the root cause analysis of a medical or public health quality issue.

Activity One

Activity: M&M Game
Description: Participants count and sort M&Ms and facilitator graphs “quality control” on a run chart.
Modality: Active Learning, group
Activity Sequence: Follows lectures and readings on quality improvement online
Required Knowledge: Prior understanding of the definition of quality control, basic tools used in Quality Improvement
Time on Task: 15 minutes to perform the task, 10 minutes to discuss
Objectives Supported: UO1,2
Horton Type: DO: opportunity to discover for themselves how quality differences can be addressed once data is discovered
Bloom’s Level: Apply, understand
Evidence: Participation in discussion and brief reflection of activity
Pedagogical Role: Integrating online readings and videos with in class activity
Social Role: Promotes community building within teams, the class and the instructor
Managerial Role: Provide clear and consistent directions
Technical Role: Explain the purpose of the exercise and role in learning about quality improvement

Activity Two

Activity: PEG GAME
Description: Students receive a 13 piece board and 12 markers, need to use a “checkers” type process with the idea to wind up with only 1 marker on the board. Facilitator tracks the “best performers”, mixes up the groups and eventually students will see how rapid cycle PDSA improves results. QI tools will be used to analyze performance results.
Modality: Active learning, in person individual and group
Activity Sequence: Compliments students designing their own quality improvement process, follows online reading, PowerPoints and videos.
Required Knowledg: Rapid cycle PDSA
Time on Task: 45 minutes for activity, 15 minutes for discussion
Objectives Supported: U02
Horton Type: DO (Game, exercise)
Bloom’s Level: Understand, Apply, Analyze
Evidence: Participation, reporting out, brief reflection
Pedagogical Role: Encourage peer to peer interactions and support, small group dynamics
Social Role: Same as above, role play how to communicate new way to do things in a respectful way if you are the “best performer” speaking with a “low performer”
Managerial Role: Define ground rules for interactions between best and poorest performer
Technical Role: Review key features of the PDSA cycle prior to activity

Activity Three

Activity:Case study pre-class online activity
Description:Each discussion group will receive a case study that illustrates a problem that led to patient harm or global/community health failure to provide care. They will be asked to work as a group online to design a fishbone diagram with the root causes and most likely issue to tackle as an improvement step.
Modality: Online, group
Activity Sequence: Follows QI information regarding tools and root cause analysis. Requires group to problem solve and work together online.
Required Knowledge: End of unit, so all previous learning
Time on Task: One week
Objectives Supported: U03
Horton Type: Connect
Bloom’s Level: Analyze, Evaluate, Create
Evidence: Final product is fishbone diagram and brief report of what factors to address: why and how
Pedagogical Role: Personalized contributions, consistent with course goals
Social Role: Integration of online and in-class activities
Managerial Role: Provide clear guidelines and monitor the FAQs area to provide feedback that may be helpful to the class as a whole
Technical Role: Provide templates and resources if they get stuck.

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