Benchmark – Quality Improvement Through Effective Teamwork

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The purpose of this assignment is to evaluate the impact effective teams can have on quality outcomes.

To expand quality improvement efforts across disciplines within a health care organization, it is beneficial to create quality assessment teams with representatives from each area of the organization, on both the clinical and administrative sides. Though these teams can choose from a variety of tools to assess quality, they are most effective when they are high-performing and working collaboratively toward a common goal.

For this assignment, write a 1,000-1,250-word paper that addresses the following points:

  1. Why are teams a valuable point of focus when considering quality improvement in health care?
  2. What distinguishes a team as high-performing within a health care environment? Identify five reasons why high-performing teams are necessary when assessing quality.
  3. Discuss how team processes and the varying roles of individuals can impact quality assessment both positively and negatively. Consider elements such as leadership roles, individual responsibilities, delegation of tasks, decision making, ongoing training/education, etc.
  4. How does the cross-functionality of a high-performing team enhance its ability to meet the quality improvement goals of a health care organization? How might having an interdisciplinary team potentially create conflict? How could these tensions be mitigated to improve team effectiveness?
  5. How do elements such as conflict and change affect the dynamics of the team and its ability to reach a unified goal?
  6. Discuss the resources and types of support available that might enhance a team’s efforts for continued quality improvement. Consider how components such as team culture, support, communication, and rewards may come into play.

Cite at least three scholarly references in addition to the textbook.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Crime Scene Investigation Walk-Through

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Assignment 2: Crime Scene Investigation Walk-Through

Due Week 5 and worth 100 points

When you arrive on the scene of a crime you must follow certain procedures to ensure the admissibility of evidence. For this assignment, you will use a case file of a real crime scene and take on the role of the crime scene investigator at the scene of the crime. You will create a presentation where you will document your process, present your findings, and provide an evaluation of the scene in a narrated PowerPoint or presentation tool of your choosing.

To help you prepare for this assignment, use the mock crime scene resource below to review the steps of evaluating a crime scene. This will help guide you as you walk us through your scene: https://www.mesaaz.gov/residents/police/divisions/forensic-services/mock-crime-scene/

Choose one of the following cases from your textbook resource:

  • “He Hit Her Until She Fell . . . and That Was Just the Beginning”, Brandl, pp. 363-373.
  •  “A Mutilation Murder”, Brandl, p. 670.

Then, create a presentation that is five to ten (5-10) minutes in length in which you:

  1. Identify the tools you used to evaluate the crime scene. Provide a rationale for your choices.
  2. Outline the steps you took to secure the crime scene.
  3. Describe the techniques and procedures you used to process the crime scene, including a list of the evidence you collected. Explain the reasons for your procedures.
  4. Describe the steps you took to preserve the evidence and provide an explanation for your process.
  5. Provide photos of the crime scene.
  6. Create a crime scene map that illustrates the crime scene upon arrival.
  7. Narrate your presentation to walk the audience through the crime scene.
  8. Use at least two (2) quality references documented on a reference page at the end of your presentation. You are encouraged to use the Strayer University Online library (https://research.strayer.edu) to locate academic resources. Note: Wikipedia and similar websites do not qualify as academic resources.

Andrea Yates Case

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CJ 560 Module Four Activity Guidelines and Rubric

Overview: This activity will allow you to examine the roles and responsibilities of the participants in the judicial process, while uti lizing a tool that is helpful to administrators—a graphic organizer. Prompt: Visit the Shapiro Library and choose an article about the Andrea Yates case. Create a graphic organizer that evaluates this case from arrest to trial, identifying the different responsibilities of the participants in the judicial process. Include an examination of how the pro cess works and self corrects when necessary through appeals and retrial. This Inspiration Software guide will help you understand more about graphic organizers. Specifically, the following critical elements must be addressed:

I. Responsibilities: Evaluate the Andrea Yates case from arrest to trial, identifying the different responsibilities of the participants in the judicial process. II. Examination: Include an examination of how the process works and self corrects when necessary through appeals and retrial.

Guidelines for Submission: Consider a free online graphic organizer tool, such as Creately, Popplet Lite, or Bubbl.us to create this assignment, and submit your graphic organizer as a PDF, JPG, PPT, or DOC file.

Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value Responsibilities Meets “Proficient” criteria and

includes rich detail Evaluates the Andrea Yates case from arrest to trial, identifying the different responsibilities of the participants in the judicial process

Evaluates the Andrea Yates case from arrest to trial, identifying the different responsibilities of the participants in the judicial process, but is inaccurate and/or missing details

Does not evaluate the Andrea Yates case from arrest to trial, identifying the different responsibilities of the participants in the judicial process

45

Examination Meets “Proficient” criteria and utilizes scholarly sources to support assertions

Includes an examination of how the process works and self corrects when necessary through appeals and retrial

Includes an examination of how the process works and self corrects when necessary through appeals and retrial, but is inaccurate and/or missing details

Does not include an examination of how the process works and self corrects when necessary through appeals and retrial

45

Articulation of Response

Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

10

Total 100%

 

https://web.archive.org/web/20200221161122/http:/www.inspiration.com/visual-learning/graphic-organizers
http://creately.com/plans
http://creately.com/plans
http://popplet.com/
http://popplet.com/
https://bubbl.us/

Qualitative Research Approaches Matrix,

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Part 1

In order for you to select the qualitative research approach that best fits your research question, you will need to develop a deeper familiarity with the approaches available to you. This week’s Assignment is the first of a two-part activity designed to broaden and deepen your base of knowledge of qualitative research approaches. While the activity does not encompass all possible approaches, it does allow you to explore the eight most common approaches you are likely to encounter and may wish to consider for yourself.

For this Assignment, you will complete the first half of the Qualitative Research Approaches Matrix Template, which is designed to allow you to compare and contrast qualitative research approaches.

To prepare for this Assignment:

  • Review this week’s readings, focusing on the differences among the following four types of qualitative research approaches:
    • Generic qualitative inquiry
    • Qualitative case study
    • Grounded theory and realism
    • Phenomenology and heuristic inquiry
  • Locate the Qualitative Research Approaches Matrix Template in this week’s Learning Resources.
  • Read the examples of research studies provided in this week’s Learning Resources.
  • Select additional readings that focus on specific approaches (some suggestions have been provided for you in the Optional Resources).

Assignment: 

Complete the Qualitative Research Approaches Matrix Template for the four approaches highlighted this week. Some of the cells have been pre-populated with sample entries or with prompts to help you focus your comparisons.

 

Required Readings

Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Thousand Oaks, CA: SAGE.
Chapter 3, “Variety of Qualitative Inquiry Frameworks: Paradigmatic, Philosophical, and Theoretical Orientations” (pp. 85–168)
Chapter 4, “Practical and Actionable Qualitative Applications” (pp. 169–242)

Basic Qualitative Research

Bowers, B. J., Fibich, B., & Jacobson, N. (2001). Care-as-service, care-as-relating, care-as-comfort: Understanding nursing home residents’ definitions of quality. The Gerontologist, 41(4), 539–545. Retrieved from http://gerontologist.oxfordjournals.org/
Care-as-Service, Care-as-Relating, Care-as-Comfort Understanding Nursing Home Residents’ Definitions of Quality by Bowers, B.; Fibich, B.; Jacobson, N., in The Gerontologist, Vol. 41/Issue 4. Copyright 2001 by Oxford University Press – Journals, The Gerontological Society of America. Reprinted by permission of Oxford University Press – Journals, The Gerontological Society of America via the Copyright Clearance Center.

Qualitative Case Study

Donnelly, C., Brenchley, C., Crawford, C., & Letts, L. (2013). The integration of occupational therapy into primary care: a multiple case study design.BMC family practice, 14(1), 1.

Grounded Theory

Barello, S., Graffigna, G., Vegni, E., Savarese, M., Lombardi, F., & Bosio, A. C. (2015). ‘Engage me in taking care of my heart’: a grounded theory study on patient–cardiologist relationship in the hospital management of heart failure. BMJ open, 5(3), e005582.

Heuristic Inquiry

Howard, A., & Hirani, K. (2013). Transformational change and stages of development in the workplace: A heuristic inquiry. Journal of Integral Theory and Practice, 8(1/2), 71–86.

Documents and Tools

Document: R8360 Guidelines for Reading and Evaluating Qualitative Research Articles (PDF)

Document: Example of How to Read and Evaluate a Qualitative Research Article (PDF)Qualitative Research Methods Matrix

  Approach Disciplinary Roots Focus of Central Research Question Unique Terminology Primary Data Sources Sampling Issues Analysis Plan Guidelines References
Submit in Week 2 Basic Qualitative Inquiry Philosophy, history constructionism, phenomenology · How can the experience of [an event, circumstance, program, a context] be described or explored?

· What is the meaning of [a process, program, or event] to the target individual(s) of interest?

 

· What “practical” knowledge can be learned?

 Use of the words “describe,” “explore,” “experience,” and “meaning” in title and research questions Interviews Choice is a function of the question Content analysis is a good choice as it is generic and exploratory Elo et al., 2014 Merriam, 2009

Saldana, 2016

Worthington, 2013
  Qualitative Case Study              
  Grounded Theory and Realism     Emergence of theory, inductive, theoretical sampling, constant comparison, open coding, axial coding, saturation, memo writing        
  Phenomenology and Heuristic Inquiry   What is the meaning, structure, and essence of the lived experience of this phenomenon for this person or group of people?

What is my experience of this phenomenon and the essential experience of others who also experience this phenomenon intensely?

          
Submit in Week 3 Social Constructivism and Narrative Inquiry         Select individuals who have directly experienced the phenomenon of interest    
  Systems Theory   How and why does this system as a whole function as it does?

What are the system’s boundaries and interrelationships, and how do these affect perspectives about how and why the system functions as it does?

          
  Ethnography and Autoethnography             Ellis, Adams & Bochner, 2011

Hoey, 2014

Rose, 1993
  Interactive and Participatory Qualitative Applications     Action research, co-researcher, participant-researcher, learning organization, dialogue, appreciative inquiry        

Highlight indicates example response.

Modified from Patton, M.Q. (2014). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. Thousand Oaks, CA: SAGE Publications

Qualitative Research Methods Matrix

 

 

Approach

 

Disciplinary Roots

 

Focus of Central Research

Question

 

Unique Terminology

 

Primary Data

Sources

 

Sampling Issues

 

Analysis Plan

Guidelines

 

References

 

Submit in Week 2

 

Basic Qualitative

Inquiry

 

Philosophy, history

constructionism,

phenomenology

 

·

 

How can the experience

of [an event,

circumstance, program, a

context] be described

 

or

explored

?

 

·

 

What is the meaning of [a

process, program, or

event] to the target

individual(s) of interest?

 

 

·

 

What

 

“practical”

knowledge

 

can be

learned?

 

Use of the words

“describe

,”

“explore,”

 

“experience

,

” and

“meaning” in title

and research

questions

 

Interviews

 

Choice is a function

of the question

 

C

ontent analysis

 

is a good choice

as it is generic

and exploratory

 

E

lo et al., 2014

Merriam, 2009

 

Saldana, 2016

 

Worthington,

2013

 

Qualitative Case

Study

 

 

 

 

 

 

 

 

 

Grounded Theory

and Realism

 

 

 

Emergence of theory,

inductive,

theoretical

sampling, constant

comparison,

open

coding, axial coding,

saturation,

memo

writing

 

 

 

 

 

Phenomenology

and Heuristic

Inquiry

 

 

What is the meaning,

structure, and essence of the

lived experience of this

phenomenon for this person

or group of people?

 

What is my experience of this

phenomenon and the

essential experience of others

 

 

 

 

 

Qualitative Research Methods Matrix

Approach Disciplinary Roots Focus of Central Research

Question

Unique Terminology Primary Data

Sources

Sampling Issues Analysis Plan

Guidelines

References

Submit in Week 2

 

Basic Qualitative

Inquiry

Philosophy, history

constructionism,

phenomenology

 How can the experience

of [an event,

circumstance, program, a

context] be described or

explored?

 What is the meaning of [a

process, program, or

event] to the target

individual(s) of interest?

 

 What “practical”

knowledge can be

learned?

Use of the words

“describe,”

“explore,”

“experience,” and

“meaning” in title

and research

questions

Interviews Choice is a function

of the question

Content analysis

is a good choice

as it is generic

and exploratory

Elo et al., 2014

Merriam, 2009

Saldana, 2016

Worthington,

2013

Qualitative Case

Study

 

Grounded Theory

and Realism

Emergence of theory,

inductive, theoretical

sampling, constant

comparison, open

coding, axial coding,

saturation, memo

writing

 

Phenomenology

and Heuristic

Inquiry

What is the meaning,

structure, and essence of the

lived experience of this

phenomenon for this person

or group of people?

What is my experience of this

phenomenon and the

essential experience of others