(attached is an example of the assignment)OverviewPrepare an 8–10-page data analysis and quality improvement initiative proposal based on a health issue of professional interest to you. The audience for your analysis and proposal is the nursing staff and the interprofessional team who will implement the initiative."A basic principle of quality measurement is: If you can't measure it, you can't improve it" (Agency for Healthcare Research and Quality, 2013).Health care providers are on an endless quest to improve both care quality and patient safety. This unwavering commitment requires hospitals and care givers to increase their attention and adherence to treatment protocols to improve patient outcomes. Health informatics, along with new and improved technologies and procedures, are at the core of virtually all quality improvement initiatives. The data gathered by providers, along with process improvement models and recognized quality benchmarks, are all part of a collaborative, continuing effort. As such, it is essential that professional nurses are able to correctly interpret, and effectively communicate information revealed on dashboards that display critical care metrics.Questions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.Reflect on QI initiatives focused on measuring and improving patient outcomes with which you are familiar.How important is the role of nurses in QI initiatives?What quality improvement initiatives have made the biggest difference? Why?When a QI initiative does not succeed as planned, what steps are taken to improve or revise the effort?Assessment InstructionsPreparationIn this assessment, you will propose a quality improvement (QI) initiative proposal based on a health issue of professional interest to you. The QI initiative proposal will be based on an analysis of dashboard metrics from a health care facility. You have one of two options:Option 1If you have access to dashboard metrics related to a QI initiative proposal of interest to you:Analyze data from the health care facility to identify a health care issue or area of concern. You will need access to reports and data related to care quality and patient safety. If you work in hospital setting, contact the quality management department to obtain the data you need.You will need to identify basic information about the health care setting, size, and specific type of care delivery related to the topic that you identify. You are expected to abide by HIPAA compliance standards.Option 2If you do not have access to a dashboard or metrics related to a QI initiative proposal:You may use the hospital data set provided in the media piece titled Vila Health: Data Analysis. You will analyze the data to identify a health care issue or area of concern.You will follow the same instructions and provide the same deliverables as your peers who select Option 1.InstructionsAnalyze dashboard metrics related to the selected issue.Provide the selected data set in the proposal.Assess the stability of processes or outcomes.Delineate any problematic variations or performance failures.Evaluate QI initiatives on the selected health issue with existing quality indicators from other facilities, government agencies, and non-governmental bodies on quality improvement.Analyze challenges that meeting prescribed benchmarks can pose for a heath care organization and the interprofessional team.Outline a QI initiative proposal based on the selected health issue and data analysis.Identify target areas for improvement.Define what processes can be modified to improve outcomes.Propose strategies to improve quality.Define interprofessional roles and responsibilities as they relate to the QI initiative.Provide recommendations for effective communication strategies for the interprofessional team to ensure the success of the QI initiative. Briefly reflect on the impact of the proposed initiative on work-life quality of the nursing staff and interprofessional team.Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.Note: Remember, you can submit all, or a portion of, your draft to Smarthinking for feedback, before you submit the final version of your analysis for this assessment. However, be mindful of the turnaround time for receiving feedback, if you plan on using this free service.The numbered points below correspond to grading criteria in the scoring guide. The bullets below each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your Quality Improvement Initiative Evaluation addresses all of the content below. You may also want to read the scoring guide to better understand the performance levels that relate to each grading criterion.Analyze data to identify a health care issue or area of concern.Identify the type of data you are analyzing (from your institution or from the media piece).Discuss why the data matters, what it is telling you, and what is missing.Analyze dashboard metrics and provide the data set in the proposal.Present dashboard metrics related to the selected issue.Delineate any problematic variations or performance failures.Assess the stability of processes or outcomes.Evaluate the quality of the data and what can be learned from it.Identify trends, outcome measures and information needed to calculate specific rates.Analyze what metrics indicate opportunities for quality improvement.Outline a QI initiative proposal based on a selected health issue and supporting data analysis.Identify benchmarks aligned to existing QI initiatives set by local, state, or federal health care policies or laws.Identify existing QI initiatives related to the selected issue, and explain why they are insufficient.Identify target areas for improvement, and define what processes can be modified to improve outcomes.Propose evidence-based strategies to improve quality.Evaluate QI initiatives on the selected health issue with existing quality indicators from other facilities, government agencies, and non-governmental bodies on quality improvement.Analyze challenges that meeting prescribed benchmarks can pose for a heath care organization and the interprofessional team.Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work-life quality.Define interprofessional roles and responsibilities as they relate to the data and the QI initiative.Explain how you would you make sure that all relevant roles are fully engaged in this effort.Explain what non-nursing concepts would you incorporate into the initiative?Identify how outcomes to measure the effect of the intervention affect the interprofessional team.Briefly reflect on the impact of the proposed initiative on work-life quality of the nursing staff and interprofessional team. Describe how work-life quality is improved or enriched by the initiative.Apply effective communication strategies to promote quality improvement of interprofessional care.Identify the kind of interprofessional communication strategies that will be effective to promote and ensure the success of this performance improvement plan or quality improvement initiative.In addition to writing, identify communication models (like CUS, SBAR) that you would include in your initiative proposal.Communicate evaluation and analysis in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.Submission RequirementsLength of submission: 8–10 double-spaced, typed pages, not including title and reference page.Number of references: Cite a minimum of five sources (no older than seven years, unless seminal work) of scholarly, peer-reviewed, or professional evidence that support your evaluation, recommendations, and plans

For assignment 1, please see the separate announcement for your assignment. Assignment 1 is due by Day 6 this week. Please note that there are two options for this assignment. You are assigned to either option 1 or option 2. Follow the directions for the assignment that you received and review the rubric associated with the option that you are assigned. Option 1: COVID-19 NAAT Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and ChildrenWhen seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.Photo Credit: Getty Images/Hero ImagesFor this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight.To PrepareReview this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.By Day 1 of this week, you will be assigned to one of the following Assignment options by your Instructor: Adult Assessment Tools or Diagnostic Tests (option 1), or Child Health Case (Option 2). Note: Please see the “Course Announcements” section of the classroom for your assignments from your Instructor.Search the Walden Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example.Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.Consider how you could encourage parents or caregivers to be proactive toward the child’s health.The AssignmentAssignment (3–4 pages, not including title and reference pages):Assignment Option 1: Adult Assessment Tools or Diagnostic Tests:Include the following:A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.What is its purpose?How is it conducted?What information does it gather?Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.Note: To access this week's required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel's guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.Chapter 3, “Examination Techniques and Equipment”This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process.Chapter 8, “Growth and Nutrition”In this chapter, the authors explain examinations for growth, gestational age, and pubertal development. The authors also differentiate growth among the organ systems.Chapter 5, “Recording Information” (Previously read in Week 1)This chapter provides rationale and methods for maintaining clear and accurate records. The text also explores the legal aspects of patient records.Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Student checklist: Health history guide. In Seidel's guide to physical examination (9th ed.). St. Louis, MO: Elsevier Mosby.Credit Line: Seidel's Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.Centers for Disease Control and Prevention. (2018). Childhood overweight and obesity. Retrieved from http://www.cdc.gov/obesity/childhoodThis website provides information about overweight and obese children. Additionally, the website provides basic facts about obesity and strategies to counteracting obesity.Chaudhry, M. A. I., & Nisar, A. (2017). Escalating health care cost due to unnecessary diagnostic testing. Mehran University Research Journal of Engineering and Technology, (3), 569.This study explores the escalating healthcare cost due the unnecessary use of diagnostic testing. Consider the impact of health insurance coverage in each state and how nursing professionals must be cognizant when ordering diagnostics for different individuals.Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.Chapter 1, “Clinical Reasoning, Evidence-Based Practice, and Symptom Analysis”This chapter introduces the diagnostic process, which includes performing an analysis of the symptoms and then formulating and testing a hypothesis. The authors discuss how becoming an expert clinician takes time and practice in developing clinical judgment.Gibbs , H., & Chapman-Novakofski, K. (2012). Exploring nutrition literacy: Attention to assessment and the skills clients need. Health, 4(3), 120–124.This study explores nutrition literacy. The authors examine the level of attention paid to health literacy among nutrition professionals and the skills and knowledge needed to understand nutrition education.Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R. (2014). Weight status misperception as related to selected health risk behaviors among middle school students. Journal of School Health, 84(2), 116–123. doi:10.1111/josh.12128Credit Line: Weight status misperception as related to selected health risk behaviors among middle school students by Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R., in Journal of School Health, Vol. 84/Issue 2. Copyright 2014 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center.Noble, H., & Smith, J. (2015) Issues of validity and reliability in qualitative research . Evidence Based Nursing, 18(2), pp. 34–35.Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). History subjective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.Credit Line: Mosby’s Guide to Physical Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center.This History Subjective Data Checklist was published as a companion to Seidel’s Guide to Physical Examination (8th ed.) by Ball, J. W., Dains, J. E., & Flynn, J.A. Copyright Elsevier (2015). From https://evolve.elsevier.comSullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.Chapter 2, "The Comprehensive History and Physical Exam" (Previously read in Week 1)Chapter 5, "Pediatric Preventative Care Visits" (pp. 91 101)