Data Analysis and Quality Improvement Initiative Proposal

  • Introduction
  • Health care providers are perpetually striving to improve care quality and patient safety. To accomplish enhanced care, outcomes need to be measured. Next, data measures must be validated. Measurement and validation of information support performance improvement. Health care providers must focus attention on evidence-based best practices to improve patient outcomes.

    Health informatics, along with new and improved technologies and procedures, are at the core of all quality improvement initiatives. Data analysis begins with provider documentation, researched process improvement models, and recognized quality benchmarks. All of these items work together to improve patient outcomes. Professional nurses must be able to interpret and communicate dashboard information that displays critical care metrics and outcomes along with data collected from the care delivery process.

    For this assessment, use your current role or assume a role you hope to have. You will develop a quality improvement (QI) initiative proposal based on a health issue of professional interest. To create this proposal, analyze a health care facilitys dashboard metrics and external benchmark data. Include evidence-based recommendations to improve health care quality and safety relating to your selected issue. Successful QI initiatives depend on the support of nursing staff and other members of the interprofessional team. As a result, a key aspect of your proposal will be the communication strategies you plan to use to get buy-in from these team members.


    To develop the QI initiative proposal required for this assessment, you must analyze a health care facilitys dashboard metrics. Choose Option 1 or 2 according to your ability to access dashboard metrics for a QI initiative proposal.

    Option 1

    If you have access to dashboard metrics related to a QI initiative proposal of interest to you, complete the following:

    • 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. For example, in a hospital setting, you would contact the quality management department to obtain the needed data. It is your responsibility to determine the appropriate resource to provide the necessary data in your chosen health care setting. If you need help determining how to obtain the needed information, consult your faculty member for guidance.
    • Include in your proposal basic information about the health care setting, size, and specific type of care delivery related to the identified topic. Please abide by Health Insurance Portability and Accountability Act (HIPAA) compliance standards.
    Option 2

    If you do not have access to a dashboard or metrics related to a QI initiative proposal:

    • Use the hospital data set provided in Vila Health: Data Analysis. You will analyze data to identify a health care issue or area of concern.
    • Include in your proposal basic information about the health care setting, size, and specific type of care delivery related to the identified topic.


    Use your current role or assume a role you would like to have. Choose a quality improvement initiative of professional interest to you. Your current organization is probably working on quality improvement initiatives that can be evaluated, so consider starting there.

    To develop your proposal you will:

    • Gather internal and external benchmark data on the subject of your quality improvement initiative proposal.
    • Analyze data you have collected.
    • Make evidence-based recommendations about how to improve health care quality and safety relating to your chosen issue.

    Remember, your initiatives success depends on the interprofessional team’s commitment to the QI initiative. Think carefully about these stakeholders and how you plan to include them in the process, as they will help you develop and implement ideas and sustain outcomes. Also, remember how important external stakeholders, such as patients and other health care delivery organizations, are to the process. As you are preparing this assessment, consider carefully the communication strategies you will employ to include the perspectives of all internal and external stakeholders in your proposal.

    The following numbered points 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 proposal addresses all of the content below. You may also want to read the scoring guide to better understand the performance levels related to each grading criterion.

    1. 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 Vila Health activity.
      • Explain why data matters. What does data show related to outcomes?
      • Analyze the dashboard metrics. What else could the organization measure to enhance knowledge?
      • Present dashboard metrics related to the selected issue that are critical to evaluating outcomes.
      • Assess the institutional ability to sustain processes or outcomes.
      • Evaluate data quality and its implications for outcomes.&
    2. Determine whether any adverse event or near-miss data needs to be factored in to outcomes and recommendations.
      • Examine the nursing process for variations or performance failures that could lead to an adverse event or near miss.
      • Identify trends, measures, and information needed to critically analyze specific outcomes.
      • Specify desired outcomes related to prevention of adverse events and near misses.
      • Analyze which metrics indicate future quality improvement opportunities.
    3. Develop a QI initiative proposal based on a selected health issue and supporting data analysis.
      • Determine benchmarks aligned to existing QI initiatives set by local, state, or federal health care policies or laws.
      • Identify any internal existing QI initiatives in your practice setting or organization related to the selected issue. Explain why they are insufficient.
      • Evaluate external national or international QI initiatives on the selected health issue with existing quality indicators from other facilities, government agencies, and nongovernmental bodies on quality improvement.
      • Define target areas for improvement and the processes to be modified to improve outcomes.
      • Propose evidence-based strategies to improve quality.
      • Analyze challenges that meeting prescribed benchmarks can pose for a health care organization and the interprofessional team.
    4. Communicate QI initiative proposal based on interdisciplinary team input to improve patient safety and quality outcomes and work-life quality.
      • Define interprofessional roles and responsibilities relating to data and the QI initiative.
      • Explain how to ensure all relevant interprofessional roles are fully engaged in this effort.
      • Identify how outcomes will be measured and data used to inform interprofessional team performance related to specific tasks.
      • Reflect on the impact of the proposed initiative on work-life quality of the interprofessional team.
      • Describe how the initiative enhances work-life quality due to improved strategies supporting efficiency.
    5. Determine communication strategies to promote quality improvement of interprofessional care.
      • Identify interprofessional communication strategies that will help to promote and ensure the success of the QI initiative.
      • Identify communication models, such as SBAR and CUS, to include in your proposal.
        • SBAR stands for Situation, Background, Assessment, Recommendation.
        • CUS stands for “I am Concerned about my resident’s condition; I am Uncomfortable with my resident’s condition; I believe the Safety of the resident is at risk.”
      • Consult this resource for additional information about these fundamental evidence-based tools to improve interprofessional team communication for patient handoffs:
        • Agency for Healthcare Research and Quality (AHRQ). (n.d.). Module 2: Communicating change in a residents condition.
    6. Communicate QI initiative proposal in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling.
    7. Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.

    Example Assessment: Refer to QI Initiative Proposal Exemplar [PDF] for an idea of what an assessment given a proficient or higher rating on the scoring guide would look like.

    Additional Requirements
    • Submission length: 8-10 typed, double-spaced pages of content plus title and reference pages.
    • Font: Times New Roman, 12 point.
    • Number of references: Cite a minimum of five current scholarly and/or authoritative sources to support your QI initiative proposal. Current means no older than 5 years unless a seminal work.
    • APA formatting: Citations and references need to adhere to APA style and formatting guidelines. Consult these resources for an APA refresher:
      • Evidence and APA.
      • APA Module.
      • American Psychological Association. (n.d.). APA style.

    Competencies Measured

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    • Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses.
      • Determine whether any adverse event or near-miss data must be factored in to outcomes and recommendations.
    • Competency 2: Plan quality improvement initiatives in response to routine data surveillance.
      • Develop a QI initiative proposal based on a selected health issue and supporting data analysis.
    • Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
      • Analyze data to identify a health care issue or area of concern.
    • Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work life quality.
      • Communicate QI initiative proposal, based on interdisciplinary team input, to improve patient safety and quality outcomes and work-life quality.
    • Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
      • Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.
      • Determine evidence-based communication strategies to promote quality improvement of interprofessional care.
      • Communicate QI initiative proposal in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling.


This final paper is an opportunity to show that you understand complex issues related to linguistic and cultural diversity in the 21st century classroom and the theory and pedagogy of multicultural education. It is an opportunity to demonstrate that you are willing to accommodate diverse learners in your classroom. You are welcome to draw on our readings and other relevant literature as well as what you have learned from our discussions. Please have another look at the three papers you have written you may be able to find ideas that can be incorporated into your final paper. The final product will be a coherent statement of teaching philosophy in which you will position yourself as an expert on cultural and linguistic diversity (CLD).

Imagine that you want to apply for a new teaching job or that you need to submit a statement of CLD teaching philosophy to keep your job. You need to demonstrate that you can teach diverse student populations effectively. What makes you an effective CLD teacher? What is your role as a teacher who understands multicultural students needs? A teacher who is prepared for challenges associated with teaching diverse students is able to define culture, align learning objectives (including ESL literacy) with this orientation, and express his/her opinion. Please offer evidence of practice, provide concrete, specific examples, and demonstrate that you understand these challenges. Explain how your own praxis is learner- centered and what you do to create an inclusive learning environment for CLD students.


Please respond to thediscussion instructions and respond to the student post below. Please, separate paragraphs for each.

Discussion post:
Go look at  onW3Schools and find two CSS properties that you think you might want toincorporate in the menu table that you created for this module on your JavaJamwebsite.  Explain your interest and try to convince others that you foundsomething beneficial in your choices that they should consider incorporating intheir projects.

Burgan’s post:
The two CSS properties that i would incorporate in the menu table are the  flex animation and animation of box-shadow. The flex animation properly would contain the div element of 3 items and gradually change the flex property of the second (in the middle) option to expand and then return to original size of the most common coffee choice. This would reinforce the user’s choice in making the regular coffee cup size purchases. Adding animation of box-shadow property for all elements/choices in the menu would aid users to easily locate the menu items. Gentle box shadow invites users to review the menu, while highlighting the section for the sense of orientation. As a result, users will be guided to the menu and implicitly encouraged to make a choice of a standard coffee cup.

algebra linear project


this assignment, collect data exhibiting a relatively linear trend, find
the line of best fit, plot the data and the line, interpret the slope,
and use the linear equation to make a prediction. Also, find r2 (coefficient of determination) and r (correlation
coefficient). Discuss your findings. Your topic may be that is related
to sports, your work, a hobby, or something you find interesting. If you
choose, you may use the suggestions described below. 

Linear Model Example and Technology Tips are provided in separate documents.

Tasks for Linear Regression Model (LR)

(LR-1) Describe your topic, provide your data, and cite your source. Collect at least 8 data points. Label appropriately.  (Highly recommended: Post this information in the Linear Model Project discussion as well as in your completed project. Include a brief informative description in the title of your posting. Each student must use different data.) 
idea with the discussion posting is two-fold: (1) To share your
interesting project idea with your classmates, and (2) To give me a
chance to give you a brief thumbs-up or thumbs-down about your proposed
topic and data. Sometimes students get off on the wrong foot or
misunderstand the intent of the project, and your posting provides an
opportunity for some feedback. Remark: Students may choose similar topics, but must have different data sets.
For example, several students may be interested in a particular Olympic
sport, and that is fine, but they must collect different data, perhaps
from different events or different gen

(LR-2) Plot
the points (x, y) to obtain a scatterplot. Use an appropriate scale on
the horizontal and vertical axes and be sure to label carefully. Visually
judge whether the data points exhibit a relatively linear trend. (If
so, proceed. If not, try a different topic or data set.)

(LR-3) Find the line of best fit (regression line) and graph it on the scatterplot. State the equation of the line.

(LR-4) State the slope of the line of best fit. Carefully interpret the meaning of the slope in a sentence or two.

(LR-5) Find and state the value of r2,
the coefficient of determination, and r, the correlation coefficient.
Discuss your findings in a few sentences. Is r positive or negative?
Why? Is a line a good curve to fit to this data? Why or why not? Is the
linear relationship very strong, moderately strong, weak, or

(LR-6) Choose a value of interest and use the line of best fit to make an estimate or prediction. Show calculation work.

(LR-7) Write
a brief narrative of a paragraph or two. Summarize your findings and be
sure to mention any aspect of the linear model project (topic, data,
scatterplot, line, r, or estimate, etc.) that you found particularly
important or interesting. 

may submit all of your project in one document or a combination of
documents, which may consist of word processing documents or
spreadsheets or scanned handwritten work, provided it is clearly labeled
where each task can be found. Be sure to include your name. Projects
are graded on the basis of completeness, correctness, ease in locating
all of the checklist items, and strength of the narrative portions.

Here are some possible topics: 

  • Choose an Olympic sport — an event that interests you. Go to
    and collect data for winners in the event for at least 8 Olympic games
    (dating back to at least 1980). (Example: Winning times in Men’s 400 m
    dash). Make a quick plot for yourself to “eyeball” whether the data
    points exhibit a relatively linear trend. (If so, proceed. If not, try a
    different event.) After you find the line of best fit, use your line to
    make a prediction for the next Olympics (2014 for a winter event, 
    2016 for a summer event ).
  • Choose a particular type of food.
    (Examples: Fish sandwich at fast-food chains, cheese pizza, breakfast
    cereal) For at least 8 brands, look up the fat content and the
    associated calorie total per serving. Make a quick plot for yourself to
    “eyeball” whether the data exhibit a relatively linear trend. (If so,
    proceed. If not, try a different type of food.) After you find the line
    of best fit, use your line to make a prediction corresponding to a fat
    amount not occurring in your data set.) Alternative: Look up
    carbohydrate content and associated calorie total per serving.
  • Choose a sport that
    particularly interests you and find two variables that may exhibit a
    linear relationship. For instance, for each team for a particular season
    in baseball, find the total runs scored and the number of wins.
    Excellent websites:  and


In “President Díaz, Hero of the Americas”, journalist James Creelman creates a glowing portrait of Porfirio Díaz and Porfirian Mexico for Pearson’s Magazinefrom 1908.  In addition to the introductory section’s assertion that Díaz oversaw the construction of 19,000 miles of railway and 45,000 miles of telegraph in Mexico, Creelman emphasizes how the “warring, ignorant, superstitious and impoverished masses of Mexico, oppressed by centuries of Spanish cruelty and greed” had become under Díaz “a strong, steady, peaceful, debt-paying and progressive nation” (287).  According to Creelman, “What he [Díaz] has done, almost alone and in such a few years, for a people disorganized and degraded by war, lawlessness and comic-opera politics, is the great inspiration of Pan-Americanism, the hope of the Latin-American republics” (291).  According to Díaz and Creelman, Díaz has guided the Mexican people almost to the point where they are capable and ready to have a hand in their government.

In “Porfirio Díaz Visits Yucatán”, two British travel writers, Channing Arnold and Fredrick Tabor Frost, present a very different image of Mexico under Díaz’s rule.  In their depiction, “Spanish half-breeds have taken a race once noble enough and broken them on the wheel of tyranny so brutal that the heart of them is dead.  The relations between the two people is ostensibly that of master and servant…a foul slavery” (274).  They cast the elite of Yucatán as brutal profiteers, Díaz as caring only about the name and reputation of Mexico (and not at all about the country’s indigenous populations), and the Maya as docile and accepting of these conditions.

These two characterizations of Porfirio Díaz and his rule are extremely different.  Based on everything that you have learned in this lesson about Díaz and his rule, do you believe that Creelman’s characterization of Díaz and his rule or Arnold and Frosts’ characterization of Díaz and his rule to be more representative of the realities of the Porfirian era?


[In answering this question, you may assert that one characterization is more representative of the realities of the Porfirian era than the other, but still point out some shortcomings or inaccuracies of that characterization.]

You need to rewrite this whole discuss above^^^

paper on “Divorce Corp.

Summary of the movie ( please be very detailed and do stay on topic). 

incorporation of relevant case law to explain the significance of the topics discussed in the movie.
Opinion of the movie and whether it changed your perspective on the topic.

Use of correct formatting requirements  12 pt. Times New Roman Font, double-spaced, and 1 margins.

Globalization Impact Paper

You will prepare a short analysis of the impact of globalization on a non-western country.  You should include specific attention to some of the main forces associated with globalization (technology, trade and integration, offshoring and outsourcing, migration, transportation, environmental pollution) and the impact of these forces on different stakeholders (such as domestic companies, workers, farmers, indigenous cultures, and different demographic groups) within that country.  You should draw implications of the issues and their impact on international management practice. This analysis should be (APA) in the form of a 5-7 page double-spaced paper with references both from the class text and 3-4 outside sources. A copy of the rubric is below. 

Final Paper

You can choose one of mission from file ‘Project – choose one’ , than do the research to write a paper.

The final project will be about a space mission, and you will also propose a follow up.  You can do either a paper or a poster, but to get writing credit, you must write a paper.  You should not do both a paper and a poster.  Instructions are provided for each below.  An example is provided for each, but note that the assignment has been slightly updated. If there is a contradiction between what is in the assignment versus demonstrated in the example, go with the assignment instructions.  Additional resources can be found in other assignments, such as for the abstract and future mission proposal.  

Do the paper one, don’t do poster.


Deadline must be met.

Note: Do not draw an empirical rule graph for this assignment. Refer to the methodologies from this Experience for the correct type of graphs and upload along with answers.


Grade Twelve Philosophy: Logic Test Part 2

Name: ______________________________                    March 9 2022.


Formal Logic

Parts of categorical syllogisms.

Fill in the blanks below with the appropriate part of the syllogism.                /6
(1 mark each: total 6 marks)

All students have student numbers.
Billy is a student.
Therefore, Billy has a student number.

Major Premise: ______________________________________________
Minor Premise: ______________________________________________
Conclusion: _________________________________________________
Middle Term: _______________________________________________
Predicate Term: _____________________________________________
Subject Term: ______________________________________________

Recognizing validity in categorical syllogisms. 

Indicate whether the following are valid or invalid syllogisms, using a Venn diagram. Indicate which rule is being violated if the syllogisms are invalid or what type of syllogism it is, if valid.

(validity: 1 mark; Venn diagram: 1 mark; Type or fallacy: 1 marks. 3  marks each: total 21 marks)           


a) All trombone players like Message to you Rudy. 
    Anna loves Message to you Rudy.
    Therefore, Anna is a trombone player. 


b Some astronauts love dehydrated ice cream  
  Sarisha is an astronaut.
Henceforth, she is fond of that dehydrated ice creamy treat


c) No astronauts have heart problems.
    Billy  is not an astronaut.
    Therefore, Billy has a heart problem.


d) All trombonists knock over their music stands sometimes.   
  Hanna  is not a trombonists.
    As a consequence, she never knocks over her music stand.


e) Math teachers love giving tests.
  Mr. Nicolet is not a math teacher.
  As a result, he does not love giving tests.


f) All students love March Break.
    Ms. Lau loves  March Break.
  Therefore, she is a student.


 g) All puppy dogs have cute puppy dog eyes.
    Marduk  does not have cute puppy dog eyes.
  As such, Marduk is not a puppy dog.