Quality Sciences in Healthcare: Rapid Cycle Improvement

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Primary Author:</td>
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Charlotte A. Silvers RN, MSN, CPHQ</td>
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Co-Principal Investigators/Collaborators:</td>
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LaNeigh Harkness RN, MSN</td>
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Organization:</td>
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Texas Tech University Health Sciences Center School of Nursing</td>
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Abstract</h2>
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Purpose</h3>
<p>The purpose of the Rapid Cycle Improvement assignment is to assist students in developing a quality improvement process that can be completed in 30 days using minimal frontline resources. Rapid cycle improvement is based on the IHI belief that elimination of safety issues will have a dramatic effect on reducing organizational safety issues. Students meet with their frontline staff to identify surface defects causing daily difficulties and safety risks to patients. After identifying the surface defect, the student determines the scope of the defect, validates the defect, identifies the boundary for the specific area of improvement, designs and tests the improvement strategy, and completes the project. Describe quality improvement processes, tools, and knowledge transfer techniques essential to sustain benchmark levels of performance while contrasting data sources/data collection approaches for successful improvement initiatives. Describe strategies that can prevent medical errors from resulting in patient harm, detect the error when it occurs, and mitigate the amount of harm to the patient.</p>
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Background</h3>
<p align="left">Quality Science in Healthcare is a course offered to both undergraduate and graduate level nursing students. This course explores quality improvement science, the Rapid Cycle Improvement process, and the role of the professional nurse as a member of an interprofessional quality improvement team. The curriculum integrates both traditional and emerging processes in quality improvement. The course is founded on organizational leadership systems and culture that drive quality. </p>
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Materials & Methods</h3>
<p>Examples of strategies and tools for improving quality systems are presented throughout the course with a specific emphasis on “rapid cycle improvement.” Rapid cycle improvement demonstrates the various data used to monitor the outcomes of quality processes.</p>
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Results/Conclusions</h3>
<p>Student’s evaluation of the course material was positive as evidenced by student learning outcomes and reflective statements. Comments included: “quality improvement projects implemented in my workplace was effective and enjoyable”, “content extremely useful in promoting quality healthcare” and “being able to use work related issues that could be improved was very beneficial.” </p>
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Bibliography</h3>
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Leape, L., and Berwick, D. Five Years After To Err Is Human: What Have We Learned . Journal of the American Medical Association, May 18, 2005293 (19): 2384–90.</li>
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Ransom, E. R., Maulik, S. J., Nash, D. B., & Ransom, S. B. (2012). The healthcare quality book, (3rd ed): Vision, strategy, and tools. Chicago, IL: Health Administration Press.</li>
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Resar, R., Romanoff, N., Majka, A., Kautz, J., Kashiwagi, D. and Luther, K. Moving to a Dyad: An IHI designed methodology to maximize frontline engagement and minimize resource use. Institute for Healthcare Improvement. August 22, 2012.</li>
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<p>© Improvement Science Research Network, 2012</p>
<p>The ISRN published this as received and with permission from the author(s).</p>