MVC109 Grand Canyon Quality Improvement in The Healthcare Setting Paper Identify a quality improvement opportunity in your organization or practice. In a 1

MVC109 Grand Canyon Quality Improvement in The Healthcare Setting Paper Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal.

Include the following:

Provide an overview of the problem and the setting in which the problem or issue occurs.
Explain why a quality improvement initiative is needed in this area and the expected outcome.
Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the course materials or textbook, that establish evidence in support of the quality improvement proposed.
Discuss steps necessary to implement the quality improvement initiative. Provide evidence and rationale to support your answer.
Explain how the quality improvement initiative will be evaluated to determine whether there was improvement.
Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative succeeded.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Running head: ASSIGNMENT TITLE HERE
Typing Template for APA Papers: A Sample of Proper Formatting for the APA 6 th Edition
Student A. Sample
Grand Canyon University:
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ASSIGNMENT TITLE HERE
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Typing Template for APA Papers: A Sample of Proper Formatting for the APA 6 th Edition
This is an electronic template for papers written in APA style (American Psychological
Association, 2010). The purpose of the template is to help the student set the margins and
spacing. Margins are set at 1 inch for top, bottom, left, and right. The type is left-justified only—
that means the left margin is straight, but the right margin is ragged. Each paragraph is indented
five spaces. It is best to use the tab key to indent. The line spacing is double throughout the
paper, even on the reference page. One space is used after punctuation at the end of sentences.
The font style used in this template is Times New Roman and the font size is 12.
First Heading
The heading above would be used if you want to have your paper divided into sections
based on content. This is the first level of heading, and it is centered and bolded with each word
of four letters or more capitalized. The heading should be a short descriptor of the section. Note
that not all papers will have headings or subheadings in them.
First Subheading
The subheading above would be used if there are several sections within the topic labeled
in a heading. The subheading is flush left and bolded, with each word of four letters or more
capitalized.
Second Subheading
APA dictates that you should avoid having only one subsection heading and subsection
within a section. In other words, use at least two subheadings under a main heading, or do not
use any at all.
When you are ready to write, and after having read these instructions completely, you can
delete these directions and start typing. The formatting should stay the same. However, one item
ASSIGNMENT TITLE HERE
that you will have to change is the page header, which is placed at the top of each page along
with the page number. The words included in the page header should be reflective of the title of
your paper, so that if the pages are intermixed with other papers they will be identifiable. When
using Word 2003, double click on the words in the page header. This should enable you to edit
the words. You should not have to edit the page numbers.
In addition to spacing, APA style includes a special way of citing resource articles. See
the APA manual for specifics regarding in-text citations. The APA manual also discusses the
desired tone of writing, grammar, punctuation, formatting for numbers, and a variety of other
important topics. Although the APA style rules are used in this template, the purpose of the
template is only to demonstrate spacing and the general parts of the paper. The student will need
to refer to the APA manual for other format directions. GCU has prepared an APA Style Guide
available in the Student Writing Center for additional help in correctly formatting according to
APA style.
The reference list should appear at the end of a paper (see the next page). It provides the
information necessary for a reader to locate and retrieve any source you cite in the body of the
paper. Each source you cite in the paper must appear in your reference list; likewise, each entry
in the reference list must be cited in your text. A sample reference page is included below; this
page includes examples of how to format different reference types (e.g., books, journal articles,
information from a website). The examples on the following page include examples taken
directly from the APA manual.
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References
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school
administrators. Thousand Oaks, CA: Corwin.
Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival
times of terminally ill patients. Health Psychology, 24, 225-229. doi:10.1037/02786133.24.2.225
U.S. Department of Health and Human Services, National Institutes of Health, National Heart,
Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH
Publication No. 02-2650). Retrieved from http://www.nhlbi.nih.gov/
health/prof/asthma/asth_sch.pdf
Student Name: First Last
Course Number: MVC-109
Instructor: First/Title Last
Demonstration Date: Select
Proficiencies – Class Voice (Performance: Mid-Term & Final Exam)
Mastery
Competency
%
Weight
% Scaling
Breath
20
Tone
20
Musicianship
20
Performance
Preparation
Fails to Meet
Standard
Partially Meets
Standard
Meets
Standard
59
☐ Excessive difficulties
82
☐ Some instances of an
managing breath is
demonstrated by inability to
complete phrases with
musicality. Clavicle
breathing is exhibited.
Breath is noticeably noisy.
interrupted legato line
exhibited due to
intermittent lapses in
breath management. Skills
are developing but not yet
consistent.
management of breath is
demonstrated. A
diaphragmatic breath
support carries the tone
throughout.
☐ Major lapses in tone
☐ Some lapses in proper
☐ Mostly effortless tone
production exhibited by lack
of balanced resonance,
inconsistent vowel
formation, and/or pressed
phonation.
registration and tonal color
exhibited shows that
control of tone is
developing but not yet
consistent.
production throughout all
registers of voice. Tone is
freely- produced, balanced,
and expressive.
☐ Majority of pitches
☐ Only minor pitch and/or
☐ Mostly effortless
and/or rhythms improperly
learned. Poor diction is
demonstrated by many
incorrect vowel/consonant
sounds. Text is largely
unintelligible.
rhythm errors.
Pronunciation skills are
emerging, but not yet
consistent. Intonation is
generally accurate.
intonation and rhythmic
accuracy. Pronunciation is
fluid and linguistic skills are
approaching native ability.
☐ Excessive inconsistencies
☐ Inconsistencies in learned
☐ Solid performance
in learned material disrupt
overall performance
(includes memorization, as
required).
material are well-covered
and general poise is
maintained (includes
memorization, as required).
preparation of learned
material allows for a
confident and expressive
delivery (includes
memorization, as required).
10
© 2017. Grand Canyon University. All Rights Reserved.
96
☐ Mostly effortless
Mastery
Competency
%
Weight
% Scaling
Fails to Meet
Standard
59
Emotional Involvement
10
Responsiveness to
Instructor
20
Partially Meets
Standard
82
Meets
Standard
96
☐ Little evidence of
☐ Emotional connection to
☐ Performs with genuine
understanding or emotional
connection to text
demonstrated.
text is exhibited with only a
few situational lapses.
facial expressions and body
language that demonstrates
a clear understanding and
emotional connection to
text.
☐ Contradicts instructor
directives.
☐ Average standard
performance demonstrates
inconsistent application of
instructor directives with
evidence of effort.
☐ Performance demonstrates
application of instructor
directives with clear evidence
of effort and promise of
success.
Comments:
Enter HERE.
© 2017. Grand Canyon University. All Rights Reserved.

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