Public Health Organizations CQI Program Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Public Health Organizations CQI Program Essay
Question by Professor:
Why should Public Health Organizations have a CQI program?
What are the risk and benefits?
Please provide examples.
Student: Eric Harris Jr
- Why should Public Health Organizations have a CQI program?
- What are the risk and benefits?
A CQI program would help a public health agency for various reasons. Public health is a complicated sector that works in tandem with health care, and the need to enhance systems and quality of treatment in this field is equally as vital as it is in health care. Any public health organization would benefit from a continuing commitment to assessing outcomes and making community health changes. CQI technologies may enhance reaction time to public health concerns by increasing efficiency. Accreditation programs have considerably aided in adopting CQI programs in public health, which may contribute to this profession’s stronger quality improvement culture.
Another essential point is that most of the literature I discovered indicated that success with CQI in the public health arena is linked to leadership and top management support. Research that included ten public health organizations in a quality improvement process and graded them based on the created culture of quality improvement. They discovered that the agencies with the strongest quality improvement projects had strong leadership backing, which resulted in more trained personnel and more formal meetings among quality improvement professionals.
One disadvantage of CQI in public health is that it has not been well investigated. Research that was carried out in collaboration with Canadian public health units. These key informants were questioned about their experiences using CQI tools. According to the study, leadership involvement and organizational culture were facilitators for CQI deployment in this region. However, they did come upon certain roadblocks, including issues with performance monitoring and management discretion.
References:
- GoodStadt and B. Kahan (1999). Can CQI lead to better health promotion and continuous
quality improvement outcomes? Promotion of International Health.
- McCalman, R. Bailie, R. Bainbridge, K. McPhail-Bell, N. Percival, D. Askew, and K. They are
among those who have contributed to this work (2018). A Systematic Approach to
Continuous Quality Improvement and Comprehensive Primary Health Care
Student: Bailey Davis
Public Health Organizations would benefit from the use of CQIs for many reasons. CQIs will ensure that the Public Health Organizations are fostering the appropriate measures to determine any aspects in which there is an area of opportunity for improvement in regards to the services being provided. This can show that the organization would need to provide more informational services in order to provide the staff with the necessary knowledge to administer the needed level of care. CQIs would also point out any areas in which managerial roles or positions are falling through and there needs to be improvement. A need for an increase of organization among the infrastructure would also be depicted with the aid if a CQI.
CQIs in Public Health Organizations prove to result in more positive outcomes. They also increase the development of human resources amongst the community as a whole. This will allow for an increase of personnel to serve the community as assessed. CQIs in public health also help filter through procedures that would best support the health of the community (Fifolt et al., 2021).
A downfall to CQIs within public health is the accessibility of instances that appropriately depict performance overall. This is due to the variability among various population outcomes. Health outcomes are not determined by just one factor. The factors that control health outcomes also cannot be controlled necessarily which can lead to difficulty to actually assessing these measurements. Especially because the information of a CQI is dependent on the actuality of performance measurements (Price et al., 2017). CQIs can result in respondent bias. This is due to the fact that there is a sense of pressure among the participants to respond in a certain way or manner in order to be seen as though the organization is performing to the best of their abilities already (Counte & Meurer, 2001).
Counte, M. A., & Meurer, S. (2001). Issues in the assessment of continuous quality improvement implementations in health care organizations. International Journal for Quality in Health Care. 13(3).
Fifolt, M., Arbour, M., Johnson, H. H., Johns, E., & Preskitt, J. (2021). Advancing quality improvement in public health by exploring cqi in alabama’s home visiting program. Journal of public health management and practice : JPHMP, 28(1), E33–E36. https://doi.org/10.1097/PHH.0000000000001080
Price, A., Schwartz, R., Cohen, J., Manson, H., & Scott, F. (2017). Assessing continuous quality improvement in public health: Adapting lessons from healthcare. Évaluation de l’amélioration continue de la qualité en santé publique: adapter les leçons des services de santé. Healthcare policy = Politiques de sante, 12(3), 34–49.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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