Create a graphic image or visual model differentiating quality improvement, evidence-based practice, and research. You can use PowerPoint, Smart Art in Word, or other software that creates a graphic. Be creative in your design. Include the following information in your graphic image or visual model:

Assessment Description

The purpose of this assignment is to differentiate quality improvement (QI), evidence-based practice (EBP), and research.

Compare and contrast quality improvement, evidence-based practice, and research. Identify at least one similarity and difference for each.

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Provide an example of quality improvement, evidence-based practice, and research.

Explain why quality improvement, evidence-based practice, and research would be applied in a health care setting.

This assignment requires a minimum of two peer-reviewed scholarly sources.

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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 not required to submit this assignment to LopesWrite.

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Visual Model – Rubric

LISTGRID

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Rubric Criteria

Total80 points

Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Compare and Contrast Quality Improvement, Evidence-Based Practice, and Research

Compare and Contrast Quality Improvement, Evidence-Based Practice, and Research
0 points

Visual model does not compare and contrast quality improvement, evidence-based practice, and research.
6.4 points

Visual model compares and contrasts quality improvement, evidence-based practice, and research, but lacks detail or is incomplete.
7.04 points

Visual model compares and contrasts quality improvement, evidence-based practice, and research.

7.36 points

Visual model compares and contrasts quality improvement, evidence-based practice, and research and is detailed.
8 points

Visual model compares and contrasts quality improvement, evidence-based practice, and research and is thorough.

Examples of Quality Improvement, Evidence-Based Practice, and Research

Examples of Quality Improvement, Evidence-Based Practice, and Research
0 points

Examples of quality improvement, evidence-based practice, and research are not present.

6.4 points

Less than three examples of quality improvement, evidence-based practice, and research are present.
7.04 points

Three examples of quality improvement, evidence-based practice, and research are present.
7.36 points

Three examples of quality improvement, evidence-based practice, and research are present. Most examples are appropriate.

8 points

Three examples of quality improvement, evidence-based practice, and research are present. All examples are appropriate.

Application of Examples of Quality Improvement, Evidence-Based Practice, and Research

Application of Examples of Quality Improvement, Evidence-Based Practice, and Research
0 points

A description of why quality improvement, evidence-based practice, and research would be applied in a health care setting is not present.
6.4 points

A description of why quality improvement, evidence-based practice, and research would be applied in a health care setting is present, but lacks details or is incomplete.

7.04 points

A description of why quality improvement, evidence-based practice, and research would be applied in a health care setting is present.
7.36 points

A description of why quality improvement, evidence-based practice, and research would be applied in a health care setting is present and detailed.
8 points

A description of why quality improvement, evidence-based practice, and research would be applied in a health care setting is present and thorough.

Scholarly Sources

0 points

Peer-reviewed, scholarly sources are not present.
6.4 points

One or two sources are present, but are not scholarly. Limited research is present.
7.04 points

A minimum of two peer-reviewed, scholarly sources are present.

7.36 points

A minimum of two peer-reviewed, scholarly sources are present. Sources address all of the requirements stated in the assignment criteria.
8 points

A minimum of two peer-reviewed, scholarly sources are present. Sources are distinctive. Addresses all of the requirements stated in the assignment criteria.

Technical Requirements: Graphics

0 points

No graphics are used in the visual model.
19.2 points

Graphics are used in the visual model, but they are distracting.
21.12 points

Graphics are used in the visual model.

22.08 points

Graphics are used in the visual model and visual connections mostly contribute to the understanding of concepts, ideas, and relationships.

24 points

Graphics are used in the visual model and visual connections contribute to the understanding of concepts, ideas, and relationships.

Aesthetic Quality

0 points

Design is cluttered. Materials detract from the content or the purpose of presentation is low quality.
4.48 points

Design detracts from purpose. Text and visuals are too simplistic, cluttered, and busy. Little or no creativity or inventiveness is present.

4.93 points

Design is fairly clean, with a few exceptions. Materials add to, not detract from the presentation. Materials used were quality producs and easy to see or hear.
5.15 points

Design is appropriate and integrates a variety of objects, charts, and graphs to amplify the message.

5.6 points

Design is clean. Skillful handling of text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.

Appropriateness

Appropriateness
0 points

There is no evidence that the student has selected an effective tool, technique, or paradigm to achieve the goal as defined in the project or course guideline. Materials (photo, sound files, video clips, apparel, illustrations, etc.) are missing.

4.48 points

Student selection of a tool, technique, or paradigm does not relate to the project or course goal. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are not appropriate for the audience and the situation and are inadequately developed.
4.93 points

Student selects a tool, technique, or paradigm that achieves a basic representation as defined in the project or course guideline. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are appropriate for the audience and the situation but some of the development of the material is inadequate.
5.15 points

Student selects an effective tool, technique, or paradigm to achieve the desired goal as defined in the project or course guideline. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are appropriate for the audience and the situation.
5.6 points

Student shows a deep understanding of the audience and the situation by selecting material that enhances understanding. Student creates tools, techniques, or paradigms that effectively achieve the desired goal.

Synthesis

Synthesis
0 points

Synthesis does not successfully integrate ideas, images, or objects to form a cohesive whole. The combination of elements is not logical and/or verifiable.
3.84 points

Synthesis integrates ideas, images, or objects inadequately. The combination of elements is not logical.

4.22 points

Synthesis integrates ideas, images, or objects but does not adequately form a cohesive whole. Combination of elements at times is confusing.
4.42 points

Synthesis integrates ideas, images, or objects to form a cohesive whole. Combination of elements is logical and justified.
4.8 points

Synthesis is unique. Synthesis shows careful planning and attention to how disparate elements fit together. The combination of elements is verified.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
3.2 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
3.52 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
3.68 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.
4 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc.,

0 points

Appropriate format is not used. No documentation of sources is provided.

3.2 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.
3.52 points

Appropriate format and documentation are used, although there are some obvious errors.
3.68 points

Appropriate format and documentation are used with only minor errors.
4 points

No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.

[elementor-template id="144964"]

Create a graphic image or visual model differentiating quality improvement, evidence-based practice, and research. You can use PowerPoint, Smart Art in Word, or other software that creates a graphic. Be creative in your design. Include the following information in your graphic image or visual model: