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Quality Control01:05

Quality Control

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Quality control is one of the three cyclical quality assurance activities that help keep a system under statistical control. Typical quality control activities include creating quality control charts, conducting proficiency testing, and documenting and archiving results.
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Quality Assurance01:19

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Quality assurance is the overarching term used to describe the activities employed to ensure the proper performance of a system. These activities can be classified into three categories: quality control, quality assessment, and internal corrective measures. Typically, these activities work cyclically: quality control is performed before and during the analysis, while quality assessment occurs during and after the investigation. Internal corrective measures are implemented based on the findings...
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Quality of Water01:19

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In concrete preparation, the quality of water is paramount as it affects the strength and durability of the concrete. Potable water is usually preferred; however, it must not have excessive sodium or potassium to prevent compromising the concrete's integrity. Water quality is typically evaluated based on impurities such as dissolved solids, chlorides, and sulfates, and its pH value is ideally between 6 and 8. Even slightly acidic natural water may be acceptable unless it contains harmful...
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Pulse amplitude is a crucial indicator of cardiac health because it provides valuable insights into the strength of left ventricular contractions and the overall uniformity of blood circulation within the vasculature. The strength of the pulse is directly related to the force with which the heart contracts and the volume of blood being pumped.
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When the quality of water for concrete preparation is uncertain, its impact on the setting time of cement and compressive strength of mortar is assessed by comparison with de-ionized or distilled water benchmarks. American Society for Testing and Materials (ASTM) C1602 requires the setting times to be within 90 minutes of the control, British Standard (BS) 3146:1980 allows a 30-minute variance in the initial setting, while British Standards European Norm (BS EN) 1008 specifies initial setting...
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An Interprofessional Quality Improvement Training Program That Improves Educational and Quality Outcomes.

Marianne Baernholdt1, Moshe Feldman1, Mary Lynn Davis-Ajami2

  • 1Virginia Commonwealth University, Richmond, VA.

American Journal of Medical Quality : the Official Journal of the American College of Medical Quality
|January 30, 2019
PubMed
Summary
This summary is machine-generated.

This study shows that an interprofessional quality improvement (QI) program enhanced healthcare professionals' QI knowledge and skills. The program successfully translated learning into clinical improvements, highlighting the importance of QI leadership development.

Keywords:
QI trainingexperiential learninginterprofessionalquality scholars program

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Area of Science:

  • Healthcare professional development
  • Quality Improvement (QI) in healthcare settings
  • Interprofessional education

Background:

  • Developing effective leaders is crucial for successful quality improvement (QI) initiatives.
  • Existing professional development programs may not adequately prepare teams for collaborative QI project implementation.
  • There is a need for evidence-based training models for QI leadership in diverse clinical environments.

Purpose of the Study:

  • To evaluate the effectiveness of a yearlong, interprofessional, workplace-based continuing professional development program focused on QI.
  • To assess the impact of the program on participants' self-efficacy in QI and their ability to lead QI projects.
  • To identify key factors contributing to the success of QI training programs.

Main Methods:

  • A yearlong program trained 2 cohorts of interprofessional teams (dyads/triads) in QI using Plan-Do-Study-Act methodology.
  • Participants engaged in seminars, online modules, coaching sessions, and project work (4-6 hours/week).
  • Evaluations included pre-post self-efficacy assessments and tracking of project milestones.

Main Results:

  • Post-program QI self-efficacy significantly increased (mean = 3.47) compared to pre-program levels (mean = 2.02; P = .03).
  • Participants demonstrated increased QI knowledge and skills, with varied but demonstrable impacts on clinical units.
  • The presence of a dedicated QI coach was identified as a critical factor for program success.

Conclusions:

  • An interprofessional, workplace-based QI continuing professional development program effectively enhances QI knowledge and skills.
  • The program facilitated the translation of QI learning into tangible improvements within clinical settings.
  • Investing in QI leadership development and coaching is essential for driving healthcare quality.