peer 2

Healthcare education is the bridge between knowledge generated through scientific research and patient care. Providers are falling short of continuous education to provide our patients and the community with the best practices. Best practice underlying safe, high-quality services. Healthcare staff overlook the critical components that promote effective and reliable care, which is continuous education. A well-educated workforce is vital to implementing and preventing complications.  Time has been the significant element that prevents continuous education. However, a source launched in 2010 called the Academy of Emerging Leaders in Patient Safety (AELPS) offered online web-based resources of up-to-date solutions. Online learning stimulation was extensively recognized during COVID era because providers could promote innovation remotely. The AELPS offers interprofessional team training that focuses on case learning, using existing occurrences through gaming and simulation models. The mission of AELPS is to empower providers to implement patient safety and provider leaders. Gamification is beneficial for providers from all sectors to learn at their own pace. Unlike seminars, it does not allow hands-on teaching. Students are reluctant to ask questions; therefore, vital knowledge is not obtained.

After identifying my problem and knowing the current policy, I could use web-based education like Save a Life to implement continuous patient-centered care. Save a Life provides video, and free educational resources professionals may need for individual and team training. For example- I can differentiate current practice from ideal practice by unlocking the full base of web-based medical education. Then, I would determine my education perception needs and preferences. Also, I would address education and resource barriers, like cultural differences or lack of equipment.  After deciding on my goal, I can utilize innovative self-care management models and enhance my knowledge of disparities like diabetic foot management. I would evaluate results by assessing patient knowledge and outcome of diabetic foot examinations such as reduction of ulceration rates.

How to Improve IHI

The Improve model consists of 2 sections and 3 questionnaires: What are you trying to accomplish, how will you know that change is an improvement, and what changes will result in improvement? The second part involves implementing the Plan Do Study Act (PDSA) in practice and increasing documentation compliance on diabetic foot screening and growing recognition of referrals. The aim of the study is to enhance systematic diabetic foot documentation and recognize the need for referral to prevent foot ulceration by using the diabetic foot template that’s in place, an increase of 30% without any new foot ulceration in 6 weeks—identifying primary and secondary drivers such as nurse participation, providers’ views on the diabetic template, time management, and short staff that may interfere with results. Measuring variables can assist with quality improvement, ensuring staff is adequate, and informing providers and nurses of the importance of patient safety and chronic complications. Compare the baseline data results with post-data collection. For example, 20% of diabetic foot examinations were collected using the EMR system. Post data show that 60% of diabetic foot examinations were collected on foot examination. Improvement will be a 30% increase in diabetic foot examinations using the diabetic foot template in 6 weeks, and no foot ulcers were noted.

The second part will be the Plan Do Study Act:

The plan is to reduce variation in diabetic foot documentation among providers to reduce the incidence of foot ulceration. Using EMR to collect diabetic foot examinations, working with providers and nurses to perform the examinations. After educating my peers about the details of the project. I would assess the self-awareness of the staff and be aware of their perception of the project’s aim and goal. Then, I would have a small group of providers and nurses incorporate the plan, noticing the flow and participant attitudes and viewing the percentage of foot examinations documented. Conduct the plan with a more extensive group of providers and nurses to gather different perspectives. A QI member would be involved in communicating about changes to support improvement, effective response, and whether the tool will improve quality outcomes. The team will review variables that interfered with results to enhance documentation by 30%, review flaws, develop a roadmap, and then repeat the cycle by addressing new changes. The PSDA cycle promotes continuous improvement.



Institute for Healthcare Improvement, (2023, August 25). Quality Control: The Misunderstood

Essential for Improvement. to an external site.


Nash, D. B., Joshi, M., Ransom, E. R., & Ransom, S. B. (2019). The healthcare quality book.

Thomas, L. W. (2022). Quality Improvement: Assessing Your Clinical Microsystem. Nephrology Nursing

Journal49(2), 103–107. to an external site.744X.2022.49.2.103

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