THE DOCUMENTATION EVALUATION- ACTION TREND DOCUMENTATION STANDARDIZATION IMPROVEMENT SAFETY

In partial fulfilment in the requirements In N414 Presented to: Dr. Betty Polido R.N, PhD

Jennelyn S. Sullano Marianne M. Sullesta JULY 2012

TABLE OF CONTENTS
OBJECTIVES INTRODUCTION DOCUMENTATION SAFETY STANDARDIZATION IMPROVEMENT page 1 page 2 page 3 page 10 page 12 page 13

LESSONS LEARNED
BIBLIOGRAPHY

page 14
page 15

OBJECTIVES
Identify the general principles regarding the importance of documentation and ways in which documents are used. Identify and eliminate extraneous or nonprofessional information. Describe methods for measuring performance and assessing quality of care Describe the potential consequences of illegible, incomplete, or inaccurate documentation. Evaluate a finished document for errors and omissions and proper use and spelling of abbreviations and acronyms.

Documentation is the process of citing the various sources from which you gather ideas, information, or wording for use in your own research. Documentation is required by the laws of the United States, as well as the policies of every accredited school in the U.S.; failure to document is called plagiarism, from the Latin word meaning kidnap. These laws were established to protect authors and artists from having their work and ideas kidnapped. For college students and college graduates, this is reason enough to be scrupulous about documentation. But there are several other, more self-serving reasons. Standardization is the base line from which to make all processes more effective and/or more efficient. Standardization is the process of developing an agreed upon set of documents (standards) that establishes uniform specifications, criteria, methods, processes or practices. An accident is any unforeseen or unexpected event that may or may not result in injury or damage to property or equipment. So safety is a must. It prevents us more and mess because of accidents.

Introduction

Improvement is to enchance a quality or to make it better.

DOCUMENTATION
Documentation is a term with many meanings, the most common of which are: A set of documents provided on paper, or ,The process of documenting knowledge, as in scientific articles. The process of providing evidence. The writing of product documentation, A synonym for the term . A field of study and a profession

Documentation is tedious work, but there are ways to save yourself time and frustration. Avoid backtracking by collecting the following information as you read each source: 1) 2) The full name(s) of the author(s). The full title of the book. If there is a subtitle, include that after the main title, preceded by a colon. If youre using a magazine, include the full title of the article AND the magazine or journal. Record the volume and number of the journal and the exact date of a magazine. 3) The date of publication. 4) The city of publication. 5) The page number where you found useful material. If you forget to record a page number, it will be difficult to find it again. Not only that, if you dont have the page number, you cant use the material and document it properly.

THE ABCS OF DOCUMENTATION This booklet will discuss two styles of documentation. MLA (a parenthetical style) and Turabian (a footnote/endnote style). You should be aware, however, that many different styles of documentation exist which have been developed for different disciplines Your final draft is the one prepared for the public. In this draft, your documentation must be both accurate AND in a particular form. So, now that youve got all those dates, names, and places, here are the specifics about where theyll need to go. These are the ABCs of documentationremember to include all three parts in each reference you create. Notice where these three different parts appear in the following example. A B Jane Doe, a noted historian, states, the first settlers were rigorous in their C religious practices (124).

All styles of documentation require you to attribute the source before you quote or paraphrase. To introduce a paraphrase or quote, use variations on the following phrases: According to Carol Karlsen the first settlers were Karlsen, in her most recent article, asserts that only the first settlers Karlsen agrees that Elsewhere, Karlsen argues that Karlsen contradicts herself, however, when she writes that only the first settlers Of course, these are not the only introductory phrases you can use. Be sure to vary your style by using many different kinds of attribution phrases. You will certainly discover your own ways of introducing a quote or paraphrase as you develop your writing abilities. This is the actual quote or paraphrase. As you know, quotations begin and end with quotation marks, making it easy to identify where this type of borrowing begins. In paraphrasing, however, things get a little trickier. Paraphrasing is when you restate an authors ideas in your own words, so the quotation marks will be omitted. This means that it is your responsibility to make it clear to the reader where your paraphrase begins. The attribution phrases we discussed above become particularly important when you are paraphrasing, so that the reader always knows when you begin discussing another persons ideas instead of your own.

Plagiarism most often occurs because students either omit the proper attribution or use too many of the authors words (instead of their own) when writing the paraphrase. Be careful! Unintentional plagiarism can be just as damaging to your grade as intentional plagiarism. Ask lots of questions of your instructor, your fellow students and the tutors in the Writing Center if you feel unsure about the correctness of yourparaphrasing.
The reader needs some kind of cue to recognize when you are finished citing a borrowed passage. In the case of quotations, the closing quotation mark cues the end of the borrowing. For paraphrased borrowings, the parenthetical reference or the footnote cues the end.

Your citation will appear at the end of each borrowed passage. End cues for paraphrased borrowings appear differently in different documentation styles. 1) MLA Style

MLA is a parenthetical style of citation that includes some basic information about the reference in parentheses immediately following the borrowed material. These parentheses are the end cues for MLA. Usually, the citation will include at least the authors name and the page number. A title is included in some instances, as discussed in example #3 below.

EXAMPLE #1 According to one historian, the first settlers were rigorous in their religious practices (Lesh 47). Notice that the authors name, Lesh, appears in the parentheses. The number following the name is a page number. Notice that there is NO comma between them. You may choose to include the authors name in the attribution: Then only the page number will appear in the parentheses: EXAMPLE #2 According to Mariah Lesh, the first settlers were rigorous in their religious practices (47).

If youre using two or more books by the same author in the same paper, you need to include the titles in your citation so the reader will know which book you are referring to. Heres an example:
EXAMPLE #3 According to Mariah Lesh, the first settlers were rigorous in their religious practices (Frontier Women 47). Lesh did extensive research on this topic which described in detail the daily life of the settlers and their strict religious observances (Religion on the Frontier 105-110). Notice that the names of both books are included in the citations, to distinguish between the two books by Mariah Lesh being referred to by the writer.

2)

Turabian Style

Turabian calls for either footnotes or endnotes. As you might expect, footnotes go at the bottom of the page where the borrowing appears while endnotes are placed on a separate sheet at the very end of the paper. Some examples appear below.

EXAMPLE #1
One historian contradicts herself, however, when she writes that women in Virginia were never subservient EXAMPLE #2

Mariah Lesh agrees that Virginians were rigorously religious.

EXAMPLE #3 In her book, Virginia: The Settlement Years, Joellen Smith claims that to be a woman in that era required the faith of Job.

Notice that much more information is included in the citation for this particular style. Also, the authors name is always part of the footnote or endnote, even if the name had already been mentioned in the attribution phrase.

Things you dont need to document: Personal notes Your thesis statement Your topic sentences Your analysis of an idea Factual instances that are common knowledge or that recur in source after source. One rule of thumb is: If it appears in five or more sources, you dont have to document it. (Check with your professor to determine his or her preferences.)
Things you DO need to document: An original idea derived from a source, whether quoted or parahrased Your summary of ideas from a source Factual information that is not considered common knowledge (see the rule of thumb mentioned above) Exact wording copied from a source (quotation) http://www1.hollins.edu/Docs/Academics/writingcenter/introdoc.htm

Safety
Safety is the state of being "safe" (from French sauf), the condition of being protected against physical, social, spiritual, financial, political, emotional, occupational, psychological, educational or other types or consequences of failure, damage, error, accidents, harm or any other event which could be considered non-desirable. Safety can also be defined to be the control of recognized hazards to achieve an acceptable level of risk. This can take the form of being protected from the event or from exposure to something that causes health or economical losses. It can include protection of people or of possessions.

 Meanings
There are two slightly different meanings of safety. For example, home safety may indicate a building's ability to protect against external harm events (such as weather, home invasion, etc.), or may indicate that its internal installations (such as appliances, stairs, etc.) are safe (not dangerous or harmful) for its inhabitants. Discussions of safety often include mention of related terms. Security is such a term. With time the definitions between these two have often become interchanged, equated, and frequently appear juxtaposed in the same sentence. Readers unfortunately are left to conclude whether they comprise a redundancy. This confuses the uniqueness that should be reserved for each by itself. When seen as unique, as we intend here, each term will assume its rightful place in influencing and being influenced by the other.

 Safety is the condition of a steady state of an organization or place doing what it is supposed to do. What it is supposed to do is defined in terms of public codes and standards, associated architectural and engineering designs, corporate vision and mission statements, and operational plans and personnel policies. For any organization, place, or function, large or small, safety is a normative concept. It complies with situation-specific definitions of what is expected and acceptable.
Using this definition, protection from a homes external threats and protection from its internal structural and equipment failures (see Meanings, above) are not two types of safety but rather two aspects of a homes steady state.

 In the world of everyday affairs, not all goes as planned. Some entitys steady state is challenged. This is where security science, which is of more recent date, enters. Drawing from the definition of safety, then: Security is the process or means, physical or human, of delaying, preventing, and otherwise protecting against external or internal, defects, dangers, loss, criminals, and other individuals or actions that threaten, hinder or destroy an organizations steady state, and deprive it of its intended purpose for being. Using this generic definition of safety it is possible to specify the elements of a security program.

 Limitations
Safety can be limited in relation to some guarantee or a standard of insurance to the quality and unharmful function of an object or organization. It is used in order to ensure that the object or organization will do only what it is meant to do. It is important to realize that safety is relative. Eliminating all risk, if even possible, would be extremely difficult and very expensive. A safe situation is one where risks of injury or property damage are low and manageable.

 Types of safety
It is important to distinguish between products that meet standards, that are safe, and those that merely feel safe. The highway safety community uses these terms: Normative safety Normative safety is a term used to describe products or designs that meet applicable design standards and protection. Substantive safety Substantive, or objective safety means that the real-world safety history is favorable, whether or not standards are met. Perceived safety Perceived, or subjective safety refers to the level of comfort of users. For example, traffic signals are perceived as safe, yet under some circumstances, they can increase traffic crashes at an intersection. Traffic roundabouts have a generally favorable safety record, yet often make drivers nervous.
http://en.wikipedia.org/wiki/Safety

STANDARDIZATION
Standardization refers to methods used in gathering and treating subjects for a specific study. In order to compare the results of one group to the results of a second group, we must assure that each group receives the same opportunities to succeed. Standardized tests, for instance, painstakingly assure that each student receives the same questions in the same order and is given the same amount of time, the same resources, and the same type of testing environment. Without standardization, we could never adequately compare groups. For example, imagine that one group of students was given a particular test and allowed four hours to complete it in a quiet and well lit room. A second group was given the same test but only allowed 30 minutes to complete it while sitting in a busy school lunchroom full of laughing and talking children. If group 1 scored higher than group 2 could we truly say that they did better? The answer is obviously no. To make sure we can compare results, we must make everything equal between the two or more groups. Only then could we say that group 1 performed better than group 2.

www.businessdictionary.com/definition/standardization.html

Standardization of the research methods is often a lengthy process. The same directions must be read to each student, the same questions must be given, and the same amount of time must be assured. All of these factors must be decided before the first subject can be tested. While standardization refers mainly to the testing situation itself, these principles of sameness involve the selection of subjects as well. Activity of establishing, with regard to actual or potential problems, provisions for common and repeated use, aimed at the achievement of the optimum degree of order in a given context www.businessdictionary.com/definition/standardization.html

IMPROVEMENT
Improvement research is based on simple but powerful questions, coined as the Model for Improvementby Associates in Process Improvement (API): (1) What are we trying to accomplish? (2) How will we know that a change is an improvement? (3) What changes can we make that will result in an improvement? Together these questions structure an active and disciplined way of pursuing change. As we begin to apply improvement research to education, we have found it useful to begin conversations around improvement using a fourth question: (4) How do we understand the problems and systems in which theyre embedded? We have a tendency in education to jump to solutions and not think deeply about the problems we are trying to solve. A more productive approach starts with a problem and taking a careful look across the system to better understand the causes that influence current outcomes.

 One of the unique things about improvement science that separates it from other education research approaches is that it is not about being comprehensive. The goal is not to develop a conceptual framework that tries to organize every possible influence and include everything we could work on. Instead, we asked what are the big drivers for improvement? And what measurement will we need to learn from our efforts at change and to improve our theory over time? Since this initial 90-day cycle, the Productive Persistence team has refined our measurement model to make it more practical and embedded in the daily lives of the community college students with minimal interruption.

 They have collected these measures in our networks and convened additional experts, improving the theory over time. And they have started to develop and test changes, focusing on the critical first three weeks of the course. In the process, we have become increasingly convinced that improvement methodologies hold promise for productively integrating diverse kinds of expertise to solve important problems. We often talk about notions of bridging research and practice. Improvement research brings these two sides together in a collective process aimed at solving concrete problems of practice. It pairs action with discipline, moving some people into action more quickly than they are comfortable and requiring others to be a little more patient and disciplined. It also carries with it the excitement of bringing ideas into action, helping our best efforts lead to visible improvements in the lives of students. http://findarticles.com/p/articles/mi_m4149/is_5_44/ai_n39295375/

LESSONS LEARNED
In this report, we have learned that there are many process or trends to encounter to have a safe and reliable quality care. That many process have been gone through to have what we have today.

Documentation, Safety, Continuation of Purpose, Standardization and Improvement are different topics that are interesting to read. They hold their own meaning and purposes. But together they can create a different image and a whole different meaning.

BIBLIOGRAPHY
www.businessdictionary.com/definition/standardizati on.html
http://en.wikipedia.org/wiki/Safety http://findarticles.com/p/articles/mi_m4149/is_5_44/ ai_n39295375/ http://www1.hollins.edu/Docs/Academics/writingcent er/introdoc.htm