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THE DOCUMENTATION EVALUATION- ACTION TREND

DOCUMENTATIONSTANDARDIZATION

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


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TABLE OF CONTENTS

OBJECTIVES page 1

INTRODUCTION page 2

DOCUMENTATION page 3

SAFETY page 10

STANDARDIZATION page 12

IMPROVEMENT page 13

LESSONS LEARNED page 14

BIBLIOGRAPHY page 15


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OBJECTIVES

Identify the general principles regarding theimportance of documentation and ways in whichdocuments 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 ofabbreviations and acronyms.


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Introduction

Documentation is the process of citing the various sources from which you gather

ideas, information, or wording for use in your own research. Documentation isrequired by the laws of the United States, as well as the policies of every accreditedschool in the U.S.; failure to document is called plagiarism, from the Latin wordmeaning kidnap. These laws were established to protect authors and artists fromhaving 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 effectiveand/or more efficient.

Standardization is the process of developing an agreed upon set of documents

(standards) that establishes uniform specifications, criteria, methods, processes orpractices.

An accident is any unforeseen or unexpected event that may or may not result in injuryor damage to property or equipment. So safety is a must. It prevents us more andmess because of accidents.

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


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DOCUMENTATION

Documentation is a term with many meanings, themost common of which are:

A set of documents provided on paper, or

,The process of documenting knowledge, as inscientific articles.

The process of providing evidence.

The writing of product documentation, A synonym for the term .

A field of study and a profession


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Documentation is tedious work, but there are ways to saveyourself time and frustration. Avoid backtracking bycollecting the following information as you read each source:

1) The full name(s) of the author(s).

2) The full title of the book. If there is a subtitle, include thatafter the main title, preceded by a colon. If youre using a

magazine, include the full title of the article AND themagazine or journal. Record the volume and number of thejournal 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 youforget to record a page number, it will be difficult to find itagain. Not only that, if you dont have the page number, youcant use the material and document it properly.


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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, thatmany different styles of documentation exist which have been developed fordifferent disciplines

Your final draft is the one prepared for the public. In this draft, yourdocumentation must be both accurate AND in a particular form. So, now thatyouve got all those dates, names, and places, here are the specifics aboutwhere theyll need to go.

These are the ABCs of documentationremember to include all three parts ineach reference you create. Notice where these three different parts appear inthe following example.

A B

Jane Doe, a noted historian, states, the first settlers were rigorous in their

C

religious practices (124).


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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.


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Plagiarism most often occurs because students eitheromit the proper attribution or use too many of theauthors words (instead of their own) when writing the

paraphrase. Be careful! Unintentional plagiarism canbe just as damaging to your grade as intentionalplagiarism. Ask lots of questions of your instructor,your fellow students and the tutors in the WritingCenter if you feel unsure about the correctness of

yourparaphrasing.

The reader needs some kind of cue to recognize whenyou are finished citing a borrowed passage. In the case

of quotations, the closing quotation mark cues the endof the borrowing. For paraphrased borrowings, theparenthetical reference or the footnote cues the end.


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Your citation will appear at the end of each borrowed

passage. End cues for paraphrased borrowings appeardifferently in different documentation styles.

1) MLA Style

MLA is a parenthetical style of citation that includes somebasic information about the reference in parenthesesimmediately following the borrowed material. Theseparentheses are the end cues for MLA. Usually, the

citation will include at least the authors name and thepage number. A title is included in some instances, asdiscussed in example #3 below.


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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 willappear 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 thetitles 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 thesettlers 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 twobooks by Mariah Lesh being referred to by the writer.


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2) Turabian Style

Turabian calls for either footnotes or endnotes. As you might expect, footnotes go atthe 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 Virginiawere 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 womanin 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 namehad already been mentioned in the attribution phrase.


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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 sourceafter source. One rule of thumb is: If it appears in five or more sources, youdont have to document it. (Check with your professor to determine his orher 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 therule of thumb mentioned above)

- Exact wording copied from a source (quotation)

http://www1.hollins.edu/Docs/Academics/writingcenter/introdoc.htm


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Safety

Safety is the state of being "safe" (from French sauf), thecondition 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 eventwhich could be considered non-desirable. Safety canalso be defined to be the control of recognized hazardsto achieve an acceptable level of risk. This can take the

form of being protected from the event or fromexposure to something that causes health oreconomical losses. It can include protection of peopleor of possessions.


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Meanings

There are two slightly different meanings ofsafety. For

example, home safetymay indicate a building's ability to protectagainst external harm events (such as weather, home invasion,etc.), or may indicate that its internal installations (such asappliances, stairs, etc.) are safe (not dangerous or harmful) for itsinhabitants.

Discussions of safety often include mention of related terms.Security is such a term. With time the definitions between thesetwo have often become interchanged, equated, and frequentlyappear juxtaposed in the same sentence. Readers unfortunatelyare left to conclude whether they comprise a redundancy. This

confuses the uniqueness that should be reserved for each byitself. When seen as unique, as we intend here, each term willassume its rightful place in influencing and being influenced bythe other.


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Safety is the condition of a steady state of an organizationor place doing what it is supposed to do. What it issupposed to do is defined in terms of public codes and

standards, associated architectural and engineeringdesigns, corporate vision and mission statements, andoperational plans and personnel policies. For anyorganization, place, or function, large or small, safety is anormative concept. It complies with situation-specific

definitions of what is expected and acceptable.

Using this definition, protection from a homes externalthreats and protection from its internal structural andequipment failures (see Meanings, above) are not two types

of safety but rather two aspects of a homes steady state.


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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 againstexternal or internal, defects, dangers, loss, criminals,and other individuals or actions that threaten, hinder ordestroy an organizations steady state, and deprive itof its intended purpose for being.

Using this generic definition of safety it is possible tospecify the elements of a security program.


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Limitations

Safety can be limited in relation to some guarantee or astandard of insurance to the quality and unharmfulfunction of an object or organization. It is used in orderto 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 extremelydifficult and very expensive. A safe situation is onewhere risks of injury or property damage are low andmanageable.


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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 communityuses these terms:

Normative safety

Normative safetyis a term used to describe products or designs that meetapplicable design standards and protection.

Substantive safety

Substantive, or objective safety means that the real-world safety history isfavorable, 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 somecircumstances, they can increase traffic crashes at an intersection.Traffic roundabouts have a generally favorable safety record, yet often makedrivers nervous.

http://en.wikipedia.org/wiki/Safety


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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 theresults of a second group, we must assure that each group receives thesame opportunities to succeed. Standardized tests, for instance,painstakingly assure that each student receives the same questions in thesame order and is given the same amount of time, the same resources, andthe 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 testand allowed four hours to complete it in a quiet and well lit room. Asecond group was given the same test but only allowed 30 minutes tocomplete 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 saythat they did better? The answer is obviously no. To make sure we cancompare results, we must make everything equal between the two ormore groups. Only then could we say that group 1 performed better thangroup 2.

. . .


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Standardization of the research methods is often a lengthyprocess. The same directions must be read to eachstudent, the same questions must be given, and the sameamount of time must be assured. All of these factors mustbe decided before the first subject can be tested. While

standardization refers mainly to the testing situation itself,these principles of sameness involve the selection ofsubjects as well. Activity of establishing, with regard toactual or potential problems, provisions for common andrepeated use, aimed at the achievement of the optimum

degree of order in a given context

www.businessdictionary.com/definition/standardization.html


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IMPROVEMENT

Improvement research is based on simple but powerful questions,coined as the Model for Improvementby Associates in ProcessImprovement (API): (1) What are we trying to accomplish? (2) Howwill we know that a change is an improvement? (3) What changescan we make that will result in an improvement? Together thesequestions structure an active and disciplined way of pursuing

change.

As we begin to apply improvement research to education, we havefound it useful to begin conversations around improvement using afourth question: (4) How do we understand the problems andsystems in which theyre embedded? We have a tendency ineducation to jump to solutions and not think deeply about theproblems we are trying to solve. A more productive approach startswith a problem and taking a careful look across the system to betterunderstand the causes that influence current outcomes.


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One of the unique things about improvement science

that separates it from other education researchapproaches is that it is not about being comprehensive.The goal is not to develop a conceptual framework thattries to organize every possible influence and includeeverything we could work on. Instead, we asked whatare the big drivers for improvement? And whatmeasurement will we need to learn from our efforts atchange and to improve our theory over time? Since thisinitial 90-day cycle, the Productive Persistence team has

refined our measurement model to make it morepractical and embedded in the daily lives of thecommunity college students with minimal interruption.


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They have collected these measures in our networks and convenedadditional experts, improving the theory over time. And they havestarted to develop and test changes, focusing on the critical first three

weeks of the course.

In the process, we have become increasingly convinced thatimprovement methodologies hold promise for productively integratingdiverse kinds of expertise to solve important problems. We often talk

about notions ofbridging research and practice.

Improvement research brings these two sides together in a collectiveprocess aimed at solving concrete problems of practice. It pairs actionwith discipline, moving some people into action more quickly thanthey are comfortable and requiring others to be a little more patient

and disciplined. It also carries with it the excitement of bringing ideasinto action, helping our best efforts lead to visible improvements inthe lives of students.

http://findarticles.com/p/articles/mi_m4149/is_5_44/ai_n39295375/


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LESSONS LEARNED

In this report, we have learned that there are manyprocess or trends to encounter to have a safe andreliable quality care. That many process have beengone through to have what we have today.

Documentation, Safety, Continuation of Purpose,Standardization and Improvement are different topicsthat are interesting to read. They hold their own

meaning and purposes. But together they can createa different image and a whole different meaning.


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BIBLIOGRAPHY

www.businessdictionary.com/definition/standardization.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/writingcenter/introdoc.htm
http://findarticles.com/p/articles/mi_m4149/is_5_44/ai_n39295375/http://findarticles.com/p/articles/mi_m4149/is_5_44/ai_n39295375/

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