assignment about quality

300+ Performance Review Phrases for Quality of Work, Adaptability, Communication

By Status.net Editorial Team on June 18, 2022 — 21 minutes to read

• Performance Review Phrases for Quality of Work Part 1
• Performance Review Phrases for Adaptability Part 2
• Performance Review Phrases for Communication Part 3
• Performance Appraisal Examples: Additional Resources Part 4

Performance reviews can be a helpful way to keep employees appraised of their progress and identify areas in which they can improve. Quality of work performance appraisal comments typically convey the reviewer’s observations and thoughts about an employee’s quality of work and job performance. These comments can provide helpful feedback to help the employee improve their quality of work. It is important to use accurate and constructive language when writing performance appraisal comments, as this will help avoid any negative consequences for the employee.

In this article you will find performance review examples for the following skills:

• Quality of Work Employees who have skills to provide high quality of work are able to make sure that the work is on time, ensure that the work is accurate, and they are always looking for new ways to improve their quality of work. You will find a variety of quality of work evaluation comments in the section “Quality of Work” below.
• Adaptability Adaptability is one of the most important skills in the workplace. It allows people to adjust to changes and unexpected circumstances while still being able to complete the task at hand.
• Communication and Interpersonal Skills In order to be effective in the workplace, it is important to be able to communicate with others and have strong interpersonal skills. Without good communication skills it will be difficult to create a productive working environment.

Each section below contains positive (“Meets or Exceeds Expectations”) and negative (“Below Expectations”) examples for the skills listed above. If you are looking for more performance review examples and phrases for different skills, check our main article here (click to open 2000+ Performance Review Phrases: The Complete List

Part 1 Quality of Work

Meets or exceeds expectations.

✓ He is a detail minded person and his work is always completed with high quality.

✓ He always maintains a high level of accuracy in his work.

✓ He never neglects even the smallest detail of tasks assigned to him.

✓ He makes defect free products.

✓ He is very focused. He is conscious of every detail in his work.

✓ He is highly reliable. His performance displays exceptional quality and accuracy.

✓ He accomplished all tasks he is assigned in a timely manner.

✓ He maintains a good standard of work aligned with a high level of productivity.

✓ He frequently encourages and helps colleagues to achieve high levels of productivity.

✓ He is fully aware of and acknowledges the importance of quality in his work.

✓ He displays a highly consistent level of performance in his work.

✓ He is always ready and prepared to accept new responsibilities and projects.

✓ He constantly pursues new learning and training opportunities.

✓ He consistently takes on additional responsibilities within the team.

✓ He is skillful in developing more efficient methods to perform specific tasks.

✓ He consistently looks for new ways to help the team.

✓ He is always willing to take a risk with learning opportunities.

✓ He takes on new responsibilities with minimal guidance or direction.

✓ He is not afraid to take calculated risks to make things work better.

✓ He has a strong grasp and understanding of his job responsibilities.

✓ He has strong communication with management on required updates in his job function.

✓ His knowledge of his job surpasses the required level.

✓ He collaborates well with other departments.

✓ He has an extensive peer network to access the required skills when necessary.

✓ He shares his job knowledge well with his peers.

✓ He shares his knowledge of industry trends and best practices to achieve enhanced outcomes in his job.

✓ He is highly adept in all areas of his job function.

✓ He is very detail minded. His work is always done with exceptional quality.

✓ He ensures his work is accurate before giving it to the customer.

✓ He pays attention to detail in every task he is given.

✓ He produces error free output.

✓ He has a great eye for the details.

✓ His work can be relied on to be accurate and as expected / requested.

✓ He is a careful person. He always thinks twice before acting so his performance is always accomplished well.

✓ He is always exact when he performs his duties.

✓ He never skips any detail of his assignments.

✓ He consistently makes error-free products.

✓ He is reliable and his performance is of exceptional quality and accuracy.

✓ He is detailed and focused. His work is always completed with high quality.

✓ He always maintains accuracy in his work.

✓ He never neglects any detail of any task given to him.

✓ He never makes mistake in the products he produces.

✓ He pays strong attention to his work. He never ignores any detail of his work.

✓ His good performance level is highly appreciated. His work is high quality and accurate.

✓ He meets or exceeds all requirements with high productivity.

✓ He developed a [program/initiative] that delivered [x] results.

✓ He improved output/production by [x]%.

✓ He exceeded start of year goals by [number].

✓ He thoroughly plans and prepares for the unexpected.

✓ He provides consistent results that clients or customers can always count on.

✓ He deals with difficult demands from clients and customers in a way that leaves everyone satisfied.

✓ He will never quit until a project is finished.

Below Expectations

✗ He rarely achieves his monthly performance targets.

✗ He makes frequent process errors.

✗ He produces a higher defect rate than his peers.

✗ His work does not comply with the required output standards.

✗ He demonstrates a low level of knowledge of the required work procedures.

✗ He is reluctant to take on new responsibilities.

✗ He cannot be relied upon to produce a product that is up to expectations.

✗ The products produced by him have an unacceptably high defect level.

✗ He is unable to concentrate on his work.

✗ He is unaware of his job requirements.

✗ The quality of his work is unreliable.

✗ He fails to spend sufficient time to check his work before submission.

✗ His work frequently fails to pass inspection.

✗ He is unwilling to assume responsibilities outside of his job description.

✗ He is a bad influence on morale within the team.

✗ He is unwilling to train and learn new skills.

✗ He doesn’t contribute ideas to projects or his suggestions are ambiguous.

✗ He seems unwilling to learn new skills.

✗ He is unable to perform his job without assistance.

✗ His lack of concentration results in a high level of errors.

✗ He has little understanding of the competitive business landscape.

✗ He has difficulty in locating the necessary information to complete his job responsibilities.

✗ He produces too many unnecessary errors.

✗ His work quality is substandard.

✗ He fails to demonstrate a strategic mindset.

✗ He does not demonstrate sufficient competency in the basic concepts of his role.

✗ His work cannot be relied on.

✗ His work doesn’t pass inspection by other team members.

✗ He doesn’t pay attention to the details of the tasks he is assigned.

✗ He overlooks key requirements given to him for his tasks.

✗ He produces unreliable work output.

✗ He doesn’t spend enough time reviewing his work before handing it in as complete.

✗ He never performs as well as we expect.

✗ He usually makes mistakes when performing his duties.

✗ He rarely pays attention to the details of his duties.

✗ His work is consistently being passed back for rework.

✗ He doesn’t understand the key requirements of his job.

✗ The quality of his products is unreliable.

✗ He doesn’t spend enough time checking his work before handing it over.

✗ He cannot be relied upon. He is unable to produce the quality of products that is expected.

✗ Products made by him contain many errors and rarely pass any inspection phase.

✗ He doesn’t focus on details of his tasks. His products contain many errors.

✗ He often makes mistakes in his work.

✗ He is unable to focus on the important tasks and ensure they are completed first.

✗ We can not rely on him to produce a quality product.

✗ He doesn’t take enough time to carefully check his core performance products before submission.

✗ He does not understand how to deal with difficult demands from a client or customer.

✗ He is falling behind coworkers when it comes to producing results.

Related: Quality of Work: Performance Review Examples (1 – 5)

Part 2 Adaptability

✓ He maintains a calm and composed demeanor under stressful situations.

✓ He always knows how to best apply new and more effective approaches to conduct business.

✓ He enables others to remain calm and focused on the main goals.

✓ He quickly adapts to changes in the performance of his duties.

✓ He readily appreciates others’ comments or criticism.

✓ He shows initiative at work by adopting new and appropriate methods to perform his duties.

✓ He acknowledges and recognizes any proposal for change.

✓ He is ready to face up to any change in circumstances.

✓ He promptly tackles changes while completing his assignments.

✓ He welcomes criticism that will help to improve the business.

✓ He demonstrates an enthusiastic approach to whatever method he is using to fulfill a task.

✓ He is open to any proposed change.

✓ He gets involved and quickly adapts to different changes in different situations.

✓ He is willing to look for more effective methods to conduct business.

✓ He stays calm whenever there are stressful circumstances.

✓ He enables everyone around him to remain calm and concentrate on the final goal.

✓ He promptly tackles changes during doing his assignments.

✓ He welcomes criticism to help improve his business.

✓ He enthusiastically comments about the method he is using to fulfill a task.

✓ He accepts change readily.

✓ He actively involves himself in the business. He responds well to change and different situations.

✗ He is slow to confront any changes.

✗ He follows established procedures so strictly that he is resistant to change.

✗ He is unwilling to accept even minor changes.

✗ He is frequently completes any plan or project late.

✗ He neglects tasks perceived as low priority.

✗ He rarely attends any independent, research based activities.

✗ He rarely cooperates with other departments or assists them to complete their tasks.

✗ He is easily demotivated if things fail to perform as well as expected.

✗ He frequently avoids or delays attending training, or deployment of new programs.

✗ He is reluctant to take responsibility for “menial” tasks.

✗ He does not demonstrate an ability to work or conduct research independently.

✗ He is unwilling to assume responsibility for colleagues’ tasks when necessary.

✗ He is easily confused about “out of plan” changes.

✗ He is unwilling to accept last-minute changes.

✗ He fails to fulfill the responsibilities stated in his job description seriously.

Related: Adaptability: Performance Review Examples (1 – 5)

2000+ Performance Review Phrases: The Complete List

Part 3 Communication and Interpersonal Skills

✓ His communication skills, both verbal and written, are highly effective.

✓ He is a friendly communicator and has built a rapport with every division in the company.

✓ He can effectively communicate the requirements of the job and the expected outcome to his employees. He regularly talks to his employees to ensure work is on track.

✓ He is an effective communicator who works very well with his team members.

✓ He builds good relationships through open and friendly communication.

✓ He can freely converse with anybody around him.

✓ He can engage well with anyone.

✓ He has a nice and gentle demeanor. He relates to others very well.

✓ He is able to connect with people in a uncomfortable environment and encourage them to do a great job.

✓ He is highly spoken of by others due his ability to build good relationships.

✓ His positive attitude and willingness to listen are highly appreciated by her coworkers.

✓ He has a natural ability to put others at ease and this is an important asset.

✓ He is always improving himself and works well with others.

✓ He is able to quickly understand peoples personalities and relate to them well.

✓ He is able to connect to people in unusual ways. This has proven to be a great asset in his managerial role.

✓ He regularly gives constructive feedback.

✓ He is willing to consider other people’s ideas.

✓ He asks pertinent and insightful questions.

✓ He is able to explain complex and difficult issues in terms that are easy to understand.

✓ He is not afraid to say “I don’t know” when faced with a difficult question.

✓ He is able to summarize and communicate key business decisions effectively.

✓ His communication skills stand out from those of his peers.

✓ He effectively persuades and convinces his peers, especially in times of high stakes.

✓ He is an effective listener. He is always willing to hear and understand others’ fears or concerns.

✓ He makes new employees feel welcome.

✓ He is a calming influence when the team is under pressure.

✓ He strives to create a positive atmosphere in the work place.

✓ She communicates effectively, both verbally and in writing.

✓ His long experience working with people is clearly evident in his communication skills.

✓ He has the valuable skill of being able to communicate difficult concepts in easy to understand language.

✓ He is good at communicating difficult messages with employees, management, and customers.

✓ As an employee, his communication was good; as a manager, he has proved an even more effective communicator. His communication skills have improved tremendously this year.

✓ He is an adept communicator and is one of the best business writers I have had the pleasure of working with. He communicates very well through his reports and white papers.

✓ His written communication is very good, however his verbal communication skills could be improved. He should work on being an active listener.

✓ He reports necessary information to his coworkers.

✓ He is excellent at keeping a written record of his assignments and projects.

✓ His key strength is his candor and effective communication with his employees.

✓ His core strength is his ability to immediately connect with anyone.

✓ He is a very competent communicator.

✓ He has a knack for making people feel important when he speaks with them. This translates into great opportunities for teamwork and connections to form.

✓ He makes people feel at home. His natural ability to work with people is a great asset to our team.

✓ He conducts himself and the relationships with his coworkers very well.

✓ He can quickly build a positive relationship with people and understand how to relate to them.

✓ He is able to create a sustain a positive and professional relationship with her coworkers, direct reports, and management team.

✓ He is a positive influence on those around him and inspires them to work harder.

✓ He has a good understanding of how to relate to people and make them comfortable.

✓ He can seemingly strike up a conversation with anybody. He has a gift in relating to people around him.

✓ He can find a point of connection with just about anyone.

✓ He is a nice and affable person who works well with others.

✓ He has a natural rapport with people and communicates very well with others.

✓ He finds it easy to connect with others and relates well with them.

✓ He maintains good relationships with every department in the company through his skill in communicating with others.

✓ He has good relationships with his colleagues due to his good communication skills.

✓ He is friendly and open-minded so he creates good relationship with other team members.

✓ He brings comfort to people working with him. He makes people feel great when being in a team with him.

✓ He has the ability to resolve any issue by himself and he creates good relationships with his colleagues.

✓ He can easily create a positive relationship with others and knows how to communicate with them.

✓ He has a special ability in connecting people and he applies this ability well as a manager.

✓ He sought and considered ideas from others on issues that affected them.

✓ His spoken communication was well-organized, courteous, and effective.

✓ He provided or exchanged information while keeping others informed through effective communication.

✓ He was sensitive to the feelings and efforts of others.

✓ He listens effectively to others’ ideas, problems or suggestions.

✓ He demonstrates effective public greeting skills.

✓ He demonstrates effective telephone skills.

✓ He seeks feedback on the effectiveness of his written and oral communication

✓ He adapts his communication methods to respond to different audiences.

✓ He provides accurate and timely information, both written and orally.

✓ He actively listens to others.

✓ He involves others in problem solving.

✓ He provides clear instructions and expectations.

✓ He works in an open manner and shares information with others to get the job done.

✓ He expresses ideas clearly and effectively, both orally and in writing.

✓ He listens carefully, and sincerely considers the ideas of others.

✓ He maintains confidentiality, and exercises good judgment about what to say and when.

✓ He responds in a prompt and friendly manner to requests and inquiries.

✓ He keeps others informed.

✓ He routinely meets with supervisors and key customers to exchange information and clarify expectations.

✓ He asks appropriate questions to clarify information or needs.

✓ He provides accurate and timely information both orally and written.

✓ He keeps managers and coworkers informed of his work progress.

✓ He is excellent at keeping written information about her assignments and projects.

✓ One of his core strengths is his ability to immediately connect with someone.

✓ He clearly communicates with his employees and they understand his expectations.

✓ He is a very interesting colleague to work with.

✓ He always knows how to establish a good rapport with other team members.

✓ He gets on well with other people easily. He has very good communication skills.

✓ He can quickly build a positive relationship with people. He understands how to relate to people.

✓ His natural ability to work with people is a great asset to our team.

✓ He can maintain good communication with everybody and he also encourages people to work harder and more effectively.

✓ He has good interpersonal skills and knows how to maintain good relationship with others and keep them satisfied.

✓ He is very good at communicating and everybody appreciates his good behavior with others.

✓ He makes people feel at home with him. His natural ability to work with people is a great asset to our team.

✓ His uncanny ability to connect with people is a great personality attribute in his role as a manager.

✓ His feedback is always constructive.

✓ He effectively communicates expectations and goals.

✓ He effectively communicates personal concerns.

✓ He effectively highlights problems within the company and/or solutions to fix them.

✓ He manages meetings efficiently.

✓ He is able to listen as effectively as well as talk.

✓ He asks insightful and probing questions.

✓ He is able to empathize with others and is respectful of opposing viewpoints.

✓ He demonstrates appreciation for others and thanks them for their assistance.

✓ He is courteous and acknowledges the contributions of others. He is respectful of the feelings of others.

✓ He respects other peoples’ time and priorities.

✓ He treats others fairly and without prejudice or bias.

✓ He is seen by his peers as someone whom they can depend on.

✓ He does not initiate conflict and actually takes measures to ensure that conflict does not occur.

✓ He demonstrates tact and diplomacy when resolving conflicts. He addresses concerns directly with the individuals involved.

✓ He takes initiative to address concerns with other staff in a timely manner promoting understanding and cooperation.

✓ His approach to conflict resolution is exceptional, creating enhanced teamwork, without hard feelings

✓ He contributes to a positive work environment through his interactions with others.

✓ He demonstrates flexibility by adapting to changes in priorities and the work environment.

✓ He demonstrates positive personal regard when confronting problems with others.

✓ He demonstrates respect for responsible dissent

✓ He behaves in ways designed to keep problems impersonal whenever possible.

✓ He maintains positive work relationships.

✓ He treats others with courtesy and respect.

✓ He is cooperative and responsive.

✓ He builds trust and works with integrity.

✓ He treats others with respect, courtesy, tact, and friendliness and actively attempts to be helpful towards others.

✓ He accepts criticism, is open to new ideas, and handles conflict constructively and diplomatically.

✓ He is consistently able to obtain the cooperation of others.

✓ He works through conflict for positive solutions and results.

✓ He promotes cooperation and teamwork.

✓ He learns from conflict and makes appropriate changes.

✓ He takes the initiative to improve working relationships and foster feelings of mutual respect with coworkers and customers.

✓ He makes a special effort to boost employee morale and create a positive work environment.

✓ He always asks for immediate feedback and takes constructive criticism well. He applies any feedback to his current and future projects to ensure he is performing his work adequately.

✓ His project teams always applaud the way she communicates ideas, requirements and changes. The like how she always encourages open communication.

✓ He instills a sense of confidence in his coworkers and project team by encouraging an atmosphere of openness. His coworkers often comment on how they feel good about sharing new ideas and thoughts without fear of intimidation.

✓ He is a compassionate listener and makes each customer know he values their time.

✗ He lacks communication skills.

✗ His message is easily misunderstood by others due to his lack of communication skills.

✗ He fails to communicate with his team members in an effective way.

✗ He directs quickly but has a bad attitude with his feedback.

✗ He does appreciate that happy team members can affect his own job performance and this makes those around him unpleasant.

✗ He has left a wake of bad relationships in his career path.

✗ He should keep on cultivating good relationships with others around him.

✗ He has not related to his coworkers well.

✗ He does not understand that having good working relationships with others in a team is very important.

✗ He does not understand how complicated relationships management is.

✗ He is a gentle coworker, but the people around him do not like him because of his strong personality.

✗ He complains of a lack of resources to adequately complete job functions.

✗ He fails to alert the proper personnel regarding bad news.

✗ He regularly engages in off-putting conversations and can be territorial at times.

✗ He humiliates staff members on a regular basis.

✗ He has other coworkers deliver bad news instead of doing it himself.

✗ He makes others feel intimidated when working on company projects.

✗ His position requires him to have sufficient technical skills, however, he does not speak up during technical meetings to discuss potential solutions.

✗ He must improve his foreign language skills to stay competitive in this industry.

✗ He is not adept at documenting verbal communication. He should work on this skill over the next 90 days.

✗ One of his roles is to find consensus among his team members, but he has frequently failed to accomplish this task.

✗ He does not communicate effectively and clearly.

✗ He holds too many meetings. Holding fewer meetings would be more effective.

✗ He should communicate project status updates more frequently.

✗ He lacks credibility in his messages. His coworkers do not believe he is honest.

✗ He does not convey a positive image of the company to customers.

✗ He has proven to be an ineffective communicator.

✗ He does not effectively communicate. He must improve both his written and verbal communication.

✗ He does not work well with others.

✗ He has a very strong personality and this has caused a rift on our team.

✗ He creates an excellent impression among the management team, yet his fellow team members cannot stand working with him.

✗ He should continue to work on cultivating good relationships with those around him.

✗ He works well with members of his own team, yet he has an “us” against “them” mentality when it comes to others within the company.

✗ Many of his coworkers see him as unapproachable.

✗ He gives off an impression of superiority to those around him.

✗ He is brisk with his directions and crude with his feedback.

✗ He seems to shrink when he’s around others and does not cultivate good relations with his coworkers.

✗ He lacks confidence and communicates inefficiently when he meets people.

✗ His communication skills are not good so others often misunderstand his message.

✗ He is unable to efficiently communicate with his colleagues.

✗ He creates distance between him and his colleagues because of his poor manners.

✗ He is not liked by those colleagues working with him despite the good impression the management team has of him.

✗ He feels shy when he communicates with others and he cannot build good relationships with his colleagues.

✗ His communication continues to be substandard. He consistently fails to properly notify team members about impending changes or other required information.

✗ He needs to improve his communication skills with his co-workers. He must learn to improve his communications with other employees and management.

✗ He needs to share department and corporate goals in a more timely and complete manner. His employees do not understand what the company is doing.

✗ During his time, he has gained nothing but left only scars of bad relationships with others.

✗ He tends to stand alone in the corner among a crowd. It’s hard to communicate with him.

✗ He does not work well with others. He has a very strong personality and this has caused a rift on our team.

✗ He should continue to work on cultivating good relationships with those around him

✗ He is not good at communicating with others so he often makes them feel uncomfortable. It is better for him to improve his interaction skills to build good relationships with them.

✗ He does not understand how crucial good working relationships with fellow team members are.

✗ He blames others for problems too often.

✗ He needs to speak up more when faced with concerns.

✗ He often says “I don’t know” when confronted with a tricky question or problem.

✗ He does not return communications in a timely manner.

✗ He needs to work on listening to others.

✗ He constantly talks over others in meetings.

✗ He never talks in meetings.

Related: Communication Skills: Performance Review Examples (1 – 5)

Part 4 Performance Review Examples: Additional Resources

 2000+ Performance Review Phrases: The Complete List

26 Example Paragraphs for Performance Reviews [Positive & Negative Feedback]

28 Essential Areas of Improvement for Employees [with Examples]

See also: 150+ Performance Appraisal Phrases (Teamwork, Technical Skills, Time Management)

• 2000+ Performance Review Phrases: The Complete List (Performance Feedback Examples)
• 200+ Performance Review Phrases for Professionalism, Collaboration, Punctuality
• 242 Performance Appraisal Examples (Creativity, Accountability, Customer Satisfaction)
• Quantity Of Work Examples For Performance Reviews (Full Guide)
• How to Improve Work Performance [Actionable Tips]
• 169 Leadership Performance Review Examples for Management Style, Planning, Supervision

112 Examples of Quality Improvement Project Ideas for nursing students + [Outline]

• Carla Johnson
• August 18, 2023
• Nursing Topics and Ideas

Working on Quality Improvement Project? here are over 112+ Examples of Quality Improvement Project Ideas that can help you get started with your nursing quality improvement project paper. 

In this article, we have compiled 112 quality improvement project ideas that can help get started with your paper. 

Here’s an outline of a quality improvement project

Examples of Quality improvement project ideas for Nursing students

• Creating a patient assessment tool.
• Conducting a study on the use of electronic health records for quality improvement.
• Conducting a study on the impact of cultural diversity on patient care .
• Studying the effectiveness of patient safety programs in nursing facilities.
• Conducting a study on adverse events in the nursing profession . 6. Evaluating the effectiveness of nurse-led care interventions.
• Developing a patient safety education program for nurses.
• Studying the impact of staffing levels on patient care outcomes .
• Investigating factors that contribute to nursing errors.
• Working to reduce the number of medication errors in the nursing profession.
• Studying the impact of patient satisfaction on nursing care .
• Evaluating the effectiveness of nurse-led care interventions for reducing readmission rates.
• Investigating the use of electronic health records to identify best practices in patient care.
• Conducting a study on the effect of sleep deprivation on nursing staff.
• Investigating ways to improve communication between nurses and patients.
• Studying the impact of nurse workloads on patient care.
• Evaluating the effectiveness of interventions to improve patient satisfaction.
• Conducting a study on the use of patient education materials in nursing homes.
• Investigating how technology can be used to improve nurse-patient communication.
• Conducting a study on the impact of sleep deprivation on nurses’ work performance.
• Evaluating the effectiveness of interventions to improve nurse retention rates.
• Conducting a study on the use of patient education materials to reduce medication errors .
• Investigating ways to reduce communication barriers between nurses and patients.
• Studying the impact of cultural diversity on nursing care .
• Evaluating the effectiveness of nurse-led care interventions for reducing infection rates.
• Investigating ways to improve patient satisfaction in long-term care facilities .
• Studying the impact of nurse staffing levels on patient outcomes.
• Evaluating the effectiveness of interventions to improve patient satisfaction and pain management in nursing homes .
• Investigating how technology can be used to improve communication between nurses and patients in acute care settings .
• Conducting a study on how patient satisfaction influences nurse turnover rates in hospitals.
• Evaluating the impact of nurse-led care interventions on patient outcomes .
• Conducting a study on how to improve nurse-patient communication inpatient units.
• Investigating how technology can be used to better track patient outcomes in nursing homes.
• Studying the impact of work overload on nurses’ performance.
• Investigating ways to improve patient satisfaction and pain management in long-term care facilities .
• Evaluating the effectiveness of interventions to reduce nurse burnout rates.
• Conducting a study on the use of patient education materials to reduce medication errors in pediatric settings.
• Studying the impact of sleep deprivation on nurses’ work performance and mental health .
• Investigating how technology can be used to improve communication between nurses and patients in acute care settings.
• Evaluating the effectiveness of nurse-led care interventions for reducing healthcare costs.
• Investigating the effect of patient satisfaction on nurse retention rates in hospitals

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One of the best ways to improve your nursing skills is to participate in quality improvement projects . Quality improvement projects are a great way to learn about how to improve the quality of patient care while also having fun. Below are a few quality improvement project ideas for nursing students.

• Implement a patient safety system. A patient safety system is a way to track and monitor patients throughout their hospital stay in order to prevent any accidents or injuries. By implementing a patient safety system, you can ensure that your patients are safe and receive the best possible care.
• Create aogram charts. Aogram charts are used to track the progress of patients during their hospital stay. By creating an aogram chart, you can ensure that your patients receive the proper care and treatment from the staff at your hospital.
• Conduct surveys of patients and staff. By conducting surveys of patients and staff, you can learn about the quality of care that is being provided to your patients. This information can be used to make improvements in the future.
• Create a ward round schedule. A ward round schedule is used to organise the rounds that are conducted by nurses on each shift. By creating a ward round schedule, you can ensure that each patient receives the attention that they need.
• Conduct quality improvement workshops for staff. Quality improvement workshops are a great way to teach staff about how to improve the quality of patient care. By conducting quality improvement workshops, you can help your staff learn how to provide the best possible care for your patients.
• Plan and implement a patient safety audit. This involves reviewing patient care procedures and measuring the effectiveness of those procedures. It can also include identifying any areas in which patients may have been harmed, and making necessary changes.
• Conduct research on best practices in nursing . This can involve studying published studies, speaking with experienced nurses, or conducting your own surveys. By learning about what works best, you can create more effective care for your patients.
• Create a nursing curriculum reform plan. This involves developing a proposal for improving the nursing curriculum across all levels of education, from undergraduate students to registered nurses (RNs). By doing so, you can ensure that future nurses are equipped with the skills they need to provide quality care for their patients.
• Develop and implement an infection control plan . This involves designing strategies for preventing the spread of infections throughout the hospital setting, from the bedside to the operating room. By doing so, you can protect both your patientsand your staff.
• Create a Patient Safety Action Plan . This document outlines specific actions that you and your team will take to improve patient safety. It should be updated regularly, and can include measures such as monitoring patient outcomes , creating an incident response plan, and training staff members.

Quality improvement projects are a great way to learn about how to improve the quality of patient care while also having fun. By implementing one of the quality improvement project ideas listed above, you can ensure that your patients receive the best possible care

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Quality improvement project ideas for nursing students can come from a variety of sources. Some examples include:

1. Surveys: One way to improve the quality of care provided by nurses is to conduct surveys to measure the quality of care that patients receive. By gathering data from patients and nurses, you can identify areas in which the quality of care can be improved.

2. Feedback loops: Another way to improve the quality of care provided by nurses is through feedback loops. This means that nurses are constantly feeding information about the quality of their work back to management . This helps to identify and correct problems early on, which can save time and money.

3. Peer reviews: Another way to improve the quality of care provided by nurses is through peer reviews. This means that nurses share information about their work with other nurses who are in a position to provide feedback . This helps to ensure that everyone in the nursing community is getting the best possible care.

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Quality improvement project ideas for ICU

Quality improvement projects are a great way for nursing students to learn about how to improve the quality of care they provide to patients. Here are some ideas for quality improvement projects that you can use in your ICU:

1. Assessing patient safety indicators: One way to improve the quality of care you provide to patients is by assessing patient safety indicators. This can include things like checking blood pressure and temperature regularly, checking for signs of infection, and verifying that patients are receiving the correct medication.

2. Reviewing patient records: Another way to improve the quality of care you provide to patients is by reviewing their records. This includes making sure all the information in their records is accurate, ensuring that all medications are documented correctly, and documenting any changes made to their health status.

3. Training staff on safe practice: Another way to improve the quality of care you provide to patients is through training staff on safe practice . This includes learning about safe handling and using of equipment, understanding how to properly communicate with patients, and being aware of potential red flags that may indicate a patient’s condition is deteriorating rapidly.

By implementing quality improvement projects in your ICU, you can help ensure that patients receive the best possible care.

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Post an explanation of at least two opportunities that exist for RNs and APRNs to actively participate in policy-making [Examples]

Quality improvement project ideas for emergency nursing

Nursing students often have to think outside the box when it comes to quality improvement projects . Here are some quality improvement project ideas for emergency nursing students:

1. Conduct a study on how to improve patient care in an emergency setting. This could involve looking at different ways to streamline the process or measuring how well patients are being treated.

2. Create a checklist of standard procedures that must be followed during an emergency situation. This could help to ensure that all the necessary steps are taken and that protocols are followed correctly.

3. Design a training program for frontline staff members on how to handle specific types of emergencies. This could include scenarios involving cardiac arrest, traumatic injuries, and fires.

By thinking outside the box, nursing students can come up with innovative ways to improve the quality of patient care in an emergency setting.

Quality Improvement Projects Examples

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Reinforcement of Barcoding technology in medication delivery process and medication safety education to reduce medication error: A Quality Improvement Project.

Capstone Project Ideas for Nursing Leadership

The Capstone Project Topic Can Be A Clinical Practice Problem, An Organizational Issue, A Leadership Or Quality Improvement Initiative, Or An Unmet Educational Need Specific To A Patient Population Or Community. The Student May Also Choose To Work With An Interprofessional Collaborative Team .

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TQM Assignment

Related Papers

Dr. Faisal Talib

IOSR Journals publish within 3 days

Abstract: Total Quality Management (TQM) is a management philosophy which focuses on customer satisfaction by improving the organisation performance through co-ordination of various processes in all the business units. The purpose of TQM is to provide quality product or service to the customer which inturn provides increased productivity at low cost. TQM is applicable to all manufacturing and service industries. It operates on the principle that cost of prevention is less than the cost of correction. This study focuses on TQM development, performance and sustenance in service industries through effective communication, critical success factors and market orientation. It examines the quality improvement through effective employee communication and the relationship between CSFs and company performance. The study suggests Deming’s Plan-Do-Study-Act (PDSA) cycle based approach to develop and sustain TQM. It articulates the relationship between TQM and market orientation, in terms of both elements (practices) and performance. The study investigates the reasons for TQM failures and proposes guidelines for successful implementation of TQM. Keywords: Critical Success Factors (CSFs), Effective Communication, Market Based Quality, PDSA, TQM Failures, and TQM Implementation

Maged Awwad

In the current market economy, companies are constantly struggling to achieve a sustained competitive advantage that will enable them to improve performance, which results in increased competitiveness, and of course, profit. Among the few competitive advantages that can become sustainable competitive advantages, quality plays a crucial role. Recent research shows that about 90% of buyers in the international market, consider quality as having at least equal importance with price in making the decision to purchase. In the opinion of some specialists in economic theory and practice, total quality refers to the holistic approach of quality, which actually means, addressing all aspects of economic and social development and technical of quality. Thus, the holistic approach of quality at organisation-wide involves procedural approach of quality, in this respect, the study focuses on this type of quality approach, i.e. the procedural approach, taking into account the strategic aspects of the continuous improvement of quality, which means in fact, the quality management. Total Quality Management is seen as a way to transform the economies of some countries to be more competitive than others. However, Total Quality Management brings not and will not produce results overnight, it is not a panacea for all the problems facing the organization. Total Quality Management requires a change in organizational culture, which must focus on meeting customer expectations and increasing the involvement of all employees to meet this objective, as an expression of the ethics of continuous improvement. In general, research on quality aiming identify why an organization should adopt the principles of total quality management, but attempts to identify the failing companies' attempts to implement total quality management principles are not so visible. Concerns companies to introduce quality management systems are becoming more pronounced, therefore, in this study we try to identify and present the main reasons that prevent achieving quality and implementation of total quality management system, in other words, we are interested in identify barriers to implementation and development of a quality management system.

Dr.VENKATAIAH CHITTIPAKA

Purpose: The purpose of this paper is to study the relationship between Total Quality Management (TQM) practices and organizational performance in Indian automobile manufacturing companies. Design/Methodology/Approach: The research was conducted in five Indian automobile manufacturing companies located in Chennai cluster taking a sample size of 375 employees across the five Indian automobile manufacturing companies using the questionnaire method. The relationship between Total Quality Management (TQM) practices and organizational performance was examined through Correlation analysis. Findings: The study revealed that the extent to which Total Quality Management (TQM) practices and Organizational performance are correlated and how Total Quality Management (TQM) practices impacts on organizational performance. Research Limitations/Implications: The research paper was limited by including only five Indian automobile manufacturing companies located in Chennai cluster, making this a possibly biased selection and it may not be adequate to generalize the results for the entire Indian automobile manufacturing companies.

Texila International Journal , Solomon Omede

The ever increasing demand of customers and the challenges of globalization put a lot of pressure on companies worldwide to adopt proven frameworks for organizational excellence. As a result, Nigerian companies today are implementing Total Quality Management (TQM) System. The objective of this study is to establish a relationship between total quality management and organizational performance using a manufacturing company in Nigeria. Twenty five (25) carefully framed questionnaires were sent out to the study population and 13 were returned in usable form. The Chi Square method of statistics was used to test the four formulated hypothesis. The findings showed a significant relationship between total quality management and organizational performance, between TQM and defect prevention and perception errors, between the success of TQM and perception of organizational members, between TQM and effective management of resistance to .change. This study recommends that organizational management provide enabling environment to implement TQM systems. The study concludes that a major strategy for achieving high quality is TQM with a good management system for continuous improvements that rely heavily on employee involvement. Keywords: Defect Prevention, Globalization, Organizational Challenges, Organizational Performance and Total Quality Management.

Mazhar Ali Kazmi

Continuous improvement within an organization is the philosophy of TQM. It centers on people and focuses the customers. TQM involves every one working in the company and get feedback from the customer for being successful. Having debate on its failure is quite interesting but alarming as well. Major cause is that managers neither develop ownership and nor do they encourage everyone in the organization to involve. In addition, proper evaluation of the consultation is not made for implementation of the system. Talking further, another reason is that failure of management is seen due to undue strain of lowering the charges and increasing turnover, putting aside customer’s satisfaction. Lack of interaction with manpower of organization and confrontation from inside to changes may be another cause to be taken seriously. Targets are to be fixed for determination of outcomes of TQM. The requirements of a successful TQM program are whole-hearted participation of the employees, better team work and good relationship with supplier (Richard L. Miller, Joseph P. Cangemi, 1993).

FAISAL TALIB

management research field. It is one of the most applied and well accepted approaches for business excellence besides Continuous Quality Improvement (CQI), Six Sigma, Just-in-Time (JIT), and Supply Chain Management (SCM) approaches. There is a great enthusiasm among manufacturing and service industries in adopting and implementing this strategy in order to maintain their sustainable competitive advantage. The aim of this study is to develop and propose the conceptual framework and research model of TQM implementation in relation to company performance particularly in context with the Indian service companies. It examines the relationships between TQM and company’s performance by measuring the quality performance as performance indicator. A comprehensive review of literature on TQM and quality performance was carried out to accomplish the objectives of this study and a research model and hypotheses were generated. Two research questions and 34 hypotheses were proposed to re-validate the TQM practices. The adoption of such a theoretical model on TQM and company’s quality performance would help managers, decision makers, and practitioners of TQM in better understanding of the TQM practices and to focus on the identified practices while implementing TQM in their companies. Further, the scope for future study is to test and validate the theoretical model by collecting the primary data from the Indian service companies and using Structural Equation Modeling (SEM) approach for hypotheses testing.

Journal of quality in clinical practice

Godfrey Isouard

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Quality and Safety Education for Nurses

Strategy submission, simulating a quality improvement project design.

Sarah Coiner

MSN, RN-BC, CNL, CNE

Kathy Langley, MSN, CRNP, AGACNP-BC

Institution:

University of Alabama at Birmingham School of Nursing

[email protected]

Competency Categories:

Quality Improvement, Safety, Teamwork and Collaboration

Learner Level(s):

Pre-Licensure ADN/Diploma, Pre-Licensure BSN, RN to BSN

Learner Setting(s):

Strategy Type:

General Strategy

Learning Objectives:

Strategy Overview:

Submitted Materials:

QSEN-TS-304-attachment..docx - https://drive.google.com/open?id=16-p7t8CMyYzi1udfLpLBOPY2RE-Qt1U2&usp=drive_copy

Additional Materials:

Attached is a document with the description of assignments 1-4 and peer evaluation for the poster.

Evaluation Description:

Teaching, Learning, & Professional Development Center

• Teaching Resources
• TLPDC Teaching Resources

How Do I Create Meaningful and Effective Assignments?

Prepared by allison boye, ph.d. teaching, learning, and professional development center.

Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning.  And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment.  This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

First Things First…

Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:

• Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment?  Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general.  For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
• Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
• Do they know how to conduct research?  Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
• What kinds of writing or work have they previously engaged in?  For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before?  Do they know how to write a literature review or scientific report?

In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):

1. What are the main units/modules in my course?

2. What are my main learning objectives for each module and for the course?

3. What thinking skills am I trying to develop within each unit and throughout the course?

4. What are the most difficult aspects of my course for students?

5. If I could change my students' study habits, what would I most like to change?

6. What difference do I want my course to make in my students' lives?

What your students need to know

Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment.  However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.

• First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
• If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc.  (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support.  For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
• It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments.  Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position.  Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper.  In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
• Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines.  One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
• Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc?  Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27).  If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.

A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:

• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.

• Set the grading categories yourself, but ask the students to help write the descriptions.

• Draft the complete grading scale yourself, then give it to your students for review and suggestions.

A Few Do's and Don'ts…

Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :

• Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses.  One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus.  This can meet the needs of concrete learners and give them something tangible to refer to.  Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
• Do use open-ended questions.  The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the  brainstorming heuristics (Gardner, 2005).
• Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
• Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself.  You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
• Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment.  Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom.  You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community.  Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
• If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student.  By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.

Next are a few elements to avoid in your assignments:

• Do not ask too many questions in your assignment.  In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
• Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
• Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
• Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment.  For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).

The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:

Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations

Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.

Online Resources

“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning,  provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.

Gardner, T.  (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English .  The website will also link you to several other lists of “ten tips” related to literacy pedagogy.

“How to Create Effective Assignments for College Students.”  http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf     This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.

“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.

Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.

Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.

Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange .  Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf

Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4. 

Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.

Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments.  Teaching Sociology , 31, pp. 195 – 202.

Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.

Miller, H. (2007). Designing effective writing assignments.  Teaching with writing .  University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html

MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .

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67 Quality Control Essay Topic Ideas & Examples

🏆 best quality control topic ideas & essay examples, 📌 simple & easy quality control essay titles, 👍 good essay topics on quality control.

• The Mars Company Process and Quality Control This paper discusses the Mars Company with special consideration to process and quality control of chocolate candies in a bid to discover the formula that the company applies in the distribution of the different colors […]
• Difference Between Quality Control and Quality Assurance These evaluate the products or even services to determine flaws, which occur as a result of the parameters and eventually assist QC to achieve the overall goal of provision of flaw-free product /service to the […]
• Tesla’s Quality Control for Expansion to China Tesla has had to confront some issues with the quality of its batteries in the Chinese market. To take care of quality problems, Tesla ought to give precedence to safety and quality in its vehicles […]
• Quality Control for All-repairs Mechanics The mean for the satisfaction indicates that most of the customers are satisfied with the job while that of the time taken to complete the tasks indicates that a larger percentage of jobs […]
• Comparison of Philosophies of Edward W. Deming and Joseph M. Juran in Quality Control Management Total Quality management is one of the management strategies focused on establishing a conscious and continuous supply of quality work in the entire organizational process. One of the breaking points of quality management is to […]
• C-Chart for Service Quality Control The control tool allows the organization to measure the stability of a process and track the results of improvement or deterioration.
• Quality Control Issues in Production While one can identify numerous issues that combined to severely damage the commercial success of the product, its poor quality, as well as that of the services surrounding it, should be considered the primary causes.
• Sustainable Strategies in Water Quality Control With regards to the first strategy, it is important to touch the hearts and minds of the next generation’s leaders and policy makers. They have to see and experience the benefits of their actions.
• Quality Assurance and Quality Control – Is There a Difference? In the case of failure detection within the adopted QA process during the QC inspection test, it is clear that there was an error in the QA process being used.
• “Statistical Quality Control” by Diana Montgomery According to Montgomery, Six-Sigma is an experience of business management that is used to develop business operations in the modern world. Quality control is commonly utilized to promote quality of business products.
• Golden Age Hospital: Quality Control and Accreditation GAH’s core competencies include professionalism, evidence-based practices, effective communication, patient safety, patient-centered approaches and quality improvement.
• Quality Control of Digital Forensics The quality control over computer forensic products is necessary because of the growth of the Internet services. Thus, the investigator and the lab are challenged not only with solving a case but also providing the […]
• Going Inc.’s Quality Control & Service Improvement The steps need to be drastic and firm so that the trend of losing business over the last 20 months vanishes away and their goal of becoming the most successful airline service provider to the […]
• The Management and Control of Quality Managers in the contemporary world know that it is important to ensure that make sure that every process within the organization is successful because it is the individual processes that make up the entire system.
• GAH Organization Quality Control and Accreditation GAH will ensure that it meets its core objective of providing safe and beneficial healthcare to the elderly. It will also conduct regular studies and use outcomes to improve safety and quality of care to […]
• Indoor Air Quality (IAQ) Control In the present city life, the quality of air in the indoor setting has a substantial effect on individual’s fitness and well-being.
• Contract Financing: Audit Requirements and Quality Control When selecting a contractor, the client must evaluate the financial strength of the potential contractors based on the scope of the project.
• The Production of Beef: Quality Control, Inventory Management, Production Service Design The first characteristic that will indicate the level of quality in the cattle is the muscle and bone ratio of the cow.
• Quality Control in Traditional and Agile Project Management Approaches In the initiation phase of a project, there is an in-depth elaboration and exploration of the idea in the project with the decisions on the people to execute the project being made.
• Sunshine Enterprises Quality Control The areas of focus include the following: Customer Satisfaction It is notable that the owner of the restaurant chains has given some attention to customer satisfaction by making enquiries to customers so that she obtains […]
• Quality Control Methods Implementation The money that is invested in the products intended to be sold by the firm or the materials that are supposed to be converted into items that can be sold are all inventories.
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IvyPanda. (2024, March 1). 67 Quality Control Essay Topic Ideas & Examples. https://ivypanda.com/essays/topic/quality-control-essay-topics/

"67 Quality Control Essay Topic Ideas & Examples." IvyPanda , 1 Mar. 2024, ivypanda.com/essays/topic/quality-control-essay-topics/.

IvyPanda . (2024) '67 Quality Control Essay Topic Ideas & Examples'. 1 March.

IvyPanda . 2024. "67 Quality Control Essay Topic Ideas & Examples." March 1, 2024. https://ivypanda.com/essays/topic/quality-control-essay-topics/.

1. IvyPanda . "67 Quality Control Essay Topic Ideas & Examples." March 1, 2024. https://ivypanda.com/essays/topic/quality-control-essay-topics/.

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IvyPanda . "67 Quality Control Essay Topic Ideas & Examples." March 1, 2024. https://ivypanda.com/essays/topic/quality-control-essay-topics/.

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