Module Components

• Overview
• Learning Activity

Topics

• Theory of Profound Knowledge
• Logic Model: Outputs = Direct Products
• Select a Quality Indicator

NURS 834 - Translating Evidence to Practice

Module 8: Understanding Variation and Identifying Quality Indicators

Theory of Profound Knowledge

First defined by American physicist. Edwards Deming, a system of profound knowledge includes familiarity with variations, such as common cause and special variation, as well as the interconnectivity of systems, psychology and other motivating factors, and theory related to the learning process.

This theory’s four components further include: appreciation of a system, knowledge of variation, theory of knowledge, and knowledge of human behavior.

Two brief (< 3 minutes) whiteboard videos illustrate Deming’s Theory of Profound Knowledge:

• Deming's System of Profound Knowledge: https://www.youtube.com/watch?v=xKv--YA8XJE
• Deming System of Profound Knowledge Part II: https://www.youtube.com/watch?v=gRbX1GLKs5k

W. Edward Deming on Questions:

Questions help us understand the context in which an issue occurs. Contextual factors are not always obvious. How do we approach the work of exploring the context? Finding what is important between where we are and where we want to be?

As you think about your project and your practice setting:

What do you need to know about the context that may help you?

What questions do you have?

What methods could you use to answer these questions?

Keep asking questions until the right questions emerge = Question Storming

For a refresher on common cause variation and special cause variation examining data over time click follow this link: https://www.youtube.com/watch?v=9liODQlozWQ

We will discuss more about variation in the class when we discuss run charts and statistical process control in Module 12.