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Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

pt. 1 FOUNDATIONS OF NURSING RESEARCH

ch. 1 Introduction to Nursing Research in an Evidence-Based Practice Environment

ch. 2 Evidence-Based Nursing: Translating Research Evidence into Practice

ch. 3 Key Concepts and Steps in Qualitative and Quantitative Research

pt. 2 CONCEPTUALIZING AND PLANNING A STUDY TO GENERATE EVIDENCE FOR NURSING

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ch. 4 Research Problems, Research Questions, and Hypotheses

ch. 5 Literature Reviews: Finding and Critiquing Evidence

ch. 6 Theoretical Frameworks

ch. 7 Ethics in Nursing Research

ch. 8 Planning a Nursing Study

pt. 3 DESIGNING AND CONDUCTING QUANTITATIVE STUDIES TO GENERATE EVIDENCE FOR NURSING

ch. 9 Quantitative Research Design

ch. 10 Rigor and Validity in Quantitative Research

ch. 11 Specific Types of Quantitative Research

ch. 12 Sampling in Quantitative Research

ch. 13 Data Collection in Quantitative Research

ch. 14 Measurement and Data Quality

ch. 15 Developing and Testing Self-Report Scales

ch. 16 Descriptive Statistics

ch. 17 Inferential Statistics

ch. 18 Multivariate Statistics

ch. 19 Processes of Quantitative Data Analysis

ch. 20 Clinical Significance and Interpretation of Quantitative Results

pt. 4 DESIGNING AND CONDUCTING QUALITATIVE STUDIES TO GENERATE EVIDENCE FOR NURSING

ch. 21 Qualitative Research Design and Approaches

ch. 22 Sampling in Qualitative Research

ch. 23 Data Collection in Qualitative Research

ch. 24 Qualitative Data Analysis

ch. 25 Trustworthiness and Integrity in Qualitative Research

pt. 5 DESIGNING AND CONDUCTING MIXED METHODS STUDIES TO GENERATE EVIDENCE FOR NURSING

ch. 26 Basics of Mixed Methods Research

ch. 27 Developing Complex Nursing Interventions Using Mixed Methods Research

ch. 28 Feasibility Assessments and Pilot Tests of Interventions Using Mixed Methods

pt. 6 BUILDING AN EVIDENCE BASE FOR NURSING PRACTICE

ch. 29 Systematic Reviews of Research Evidence: Meta-Analysis, Metasynthesis, and Mixed Studies Review

ch. 30 Disseminating Evidence: Reporting Research Findings

ch. 31 Writing Proposals to Generate Evidence.

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Cost benefit analysis

Create a 5-6-page cost benefit analysis that supports a risk financing recommendation for a selected organization.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in a sequence.

In your current and future role as a health care leader, you can expect to conduct a cost-benefit analysis (CBA) to determine whether the positive benefits of a proposed recommendation outweigh the negative costs. Cost benefit analysis.

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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 1: Conduct an environmental assessment to identify quality- and risk-management priorities for a health care organization. Create a 5–6-page cost benefit analysis that supports a risk financing recommendation for a selected organization.

· Specify the focus and stakeholders for a cost-benefit analysis. Create a 5-6-page cost benefit analysis

· Develop a value proposition for change management that incorporates quality- and risk-management concepts.

· Describe strategies to influence and impact the needed changes for quality improvement.

· Competency 2: Apply a risk-management model or framework to a specific risk-management priority.

· Conduct a cost-benefit analysis for a risk-management intervention.

· Competency 3: Analyze the process and outcomes of a care quality- or risk-management issue.

· Identify relevant internal and external benchmarks, using a systems-based perspective.

· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration. Cost benefit analysis.

· Use correct grammar, punctuation, and mechanics as expected of a graduate learner.

Context

In your current and future role as a health care leader, you can expect to conduct a CBA. You may be asked to offer three alternatives and to make a recommendation. Create a 5-6-page cost benefit analysis that supports a risk financing recommendation for a selected organization.

Plowman relates that “a cost benefit analysis is used to evaluate the total anticipated cost of a project compared to the total expected benefits in order to determine whether the proposed implementation is worthwhile for a company or project team.” Plowman also identified the three parts of a CBA to be the following:

· Identification of potential costs.

· Recording of all anticipated benefits.

· Examination of the differences to determine if positive benefits outweigh negative costs.

A pre-formatted Excel spreadsheet that can be used as a template for CBAs is a good tool to have in your personal toolbox. Inputting data is simply the first step. As you fill out templates, always consider the numbers within the context of an organizational mission, strategic direction, patient safety, risk-management issues, regulatory requirements, patient and stakeholder satisfaction, and also the dynamics within the health care industry.

Reference Create a 5–6-page cost benefit analysis that supports a risk financing recommendation for a selected organization. Cost benefit analysis.

Plowman, N. (2014). Writing a cost-benefit analysis. Create a 5-6-page cost benefit analysis that supports a risk financing recommendation for a selected organization.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as a part of your assessment.

· What steps do you need to take in order to align a CBA with an organization’s mission and strategy?

· If you were to offer three alternative recommendations after a CBA, what types of elements would you consider to differentiate them from one another?

· How would you substantiate a recommendation for reducing financial risks in a health care setting when the quality of care is involved?

· What are the three parts of a CBA?

Required Resources

The following resources are required to complete this assessment.

· Cost-Benefit Analysis Template [XLSX]. Attached

Suggested Resources Create a 5-6-page cost benefit analysis that supports a risk financing recommendation for a selected organization.

The resources provided here are optional and support the assessment.

· Plowman, N. (2014). Writing a cost-benefit analysis. Retrieved from http://www.brighthub.com/office/project-management/articles/58181.aspx

This article discusses how to value risk reductions in the context of benefit-cost analysis.

· Robinson, L. A., & Hammitt, J. K. (2013). Skills of the trade: Valuing health risk reductions in benefit-cost analysis. Journal of Benefit-Cost Analysis, 4(1), 107–130. Cost benefit analysis.

This article discusses a cost analysis approach in medical education.

· Walsh, K., Levin, H., Jaye, P., & Gazzard, J. (2013). Cost analyses approaches in medical education: There are no simple solutions. Medical Education, 47(10), 962–968. Create a 5–6-page cost benefit analysis that supports a risk financing recommendation for a selected organization.

This article describes the cost-benefit methodology in terms of criminal justice policy.

· Manski, C. F. (2015). Narrow or broad cost–benefit analysis [PDF]? Criminology & Public Policy, 14(4), 647–651.

Additional Resources for Further Exploration

You may use the following optional resources to further explore topics related to competencies.

Risk-Management Textbooks

· Kavaler, F., & Alexander, R. S. (2014). Risk management in health care institutions: Limiting liability and enhancing care (3rd ed). Burlington, MA: Jones and Bartlett. Available from the bookstore Cost benefit analysis.

· Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones and Bartlett. Available from the bookstore . Create a 5–6-page cost benefit analysis that supports a risk financing recommendation for a selected organization.

Risk-Management Professional Organizations

· The Risk Management Association. (n.d.). Retrieved from Create a 5-6-page cost benefit analysis that supports a risk financing recommendation for a selected organization.

Create a 5–6-page cost benefit analysis that supports a risk financing recommendation for a selected organization.

· Assessment Instructions

Note: This assessment should be completed third.

Preparation

Scenario

Suppose an issue has emerged in your organization that presents significant risks to the stakeholders involved. Your supervisor has asked you to conduct a CBA, make a recommendation, and present it to the board of directors. You are expected to consider the numbers within the context of the organizational mission, strategic direction, patient safety, risk-management issues, regulatory requirements, patient and stakeholder satisfaction, and the dynamics within the health care industry. Cost benefit analysis.

Select a relevant issue within your workplace (or one from the Suggested Resources) for which a CBA may be conducted. The CBA should include one of the following course-related topics:

· Quality. Create a 5–6-page cost benefit analysis that supports a risk financing recommendation for a selected organization.

· Patient safety.

· Risk management.

· Regulatory standards.

· Compliance.

· Patient and stakeholder satisfaction.

Instructions

Step One: Identify Costs

Apply the process from Writing a Cost-Benefit Analysis article (from the Required Resources) to identify costs:

2. Make a list of all monetary costs that will be incurred upon implementation and throughout the life of the project. These include start-up fees, licenses, production materials, payroll expenses, user acceptance processes, training, and travel expenses, among others.

2. Make a list of all non-monetary costs that are likely to be absorbed. These include time, low production of other tasks, imperfect processes, potential risks, market saturation or penetration uncertainties, and influences on one’s reputation.

2. Assign monetary values to the costs identified in steps one and two. To ensure equality across time, monetary values are stated in present value terms. If realistic cost values cannot be readily evaluated, consult with market trends and industry surveys for comparable implementation costs in similar businesses Cost benefit analysis.

2. Add all anticipated costs together to get a total costs value (Plowman, 2014).

Step Two: Identify Benefits

Continuing with the CBA, proceed with the identification and quantification of benefits, per Writing a Cost-Benefit Analysis article.

2. Make a list of all monetary benefits that will be experienced upon implementation and thereafter. These benefits include direct profits from products or services, increased contributions from investors, decreased production costs due to improved and standardized processes, and increased production capabilities, among others.

2. Make a list of all non-monetary benefits that one is likely to experience. These include decreased production times, increased reliability and durability, greater customer base, greater market saturation, greater customer satisfaction, and improved company or project reputation, among others.

2. Assign monetary values to the benefits identified in steps one and two. Be sure to state these monetary values in present value terms as well.

2. Add all anticipated benefits together to get a total benefits value (Plowman, 2014).

Cost-Benefit Analysis

Enter the cost and benefit data you developed for the CBA in your preparation steps into the Cost-Benefit Analysis Template, linked in the Required Resources Cost benefit analysis.

Then, write an analysis in which you do the following:

. Describe the organizational, program, or departmental issue for which you have created the CBA.

. Evaluate the cost versus benefit according to the general guidelines outlined by Plowman’s 2014 article, which you read in the preparation for this assessment.

. Make a recommendation as to whether the benefits are sufficient to outweigh the costs of the proceeding.

. Describe the systems-based context for your recommendations, integrating the CBA within the organization as a whole.

. Describe how the issue relates to the organization’s vision, mission, and strategic direction.

. Provide a rationale that explains how your recommendations are appropriate for your organization’s capacity and strategy.

Your analysis should use proper APA style and formatting and include the following sections. Each section, except the title page, should include the appropriate section heading.

2. Title page: Use APA formatting and include the following:

21. Assessment number (Assessment 3).

21. Your name.

21. The date.

21. The course number (MHA-FP5014).

21. Your instructor’s name.

2. Abstract: Include a one-paragraph summary of analysis content. This is not an introduction to the topic, but a summary of the entire analysis. Make sure to double-space.

2. Issue description.

2. CBA evaluation.

2. CBA recommendations.

2. Context for recommendations.

2. Relationship to vision, mission, and strategy.

2. Rationale.

2. Conclusion.

2. References.

2. Appendix: Attach your completed Cost-Benefit Analysis Template Cost benefit analysis.

Additional Requirements

. Written communication: Written communication should be free from errors that detract from the overall message.

. Length of paper: 5–6 typed, double-spaced pages.

. Font and font size: Arial, 10-point.

. Appendix: Include your Cost-Benefit Analysis Template as an appendix to your analysis.

Reference

Plowman, N. (2014). Writing a cost-benefit analysis. Retrieved from http://www.brighthub.com/office/project-management/articles/58181.aspx

Overview

Create a 5-6-page cost benefit analysis that supports a risk financing recommendation for

a selected organization.

Note

: The assessments in this course build upon each other, so you are strongly

encouraged to complete them in a sequence.

In your current and future role as a health care leader, you can expect to conduct a cost

–

benefit analysis (CBA) to determine whether the positive benefits of a proposed

recommendation outweigh the negative costs.

By successfully completi

ng this assessment, you will demonstrate your proficiency in the

following course competencies and assessment criteria:

o

Competency 1: Create a 5-6-page cost benefit analysis that supports a risk financing recommendation for a selected organization.

Conduct an environmental assessment to identify quality

–

and risk

–

management priorities for a health care organization.

Create a 5-6-page cost benefit analysis that supports a risk financing recommendation for a selected organization.

S

pecify the focus and stakeholders for a cost

–

benefit analysis.

§

Develop a value proposition for change management that incorporates

quality

–

and risk

–

management concepts.

§

Describe strategies to influence and impact the needed changes for quality

improvement

.

o

Competency 2:

Apply a risk

–

management model or framework to a specific risk Cost benefit analysis

–

management priority.

§

Conduct a cost

–

benefit analysis for a risk

–

management intervention.

o

Competency 3:

Analyze the process and outcomes of

a care quality

–

or risk

–

management iss

ue.

§

Identify relevant internal and external benchmarks, using a systems

–

based

perspective.

o

Competency 5:

Communicate in a manner that is scholarly, professional, and

consistent with expectations for professionals in health care administration.

§

Use correct grammar, punctuation, and mechanics as expected of a graduate

learner.

Context

In your current and future role

as a health care leader, you can expect to conduct a CBA.

You may be asked to offer three alternatives and to make a recommendation.

Plowman

relates that “a cost benefit analysis is used to evaluate the total anticipated cost

of a project compared to the total expected benefits in order to determine whether the

proposed implementation is worthwhile for a company or project team.” Plowma

n also

identified the three parts of a CBA to be the following:

o

Identification of potential costs Cost benefit analysis.

o

Recording of all anticipated benefits.

Overview

Create a 5–6-page cost benefit analysis that supports a risk financing recommendation for

a selected organization.

Note: The assessments in this course build upon each other, so you are strongly

encouraged to complete them in a sequence.

In your current and future role as a health care leader, you can expect to conduct a cost-

benefit analysis (CBA) to determine whether the positive benefits of a proposed

recommendation outweigh the negative costs.

By successfully completing this assessment, you will demonstrate your proficiency in the

following course competencies and assessment criteria:

o Competency 1: Conduct an environmental assessment to identify quality- and risk-

management priorities for a health care organization.

 Specify the focus and stakeholders for a cost-benefit analysis.

 Develop a value proposition for change management that incorporates

quality- and risk-management concepts.

 Describe strategies to influence and impact the needed changes for quality

improvement.

o Competency 2: Apply a risk-management model or framework to a specific risk-

management priority.

 Conduct a cost-benefit analysis for a risk-management intervention.

o Competency 3: Analyze the process and outcomes of a care quality- or risk-

management issue. Create a 5-6-page cost benefit analysis that supports a risk financing recommendation for a selected organization.

 Identify relevant internal and external benchmarks, using a systems-based

perspective.

o Competency 5: Communicate in a manner that is scholarly, professional, and

consistent with expectations for professionals in health care administration.

 Use correct grammar, punctuation, and mechanics as expected of a graduate

learner. Create a 5-6-page cost benefit analysis that supports a risk financing recommendation for a selected organization.

Context

In your current and future role as a health care leader, you can expect to conduct a CBA.

You may be asked to offer three alternatives and to make a recommendation.

Plowman relates that “a cost benefit analysis is used to evaluate the total anticipated cost

of a project compared to the total expected benefits in order to determine whether the

proposed implementation is worthwhile for a company or project team.” Plowman also

identified the three parts of a CBA to be the following:

o Identification of potential costs Cost benefit analysis.

o Recording of all anticipated benefits.

Assessment 3-6 cost_benefit_analysis_template.xlsx

CBA Template

COST BENEFIT ANALYSIS TEMPLATE

Step 1: Enter cost amounts as future value (FV) expectations. The future value will be automatically converted to present value (PV). Step 2: Enter benefit amounts as FV expectations. The FV will automatically be converted to PV. Step 3: Subtract the total PV benefits from the total PV costs to get the net benefit. Create a 5-6-page cost benefit analysis that supports a risk financing recommendation for a selected organization.

Costs Current Year (CY) CY +1 CY +2 CY +3 CY +4 CY +5 Total Costs

Total Costs (Future Value) $ – 0 $ – 0 $ – 0 $ – 0 $ – 0 $ – 0

Total Costs (Present Value) $ – 0 $ – 0 $ – 0 $ – 0 $ – 0 $ – 0 $ – 0

blank row

Benefits Current Year (CY) CY +1 CY +2 CY +3 CY +4 CY +5 Total Benefits

Total Benefits (Future Value) $ – 0 $ – 0 $ – 0 $ – 0 $ – 0 $ – 0

Total Benefits (Present Value) $ – 0 $ – 0 $ – 0 $ – 0 $ – 0 $ – 0 $ – 0

blank row

Present Value Discout Rate 2%

PV Denominator 1.00 1.02 1.04 1.06 1.08 1.10

Net Benefit $ – 0 Cost benefit analysis

BSN-FP4010 Assessment 4 Professional Development

Assessment Instructions

Preparation

Your organization has seen an increase in the number of individuals using CAM, traditional medicine, holistic health, and spirituality. In addition to your work on the interdisciplinary team, you have been asked by your organization to prepare and deliver an educational session on CAM, traditional medicine, holistic health, and spirituality that can be used by all health care teams. How will you complete this task? BSN-FP4010 Assessment 4 Professional Development.

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You should focus on these concepts as they pertain to your population (from the Windshield Survey assessment), but also in a broader sense. Use the Capella library and the Internet to look for recent research articles or information on these topics to use as supporting resources in your assessment.

Requirements BSN-FP4010 Assessment 4 Professional Development

For this assessment, prepare a PowerPoint presentation in which you:

Identify the topics you will cover in your educational plan.

Provide a list of resources your audience can use to further their understanding of CAM.

Explain why it is important for nurses and members of other health care teams to develop an understanding of CAM, traditional medicine, holistic health, and spirituality.

Examine any ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.

Describe how these forms of health care can affect a plan of action for individuals and populations. BSN-FP4010 Assessment 4 Professional Development.

Your presentation should include a slide with the title of your educational session, a slide with the topics that will be covered (your agenda), and a reference slide at the end. Use the notes section of each slide to provide additional information on each topic, along with supporting references. References and in-text citations must adhere to APA guidelines.

Additional Requirements BSN-FP4010 Assessment 4 Professional Development

Include a title slide and reference slide. The completed assessment should be 8–10 slides in length, not including the title slide and reference slide.

Reference at least three current scholarly or professional resources.

Use current APA format for references.

Be creative! BSN-FP4010 Assessment 4 Professional Development.

Overview

Prepare a PowerPoint presentation of 8–10 slides that explains why an understanding of CAM and spirituality is important for members of health care teams; examines the ethical, legal, and financial principles related to CAM and spirituality; and describes how these forms of health care can impact plans of action.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence. BSN-FP4010 Assessment 4 Professional Development

Show Less

As a leader in the field of nursing, it is important for you to identify areas within your organization that may need to improve cultural competence, and to develop educational materials to assist in doing so.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Explain the principles and concepts of disease prevention and health promotion for diverse and vulnerable populations.

Describe how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations.

Competency 2: Develop evidence-based health promotion and disease prevention initiatives for diverse and vulnerable populations. BSN-FP4010 Assessment 4 Professional Development

Identify topics for an organizational education plan on CAM and spirituality.

Explain the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality.

Competency 3: Apply basic epidemiological concepts, data analysis methods, tools, and databases to determine the effectiveness of health promotion and disease prevention initiatives for diverse and vulnerable populations.

Provide a list of resources to include in an organizational education plan on CAM and spirituality. BSN-FP4010 Assessment 4 Professional Development.

Competency 4: Examine the ethical, legal, and economic factors related to health disparities in diverse and vulnerable populations.

Examine ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.

Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the health care professions.

Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.

Correctly format citations and references using APA style. BSN-FP4010 Assessment 4 Professional Development

Professional Development Scoring Guide

Professional Development Scoring Guide Grading Rubric

Criteria

Non-performance

Basic

Proficient

Distinguished

Identify topics for an organizational education plan on CAM and spirituality.

Does not identify topics for an organizational education plan on CAM and spirituality. BSN-FP4010 Assessment 4 Professional Development

Identifies topics for an organizational education plan on CAM, but does not include topics on spirituality.

Identifies topics for an organizational education plan on CAM and spirituality.

Identifies topics for an organizational education plan on CAM and spirituality, and explains why the topics are important to specific populations.

Provide a list of resources to include in an organizational education plan on CAM and spirituality.

Does not provide a list of resources to include in an organizational education plan on CAM and spirituality.

Identifies resources to include in an organizational education plan, but the resources are not professional or have no connection to CAM and spirituality.

Provides a list of resources to include in an organizational education plan on CAM and spirituality. BSN-FP4010 Assessment 4 Professional Development

Provides a comprehensive list of resources to include in an organizational education plan on CAM and spirituality, and explains how they are relevant to the topics and useful to the target audience.

Explain the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality.

Does not explain the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality. BSN-FP4010 Assessment 4 Professional Development

Explains the importance of continual development for health care professionals, but does not focus on the need to understand CAM, traditional medicine, holistic health, or spirituality.

Explains the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality.

Explains the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality in terms of individuals, populations, local and global communities.

Examine ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.

Does not examine ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.

Describes ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.

Examines ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.

Examines ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality; and how the principles impact organizations and local and global communities.

Describe how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations. BSN-FP4010 Assessment 4 Professional Development

Does not describe how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations.

Describes how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations, but description is incomplete or does not consider all aspects.

Describes how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations.

Analyzes how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations by looking at each element individually and its relationship to individuals and populations.

Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.

Does not write content clearly and logically, with correct use of grammar, punctuation, and mechanics.

Writes content clearly and logically, but grammar, punctuation, and mechanics have frequent errors.

Writes content clearly and logically, with correct use of grammar, punctuation, and mechanics.

Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; and uses relevant evidence to support a central idea.

Correctly format citations and references using APA style.

Does not correctly format citations and references using APA style.

Inconsistently formats citations and references using APA style.

Correctly formats citations and references using APA style. Citations contain few errors.

Correctly formats citations and references using APA style. Citations are free from all errors.

Questions to Consider BSN-FP4010 Assessment 4 Professional Development

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community. BSN-FP4010 Assessment 4 Professional Development.

What types of CAM, traditional medicine, holistic healing, or spirituality have you observed in your nursing practice?

How do these practices affect the health and wellness of the individuals who practice them? How do the practices affect your ability to provide health care to individuals who practice them? BSN-FP4010 Assessment 4 Professional Development.

NRS 433 week 1 PICOT Statement and Literature

The first step of the EBP process is to develop a question from the nursing practice problem of interest. Select a practice problem of interest to use as the focus of your research. Start with the patient and identify the clinical problems or issues that arise from clinical care. Following the PICOT format, write a PICOT statement in your selected practice problem area of interest, which is applicable to your proposed capstone project. The PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study). Conduct a literature search to locate research articles focused on your selected practice problem of interest. This literature search should include both quantitative and qualitative peer-reviewed research articles to support your practice problem. Select six peer-reviewed research articles which will be utilized through the next 5 weeks as reference sources. Be sure that some of the articles use qualitative research and that some use quantitative research. Create a reference list in which the six articles are listed. Beneath each reference include the article’s abstract. The completed assignment should have a title page and a reference list with abstracts. Suggestions for locating qualitative and quantitative research articles from credible sources: Use a library database such as CINAHL Complete for your search. Using the advanced search page check the box beside “Research Article” in the “Limit Your Results” section. When setting up the search you can type your topic in the top box, then add quantitative or qualitative as a search term in one of the lower boxes. Research articles often are described as qualitative or quantitative. To narrow/broaden your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. NRS 433 week 1 PICOT Statement and Literature. For example: Diabetes and pediatric and dialysis. To determine what research design was used, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are not required to submit this assignment to Turnitin NRS 433 week 1 PICOT Statement and Literature.

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Nursing NR 505

My question is that I have two communities to look at and I have to describe one health and one safety issue in each city Ironridge is a community that is under fire air pollution all over seems like there is no living person there the other community is Summerville it is the community with families police station and a playground why is this participant observation an example of qualitative research what are the other ways both qualitative and quantitative  that you could research this question? Finally how are theory research, and practice advanced by the combination of qualitative and quantitative approaches

Public health insurance Created through Title 18 of the Social Security Act of 1935 (SSA), and Medicaid

two of the most prominent are the Medicare program, created through Title 18 of the Social Security Act of 1935 (SSA), and Medicaid, created through Title 19 of the SSA. Both programs are operated by the Centers for Medicare & Medicaid Services (CMS), a division of the U.S. Department of Health & Human Services (HHS).

Medicare has four sub-programs: Part A, which covers hospital inpatient services; Part B, which covers provider services and outpatient care; Part C, an optional managed care plan in which beneficiaries can participate; and Part D, which provides prescription drug coverage.

Consequently, there is variation within the program from state to state in terms of eligibility and benefits. Although the states have a certain degree of control over the eligibility criteria, federal law mandates that coverage be available to individuals in families with an income below 133 percent of the federal poverty level. The federal government also sets nonfinancial criteria, such as that coverage apply to those enrolled in the Supplemental Security Income (SSI) program (CMS, 2014).

Some of the federally mandated services provided by Medicaid include inpatient and outpatient services; surgical dental services; nursing facility services for beneficiaries aged 21 and older; and preventive, diagnostic, and treatment services for children.

Competency 724.8.1: Primary Research – The graduate recognizes basic scientific research concepts and techniques, appreciates the ethics of nursing research, recognizes researchable questions, uses evaluative skills to critique current nursing research, and identifies statistical types. Assignment Potential Public Health Impacts

Competency 724.8.2: Translation of Research Evidence and Evidence Summary –

The graduate applies concepts of nursing research to clinical practice situations, conducts reviews of the literature in relation to therapeutic approaches, and recognizes the importance of theoretical models in nursing practice or research.

Objectives:

724.8.1-01: Critique an original research report for a nursing research article to determine how the researcher addresses the five areas of a research report.

724.8.1-02: Assess the strength of evidence presented in a given literature source on a specified topic.

724.8.1-03: Recognize what ethical issues may arise while conducting a nursing research study.

724.8.1-04: Recommend an appropriate type of research for a given nursing practice purpose.

724.8.1-05: Develop an annotated bibliography of nursing research articles that address a given evidence-based practice issue.

724.8.1-06: Identify types of statistically based tools commonly reported in evidence summaries from nursing research.

724.8.2-01: Use a given preconstructed expert search strategy to locate primary research in a specified major bibliographic database.

724.8.2-02: Identify the key criteria for a well developed evidence summary.

724.8.2-03: Explain why it is important to use a theoretical model for nursing research or practice.

724.8.2-04: Conduct an in-depth review of specified current peer-reviewed research articles to evaluate the efficacy of a specified therapeutic approach to a given clinical practice problem.

724.8.2-05: Recommend a practical application of a given theoretical model based on a review of current research.

724.8.2-06: Evaluate nursing care or management implications of a specified therapeutic nursing intervention based on a review of relevant literature.

Research Report Critique

Statement of the problem

This study is clear about the problem that research seeks to identify and find the possible solutions to. The statement of the problem lies in the fact that most patients who are in critical health conditions and using life –supporting equipment in the ICU are not in a position to make their own health related decisions. This calls for the intervention of the close family members who are allowed to make decisions on their own. The study thus is out to analyze various factors in relation to the idea of family members making critical decisions on behalf of their sick relatives.

Purpose of the Study

The purpose of this study is clearly outlined as seeking to find out the experiences that family members of the patients have while they make decisions that are critical to the health of the patients and provide the most appropriate approach on way forward in regards to their health.

Specific objecties

Analyze factors that either promote or hinder decision making of the patients’ signatories/relatives

Understand the effects of the decisions made by the relatives.

Determine the factors that guide the family members in knowing what to rely on when making decisions.

2 Substantive and Theoretical Dimensions

Relevance of research problem and significance

This research is relevant and quite important especially at this time when the number of patients across the globe on life supporting machines has almost doubled due to the development of both communicable and non-communicable disease that result into extreme medical conditions that eventually endanger the lives of patients. This makes them unable to properly function as the brain and thinking patterns may be malfunctioned thus members of the family have to constantly step in to provide the necessary assistance.

Congruence between research questions and methods used

The research questions in this case are derived from the specific objectives which included;

What factors affect your decision-making process?

How do you know that the decisions you made were the right ones?

What challenges do you experience in making the decisions on behalf of your family members?

Are there any decisions you have made before that you regret?

These questions are very well in line with the qualitative method that is used. This is because as shall be discussed in the next section, qualitative research seeks to follow a narrative approach in order to gauge not just the statistics but also the emotions and the patients’ relatives’ experiences. Feelings will be analysed and evaluated in this method.

Literature Review

The researcher began by conducting a desk research and literature review on the already existing documents regarding patients and their family members decision making processes. Examples are given on what previous qualitative examples have found out and suggested (p.31). This is important to enable the researcher have some background information on what has already been done and also to identify the existing research gaps.

3 Methodological Dimensions

Research Design

This research will adapt a qualitative approach design to come up with the findings. This has been preferred over quantitative research for various reasons. To begin with, quantitative research involves the analysis of concept through numerical data while qualitative research focuses on narrative data to gain insight into the study. Quantitative research approach will not be the most appropriate for this study as it involves collecting numeric data by using instruments that are fully closed ended and use scales for rating. This will not perfectly fit the requirements of this study that includes using semi structured questionnaires for data collection that are either unstructured or semi structured like interviews, case studies and observations. Quantitative research method also focuses on various behaviour that are controlled by artificial conditions unlike the qualitative research method required in this study that focuses on studying behaviour of the patients’ relatives involved in decision making as directly related to the contextual framework and environment. Qualitative research offers the team with findings that are particular to the study and which gives in-depth analysis of the viewpoints given by all the respondents involved in interviews, meaning that the results are oriented to the respondents. On the contrary, quantitative research will only provide findings that are generalized which give an overall perspective of the responses from correspondents and present the viewpoint of the researchers involved (Johnston & Christen, 2004).

Population and Sample

A population sample of 17 people was selected for the study. This was not done randomly but in a purposive manner to specifically target those who have taken part in decision making on behalf of their relatives before.

Collection of Data

This study employed the use of semi structured interviews and surveys to gather qualitative data. This collection method was the best in this case. The World Health organization defines interviews as methodical and organized ways of interacting with people through careful listening to their responses of the asked questions. This enables data collection by from the respondents, who in this case were the patients’ relatives that the researchers involved. In this type of data collection, the reaction and perception of the one being interviewed is more important than those of the interviewer. This is what makes an interview be viewed as a process of interchanging views and opinions among people on a common topic of discussion. The researcher in this study has asked valid questions that have generated appropriate responses from the participants and have contributed towards the development of this research findings. The questions seem to have been designed in a way to motivate the respondents to feel free and give maximum details without any forms of biases. Interviews are the most preferred methods because of the demand to have data that is highly personalized. They also provide interviewers with opportunities to probe more the respondents and seek clarifications in case of doubt. This research also provided a good rate of return and may also provide assistance to respondents who had difficulties in understanding and responding to certain questions. The key informants were medical experts and the relatives of the patients who were directly involved in making decisions on patients’ behalf. The experts were people considered to have unique skills or professional backgrounds related to the topic making family decisions for life supported patients whose health conditions have seriously deteriorated. In depth interviews work best for the experts working independently since gathering them into a central location would be a daunting task, given their busy schedules.

Validity internal and external

The researcher had prolonged sessions with the respondents, sent out some copies of the questionnaires for counterchecking that information was accurate and credible. Brief sessions were also held with peers and experts to evaluate the researcher’s progress and eliminate any biasness that were identified. These are effective measures of quality assurance in the study. Nonetheless, the researchers could also have used other methods of quality assurance such as back-checking a certain percentage of all interviews conducted by the research assistants (Kawulich,2005). This could have involved the selection of a sample of questions in the questionnaire and calling back respondents in order to re-interview and verify key points of the questionnaire.

Limitation of the study

The researcher also declares the limitations of the study as the unconscious biasness in the event of conducting the study. Another factor is the extreme emotional feelings that were displayed by some of the informants during interviews. A scientific researcher noted that it is always important to mention the limitations of a study so that they can be used to explain the manner in which the current work of research may be made better in the near future study analysis (Ioannidis 324-329).

4 Ethical Dimensions NRS 433 week 1 PICOT Statement and Literature.

Confidentiality or anonymity

The researcher has not revealed information throughout the analysis by mentioning names or extreme descriptions that may lead to hints of the respondents like their names, specific ages, and area of residence among others. Even in describing the characteristics of the respondents in table 2 (p. 32), the researcher is keen to only use codes of name, race and relationship to patient for the participants to label information rather than the direct use of names. A different should be kept by the researcher to later determine the matchup between the codes and names (Unite for Sight, 2013) NRS 433 week 1 PICOT Statement and Literature.

Informed Consent

The researcher made a crucial initiative by obtaining written consent from all participants who were involved in the study (p. 32). The World Health Organizationrecommends that in a research study, all participants must be provided with the informed consent forms (ICF), to portray acceptance and the free will to participate by participants. It further recommends that researches involving separate groups of people must have different consent forms designed to meet the needs of these group that are tailor made to suit them. This process enables participants take part in active decision making process (World Health Organization, 2011). The researcher fails to mention the structure of the consent forms ought to have designed the consent forms in two sections. Part one with a detailed description on the study nature to be conducted and part two containing the actual consent section for participants to sign as authorization to their willingness to take part in the study (Unite for Sight, 2013) NRS 433 week 1 PICOT Statement and Literature.

Vulnerability of Study participants

The qualities of data produced in research have over the years been issues of concern to most analysts. Most people are of the belief that unless certain research parameters are reached, then the entire research process is null and void. This thus calls for various measure controls such as both internal and external validities. NRS 433 week 1 PICOT Statement and Literature. Internal validity occurs when the results obtained can be directly associated with the treatment of the entire research process while external validity refers to the level at which the research findings can be generalized. The study participants are vulnerable to having their data shared without their consent. The researcher however has minimized the possibilities by providing the consent forms.

5 Interpretive Dimensions

Discussion section

The discussion section mainly highlights the key findings from the study. It nonetheless looks very short and should have been more engaging with the readers.

Conclusion

The research has helped the process to draw up certain conclusions in regards to family members being involved in the critical decision making process of their sick patient. It is evident that the process of involving family members in the process enables physicians be able to put into consideration the needs and concerns of the patient through the relatives. The implication of this study is that it may be used to inform the patient-centered approach in medical procedures. The researcher concludes by highlighting the various consequences discovered and how the decision making process affects most stakeholders NRS 433 week 1 PICOT Statement and Literature.

6 Presentation and Stylistic Dimensions

Missing information

The researcher fails to mention how the research findings are going to be availed to other relevant stakeholders. The dissemination process is not clear.

Grammar

There are no grammatical errors in the paper, a sign that thorough proof reading and editing took believe. This could be attributed to the fact that it is a high level academic work that has featured in a renowned and reputable journal. NRS 433 week 1 PICOT Statement and Literature.

Organization

The researcher has organized the study information in a systematic manner. Looking at the very beginning of the document, the content is highlighted in a very clear summary and a reader can almost get the catch on what it is about thus very easy to follow through. The body of the study is also well organized to follow, almost in a narrative manner.

Detailed information and less jargon

The researcher has made careful choices of words and terminologies so as to make it simple for participants to understand. The research finally answers all the study questions and objectives that it had set out to work on.

Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from the Topic 1, 2, and 3 assignments and the guidelines below.

PICOT Statement

Revise the PICOT statement you wrote in the Topic 1 assignment.

The final PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study) NRS 433 week 1 PICOT Statement and Literature.

Research Critiques

In the Topic 2 and Topic 3 assignments you completed a qualitative and quantitative research critique. Use the feedback you received from your instructor on these assignments to finalize the critical analysis of the study by making appropriate revisions.

The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT statement NRS 433 week 1 PICOT Statement and Literature.

Refer to “Research Critique Guidelines.” Questions under each heading should be addressed as a narrative in the structure of a formal paper.

Proposed Evidence-Based Practice Change

Discuss the link between the PICOT statement, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion NRS 433 week 1 PICOT Statement and Literature.

For all assignments assume that you are the administrator of a fictitious organization of your choice.

The organization can be any type of health care organization such as a hospital, nursing home, rehabilitation center, clinic, etc. As the administrator, you are faced with the challenges of declining reimbursements from insurance providers and increasing demands for patient services due to dramatic changes in the external environment. Such changes include those imposed by the Patient Protection and Affordable Care Act.

Your first step in evaluating the position of your organization will be conducting an environmental analysis. The purpose of this is to determine your organizations ability to continue to provide quality care and remain financially solvent in the face of these challenges.

Determine two (2) specific forces in the external environment that will have the most impact on your organization. Provide a rationale for your decision.

Determine two (2) specific internal factors that the organizations leaders need to consider in preparing for the future of health care and the future of the organization. Provide a rationale for your decision.

Discuss the impact of both the identified internal and external forces on the organizations ability to develop a competitive strategy. NRS 433 week 1 PICOT Statement and Literature.

Recommend one (1) strategy that involves the organizations managers in implementing and maintaining the momentum of the strategic plan.

Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites to not qualify as academic resources NRS 433 week 1 PICOT Statement and Literature..

Imagine you are going to conduct research investigating a human behavior that you would be interested in learning more about.

1. Based on your readings and learning this week describe what research method you would use for investigating it.

2. What drew you to this method?  Why would it be well suited for your hypothetical research?

3. What are the strengths and weaknesses of this type of research?

4. When responding to your classmates for the reply posts requirement, take their research topic of interest and recommend a different type of research approach to the study of the topic they chose (Ex:  “Another method that might also work is _______” or “Have you thought of the _________ method?” – we want to be respectful and professional and not criticize a classmate’s method choice) and explain why you would recommend that alternative method. NRS 433 week 1 PICOT Statement and Literature.

To help jump start this part of the discussion, here is an example of a human behavior that has been researched:  Say you were interested in whether men or women approach each other first in social situations where they do not know one another.  You might have an opinion based on personal experience, but you want to avoid bias toward one’s own experience and ideas that such might cause, so you are going to conduct a research study.  To research this, you might choose “naturalistic observation,” which could require going into nightclubs and taking note of what you observe men and women doing.

Another research method would be to give out a survey to see how men and women respond to the question of whether they approach the other.  Each method has strengths and weaknesses.

Be sure to check before posting that you have answered all of the questions, that you are basing your statements on concepts you learned about in your weekly readings and activities where required and that your post meets the general posting requirements located under the “View Full Description” link below the main Forum heading NRS 433 week 1 PICOT Statement and Literature.

The Final Paper provides the opportunity for you to demonstrate your ability to apply the concepts covered throughout the course. This assignment MUST be typed, double-spaced, in APA style, and must be written at graduate level English. You are required to utilize the Internet and the University Virtual Library to research current literature and information for this project. Using the University Virtual Library, find a minimum of eight (8) research articles, in family therapy, from professional journals dated within the past 5 years. 
You may use the research articles located in your syllabus under Bibliography NRS 433 week 1 PICOT Statement and Literature.

Do not use the course text or other texts for this assignment. This is a research-based paper.

Your research paper will be an exploration of two (2) theories of family therapy, the clinical applications and the evidence-based practice and interventions associated with each theory.

Your paper will have two parts:

Part I :
 
Research [75% of your paper]

Compare and contrast Research on the 2 models of family therapy you chose.

Areas to address must include but are not limited to: NRS 433 week 1 PICOT Statement and Literature.

What research purports to be the strengths and limitations of each theory and therapeutic techniques associated with each theory.Your own understanding of the research presented and its clinical application.In consideration of evidence-based practice, discuss the research on culture, diversity and socioeconomic status specific to each theory.What legal and ethical issues may arise with each theory and technique?

Part II:  Application [25% of your paper]

Create a family intervention plan integrating and applying the Research you presented in Part I.  You can create your own original family scenario, or you can use fictional characters from TV, the movies or literature.  
Do not use real persons
. This is to be a fictional family you are working with.  
Please specify the source of your fictional scenario.

Briefly
 set the stage of the family you will be treating. This should be 
no more than ½ page.
Given the evidence-based research on the theoretical techniques you presented in Part I, discuss how you would treat this family. Remember to integrate and apply the information from Part I.Consideration of culture, diversity and legal/ethical issues must be included. NRS 433 week 1 PICOT Statement and Literature.

The final paper should be 10-12 pages 
plus
 a title and reference page.

References: 

Nichols, M.P. & Davis, S.D.   (2017).   
Family Therapy: Concepts and Methods 
.   (11th).   New Jersey   Pearson.     ISBN 9780133826821

Assignment 1 PICOT Statement and Literature

The first step of the EBP process is to develop a question from the nursing practice problem of interest. Select a practice problem of interest to use as the focus of your research. Start with the patient and identify the clinical problems or issues that arise from clinical care. Following the PICOT format, write a PICOT statement in your selected practice problem area of interest, which is applicable to your proposed capstone project. The PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study). Conduct a literature search to locate research articles focused on your selected practice problem of interest. This literature search should include both quantitative and qualitative peer-reviewed research articles to support your practice problem. Select six peer-reviewed research articles which will be utilized through the next 5 weeks as reference sources. Be sure that some of the articles use qualitative research and that some use quantitative research. Create a reference list in which the six articles are listed. Beneath each reference include the article’s abstract. The completed assignment should have a title page and a reference list with abstracts. Suggestions for locating qualitative and quantitative research articles from credible sources: NRS 433 week 1 PICOT Statement and Literature.

1. Use a library database such as CINAHL Complete for your search.

2. Using the advanced search page check the box beside “Research Article” in the “Limit Your Results” section.

3. When setting up the search you can type your topic in the top box, then add quantitative or qualitative as a search term in one of the lower boxes. Research articles often are described as qualitative or quantitative.

To narrow/broaden your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Diabetes and pediatric and dialysis. To determine what research design was used, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. https://www.guideline.gov/(week 1) NRS 433 week 1 PICOT Statement and Literature.

Research Report Critique

Statement of the problem

This study is clear about the problem that research seeks to identify and find the possible solutions to. The statement of the problem lies in the fact that most patients who are in critical health conditions and using life –supporting equipment in the ICU are not in a position to make their own health related decisions. This calls for the intervention of the close family members who are allowed to make decisions on their own. The study thus is out to analyze various factors in relation to the idea of family members making critical decisions on behalf of their sick relatives.

Purpose of the Study

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The purpose of this study is clearly outlined as seeking to find out the experiences that family members of the patients have while they make decisions that are critical to the health of the patients and provide the most appropriate approach on way forward in regards to their health.

Specific objecties

Analyze factors that either promote or hinder decision making of the patients’ signatories/relatives

Understand the effects of the decisions made by the relatives.

Determine the factors that guide the family members in knowing what to rely on when making decisions Research Report Critique.

2 Substantive and Theoretical Dimensions

Relevance of research problem and significance

This research is relevant and quite important especially at this time when the number of patients across the globe on life supporting machines has almost doubled due to the development of both communicable and non-communicable disease that result into extreme medical conditions that eventually endanger the lives of patients. This makes them unable to properly function as the brain and thinking patterns may be malfunctioned thus members of the family have to constantly step in to provide the necessary assistance.

Congruence between research questions and methods used

The research questions in this case are derived from the specific objectives which included;

What factors affect your decision-making process?

How do you know that the decisions you made were the right ones?

What challenges do you experience in making the decisions on behalf of your family members?

Are there any decisions you have made before that you regret? Research Report Critique.

These questions are very well in line with the qualitative method that is used. This is because as shall be discussed in the next section, qualitative research seeks to follow a narrative approach in order to gauge not just the statistics but also the emotions and the patients’ relatives’ experiences. Feelings will be analysed and evaluated in this method.

Literature Review

The researcher began by conducting a desk research and literature review on the already existing documents regarding patients and their family members decision making processes. Examples are given on what previous qualitative examples have found out and suggested (p.31). This is important to enable the researcher have some background information on what has already been done and also to identify the existing research gaps.

3 Methodological Dimensions

Research Design

This research will adapt a qualitative approach design to come up with the findings. This has been preferred over quantitative research for various reasons. To begin with, quantitative research involves the analysis of concept through numerical data while qualitative research focuses on narrative data to gain insight into the study. Quantitative research approach will not be the most appropriate for this study as it involves collecting numeric data by using instruments that are fully closed ended and use scales for rating. This will not perfectly fit the requirements of this study that includes using semi structured questionnaires for data collection that are either unstructured or semi structured like interviews, case studies and observations. Quantitative research method also focuses on various behaviour that are controlled by artificial conditions unlike the qualitative research method required in this study that focuses on studying behaviour of the patients’ relatives involved in decision making as directly related to the contextual framework and environment. Qualitative research offers the team with findings that are particular to the study and which gives in-depth analysis of the viewpoints given by all the respondents involved in interviews, meaning that the results are oriented to the respondents. Research Report Critique. On the contrary, quantitative research will only provide findings that are generalized which give an overall perspective of the responses from correspondents and present the viewpoint of the researchers involved (Johnston & Christen, 2004).

Population and Sample

A population sample of 17 people was selected for the study. This was not done randomly but in a purposive manner to specifically target those who have taken part in decision making on behalf of their relatives before.

Collection of Data

This study employed the use of semi structured interviews and surveys to gather qualitative data. This collection method was the best in this case. The World Health organization defines interviews as methodical and organized ways of interacting with people through careful listening to their responses of the asked questions. This enables data collection by from the respondents, who in this case were the patients’ relatives that the researchers involved. In this type of data collection, the reaction and perception of the one being interviewed is more important than those of the interviewer. This is what makes an interview be viewed as a process of interchanging views and opinions among people on a common topic of discussion. The researcher in this study has asked valid questions that have generated appropriate responses from the participants and have contributed towards the development of this research findings. The questions seem to have been designed in a way to motivate the respondents to feel free and give maximum details without any forms of biases. Interviews are the most preferred methods because of the demand to have data that is highly personalized. Research Report Critique. They also provide interviewers with opportunities to probe more the respondents and seek clarifications in case of doubt. This research also provided a good rate of return and may also provide assistance to respondents who had difficulties in understanding and responding to certain questions. The key informants were medical experts and the relatives of the patients who were directly involved in making decisions on patients’ behalf. The experts were people considered to have unique skills or professional backgrounds related to the topic making family decisions for life supported patients whose health conditions have seriously deteriorated. In depth interviews work best for the experts working independently since gathering them into a central location would be a daunting task, given their busy schedules Research Report Critique.

Validity internal and external

The researcher had prolonged sessions with the respondents, sent out some copies of the questionnaires for counterchecking that information was accurate and credible. Brief sessions were also held with peers and experts to evaluate the researcher’s progress and eliminate any biasness that were identified. These are effective measures of quality assurance in the study. Nonetheless, the researchers could also have used other methods of quality assurance such as back-checking a certain percentage of all interviews conducted by the research assistants (Kawulich,2005). This could have involved the selection of a sample of questions in the questionnaire and calling back respondents in order to re-interview and verify key points of the questionnaire.

Limitation of the study

The researcher also declares the limitations of the study as the unconscious biasness in the event of conducting the study. Another factor is the extreme emotional feelings that were displayed by some of the informants during interviews. A scientific researcher noted that it is always important to mention the limitations of a study so that they can be used to explain the manner in which the current work of research may be made better in the near future study analysis (Ioannidis 324-329).

4 Ethical Dimensions Research Report Critique.

Confidentiality or anonymity

The researcher has not revealed information throughout the analysis by mentioning names or extreme descriptions that may lead to hints of the respondents like their names, specific ages, and area of residence among others. Even in describing the characteristics of the respondents in table 2 (p. 32), the researcher is keen to only use codes of name, race and relationship to patient for the participants to label information rather than the direct use of names. A different should be kept by the researcher to later determine the matchup between the codes and names (Unite for Sight, 2013).

Informed Consent

The researcher made a crucial initiative by obtaining written consent from all participants who were involved in the study (p. 32). The World Health Organizationrecommends that in a research study, all participants must be provided with the informed consent forms (ICF), to portray acceptance and the free will to participate by participants. It further recommends that researches involving separate groups of people must have different consent forms designed to meet the needs of these group that are tailor made to suit them. Research Report Critique. This process enables participants take part in active decision making process (World Health Organization, 2011). The researcher fails to mention the structure of the consent forms ought to have designed the consent forms in two sections. Part one with a detailed description on the study nature to be conducted and part two containing the actual consent section for participants to sign as authorization to their willingness to take part in the study (Unite for Sight, 2013) Research Report Critique.

Vulnerability of Study participants

The qualities of data produced in research have over the years been issues of concern to most analysts. Most people are of the belief that unless certain research parameters are reached, then the entire research process is null and void. This thus calls for various measure controls such as both internal and external validities. Internal validity occurs when the results obtained can be directly associated with the treatment of the entire research process while external validity refers to the level at which the research findings can be generalized. The study participants are vulnerable to having their data shared without their consent. The researcher however has minimized the possibilities by providing the consent forms.

5 Interpretive Dimensions

Discussion section

The discussion section mainly highlights the key findings from the study. It nonetheless looks very short and should have been more engaging with the readers Research Report Critique.

Conclusion

The research has helped the process to draw up certain conclusions in regards to family members being involved in the critical decision making process of their sick patient. It is evident that the process of involving family members in the process enables physicians be able to put into consideration the needs and concerns of the patient through the relatives. Research Report Critique. The implication of this study is that it may be used to inform the patient-centered approach in medical procedures. The researcher concludes by highlighting the various consequences discovered and how the decision making process affects most stakeholders.

6 Presentation and Stylistic Dimensions

Missing information

The researcher fails to mention how the research findings are going to be availed to other relevant stakeholders. The dissemination process is not clear.

Grammar

There are no grammatical errors in the paper, a sign that thorough proof reading and editing took believe. This could be attributed to the fact that it is a high level academic work that has featured in a renowned and reputable journal.

Organization

The researcher has organized the study information in a systematic manner. Looking at the very beginning of the document, the content is highlighted in a very clear summary and a reader can almost get the catch on what it is about thus very easy to follow through. The body of the study is also well organized to follow, almost in a narrative manner.

Detailed information and less jargon

The researcher has made careful choices of words and terminologies so as to make it simple for participants to understand. The research finally answers all the study questions and objectives that it had set out to work on Research Report Critique.

MHA-FP5014 Assessment 4 Context

Definition of the Balanced Scorecard The Balanced Scorecard Institute:

The balanced scorecard is a strategic planning and management system that is used extensively in business and industry, government, and nonprofit organizations worldwide to align business activities to the vision and strategy of the organization, improve internal and external communications, and monitor organization performance against strategic goals.

The balanced scorecard performance measurement framework considers non-financial performance measures in addition to financial metrics to provide a more balanced view of organizational performance. MHA-FP5014 Assessment 1-6 Context.

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Using the Scorecard in the Health Care Industry Within the health care industry, the scorecard must reflect a framework that incorporates patient safety, regulatory compliance, and a variety of other operational factors (Gunduz & Simsek, 2007). The contemporary version of the balanced scorecard transforms the organizational strategic plan into a dynamic document that provides a snapshot of performance measurement across the organization. Recall from earlier units that performance measurement is a condition of participation for some government and privately sponsored reimbursement sources MHA-FP5014 Assessment 1-6 Context.

The Four Perspectives The balanced scorecard indicates that organizations should be examined from four perspectives: learning and growth, business processes, customer satisfaction, and financial performance (Kaplan & Norton, 1992). Additionally, each perspective requires metrics for which data can be collected and analyzed (Balanced Scorecard Institute, n.d.). The analysis takes place within the context of the organizational strategic direction. When used to its full potential:

The balanced scorecard is a management system (not only a measurement system) that enables organizations to clarify their vision and strategy and translate them into action. It provides feedback around both the internal business processes and external outcomes in order to continuously improve strategic performance and results. When fully deployed, the balanced scorecard transforms strategic planning from an academic exercise into the nerve center of an enterprise. (Balanced Scorecard Institute, n.d.) Do you have too much classwork and very little time to do it? We will help you write all assignments including.

Once the balanced scorecard is applied to an organization, it is important that managers effectively communicate results and take appropriate action. Applying the balanced scorecard results to key risk management areas is equally important when using the scorecard to minimize risk and develop a quality improvement strategy MHA-FP5014 Assessment 1-6 Context.

References Balanced Scorecard Institute. (n.d.). Balanced scorecard basics. Retrieved from

Assessment 4 Context

2 MHA-FP5014 Assessment 4 Context

Gunduz, M., & Simsek, B. (2007). A strategic safety management framework through balanced scorecard and quality function deployment. Canadian Journal of Civil Engineering, 34(5), 622–630.

Kaplan, R. S., & Norton, D. P. (1992). The balanced scorecard: Measures that drive performance. Harvard Business Review, 70(1), 71–79.

Definition of the Balanced Scorecard

Using the Scorecard in the Health Care Industry

The Four Perspectives MHA-FP5014 Assessment 1-6 Context

Overview Assessment 4-6.docx

· Overview

Create a 5–10 minute recorded presentation, detailing the results of the balanced scorecard analysis and making recommendations for quality improvement and risk reduction. Your presentation material should be 10–12 slides in length.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in a sequence Do you have too much classwork and very little time to do it? We will help you write all assignments including.

Applying the balanced scorecard to a health care organization can help managers uncover potential risks. It will also help them to fully analyze the organization from multiple perspectives.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 2: Apply a risk-management model or framework to a specific risk-management priority.

· Present recommendations on each facet of the balanced scorecard model.

· Competency 3: Analyze the process and outcomes of a care quality- or risk-management issue.

· Use balanced scorecard concepts to analyze key performance indicators and measures associated with a specific risk-management issue.

· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration.

· Create a persuasive presentation tailored to a specific audience.

· Communicate clearly in a limited time frame. Do you have too much classwork and very little time to do it? We will help you write all assignments including.

Context

Developing awareness and skills in constructing and interpreting balanced scorecards can increase your value as an employee. There are related resources in this course that needs to be saved and updated for future use in the workplace. Read further in the Assessment 4 Context [PDF] Attached document, which contains important information about the following topics related to the balanced scorecard:

· Definition of the Balanced Scorecard.

· Using the Scorecard in the Health Care Industry.

· The Four Perspectives.

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as a part of your assessment

· What is the overall purpose of using a scorecard?

· How are scorecards typically used in business?

· What positive potential do scorecards add to organizations?

· How would you frame a balanced scorecard for use in health care?

· What are the four key elements of a balanced scorecard?

· What does the term balanced scorecard mean?

· What types of limitations do scorecards have?

· How does Six Sigma differ from a balanced scorecard?

Resources

Required Resources

Balanced Scorecard

· Kaplan, R. S., & Norton, D. P. (1996). Linking the balanced scorecard to strategy. 
California Management Review, 39
(1), 53–79.

Suggested Resources

Hardware MHA-FP5014 Assessment 4 Context

· A headset with headphones and a built-in microphone, or some other hardware with audio capability.

If you do not already have the audio capability with your computer system, a headset is recommended as an inexpensive option. Headsets are available for purchase at the Capella University Bookstore. Please set up and test your headset to verify the compatibility of the hardware as soon as possible. Refer to the manufacturer’s directions for installing and connecting the device to your computer.

Balanced Scorecard

Note: In this assessment, you will be required to create an audio recording to accompany a PowerPoint presentation. You may use Kaltura or, with instructor approval, you may use an alternative technology to record and deliver your presentation.

In preparation for recording your presentation, complete the following:

· If you have not already done so, set up and test your headset or built-in microphone, using the installation instructions provided by the manufacturer. MHA-FP5014 Assessment 4 Context

· Practice recording to ensure the audio quality is sufficient.

· Refer to the Using Kaltura [PDF] tutorial for directions on recording and uploading your presentation in the courseroom.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact   to request accommodations.

Additional Resources for Further Exploration

You may use the following optional resources to further explore topics related to competencies.

· Youngberg, B. J. (2011). 
Principles of risk management and patient safety.
 Sudbury, MA: Jones and Bartlett. 
Available from the 
bookstore
 
.

· Chapter 4, “Risk Management Strategic Planning,” pages 38–41.

Balanced Scorecards

MHA-FP5014 Assessment 4 Context

This article discusses how managers work with the balanced scorecard.

· Assessment Instructions MHA-FP5014 Assessment 4 Context

Preparation

Select a health care organization that has readily available data for the four categories from Kaplan and Norton’s 1996 model. Those categories are:

· Financial performance measures.

· Internal business processes.

· Learning and growth.

· Customer satisfaction.

You may wish to select your employer; however, please do not disclose proprietary data without prior written consent from your employer. You may wish to review the websites of large global organizations to research case study articles on best practices for organizations.

Instructions

PowerPoint Slides

To complete this assessment, you will develop a PowerPoint presentation with 10–12 slides that describes how you would apply a balanced scorecard to your selected organization. Include the following in your PowerPoint presentation:

· A brief description of the organization you selected.

· Your balanced scorecard analysis of the organization, including how vision and strategy connect to the four balanced scorecard elements. MHA-FP5014 Assessment 4 Context

· Four recommendations for the organization.

· At least one APA-formatted in-text citation and accompanying, congruent APA-formatted reference. .

Audio Recording

Use Kaltura, or another instructor-approved alternative technology, to record yourself presenting your balanced scorecard PowerPoint slides. Before you begin recording, you may find it beneficial to write a script or detailed outline that you can refer to as you record.

Your recorded presentation should be no more than 10 minutes in length and should include the following:

· A two-minute introduction.

· The four elements of a balanced scorecard for the organization.

· Four area recommendations for the organization. MHA-FP5014 Assessment 4 Context

· A two-minute conclusion.

Include the notes or script of your audio recording. You may choose to include this in the form of the completed Notes section of the PowerPoint presentation slides, as a script you may have used when you created your recording, or in the form of a detailed outline. This will serve to clarify any insufficient or unclear audio.

Note: If your notes are not included in the PowerPoint presentation itself, attach them in a separate document along with the other presentation elements. MHA-FP5014 Assessment 4 Context

Additional Requirements

· Written communication: Written communication should be free from errors that detract from the overall message.

· APA formatting: Resources and citations should be formatted according to APA style and formatting guidelines.

· Number of resources: At least one APA-formatted in-text citation and accompanying, congruent APA-formatted reference.

· Length: The PowerPoint presentation should contain 10–12 slides.

· Duration of audio recording: Maximum of 10 minutes.

· Font and font size: Arial, 18-point font or above for headings and explanatory text, and 24-point and above for slide titles.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

MHA-FP5014 Assessment 4 Context

Overview

Create a 5

–

10 minute recorded presentation, detailing the results of the balanced

scorecard analysis and making recommendations for quality improvement and risk

reduction. Your presentation material should be 10

–

12 slides in length.

Note

: The assessments i

n this course build upon each other, so you are strongly

encouraged to complete them in a sequence.

A

pplying the balanced scorecard to a health care organization can help managers uncover

potential risks. It will also help them to fully analyze the organization from multiple

perspectives.

By successfully completing this assessment, you will demonstrate yo

ur proficiency in the

following course competencies and assessment criteria:

o

Competency 2

: Apply a risk

–

management model or framework to a specific risk

–

management priority.

MHA-FP5014 Assessment 4 Context

Present recommendations on each facet of the balanced scorecard model.

o

Competency

Assessment_4-6_context.pdf

Assessment 4 Context

1 MHA-FP5014 Assessment 4 Context

Definition of the Balanced Scorecard The Balanced Scorecard Institute:

The balanced scorecard is a strategic planning and management system that is used extensively in business and industry, government, and nonprofit organizations worldwide to align business activities to the vision and strategy of the organization, improve internal and external communications, and monitor organization performance against strategic goals.

The balanced scorecard performance measurement framework considers non-financial performance measures in addition to financial metrics to provide a more balanced view of organizational performance.

Using the Scorecard in the Health Care Industry Within the health care industry, the scorecard must reflect a framework that incorporates patient safety, regulatory compliance, and a variety of other operational factors (Gunduz & Simsek, 2007). The contemporary version of the balanced scorecard transforms the organizational strategic plan into a dynamic document that provides a snapshot of performance measurement across the organization. Recall from earlier units that performance measurement is a condition of participation for some government and privately sponsored reimbursement sources.

The Four Perspectives The balanced scorecard indicates that organizations should be examined from four perspectives: learning and growth, business processes, customer satisfaction, and financial performance (Kaplan & Norton, 1992). Additionally, each perspective requires metrics for which data can be collected and analyzed (Balanced Scorecard Institute, n.d.). The analysis takes place within the context of the organizational strategic direction. When used to its full potential:

The balanced scorecard is a management system (not only a measurement system) that enables organizations to clarify their vision and strategy and translate them into action. It provides feedback around both the internal business processes and external outcomes in order to continuously improve strategic performance and results. When fully deployed, the balanced scorecard transforms strategic planning from an academic exercise into the nerve center of an enterprise. (Balanced Scorecard Institute, n.d.)

Once the balanced scorecard is applied to an organization, it is important that managers effectively communicate results and take appropriate action. Applying the balanced scorecard results to key risk management areas is equally important when using the scorecard to minimize risk and develop a quality improvement strategy.

References Balanced Scorecard Institute. (n.d.). Balanced scorecard basics. Retrieved from

http://www.balancedscorecard.org/BSCResources/AbouttheBalancedScorecard/tabid/ 55/Default.aspx

http://www.balancedscorecard.org/BSCResources/AbouttheBalancedScorecard/tabid/

Assessment 4 Context

2 MHA-FP5014 Assessment 4 Context

Gunduz, M., & Simsek, B. (2007). A strategic safety management framework through balanced scorecard and quality function deployment. Canadian Journal of Civil Engineering, 34(5), 622–630.

Kaplan, R. S., & Norton, D. P. (1992). The balanced scorecard: Measures that drive performance. Harvard Business Review, 70(1), 71–79.

Definition of the Balanced Scorecard

Using the Scorecard in the Health Care Industry

The Four Perspectives

Overview Assessment 4-6.docx

· Overview

Create a 5–10 minute recorded presentation, detailing the results of the balanced scorecard analysis and making recommendations for quality improvement and risk reduction. Your presentation material should be 10–12 slides in length.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in a sequence.

Applying the balanced scorecard to a health care organization can help managers uncover potential risks. It will also help them to fully analyze the organization from multiple perspectives.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 2: Apply a risk-management model or framework to a specific risk-management priority.

· Present recommendations on each facet of the balanced scorecard model.

· Competency 3: Analyze the process and outcomes of a care quality- or risk-management issue.

· Use balanced scorecard concepts to analyze key performance indicators and measures associated with a specific risk-management issue.

· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration.

· Create a persuasive presentation tailored to a specific audience.

· Communicate clearly in a limited time frame.

Context

Developing awareness and skills in constructing and interpreting balanced scorecards can increase your value as an employee. There are related resources in this course that needs to be saved and updated for future use in the workplace. Read further in the 
Assessment 4 Context [PDF]
 Attached document, which contains important information about the following topics related to the balanced scorecard:

· Definition of the Balanced Scorecard.

· Using the Scorecard in the Health Care Industry.

· The Four Perspectives.

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as a part of your assessment.

· What is the overall purpose of using a scorecard?

· How are scorecards typically used in business?

· What positive potential do scorecards add to organizations?

· How would you frame a balanced scorecard for use in health care?

· What are the four key elements of a balanced scorecard?

· What does the term balanced scorecard mean?

· What types of limitations do scorecards have?

· How does Six Sigma differ from a balanced scorecard?

Resources

Required Resources

Balanced Scorecard

· Kaplan, R. S., & Norton, D. P. (1996). 
Linking the balanced scorecard to strategy.
 
California Management Review, 39
(1), 53–79.

Suggested Resources

Hardware

· A headset with headphones and a built-in microphone, or some other hardware with audio capability.

If you do not already have the audio capability with your computer system, a headset is recommended as an inexpensive option. Headsets are available for purchase at the 
Capella University Bookstore
. Please set up and test your headset to verify the compatibility of the hardware as soon as possible. Refer to the manufacturer’s directions for installing and connecting the device to your computer.

Balanced Scorecard

· Behrouzi, F., Shaharoun, A. M., & Ma’aram, A. (2014). 
Applications of the balanced scorecard for strategic management and performance measurement in the health sector.
 
Australian Health Review, 38
(2), 208–217.

· Koumpouros, Y. (2013). 
Balanced scorecard: Application in the General Panarcadian Hospital of Tripolis, Greece.
 
International Journal of Health Care Quality Assurance, 26
(4), 286–307.

· Kaplan, R. S., & Norton, D. P. (1992). 
The balanced scorecard: Measures that drive performance.
 
Harvard Business Review, 70
(1), 71–79.

Presentation Resources

· Microsoft. (n.d.). 
Basic tasks for creating a PowerPoint presentation.
 Retrieved from https://support.office.com/en-us/article/Basic-tasks-for-creating-a-PowerPoint-presentation-efbbc1cd-c5f1-4264-b48e-c8a7b0334e36

· 
Free simple PowerPoint templates.
 (n.d.). Retrieved from https://www.free-power-point-templates.com/category/ppt-by-topics/simple/

Using Kaltura

Note: In this assessment, you will be required to create an audio recording to accompany a PowerPoint presentation. You may use Kaltura or, with instructor approval, you may use an alternative technology to record and deliver your presentation.

In preparation for recording your presentation, complete the following:

· If you have not already done so, set up and test your headset or built-in microphone, using the installation instructions provided by the manufacturer.

· Practice recording to ensure the audio quality is sufficient.

· Refer to the 
Using Kaltura [PDF]
 tutorial for directions on recording and uploading your presentation in the courseroom.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact 
DisabilityServices@Capella.edu
 to request accommodations.

Additional Resources for Further Exploration

You may use the following optional resources to further explore topics related to competencies.

· Youngberg, B. J. (2011). 
Principles of risk management and patient safety.
 Sudbury, MA: Jones and Bartlett. 
Available from the 
bookstore
 
.

· Chapter 4, “Risk Management Strategic Planning,” pages 38–41.

Balanced Scorecards

· Balanced Scorecard Institute. (n.d.). 
Balanced scorecard basics.
 Retrieved from http://www.balancedscorecard.org/BSCResources/AbouttheBalancedScorecard/tabid/55/Default.aspx

This article discusses how managers work with the balanced scorecard.

· Dechow, N. (2012). 
The balanced scorecard: Subjects, concept and objects – A commentary.
 
Journal of Accounting & Organizational Change, 8
(4), 511–527.

This article discusses the importance of balanced scorecard performance systems.

· Chavan, M. (2009). 
The balanced scorecard: A new challenge.
 
The Journal of Management Development, 28
(5), 393–406.

This article chronicles the evolution of BSC performance management framework.

· Norton, D. P. (2008). 
Strategy execution needs a system.
 Retrieved from https://hbr.org/2008/08/strategy-execution-needs-a-sys

· Assessment Instructions

Preparation

Select a health care organization that has readily available data for the four categories from Kaplan and Norton’s 1996 model. Those categories are:

· Financial performance measures.

· Internal business processes.

· Learning and growth.

· Customer satisfaction.

You may wish to select your employer; however, please do not disclose proprietary data without prior written consent from your employer. You may wish to review the websites of large global organizations to research case study articles on best practices for organizations.

Instructions

PowerPoint Slides

To complete this assessment, you will develop a PowerPoint presentation with 10–12 slides that describes how you would apply a balanced scorecard to your selected organization. Include the following in your PowerPoint presentation:

· A brief description of the organization you selected.

· Your balanced scorecard analysis of the organization, including how vision and strategy connect to the four balanced scorecard elements.

· Four recommendations for the organization.

· At least one APA-formatted in-text citation and accompanying, congruent APA-formatted reference.

Audio Recording

Use Kaltura, or another instructor-approved alternative technology, to record yourself presenting your balanced scorecard PowerPoint slides. Before you begin recording, you may find it beneficial to write a script or detailed outline that you can refer to as you record.

Your recorded presentation should be no more than 10 minutes in length and should include the following:

· A two-minute introduction.

· The four elements of a balanced scorecard for the organization.

· Four area recommendations for the organization.

· A two-minute conclusion.

Include the notes or script of your audio recording. You may choose to include this in the form of the completed Notes section of the PowerPoint presentation slides, as a script you may have used when you created your recording, or in the form of a detailed outline. This will serve to clarify any insufficient or unclear audio.

Note: If your notes are not included in the PowerPoint presentation itself, attach them in a separate document along with the other presentation elements.

Additional Requirements

· 
Written communication: Written communication should be free from errors that detract from the overall message.

· APA formatting: Resources and citations should be formatted according to APA style and formatting guidelines.

· Number of resources: At least one APA-formatted in-text citation and accompanying, congruent APA-formatted reference.

· Length: The PowerPoint presentation should contain 10–12 slides.

· Duration of audio recording: Maximum of 10 minutes.

· Font and font size: Arial, 18-point font or above for headings and explanatory text, and 24-point and above for slide titles.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

·

Overview

Create a 5

–

10 minute recorded presentation, detailing the results of the balanced

scorecard analysis and making recommendations for quality improvement and risk

reduction. Your presentation material should be 10

–

12 slides in length.

Note

: The assessments i

n this course build upon each other, so you are strongly

encouraged to complete them in a sequence.

A

pplying the balanced scorecard to a health care organization can help managers uncover

potential risks. It will also help them to fully analyze the organization from multiple

perspectives.

By successfully completing this assessment, you will demonstrate yo

ur proficiency in the

following course competencies and assessment criteria:

o

Competency 2

: Apply a risk

–

management model or framework to a specific risk

–

management priority.

§

Present recommendations on each facet of the balanced scorecard model.

o

Competency

3:

Analyze the process and outcomes of

a care quality

–

or risk

–

management issue.

§

Use balanced scorecard concepts to analyze key performance indicators and

measures associated with a specific risk

–

management issue.

o

Competency 5:

Communicate in a manner th

at is scholarly, professional, and

consistent with expectations for professionals in health care administration.

§

Create a persuasive presentation tailored to a specific audience.

§

Communicate clearly in a limited time frame.

Context

Developing

awareness and skills in constructing and interpreting balanced scorecards can

increase your value as an employee. There are related resources in this course that

needs

to be

saved and updated for future use in the workplace. Read further in the

Assessment 4

Context

[PDF]

Attached

document, which contains imp

ortant information about the

following topics related to the balanced scorecard:

o

Definition of the Balanced Scorecard.

o

Using the Scorecard in the Health Care Industry.

o

The Four Perspectives.

Questions to Consider

As you prepare to

complete this assessment, you may want to think about other related

issues to deepen your understanding or broaden your viewpoint. You are encouraged to

consider the questions below and discuss them with a fellow learner, a work associate, an

 Overview

Create a 5–10 minute recorded presentation, detailing the results of the balanced

scorecard analysis and making recommendations for quality improvement and risk

reduction. Your presentation material should be 10–12 slides in length.

Note: The assessments in this course build upon each other, so you are strongly

encouraged to complete them in a sequence.

Applying the balanced scorecard to a health care organization can help managers uncover

potential risks. It will also help them to fully analyze the organization from multiple

perspectives.

By successfully completing this assessment, you will demonstrate your proficiency in the

following course competencies and assessment criteria:

o Competency 2: Apply a risk-management model or framework to a specific risk-

management priority.

 Present recommendations on each facet of the balanced scorecard model.

o Competency 3: Analyze the process and outcomes of a care quality- or risk-

management issue.

 Use balanced scorecard concepts to analyze key performance indicators and

measures associated with a specific risk-management issue.

o Competency 5: Communicate in a manner that is scholarly, professional, and

consistent with expectations for professionals in health care administration.

 Create a persuasive presentation tailored to a specific audience.

 Communicate clearly in a limited time frame.

Context

Developing awareness and skills in constructing and interpreting balanced scorecards can

increase your value as an employee. There are related resources in this course that needs

to be saved and updated for future use in the workplace. Read further in the Assessment 4

Context [PDF] Attached document, which contains important information about the

following topics related to the balanced scorecard:

o Definition of the Balanced Scorecard.

o Using the Scorecard in the Health Care Industry.

o The Four Perspectives.

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related

issues to deepen your understanding or broaden your viewpoint. You are encouraged to

consider the questions below and discuss them with a fellow learner, a work associate, an

Assessment_1- 6 context.pdf

Assessment 1 Context

1 MHA-FP5014 Assessment 1 Context

The Regulatory Environment

Quality of Services Following the Institute of Medicine (IOM) initial reports on patient safety and medical errors, an increased attention and accountability has been placed on providers to improve the quality of services (2000, 2001). Within the industry, the IOM of the National Academies released a report in 2011 regarding systematic reviews for the promotion of patient safety and related standards.

Potential Risks Implicit within the quality care delivery process is the identification of potential risks, which may ultimately affect patient care. As the delivery of care standards are increasingly refined, cost-related metrics also must be monitored. The U.S. government, insurance companies, and other private payers are carefully watching the evolution of care standards and cost metrics. Health care leaders must be up to speed with quality care standards, identification of potential risks, and compliance with relevant regulations. An example of the integration of these concepts can be found in the launch of the accountable care organization (ACO) concept by the Department of Health and Human Services Center for Medicare and Medicaid Services (CMS). Secretary of Health and Human Services Kathleen Sibelius (2011) conveyed that the HHS “team carefully weighed the interests of hospitals, doctors, patients, and other stakeholders” when formulating the ACO roles and responsibilities. Risk assessment, quality care, and cost considerations are incorporated into the ACO concept (Lee, Casalino, Fisher, & Wilensky, 2011).

Regulatory Requirements It is important to consider the National Center for Healthcare Leadership Competencies (NHCL). Think of what types of skills will be needed to lead your organizations toward the goal of demonstrating quality and balancing costs. You may even wish to assess your own current competency levels relative to the health care industry’s movement toward performance measurement and increased accountability (NHCL, n.d.). Dr. Donald Berwick, who headed the HHS ACO efforts, discusses ACO concepts in his 2011 White House blog entitled Improving Care for People With Medicare. Dr. Berwick relates that:

Thanks to the Affordable Care Act, the Department of Health and Human Services (HHS) today released proposed new rules to help doctors, hospitals, and other health care providers better coordinate care for Medicare patients through Accountable Care Organizations (ACOs). ACOs are designed to create and support a team of health care providers who treat individual patients by working together across care settings.

Dr. Berwick (2011) adds that “ACOs would have to meet high-quality standards in five key areas:

1. Patient/Caregiver Experience of Care. 2. Care Coordination. 3. Patient Safety. 4. Preventive Health. 5. At Risk Population/Frail Elderly Health.”

Assessment 1 Context

2 MHA-FP5014 Assessment 1 Context

Regulatory Bodies In health care settings, there are various levels of oversight for organizations. Health care managers must be aware of the standards required to successfully provide quality care. Health care organizations need to comply with both regulatory standards as well as quality indicators set by accrediting bodies. For example, the Joint Commission is an accrediting body that sets standards for hospitals and other health care organizations. Organizations that are accredited by the Joint Commission are held to a higher standard. Voluntary accreditation allows health care organizations to benchmark themselves to ensure they are in line with national standards.

Benchmarking as a Condition of Participation Most of us have heard about benchmarking and are somewhat familiar with the concept. But, if your supervisor walked into your work setting today and asked you to provide some internal benchmarking data and compare it against national best practices, would you know what action or steps to take? Furthermore, would you know what organizations develop benchmarking standards and provide guidance for quality improvement? Youngberg (2011), a health care patient safety and risk management expert, describes benchmarking as the process of collecting and analyzing data to identify trends in performance and, when compared with other collectors of the same data, identifying best performers and determining if interventions that were introduced to address identified problems yielded the desired results. (p. 24) Benchmarking is not only a quality improvement tool but a condition of participation for some government and other payer sources. An example of this can be found in the requirements for accountable care organizations. Health care leaders must be familiar with the standards provided by both licensing bodies and accrediting organizations. It is important for health care leaders to understand how their organization stands in comparison to its peers as well as what standards it needs to meet for licensure, accreditation, and other regulatory compliance.

References Berwick, D. (2011). Improving care for people with Medicare [Blog post]. Retrieved from

http://www.whitehouse.gov/blog/2011/03/31/improving-care-people-medicare

Institute of Medicine. (2000). To Err Is Human: Building a Safer Health System. Washington, DC: The National Academies.

Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: The National Academies.

Lee, T. H., Casalino, L. P., Fisher, E. S., & Wilensky, G. R. (2010). Perspective roundtable: Creating accountable care organizations [Web video]. Retrieved from http://www.nejm.org/doi/ full/10.1056/NEJMp1009040

National Center for Healthcare Leadership. (n.d.). NCHL Health Leadership Competency Model. Retrieved from http://www.nchl.org/static.asp?path=2852,3238

U.S. Department of Health & Human Services. (n.d.). Accountable care organizations. Retrieved from http://oig.hhs.gov/compliance/accountable-care-organizations/index.asp

Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones & Bartlett.

http://www.whitehouse.gov/blog/2011/03/31/improving-care-people-medicare

http://www.nejm.org/doi/

http://www.nchl.org/static.asp?path=2852%2C3238

http://oig.hhs.gov/compliance/accountable-care-organizations/index.asp

The Regulatory Environment

Quality of Services

Potential Risks

Regulatory Requirements

Regulatory Bodies

Benchmarking as a Condition of Participation

Overview Assessment 1-6.docx

· Overview

Create a 3–4-page executive summary of tools and best practices for quality improvement, risk management, and learning guidelines. Include a summary table that describes the status of an organization’s compliance with regulatory requirements.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in a sequence.

The scope of the regulatory environment and its requirements are ever-changing. Health care leaders need to know where they can find information about the requirements (within the subsector of the industry) to respond appropriately to issues. In addition, health care leaders need to proactively set strategies in place to mitigate future risks to their patients and organizations.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 1: Conduct an environmental assessment to identify quality- and risk-management priorities for a health care organization.

· Conduct a proactive assessment based on the existing regulations and requirements.

· Describe strategies to influence, impact, and monitor the needed changes for quality improvement.

· Develop a value proposition for change management that incorporates quality- and risk-management concepts.

· Create an executive summary of a risk-management issue that describes an organization’s compliance with a regulatory requirement.

· Competency 4: Analyze applicable legal and ethical institution-based values as they relate to quality assessment.

· Integrate legal and ethical principles and also organizational mission, vision, and values into the decision-making process.

· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration.

· Write clearly and concisely, with well-organized communication that is supported by relevant evidence.

· Use correct grammar, punctuation, and mechanics as expected of a graduate learner.

Context

It is an exciting time in health care as all of us experience the implementation of the Patient Protection and Affordable Care Act of 2010. The change will likely affect your current or future health care job. Leaders in our industry are rethinking how business is to be conducted.

Understanding relevant terminology is an important step in addressing the topics of health care quality, risk management, and regulatory environment.

Read further in the 
Assessment 1 Context
 (attached) [PDF] document, which contains important information related to the following topics within the regulatory environment:

· Quality of Services.

· Potential Risks.

· Regulatory Requirements.

· Regulatory Bodies.

· Benchmarking as a Condition of Participation.

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as a part of your assessment.

Show Less

The Regulatory Environment:

· Which regulatory bodies oversee the subsector of the health care industry in which you currently work or would like to work?

· How would you figure out which organizations oversee the subsector?

· How would you determine which laws apply to your setting and what type of data you need to collect and examine?

· What are the standards of care?

· How would you locate these standards?

· How would you know if your organization exceeded those standards and might be in a position to apply for accreditation?

Establishing a Culture of Patient Safety:

· What is an example of a best practice for establishing a systems-based culture of patient safety?

· How will you know if your organization was identified as an example of success when best practices are used?

Benchmarking:

· What types of processes exist for collecting and analyzing data to identify trends in the performance of your health care setting?

· Who are some of the health care industry’s best performers in terms of risk management?

· What types of benchmarking data are important to consider?

· What roles within your own organization need to be involved in a proactive risk-management program?

· What are some critical success factors for the establishment of a systems-based risk-management program?

· What types of considerations or cautions are important to keep in mind when interpreting internal and external benchmarking data?

· 
Toggle Drawer

Resources

Required Resources

The following resource is required to complete this assessment.

· 
Executive Summary Table [DOCX]
. (Attached)

Suggested Resources

The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The 
MHA-FP5014 – Health Care Quality, Risk, and Regulatory Compliance Library Guide
 can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

· 
Terminology Drag and Drop
 | 
Transcript
. (Attached)

Accountable Care Organizations

This article discusses how a health care facility transitioned into an Accountable Care Organization successfully.

· O’Connor, J. (2016). 
An ACO success story.
 
McKnight’s Long-Term Care News, 37
(1), 27.

This article discusses how ACOs have achieved cost savings while improving care for their patients.

· Perez, K. (2014). 
ACOs and the quest to reduce costs.
 
Healthcare Financial Management, 68
(9), 118–122.

Quality Improvement Strategies

This article examines the revised nursing home quality measures endorsed by the National Quality Forum which could best represent the improving quality of care in nursing homes.

· Barr, P. (2011). 
Setting higher standards: Nursing home quality measures offer guide.
 
Modern Healthcare, 41
(18), 17–19.

This article examines the various domains associated with quality improvement in healthcare organizations.

· Brandrud, A. S., Nyen, B., Hjortdahl, P., Sandvik, L., Haldorsen, G. S. H., Bergli, M., . . . Bretthauer, M. (2017). 
Domains associated with successful quality improvement in healthcare – a nationwide case study.
 
BMC Health Services Research, 17
.

This article explains the key role that leadership plays in supporting and aligning staff for patient care using the Malcom Baldrige criteria as a path to quality excellence.

· Miller, R. P. (2007). 
Baldrige as a path to excellence.
 
Modern Healthcare, 37
, 23–24.

This article explores how hospital managers perceive lean in the context of quality improvement.

· Savage, C., Parke, L., von Knorring, M., & Mazzocato, P. (2016). 
Does lean muddy the quality improvement waters? A qualitative study of how a hospital management team understands lean in the context of quality improvement. 
 
BMC Health Services Research, 16.

This article discusses methods for auditing cost and quality tailored to a hospital’s specific population.

· Silber, J. H., Rosenbaum, P. R., Ross, R. N., Ludwig, J. M., Wang, W., Niknam, B. A., . . . Fleisher, L. A. (2014). 
A hospital–specific template for benchmarking its cost and quality.
 
Health Services Research, 49
(5), 1475–1497.

This article focuses on the factors affecting the adoption of innovative assurance technologies in nursing care.

· Storey, J. (2013). 
Factors affecting the adoption of quality assurance technologies in healthcare.
 
Journal of Health Organization and Management, 27
(4), 498–519.

Regulatory and Compliance

This article discusses a new regulation establishing and new safety-reporting for drugs under the investigational new drug applications.

· Behrman Sherman, R., Woodcock, J., Norden, J., Grandinetti, C., & Temple, R. J. (2011). 
New FDA regulation to improve safety reporting in clinical trials.
 
The New England Journal of Medicine, 365
(1), 3–5.

Additional Resources for Further Exploration

You may use the following optional resources to further explore topics related to competencies.

Process and Performance Improvement

This is the home page of the American Productivity and Quality Center that provides best practices and benchmarking tools for designing effective methods for process and performance improvement.

· APQC. (n.d.). 
APQC’s glossary of benchmarking terms.
 Retrieved from https://www.apqc.org/knowledge-base/documents/apqcs-glossary-benchmarking-terms

Quality Improvement

This is a blog page on how to improve care for patients with Medicare.

· Berwick, D. (2011). 
Improving care for people with Medicare [Blog post].
 Retrieved from http://www.whitehouse.gov/blog/2011/03/31/improving-care-people-medicare

This is the home page of Medicare that summarizes measures of quality shown on Hospital Compare.

· Medicare.gov. (n.d.). 
Hospital compare.
 Retrieved from https://www.medicare.gov/hospitalcompare/search.html

This article discusses the Affordable Care Act funding for health providers to improve patient care.

· Infection Control Today. (2011). 
Up to Up to $500 million in Affordable Care Act funding will help health providers improve care.00 million in Affordable Care Act funding will help health providers improve care.
 Retrieved from http://www.infectioncontroltoday.com/news/2011/06/up-to-500-million-in-affordable-care-act-funding-will-help-health-providers-improve-care.aspx

Patient Safety

This article discusses various principles for creating a culture of safety in hospitals.

· Teal, K. (2017). 
What infection preventionists can do to ensure a culture of safety.
 Retrieved from http://www.infectioncontroltoday.com/general-hais/what-infection-preventionists-can-do-ensure-culture-safety

This is the home page of the National Quality Forum. It focusses on reducing preventable admission and readmissions, reducing adverse health care associated conditions, and reducing harm or unnecessary care.

· 
National Quality Forum.
 (n.d.). Retrieved from http://www.qualityforum.org/Home.aspx

This is the home page of the Joint Commission on patient safety goals and standards.

· 
The Joint Commission.
 (n.d.). Retrieved from http://www.jointcommission.org

Regulatory and Compliance

This is the home page of the Healthcare Compliance Association for compliance professionals in the healthcare provider field.

· Healthcare Compliance Association. (n.d.). 
The Healthcare Compliance Association.
 Retrieved from https://www.hcca-info.org/

This is the home page of the OIG U.S. Department of Health and Human Services. It discusses legal issues regarding ACOs participation in Medicare.

· U.S. Department of Health & Human Services. (n.d.). 
Accountable care organizations.
 Retrieved from http://oig.hhs.gov/compliance/accountable-care-organizations/index.asp

This is the home page of the U.S. Department of Health and Human Services laws and regulations.

· U.S. Department of Health & Human Services. (n.d.). 
Laws & regulations.
 Retrieved from http://www.hhs.gov/regulations/index.html

Risk-Management Text Books

· Kavaler, F., & Alexander, R. S. (2014). 
Risk management in health care institutions: Limiting liability and enhancing care 
(3rd ed). Burlington, MA: Jones and Bartlett. 
Available from the 
bookstore
 
.

· Chapter 4, “Communications to Reduce Risk,” read the section, “Grading and Ranking Health Care,” pages 111–114.

· Chapter 5, “Financing Risk,” pages 123–125.

· Youngberg, B. J. (2011). 
Principles of risk management and patient safety.
 Sudbury, MA: Jones and Bartlett. 
Available from the 
bookstore
 
.

· Chapter 1, “Risk Management and Patient Safety: The Synergy and the Tension,” pages 3–12.

· Chapter 2, “Integrating Risk Management, Quality Management and Patient Safety into the Organization,” pages 13–22.

· Chapter 3, “Benchmarking in Risk Management,” pages 23–30.

· Chapter 6, “Patient Safety: The Last Decade,” pages 63–68.

· Chapter 16, “Principles for Strategic Discovery,” pages 203–214.

· Chapter 17, “Full Disclosure as a Risk Management Imperative,” pages 215–224.

· Chapter 24, “Improving Risk Manager Performance and Promoting Patient Safety with High-Reliability Principles,” pages 343–350.

· Chapter 29, “The Impact of Fatigue on Error and Patient Safety,” pages 423–430.

· Assessment Instructions

Note: This assessment should be completed first.

Preparation

Scenario

Assume you have taken on a new role as the chief operating officer. You are charged with leading system-wide risk-management efforts to identify risk and minimize HACs. Your organization’s financial viability depends on receiving proper reimbursement for services delivered. As the chief operating officer, you must create an executive summary that describes your organization’s compliance with the regulatory requirement, to promptly identify conditions that are POAs and proactively assess and manage risk.

Instructions

Step One: Executive Summary Table

Select a risk-management issue within a specific health care setting or organization. You will use this issue as a starting point for your work on this assessment. Use the Executive Summary Table from the Required Resources to complete this step.

3. Issue: Write a brief description of the risk-management issue you selected. Explain why this risk-management issue is important to your organization.

3. Regulatory Requirements: Compile a list of the applicable regulatory requirements and an explanation of what they mean to your chosen risk-management issue.

3. Risk-Management Implications: Identify the associated risk-management implications. For example, HACs result in no reimbursement, and poor quality ratings. Also, there is a risk of losing repeat admissions, a risk of losing Joint Commission and Magnet accreditation or excellence, or other negative implications.

3. Environmental Assessment: Assess the internal versus external environment relative to the risks associated with your chosen risk-management issue. You may use strengths, weaknesses, opportunities, and threats (SWOT) analysis or another suitable tool. Be sure to cite the source.

3. Resources to Address Issue: Describe any resources or strengths your organization possesses that could aid in addressing the risk-management issue.

3. Philosophy or Culture Statement: Summarize your organization’s philosophy or culture as it relates to patient safety and error reporting.

3. Measuring and Monitoring:

7. Identify metrics for measuring or monitoring the risk-management issue MHA-FP5014 Assessment 1-6 Context.

7. Propose how you will make use of the outcome data for organizational improvement.

3. Organizational Improvement: State how you will encourage voluntary reporting.

3. Ethics Considerations: Describe legal and ethical implications related to the handling of this risk-management issue.

Utilize established sources of information. Some sources that may be useful to you include the federal register, statutes, discipline-specific peer-reviewed journals, and government agency references.

Step Two: Executive Summary

Using the information assembled in Step One, prepare a 3–4-page executive summary for a written presentation to the management team. Select a format for your summary based on your chosen organization’s standards for executive summaries. (Examples of these types of documents can also be found using an Internet search.) Include the following:

. A proactive assessment of your organization’s compliance with the regulatory requirement to promptly identify POAs and proactively assess and manage risk based on existing regulations and requirements. MHA-FP5014 Assessment 1-6 Context.

. Your identification of tools and best practices for monitoring parameters and reducing risk, including organizational structure needed for risk reeducation, as supported by the literature.

. Your recommendations for quality improvement and organization-specific risk management and learning guidelines.

You must include the completed table from Step One as an appendix to this executive summary.

Additional Requirements

. Written communication: Written communication should be free from errors that detract from the overall message. (You must include the Executive Summary Table as an appendix to your report.)

. Length of paper: 3–4 double-spaced pages for the written portion of the assessment.

. Number of resources: A minimum of three resources MHA-FP5014 Assessment 1-6 Context.

. APA Format: Use appropriate APA format for clear, concise presentation of information. Communicate information and ideas accurately, utilizing peer-reviewed sources, including proper APA reference citations.

. Font and font size: Arial, 10-point.

·

Overview

Create a 3

page executive summary of tools and best practices for quality

improvement, risk management, and learning guidelines. Include a summary table that

describes the status of an organization’s compliance with regulatory requirements.

Note

: The ass

essments in this course build upon each other, so you are strongly

encouraged to complete them in a sequence MHA-FP5014 Assessment 1-6 Context.

The scope of the regulatory environment and its requirements are ever

–

changing. Health

care leaders need to know where they can find information about the requirements

(within the

subsector of the industry) to respond appropriately to issues. In a

ddition,

health care leaders need to proactively set strategies in place to mitigate future risks to

their patients and organizations.

By successfully completing this assessment, you will demonstrate your proficiency in the

following course competencies an

d assessment criteria:

o

Competency 1:

Conduct an environmental assessment to identify quality

–

and risk

–

management priorities for a health care organization.

§

Conduct a proactive assessment based on the existing regulations and

requirements.

§

Describe strate

gies to influence, impact, and monitor the needed changes

for quality improvement.

§

Develop a value proposition for change management that incorporates

quality

–

and risk

–

management concepts.

§

Create an executive summary of a risk

–

management issue that descri

bes an

organization’s compliance with a regulatory requirement.

o

Competency 4:

Analyze applicable legal and ethical institution

–

based values as

they relate to quality assessment.

§

Integrate legal and ethical principles and also organizational mission,

visio

n, and values into the decision

–

making process.

o

Competency 5

: Communicate in a manner that is scholarly, professional, and

consistent with expectations for professionals in health care administration.

§

Write clearly and concisely, with well

–

organized commu

nication that is

supported by relevant evidence.

§

Use correct grammar, punctuation, and mechanics as expected of a graduate

learner.

Context

It is an exciting time in health care

as all of us experience the implementation of the

Patient Protecti

on and Affordable Care Act of 2010. The change will likely affect your

current or future health care job. Leaders in our industry are rethinking how business is to

be conducted.

 Overview

Create a 3–4-page executive summary of tools and best practices for quality

improvement, risk management, and learning guidelines. Include a summary table that

describes the status of an organization’s compliance with regulatory requirements.

Note: The assessments in this course build upon each other, so you are strongly

encouraged to complete them in a sequence.

The scope of the regulatory environment and its requirements are ever-changing. Health

care leaders need to know where they can find information about the requirements

(within the subsector of the industry) to respond appropriately to issues. In addition,

health care leaders need to proactively set strategies in place to mitigate future risks to

their patients and organizations MHA-FP5014 Assessment 1-6 Context.

By successfully completing this assessment, you will demonstrate your proficiency in the

following course competencies and assessment criteria:

o Competency 1: Conduct an environmental assessment to identify quality- and risk-

management priorities for a health care organization.

 Conduct a proactive assessment based on the existing regulations and

requirements.

 Describe strategies to influence, impact, and monitor the needed changes

for quality improvement.

 Develop a value proposition for change management that incorporates

quality- and risk-management concepts.

 Create an executive summary of a risk-management issue that describes an

organization’s compliance with a regulatory requirement.

o Competency 4: Analyze applicable legal and ethical institution-based values as

they relate to quality assessment.

 Integrate legal and ethical principles and also organizational mission,

vision, and values into the decision-making process.

o Competency 5: Communicate in a manner that is scholarly, professional, and

consistent with expectations for professionals in health care administration.

 Write clearly and concisely, with well-organized communication that is

supported by relevant evidence.

 Use correct grammar, punctuation, and mechanics as expected of a graduate

learner.

Context

It is an exciting time in health care as all of us experience the implementation of the

Patient Protection and Affordable Care Act of 2010. The change will likely affect your

current or future health care job. Leaders in our industry are rethinking how business is to

be conducted.

Assessment 1-6 executive_summary_table.docx

Executive Summary Table

Action Step

Relevant Data

Resource Information

1. Issue.

2. Regulatory Requirements.

*Cite sources.

3. Risk Management Implications.

4. Environmental Assessment.

* Cite tools used for analysis.

5. Resources to Address Issue.

MHA-FP5014 Assessment 1-6 Context

6. Philosophy or Culture Statement.

*Cite source: some possibilities are IOM concepts, joint commission, MAGNET, Baldrige criteria, mission statement, or others.

7. Measurement and Monitoring.

*Cite sources.

8. Organizational Improvement.

*Cite sources.

9. Ethics Considerations.

*Cite sources. One option is ACHE code of ethics.

1

1

E

xecutive

S

ummary

Table

Action Step

Relevant Data

Resource Information

1. Issue

.

2. Regulatory Requirements

.

*Cite source

s.

3. Risk Management

Implications

.

4.

Environmental Assessment

.

* Cite tool

s

used for analysis

.

5. Resources to Address

Issue

.

6. Philosophy

or

Culture

Statement

.

*Cite source:

some

possibilities are

IOM

concepts

, j

oint

c

ommission

,

MAGNET

,

Baldrige

c

riteria

,

m

ission statement

, or ot

hers.

7. Measurement

and

Monitoring

.

*Cite

s

ource

s.

8. Organizational

Improvement

.

*Cite

s

ource

s.

9. Ethics Considerations

.

*Cite

s

ource

s. One option is

ACHE code of ethics

.

1

Executive Summary Table

Action Step Relevant Data Resource Information

1. Issue.

2. Regulatory Requirements.

*Cite sources.

3. Risk Management

Implications MHA-FP5014 Assessment 1-6 Context.

4. Environmental Assessment.

* Cite tools used for analysis.

5. Resources to Address

Issue.

6. Philosophy or Culture

Statement.

*Cite source: some

possibilities are IOM

concepts, joint commission,

MAGNET, Baldrige criteria,

mission statement, or others.

7. Measurement and

Monitoring.

*Cite sources.

8. Organizational

Improvement.

*Cite sources.

9. Ethics Considerations.

*Cite sources. One option is

ACHE code of ethics.

Assessment 1-6 TerminologyDragDrop Transcript.pdf

TERMINOLOGY DRAG AND DROP

ACO

Creates risk sharing between CMS and approved providers.

Source: Department of Health and Human Services, 2011

HACs

The result of the Deficit Reduction Act of 2005 which focuses upon preventable conditions.

Source: Youngberg, 2011, p. 20

Never Events

A costly or commonly preventable occurrence as identified by Medicare

Source: Youngberg, 2011, p.79

Benchmarking

The process of collecting and analyzing data to identify trends in performance and, when compared with

other collectors of the same data, identifying best performers.

Source: Youngberg, 2011, p. 24

CBA

Evaluation of the total anticipated cost of a project compared to the total expected benefits in order to

determine whether the proposed implementation is worthwhile.

Source: Plowman, 2009

Risk Financing

Any number of programs implemented to pay for the costs associated with property and casualty claims

and associated expenses, including insurance, self-insurance, and captive insurance companies.

Source: Carroll, 2009, p. 613

Baldridge

The founder of this organization is associated with quality promotion.

Risk Management

The process of making and carrying out decisions that will help prevent adverse consequences and

minimize the negative effects of accidental losses on an organization.

Source: Carroll, 2009, p. 613

Patient Safety

Freedom from accidental injury… involves the establishment of operational systems and processes that

minimize the likelihood of errors and maximize the likelihood of intercepting them when they occur.

Source: Carroll, 2009, p. 607

IPPS

A payment system enacted by Medicare.

HAC

A condition or complication which is acquired while in an inpatient setting; one which was not present on

admission.

CoP

Requirements that hospitals must meet to participate in the Medicare and Medicaid programs; they are

intended to protect patient health and safety and to ensure that high quality care is provided to all

patients.

Source: Carroll, 2009, p. 577

NQF

Based in Washington, D.C., this nonprofit organization was, “Established in 1999 to improve the quality of

American health care by setting national standards.

Source: Youngberg, 2011, p. 65

REFERENCES

CREDITS Interactive Design:

Instructional Designer:

Project Manager:

Carroll, R. (2009) Risk management handbook for healthcare organizations. Jossey Bass: San Francisco, CA.

Dept. of Health and Human Services (2011). Transforming Healthcare: Appendix B: HHS Performance Measures./li>

Plowman, N. (2009). Writing a Cost Benefit Analysis.

Sillick, T. J., & Schutte, N. S. (2006). Emotional intelligence and self-esteem mediate between perceived early parental love and adult happiness. E-Journal of Applied Psychology, 2(2), pp. 38-48.

Youngberg, Barbara. (2011) Principles of Risk Management and Patient Safety. Jones and Bartlett: Sudbury, MA.

Tara Schiller

Robin Rozanski

Kristin Staab

©1998-2017 HealthWyse LLC 2 of 3 Transcript

L icensed under a Crea t ive Commons Att r ibut ion 3 .0 L icense .

©1998-2017 HealthWyse LLC 3 of 3 Transcript

Assessment_5-6_context.pdf

Assessment 5 Context

1 MHA-FP5014 Assessment 5 Context

Change Leadership: Risk Management and Patient Safety Transforming from reactive to proactive mode requires health care executives to understand the competencies central to high-reliability organizational leadership. Youngberg (2011) outlines the relevant leadership competencies as:

• The ability to reinforce the systems and structure to promote safety based on evidence drawn from the science of safety. MHA-FP5014 Assessment 1-6 Context.

• The ability to create a culture that develops and supports those who provide care and services to allow for greater capacity for teamwork, risk awareness, risk mitigation, and resiliency.

• The ability to focus and align resources to create and promote advancements in safety. • The commitment to assure that evidence-based, patient-centered, and system-centered

work is done. • The promise to all concerned that honest, ethical dialogue with patients is necessary

when breaches in safety occur. (p. 296)

Additionally, health care executives must understand the characteristics of high-reliability organizations and the associated risk management responsibilities. These characteristics include trust and transparency, reporting, flexibility in hierarchy, justice and accountability, engagement, and dedication to organizational learning (Youngberg, 2011).

Themes for Success in Leadership • Shared sense of purpose. • Authenticity. • A hands-on approach. • Data-driven, accountable, high standards. • Focus on results. • Clarity of expectations. • A collaborative culture. • Respect. • Limited hierarchy. • Open communication. • Teamwork (Youngberg, 2011).

The National Patient Safety Goals and Strategic Direction The National Patient Safety Goals and Strategic Direction outlined by the National Quality Forum (n.d.), CMS requirements (HHS, n.d.), and the Joint Commission (2017) standards make it clear that effective leaders must be transformational. The National Center for Healthcare Leadership (NCHL) Competencies for Healthcare Executives includes three domains:

• Quality. Risk Management, and Regulatory Compliance. It is appropriate to reflect upon how quality, risk, and regulatory compliance are affected, given the strategic direction from CMS and the NCHL competencies requisite for transformational leadership (HHS, n.d.; NCHL, n.d.).

Assessment 5 Context

2 MHA-FP5014 Assessment 5 Context

Personal Reflection You may wish to reflect upon your own leadership development plans, and assess high- impact competencies for implementation of the content and context of this course. It may be interesting to compare your ratings from before you began this course to your assessment of NCHL competencies, now that you have entered the final phase of the course. If you were to construct a balanced scorecard for your organization, which areas would your position effect? Take a step outside the mechanics of data analysis, strategic direction, and industry and consider your role as a future health care leader.

Ethical Leadership Implicit within the NHCL competencies is the value of ethical leadership. The American College for Healthcare Executives’ code of ethics serves as a reminder that our actions should be patient- and community-focused (ACHE, n.d.). As a health care leader, you will be expected to own the vision and mission, support the strategic direction, and remain flexible while upholding your role as fiduciaries.

Professional Communication Another aspect of leading within this dynamic industry is the need to practice professional communications. What are the most appropriate forms of communication to support your efforts? E-mail and social media communications are fraught with potential miscommunication and liability issues. It is important to explore issues associated with a professional communication.

References American College of Healthcare Executives. (n.d.). ACHE code of ethics. Retrieved from

http://www.ache.org/ABT_ACHE/code.cfm

National Center for Healthcare Leadership. (n.d.). NCHL Health Leadership Competency Model. Retrieved from http://www.nchl.org/static.asp?path=2852,3238

National Quality Forum. (n.d.). NQF’s mission and vision. Retrieved from http://www.qualityforum.org/About_NQF/Mission_and_Vision.aspx

The Joint Commission. (2017). Facts about the national patient safety goals. Retrieved from http://www.jointcommission.org/facts_about_the_national_patient_safety_goals

U.S. Department of Health & Human Services. (n.d.). Accountable care organizations. Retrieved from http://oig.hhs.gov/compliance/accountable-care-organizations/index.asp

Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones and Bartlett.

http://www.ache.org/ABT_ACHE/code.cfm

http://www.nchl.org/static.asp?path=2852%2C3238

http://www.qualityforum.org/About_NQF/Mission_and_Vision.aspx

http://www.jointcommission.org/facts_about_the_national_patient_safety_goals

http://oig.hhs.gov/compliance/accountable-care-organizations/index.asp

Change Leadership: Risk Management and Patient Safety

Themes for Success in Leadership

The National Patient Safety Goals and Strategic Direction

Personal Reflection

Ethical Leadership

Professional Communication

MHA-FP5014 Assessment 1-6 Context

Overview Assessment 5-6.docx

· Overview

Generate recommendations for process improvement and organizational fitness for a selected organization in the form of a 6– 8-page proposal that is targeted for its management team.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in a sequence.

Health care leaders function within a complex, high-risk environment where errors can lead to injury and death. The goal of any health care leader is to assess and manage risk, while concurrently promoting a culture of patient safety.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 1: Conduct an environmental assessment to identify quality- and risk-management priorities for a health care organization.

· Analyze existing organizational structures, mission, and vision.

· Competency 3: Analyze the process and outcomes of a care quality- or risk-management issue.

· Provide macro-level discussion on finances, internal processes, learning and growth, and also customer satisfaction.

· Competency 4: Analyze applicable legal and ethical institution-based values as they relate to quality assessment.

· Convey the organization’s values through an ethical, organizational, and directional strategy to impact the needed changes for quality improvement.

· Recommend evidence-based and best practices for monitoring and improving discussion.

· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration.

· Communicate information and ideas accurately, including reference citations and correct grammar.

Context

Patient safety is the cornerstone of high-quality care.

Youngberg (2011) addresses the need for leaders to create a systemic mindfulness of patient safety within the high-risk health care delivery environment. Further, the author discusses high-reliability organizations, which attain next to zero error rates, despite a great propensity for error or catastrophic events.

Read further in the 
Assessment 5 Context [PDF]
 (Attached) document, which contains important information on the following topics related to change leadership, risk management, and patient safety:

· Themes for Success in Leadership. MHA-FP5014 Assessment 1-6 Context.

· The National Patient Safety Goals and Strategic Direction.

· Personal Reflection.

· Ethical Leadership.

· Professional Communication.

Reference

Youngberg, B. J. (2011). 
Principles of risk management and patient safety.
 Sudbury, MA: Jones and Bartlett.

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as a part of your assessment.

· How does a health care leader establish a culture of patient safety?

· How are risks to patient safety assessed and managed in your current or future work setting?

· What are the other types of risks that are assessed and managed?

· What are the important factors that need to be monitored in your selected work setting?

· How can you contribute to risk management and patient safety within your job?

Imagine that you are the new CEO of your organization, and are charged with transforming the previous status quo to an efficient, high-performing accountable care organization.

· Which tools would you put to work in your new position?

· What types of individuals would be needed for your executive leadership team?

· What competencies might be important to the team members?

· What processes, structural models, or frameworks from this course might help you as a transformational leader?

Resources

Required Resources

Balanced Scorecard

The following resources are required to complete this assessment.

This article introduces the concept of a balanced scored to motivate and measure a business unit performance.

· Kaplan, R. S., & Norton, D. P. (1996). 
Linking the balanced scorecard to strategy.
 
California Management Review, 39
(1), 53–79.

The following reading is available full-text in the Capella University Library. Search for each article by clicking the linked title and following the instructions in the Library Guide. This article explores measure that drives performance using a balanced scorecard.

· Kaplan, R. S., & Norton, D. P. (1992). 
The balanced scorecard: Measures that drive performance.
 
Harvard Business Review, 70
(1), 71–79.

Suggested Resources

Balanced Scorecard

· Balanced Scorecard Institute. (n.d.). 
Balanced scorecard basics.
 Retrieved from http://www.balancedscorecard.org/BSCResources/AbouttheBalancedScorecard/tabid/55/Default.aspx

· Behrouzi, F., Shaharoun, A. M., & Ma’aram, A. (2014). 
Applications of the balanced scorecard for strategic management and performance measurement in the health sector.
 
Australian Health Review, 38
(2), 208–217.

· Ippolito, A., & Zoccoli, P. (2013). 
Theoretical contribution to develop the classical balanced scorecard to health care needs.
 
International Journal of Healthcare Management, 6
(1), 37–44.

· Koumpouros, Y. (2013). 
Balanced scorecard: Application in the General Panarcadian Hospital of Tripolis, Greece.
 
International Journal of Health Care Quality Assurance, 26
(4), 286–307.

· Meena, K., & Thakkar, J. (2014). 
Development of balanced scorecard for healthcare using interpretive structural modeling and analytic network process.
 
Journal of Advances in Management Research, 11
(3), 232–256.

Quality Improvement Best Practices

· El-Jardali, F., & Fadlallah, R. (2017). 
A review of national policies and strategies to improve quality of health care and patient safety: a case study from Lebanon and Jordan.
 
BMC Health Services Research, 17.
??

· American College of Healthcare Executives. (n.d.). 
ACHE code of ethics.
 Retrieved from http://www.ache.org

· Chavan, M. (2009). 
The balanced scorecard: A new challenge.
 
The Journal of Management Development, 28
(5), 393–406.

This article chronicles the evolution of BSC performance management framework.

· Norton, D. P. (2008). 
Strategy execution needs a system.
 Retrieved from https://hbr.org/2008/08/strategy-execution-needs-a-sys

NBC Archives on Demand

·  Click Study Finds Risks Due to Long Hours by Medical Residents to view a video from NBC Learn.

Study Finds Risks Due to Long Hours by Medical ResidentsBegin Activity icon

Additional Resources for Further Exploration

You may use the following optional resources to further explore topics related to competencies.

· Youngberg, B. J. (2011). 
Principles of risk management and patient safety.
 Sudbury, MA: Jones and Bartlett. 
Available from the 
bookstore
 
.

· Chapter 22, “Creating Systemic Mindfulness: Anticipating, Assessing, and Reducing Risks of Health Care,” pages 293–304.

· Chapter 23, “Risk Management in Selected High-Risk Hospital Departments,” pages 305–343.

· Chapter 24, “Improving Risk Manager Performance and Promoting Patient Safety with High-Reliability Principles,” pages 343–350.

· Chapter 25, “The Benefits of Using Simulation in Patient Safety,” pages 351–374.

· Chapter 26, “Creating a Mindfulness of Patient Safety Among Physicians Through Education,” pages 375–396.

· Chapter 28, “Improving Literacy to Advance Patient Safety,” pages 407–422.

· Chapter 30, “Managing the Failures of Communication in Health Care Settings,” pages 431–442.

· Chapter 32, “The Risks and Benefits of Using E-mail to Facilitate Communication Between Providers and Patients,” pages 445–462. MHA-FP5014 Assessment 1-6 Context.

· Chapter 33, “Risk Management for Research,” pages 463–476.

Risk-Management Professional Organizations

· 
The Risk Management Association.
 (n.d.). Retrieved from https://www.rmahq.org/Default.aspx

· American Hospital Association. (n.d.). 
American Society for Health Care Risk Management.
 Retrieved from http://www.ashrm.org/

·

· Assessment Instructions

Note: You should complete this assessment last.

Preparation

The goal of this assessment is to generate recommendations, in the form of a proposal for process improvement and organizational fitness. Make your recommendations for the organization you selected in Assessment 4 for the balanced scorecard presentation. Apply the concepts of balanced scorecards to create your recommendations.

Instructions

In your proposal, use specific language and include evidence-based concepts from peer-reviewed literature, including a minimum of four outside peer-reviewed sources. Communicate information and ideas clearly, accurately, and concisely, including reference citations and using correct grammar. Include the following in your proposal:

· Describe the selected organization, including its vision and mission.

· Analyze the company using any adaptation of the Kaplan and Norton balanced scorecard framework that fits your selected organization. Refer to the materials in the Resources.

· Communicate vision, strategy, objectives, measures, targets, and initiatives for each of the following four elements through a macro-level discussion:

· Financial performance measures.

· Internal business processes.

· Learning and growth.

· Customer satisfaction.

· Convey the organization’s values through an ethical, organizational, and directional strategy.

· Recommend evidence-based and best practices for monitoring and improving discussions.

· Generate one recommendation for each of the following:

· Process improvements.

· Quality improvements.

· Organizational efficiency.

· Learning implementation.

· Implementation and evaluation.

Additional Requirements

· Written communication: Written communication should be free from errors that detract from the overall message.

· APA formatting: Resources and citations should be formatted according to APA style and formatting guidelines. Use APA format for all of the following: MHA-FP5014 Assessment 1-6 Context.

· Cover page.

· Abstract.

· Table of contents, including a list of figures and tables.

· Headings and subheadings.

· Reference list.

· Number of resources: A minimum of 6 resources. The following Norton and Kaplan articles will serve as two resources.

· The Balanced Scorecard: Measures that Drive Performance.

· Linking the Balanced Scorecard to Strategy.

· Length of paper: 6–8 typed double-spaced pages.

· Font and font size: Arial, 10-point.

·

Overview

Generate recommendations for process improvement and organizational fitness for a

selected organization in the form of a 6

–

8

–

page proposal that is targeted for its

management team.

Note

: The assessments in this course build upon each other, so you are strongly

encouraged to complete them in a sequence.

Health care leaders function within a complex, high

–

risk environment where errors can

lead to injury and death. The goal of any health care leader is to assess and manage risk,

while concurrently promoting a culture of patient safety.

By

successfully completing this assessment, you will demonstrate your proficiency in the

following course competencies and assessment criteria:

o

Competency 1:

Conduct an environmental assessment to identify quality

–

and risk

–

management priorities for a health

care organization.

§

Analyze existing organizational structures, mission, and vision.

o

Competency 3:

Analyze the process and outcomes of

a care quality

–

or risk

–

management issue.

§

Provide macro

–

level discussion on finances, internal processes, learning

and g

rowth, and also customer satisfaction.

o

Competency 4:

Analyze applicable legal and ethical institution

–

based values as

they relate to quality assessment.

§

Convey the organization’s values through an ethical, organizational, and

directional strategy to impac

t the needed changes for quality improvement.

§

Recommend evidence

–

based and best practices for monitoring and

improving discussion.

o

Competency 5:

Communicate in a manner that is scholarly, professional, and

consistent with expectations for professionals in

health care administration.

§

Communicate information and ideas accurately, including reference

citations and correct grammar. MHA-FP5014 Assessment 1-6 Context.

Context

Patient safety is the cornerstone of high

–

quality care.

Youngberg (2011) addresses the need for leaders to create a systemic mindfulness of

patient safety within the high

–

risk health care delivery environm

ent. Further, the author

discusses high

–

reliability organizations, which attain next to zero error rates, despite a

great propensity for error or catastrophic events.

Read further in the

Assessment 5 Context

[PDF]

(

Attached

)

document, which contains

important information on the following topics related to chan

ge leadership, risk

management, and patient safety:

 Overview

Generate recommendations for process improvement and organizational fitness for a

selected organization in the form of a 6– 8-page proposal that is targeted for its

management team.

Note: The assessments in this course build upon each other, so you are strongly

encouraged to complete them in a sequence.

Health care leaders function within a complex, high-risk environment where errors can

lead to injury and death. The goal of any health care leader is to assess and manage risk,

while concurrently promoting a culture of patient safety.

By successfully completing this assessment, you will demonstrate your proficiency in the

following course competencies and assessment criteria:

o Competency 1: Conduct an environmental assessment to identify quality- and risk-

management priorities for a health care organization.

 Analyze existing organizational structures, mission, and vision.

o Competency 3: Analyze the process and outcomes of a care quality- or risk-

management issue.

 Provide macro-level discussion on finances, internal processes, learning

and growth, and also customer satisfaction.

o Competency 4: Analyze applicable legal and ethical institution-based values as

they relate to quality assessment.

 Convey the organization’s values through an ethical, organizational, and

directional strategy to impact the needed changes for quality improvement.

 Recommend evidence-based and best practices for monitoring and

improving discussion.

o Competency 5: Communicate in a manner that is scholarly, professional, and

consistent with expectations for professionals in health care administration.

 Communicate information and ideas accurately, including reference

citations and correct grammar.

Context

Patient safety is the cornerstone of high-quality care.

Youngberg (2011) addresses the need for leaders to create a systemic mindfulness of

patient safety within the high-risk health care delivery environment. Further, the author

discusses high-reliability organizations, which attain next to zero error rates, despite a

great propensity for error or catastrophic events.

Read further in the Assessment 5 Context [PDF] (Attached) document, which contains

important information on the following topics related to change leadership, risk

management, and patient safety: MHA-FP5014 Assessment 1-6 Context.

Legal obligations specific to health service organization

Instructions

From the list below, choose one topic and identify two specific legal obligations that a specific health service organization has to its patients and then write a paper discussing all the areas listed in the outline following this subject list.  Include a cover page and a list of references at the end of the paper.  Paper will be double spaced and be approximately 4-5 pages in 12 point New Times Roman font.

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The Genetic Information Nondiscrimination Act (GINA)

Elder abuse Mandatory Reporting

Child abuse Mandatory Reporting

HIV Mandatory Reporting

The False Claims Act- the civil penalties

TB Mandatory Reporting

Proper treatment of environmental hazards.

Medical error-Critical Incident

Legal obligations specific to health service organization

False credentials of health care personnel

Medical Charting violations

Violation of HIPAA – confidentiality

Failure to treat patients in a timely manner

Failure to maintain required Staffing ratios

Patient Choice and treatment consent

Note: Outline:  Must use the underlined headings from the outline below in your paper and the paper must be in narrative form not outline or bullet format. 5% penalty deducted from paper if underlined headings not used in your paper.

 
1. Official Title of the Law or Laws:  

State the official title of the federal and/or state law, the statute and section number.  Must be either a federal statute or state statute and you must cite both if applicable. Thus if there is both a federal and state law that covers your subject picked then you must cite both. Do not assume that there is just a federal and or state law. In most cases there is both a federal and state law. You must use the laws cited in this section throughout the rest of the paper.

Health Care Organization’s Obligations to meet Patients’ Legal Rights:

Describe in detail two specific legal obligations, required by the federal and or state law, that a health care organization owes to its patients.  Include the specific law citation that describes the patient’s rights.  Use in-text citations for all statistical references. Legal obligations specific to health service organization.

Consequences for Non-Compliance
:

First, discuss in general the civil and criminal consequences from either the federal and or state law. List the two legal obligations from the previous section, then discuss two (2) specific consequences from the federal and or state law, one consequence for each legal obligation, for the organizations’ non-compliance. Then for each consequence you must research and discuss one relevant real life case. In other words, you must discuss one (1) consequence for each legal obligation and have one real life researched case for each consequence. See outline below. Cases must be found via the internet or print media or from personal real life experiences.  
In other words, what would happen if the organization neglected to meet its obligations to its patients? Be specific. Provide the specific Federal and or state law citations to back up your claim of the consequences. 
  Provide link to source of information.

1)     
Legal obligation 1

One specific consequence

One real life case

2)     
Legal obligation 2

One specific consequence

One real life case

Health Service Organization Management Actions to meet Legal Obligations for Patients’ Rights:

Describe in detail three (3) specific management actions, within your control as a health care manager that you would institute, to ensure the health care organization complies with its obligations to protect the patients’ rights. Be specific as to each management action you would personally institute and why. No general comments.  These actions may include specific uses of technology, procedures, human resource training, and other management tools Legal obligations specific to health service organization.

Conclusion
:
 Summary of your findings above.

Reference List [APA Format] 

The paper must be:

Late penalties: Paper is due by due date but if there occurs an extraordinary event beyond your control, then you need to contact me as to the reason and then we can discuss a new due date if I agree with your excuse. In every case of an extension you will be penalized 11% [no chance for an A on the paper] for the first day late and an additional -1pt. for each day thereafter, no matter the excuse. There are 100pts in the rubric so if one day late you will lose 11pts.

Be sure and use the underlined headings found in the outline below in your paper. Paper must be in narrative format not outline or bullets.

Include a cover page [not counted as a page] which should have student name and title of your paper [Provide a short name for the legal responsibility the specific health care organization has for one type of patient right in a specific setting ]

At the end of the paper a list of references [not counted as a page]

Be prepared using word-processing software and saved with a .doc, .docx, or .rtf extension. No pdf. Legal obligations specific to health service organization.

Be uploaded to your Assignments Folder by 23:59 p.m. eastern time on the due date.

The paper is to be posted in Assignment #1 drop box.

Must footnote all facts in the paper. For example use sequential numbers starting with “1” and this number should correspond to full citation at the end of the paper. Do not put footnote citations at end of each page but at end of entire paper.

Footnote example below

In the body of the paper example:

(Healthcare Financial Management Association (U.S.), Ernst, & Young, 2000).

At the end of the paper example:

References

Healthcare Financial Management Association (U.S.), Ernst, & Young. (2000). 
Health care system reform: A provider perspective : survey results.
 Westchester, Ill.: Healthcare Financial Management Association.

 

Except where noted, the assignment is written in clear, concise narrative. All sections of Assignment #1 are required.

The grading rubric for this assignment is in the Assignment Folder, or can be opened by clicking on the ‘
Assignment #1 Grading Rubric’
tab in the lower right corner of the screen, if you opened the Assignment in Content. Legal obligations specific to health service organization.

 

 

Hide Rubrics

Rubric Name: Assignment #1 Grading Rubric

Criteria

Provided the proper title, statute and section number of applicable federal and state laws.

Provided the proper title, statute and section number of applicable federal but not the state law or vice versa.

Provided the title but not the proper statute and section number of applicable federal and state laws. Did not provide either the federal or state law

Provided a comprehensive discussion of two specific legal obligations from federal and state law.

Provided a limited discussion of two specific legal obligations, from federal and state law. Legal obligations specific to health service organization

Provided an inadequate discussion of two specific legal obligations or only discussed one legal obligation from federal or state law.

Listed the two specific legal obligations and then fully discussed one specific consequence, from federal and or state law, for each legal obligation and provided details of one real life case for each consequence

Listed the two specific legal obligations but then provided a limited discussion of  one specific consequence, from federal and or state law, for each legal obligation or only provided few details of one real life case for each consequence

Failed to list the two legal obligations and/or  an in adequate discussion of  one specific consequence, from federal and or state law, for each legal obligation and/or  provided few details of one real life case for each consequence

Described in detail three (3) specific management actions, within your control as a health care manager that you would institute, to ensure the health care organization complies with its obligations to protect patients’ rights.

Described in detail only (2) specific management actions, within your control as a health care manager that you would institute, to ensure the health care organization complies with its obligations to protect patients’ rights.

Described in detail only one  (1) or no specific management actions, within your control as a health care manager that you would institute, to ensure the health care organization complies with its obligations to protect patients’ rights. Legal obligations specific to health service organization

Provided a comprehensive summary of findings

Provided a limited  summary of findings

Failed  to adequately summarize findings

Paper is well written and  fully complies with length,  footnoting and referencing requirements

Paper is confusing in parts and or partially  complies with length,  footnoting and/or referencing  requirements

Paper is very confusing overall and/or fails to comply with length,  footnoting requirements and/or referencing requirements

The paper is free of obvious grammatical, typographical errors and follows all the formatting requirements. The sentence structure and diction are clear, effective, and diverse. The tone and style are appropriate for the intended audience

There are noticeable proofreading and/or grammatical errors [nor more than 3], but the errors do not significantly detract from the readability of the paper. Follows some of the other formatting requirements. Sentence structure may be rigid and unvaried. The tone and style are appropriate for the intended audience

There are significant proofreading and/or grammatical errors [4 or more], which detract from the readability of the paper. Other formatting requirements not followed. There are major problems in sentence structure or the tone and style are not appropriate for the intended audience. Legal obligations specific to health service organization

Role of a case manager essay

Summarize the role of a case manager, including the four (4) basic functions. Then discuss at least ten (10) of the most important competencies that a good case manager should demonstrate, including the reasons for (or importance of) these competencies in the role of case management. Please refer to Box 5-3, page 131 in the text for assistance in identifying the ten selected competencies. (5 points for the summary of a case manager; 2 points each for the 10 selected competencies, 25 points total)

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Solution Preview 

Many people with a history of mental illness have a complex array of needs that must be considered. Case management is one of the major types of community aftercare that is used to provide ongoing management of chronic or recurring illness. Active case management is especially important for people who have been repeatedly hospitalised for mental illness Role of a case manager essay. Too often these people experience a ‘revolving door’, a recurring pattern of discharge and re-admission to hospital because they are not adequately supported in the community. The more chronic and disabling the experience of mental illness, the more a case management approach to continuing care is required for people with mental illness, and their families and carers.

There are many different models of case management (Chamberlin & Rapp 1991), but the major approaches are assertive community treatment teams and case workers with individual case loads. In assertive community treatment, services are usually provided by a community team on an ongoing and intensive basis (Bond et al 1990). The effectiveness of the assertive community treatment approach in reducing relapse in terms of hospitalisation has generally been established (eg, Bond et al 1990, Chamberlin & Rapp 1991, Solomon 1992) Role of a case manager essay.

Most case management programs in mental health, however, typically involve a single case manager working with a consumer. The role of the case manager is to undertake assessment, monitoring, planning, advocacy and linking of the consumer with rehabilitation and support services (Intagliata, 1982). Its function is clearly illness management and relapse prevention. Role of a case manager essay.

Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

According to the Center for Disease and Control and Prevention, approximately 1% of children globally suffer from autism (McPartland, Law & Dawson, 2015 p.124). In the United States only, an estimated figure is given of 1 out of almost 70 births in the country. It is marked as the fastest growing developmental disease increasing at a rate of 119% from 2000 to the year 2014 (McPartland, Law & Dawson, 2015 p.124). Autism related services cost the United States up to approximately 260 billion US dollars annually, at the price of about 2 million US dollars per person (McPartland, Law & Dawson, 2015). The prevalence of autism and its inability to be curbed is attributed to the fact that autism is not preventable or curable. This paper explores several aspects of the disease including its management.

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Developmental disorders

These are a group of psychological conditions that manifest people from childhood, causing impairment in selective parts of the body. The ICD-10 commonly refers to them as Specific Disorders of Psychological Development (Lord et.al, 2012 p.306). These disorders include language, learning, speech, motor, neurodevelopment, and autism. Others that can loosely be classified as developmental impairments include schizophrenia and antisocial behavior (Lord et.al, 2012 p.307). These conditions are present from childhood and depending on the stage of diagnosis, and they improve as the toddler develops. Most of them are diagnosed under the age of 9 when those surrounding a child notice defects or certain inabilities in comparison to children of the same age. Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

There is no specific cause of these disorders, apart from existing theories that are used to draw scientific hypotheses. The most significant characteristics in play involve genetic composition and environmental factors that disrupt the normal human development process and create abnormalities. According to research on of the theory states that stress or trauma during the early childhood period can cause developmental disorders.

What causes the autism spectrum disorders

The disease was first described in the mid-20th century by a psychiatrist known as Leo Kanner (McPartland & Dawson, 2015 p.127). He stated that autism was an inborn defect without a definite causative factor, and detected in children from as early as a few weeks after birth to three years of age. Recent research attributes the disease to biology, naming hereditary factors and the pre and peri-natal environments as the greatest influencing factors.

Autism spectrum refers to a variety of conditions that are classified as neurodevelopmental disorders in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). These diseases include Asperger Syndrome, childhood disintegrative disorder, autism, and pervasive development disorder not otherwise specified, abbreviated as PDD-NOS (Lord et.al, 2012 p.308).

Classification of ASD

Previous diagnosis manuals classified Asperger’s Syndrome and Autism as different sub-categories of disorders. However, the latest DSM-V manual includes both as a range of a larger disease depending on its severity (Lauritsen, 2013 p.37). People with both syndromes are categorized under the Autism Spectrum Disorder (ASD). Secondly, the DSM-5 handbook does not emphasize on the aspect of language delay or the exact age when the disease manifests itself (Lauritsen, 2013 p.37). Instead, it is classified as a neurodevelopmental condition whose symptoms occur in the early childhood stage with possible diagnosis at a later date. The DSM- 5 also changed the impairment areas from three to two namely social communication and behavior (Lauritsen, 2013 p.37). Finally, the clinical presentation of the disease currently uses clinical specifiers to describe ASD (Lord et.al, 2012 p.309).

According to scientific study, there are three types of genetic associations of ASD. The first is the familial aggregation of autism common in the siblings of affected ones, and the second category is the genetic combination of other conditions present in the family members of the afflicted children (Lord et.al, 2013 p.4). The third kind of genetic association involves the connection with specific conditions of recognized genetic composition (Yuen et.al, 2015 p.187). Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

How is autism diagnosed

Doctors and physicians diagnose the disease by determining a child’s behavior and growth, and the symptoms are more noticeable from age two (Volkmar, 2014 p.7). For those whose diagnosis is missed by that age, the disease becomes noticeable when parents or educators detect anomalies based on how the children play, socialize, and communicate. Diagnosing adults with ASD is difficult because some of the symptoms usually overlap with those of mental disorders such as ADHD and schizophrenia (Volkmar, 2014 p.9). Autism Spectrum Disorder Essay

Diagnosis in children occurs in two stages namely:

a) General developmental screening

This process occurs during the well-child check-ups stage in growth. Parents are encouraged to visit pediatricians or early childhood health care physicians for checkups. The CDC recommends parents to take their children when they turn 1 or 2 years and maintain regular visits (Schaefer &Mendelsohn, 2013 p.404). Children at high risk are those who portray ASD tendencies, were born premature, and belong to a family of someone affected with ASD (Schaefer &Mendelsohn, 2013 p.404). Guardians are also urged to take their children for screening at an earlier stage if any of the risk factors are mentioned. The toddlers who display growth problems at this stage are referred to the next screening phase. Autism Spectrum Disorder Essay

b) Additional evaluation

In this step, doctors, developmental healthcare physicians, and other health specialties experienced in ADS take part in observing the children. They include a developmental pediatrician, child psychiatrist, psychologist, and a speech pathologist (Schaefer &Mendelsohn, 2013 p.407). The developmental pediatrician has extensive knowledge on child growth, while the psychologist and psychiatrist deal with the brain development aspect. A speech or language pathologist specializes in detecting communication difficulties. The evaluation includes determining the cognitive abilities, language proficiency, and age-appropriate skills for normal daily functioning. In other cases, additional blood and auditory tests will be conducted because ASD has the chance of occurring alongside other learning disorders. Autism Spectrum Disorder Essay

In older children, the disease is diagnosed mostly after they start school. In this setting, the evaluation is conducted by specialists in special education, who refer the children to healthcare professionals. The most prevalent symptom at this stage is socializing and communication difficulties such as body language, facial expressions, and determining the tone of voice (Schaefer &Mendelsohn, 2013). They may also display a difficulty in understanding humor, sarcasm, and figures of speech, and have trouble forming friendships or bonding with their peers Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

In the case of adults, most of them make a personal assessment and visit the appropriate physician for diagnosis or referral for an ADS test. They are evaluated on their social interactions, expression challenges, restricted interests, sensory issues, and repetitive tendencies (Schaefer &Mendelsohn, 2013 p.400). The specialists also assess their growth and development history for accurate diagnosis. In most cases, the physicians also interview close family members or associates. Autism Spectrum Disorder Essay

After the National Survey of Children’s Health (NSCH), Center for Disease Control and Prevention (CDC), and the National Center for Health Statistics (NCHS) published data about the increase in ASD rate in the country; it was essential for the state to determine the reason for this increase (Blumberg et.al, 2013 p.1). A case study was conducted to determine the prevalence of ASD among school going children aged between 6 and 17 in the United States using data collected from the three bodies (Blumberg et.al, 2013 p.1). The results indicated that the primary reason for the increase in ASD cases was due to late diagnosis of children whose condition was previously not recognized (Blumberg et.al, p.1).

 

Week 8 Mood Disorders Essay Assignment Paper

Week 8 Mood Disorders

“School and going out with my friends used to be fun, but not anymore. Mom keeps telling me just to go out and have fun, but I don’t see the point of trying. All my friends are better than I am. I keep having these headaches and just feel worthless. I used to get As and Bs in school, but not anymore. I can’t concentrate at school. I would rather be at home sleeping.” Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

Madison, age 16

Mood disorders can be particularly challenging to address in childhood and adolescence as many parents do not believe it is possible for their child to become depressed or even suicidal. The PMHNP needs to know how to diagnose these conditions and must understand the importance of integrating medication management strategies, with both individual and family therapy to optimize treatment outcomes.

This week, you debate the theory that bipolar depression can or cannot be diagnosed in children and adolescents.

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
section of your Syllabus.

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). 
Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry 
(11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 31, “Child Psychiatry” (pp. 1226–1253)

American Psychiatric Association. (2013). 
Diagnostic and statistical manual of mental disorders
 (5th ed.). Washington, DC: Author.

“Bipolar and Related Disorders”

“Depressive Disorders”

Note:
 You will access this book from the Walden Library databases.

Zeanah, C. H., Chesher, T., & Boris, N. W. (2016). Practice parameter for the assessment and treatment of children and adolescents with reactive attachment disorder and disinhibited social engagement disorder. 
Journal of the American Academy of Child & Adolescent Psychiatry
, 
55
(11), 990–103. Retrieved from http://www.jaacap.com/article/S0890-8567(16)31183-2/pdf

Stahl, S. M. (2014). 
Prescriber’s Guide: Stahl’s Essential Psychopharmacology 
(5th ed.). New York, NY: Cambridge University Press.

 

Note:
All Stahl resources can be accessed through the Walden Library using the link. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear. Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

 

To access information on the following medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

Review the following medications:

Seasonal effective disorder

bupropion

Bipolar depression

Bipolar disorder

amoxapine

aripiprazole

armodafinil

asenapine

bupropion

carbamazepine

fluoxetine

iloperidone

lamotrigine

lithium

lurasidone

modafinil

olanzapine

olanzapine-fluoxetine combination

quetiapine

risperidone

sertindole

valproate (divalproex)

ziprasidone

alprazolam (adjunct)

amoxapine

aripiprazole

asenapine

bupropion

carbamazepine

chlorpromazine

clonazepam (adjunct)

cyamemazine

doxepin

fluoxetine

flupenthixol

fluphenazine

gabapentin (adjunct)

haloperidol

iloperidone

lamotrigine

levetiracetam

lithium

lorazepam (adjunct)

loxapine

lurasidone

molindone

olanzapine

olanzapine-fluoxetine combination

oxcarbazepine

paliperidone

perphenazine

pipothiazine

quetiapine

risperidone

sertindole

thiothixene

topiramate (adjunct)

trifluoperazine

valproate (divalproex)

ziprasidone

zonisamide

zotepine

zuclopenthixol

Bipolar maintenance

Depression

aripiprazole

asenapine

carbamazepine

iloperidone

lamotrigine

lithium

lurasidone

olanzapine

olanzapine-fluoxetine combination

quetiapine

risperidone (injectable)

sertindole

valproate (divalproex)

ziprasidone

agomelatine

amisulpride

amitriptyline

amoxapine

amphetamine (d)

amphetamine (d,l)

aripiprazole (adjunct)

asenapine

atomoxetine

bupropion

buspirone (adjunct)

citalopram

clomipramine

cyamemazine

desipramine

desvenlafaxine

dothiepin

doxepin

duloxetine

escitalopram

fluoxetine

flupenthixol

fluvoxamine

iloperidone

imipramine

isocarboxazid

ketamine

lisdexamfetamine

lithium (adjunct)

l-methylfolate (adjunct)

lofepramine

lurasidone

maprotiline

methylphenidate (d)

methylphenidate (d,l)

mianserin

milnacipran

mirtazapine

moclobemide

modafinil (adjunct)

nefazodone

nortriptyline

olanzapine

paroxetine

phenelzine

protriptyline

quetiapine (adjunct)

reboxetine

selegiline

sertindole

sertraline

sulpiride

tianeptine

tranylcypromine

triiodothyronine

trazodone

trimipramine

venlafaxine

vilazodone

vortioxetine

Note:
 Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.”

Optional Resources Week 8 Mood Disorders

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). 
Rutter’s child and adolescent psychiatry
 (6th ed.). Hoboken, NJ: Wiley Blackwell.

Chapter 62, “Bipolar Disorder in Childhood” (pp. 858–873)

Chapter 63, “Depressive Disorders in Childhood and Adolescence” (pp. 874–892)

Discussion: Pediatric Bipolar Depression Disorder Debate

Some debate in the literature exists specific to whether or not bipolar disorder can be diagnosed in childhood. While some have anecdotally argued that it is not possible for children to develop bipolar disorder (as normal features of childhood confound the diagnosis), other sources argue that pediatric bipolar disorder is a fact Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

In this Discussion, you engage in a debate as to whether pediatric bipolar disorder is possible to diagnose.

Learning Objectives Week 8 Mood Disorders

Students will: Week 8 Mood Disorders

Evaluate diagnosis of pediatric bipolar depression disorder

Analyze consequences to diagnosing/failing to diagnose pediatric bipolar depression disorder

To Prepare for the Discussion: Week 8 Mood Disorders

The instructor will assign you a position for or against the issue of diagnosing pediatric bipolar depression disorder.

Review the Learning Resources concerning the controversy over the diagnosis of pediatric bipolar depression disorder. Week 8 Mood Disorders

Note: 
For this Disc ussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking 
Submit
! Mood Disorders Essay Assignment Papers Writing Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers

By Day 3

Post:

Write “for” or “against” in the subject line of your Discussion post. Mood Disorders Essay Assignment Papers Writing

Based on the position you were assigned, justify whether or not pediatric bipolar depression disorder should be diagnosed.

Support your position with evidence and examples. Week 8 Mood Disorders

By Day 6

Respond to at least two of your colleagues who argued the opposite side as you by countering their argument with evidence. Identify at least two consequences to support your position.  Mood Disorders Essay Assignment Papers Writing

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 8 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion: Week 8 Mood Disorders

Week 8 Discussion

Assignment: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point. Mood Disorders Essay Assignment Papers Writing

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Mood Disorders Essay Assignment Papers Writing

You can access Board Vitals through the link sent to you in email or by following the link below:

By Day 7

Complete the Board Vitals questions. Week 8 Mood Disorders

This week, you debated the theory that bipolar depression can or cannot be diagnosed in children and adolescents.

Next week, you will compare evidence-based treatment plans for adults versus children diagnosed with schizophrenia. You analyze the legal and ethical issues involved with forcing clients with early-onset schizophrenia to take medications for the disorder. You also complete a Decision Tree concerning children with psychotic disorders. Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers

Looking Ahead 1

In Week 9, you will work with our group again to create a new Parent Guide, focusing on feeding, eating, and elimination disorders in childhood.

Looking Ahead 2

You should be working on your cover letter, resume, and portfolio that is due in Week 10.

Week 9 Early-Onset Schizophrenia

“I can’t believe he is speaking to me! I have always liked his music, but now here he is on TV speaking directly to me! When I started following him on social media, he must have seen my profile. I know he loves me. He cannot love that model I saw with him in the picture. She must be the person following me to school. I have not seen her, but I know she is there. She does not want me being with him, but I will be with him. He loves me as much as I love him.”

Kaitlyn, age 17

Early-onset schizophrenia is a rare and severe mental illness in which children interpret reality abnormally. There are a range of problems with cognitive functioning, behavior, and emotions. Perceptions may be distorted and children or their parents may report that they have difficulty distinguishing reality. This is a diagnosis that is difficult to confirm in the early stages.

This week, you compare evidence-based treatment plans for adults versus children diagnosed with schizophrenia. You analyze the legal and ethical issues involved with forcing patients with early-onset schizophrenia to take medications for the disorder. You also complete a Decision Tree concerning children with psychotic disorders. Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers

 

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
section of your Syllabus.

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). 
Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry 
(11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 31, “Child Psychiatry” (pp. 1268–1283)

American Psychiatric Association. (2013). 
Diagnostic and statistical manual of mental disorders
 (5th ed.). Washington, DC: Author.

“Schizophrenia Spectrum and Other Psychotic Disorders”

Note:
 You will access this book from the Walden Library databases.

McClellan, J., & Stock, S. (2013). Practice parameter for the assessment and treatment of children and adolescents with schizophrenia. 
Journal of the American Academy of Child & Adolescent Psychiatry
, 
52
(9), 976–990. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00112-3/pdf

Giles, L. L., & Martini, D. R. (2016). Challenges and promises of pediatric psychopharmacology. 
Academic Pediatrics
,
 16
(6), 508–518. doi:10.1016/j.acap.2016.03.011

Note:
 You will access this article from the Walden Library databases.

Hargrave, T. M., & Arthur, M. E. (2015). Teaching child psychiatric assessment skills: Using pediatric mental health screening tools. 
International Journal of Psychiatry in Medicine
,
 50
(1), 60–72. Retrieved from http://search.proquest.com.ezp.waldenulibrary.org/docview/1702699596?accountid=14872 Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers

Note:
 You will access this article from the Walden Library databases.

Stahl, S. M. (2014). 
Prescriber’s Guide: Stahl’s Essential Psychopharmacology 
(5th ed.). New York, NY: Cambridge University Press.

 

Note:
 All Stahl resources can be accessed through the Walden Library using the link. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear.

Week 9 Early-Onset Schizophrenia

To access information on the following medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

Review the following medications: Week 9 Early-Onset Schizophrenia

Schizoaffective disorder

Schizophrenia

amisulpride

aripiprazole

asenapine

carbamazepine (adjunct)

chlorpromazine

clozapine

cyamemazine

flupenthixol

haloperidol

iloperidone

lamotrigine (adjunct)

l-methylfolate (adjunct)

loxapine

lurasidone

mesoridazine

molindone

olanzapine

paliperidone

perospirone

perphenazine

pipothiazine

quetiapine

risperidone

sertindole

sulpiride

thioridazine

thiothixene

trifluoperazine

valproate (divalproex) (adjunct)

ziprasidone

zotepine

zuclopenthixol

amisulpride

aripiprazole

asenapine

carbamazepine (adjunct)

chlorpromazine

clozapine

cyamemazine

flupenthixol

haloperidol

iloperidone

lamotrigine (adjunct)

l-methylfolate (adjunct)

loxapine

lurasidone

mesoridazine

molindone

olanzapine

paliperidone

perospirone

perphenazine

pipothiazine

quetiapine

risperidone

sertindole

sulpiride

thioridazine

thiothixene

trifluoperazine

valproate (divalproex) (adjunct)

ziprasidone

zotepine

zuclopenthixol

Note:
 Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.” Week 9 Early-Onset Schizophrenia

Required Media

Laureate Education (Producer). (2017b). 
A young girl with strange behaviors 
[Multimedia file]. Baltimore, MD: Author.

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). 
Rutter’s child and adolescent psychiatry
(6th ed.). Hoboken, NJ: Wiley Blackwell. Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers

Chapter 57, “Schizophrenia and Psychosis” (pp. 774–794)

Assignment 1: Early Onset Schizophrenia

Children and adolescents with schizophrenia have more difficulty functioning in academic or work settings, and significant impairment usually persists into adulthood. They may have speech or language disorders and in some cases borderline intellectual functioning. These individuals are more likely to complete suicide attempts or die from other accidental causes. Schizophrenia is characterized by positive and negative symptoms. Positive symptoms include hallucinations, delusions, and behavior disturbance. Negative symptoms include blunted affect and attention, apathy, and lack of motivation and social interest.

In this Assignment, you compare treatment plans for adults diagnosed with schizophrenia with treatment plans for children and adolescents diagnosed with schizophrenia. You also consider the legal and ethical issues involved in medicating children diagnosed with schizophrenia.

Learning Objectives

Students will:

Compare evidence-based treatment plans for adults versus children and adolescents diagnosed with schizophrenia

Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers Analyze legal and ethical issues surrounding the forceful administration of medication to children diagnosed with schizophrenia

Analyze the role of the PMHNP in addressing issues related to the forceful administration of medication to children diagnosed with schizophrenia

To Prepare for this Assignment:

Review the Learning Resources concerning early-onset schizophrenia.

The Assignment (2 pages):

Compare at least two evidence-based treatment plans for adults diagnosed with schizophrenia with evidence-based treatment plans for children and adolescents diagnosed with schizophrenia.

Explain the legal and ethical issues involved with forcing children diagnosed with schizophrenia to take medication for the disorder and how a PMHNP may address those issues.

Note:
 The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

By Day 7

Submit 
your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK9Assgn1+last name+first initial.(extension)” as the name.

Click the 
Week 9 Assignment 1 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 9 Assignment 1 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
button. Find the document you saved as “WK9Assgn1+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
. Week 9 Early-Onset Schizophrenia

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 9 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 9 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 7 Week 9 Early-Onset Schizophrenia

To submit your Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers :

Week 9 Assignment 1

Assignment 2: Practicum: Decision Tree

Childhood psychosis is extremely rare; however, children that present with psychosis must be carefully assessed and evaluated with appropriate interviewing of parent, child, and use of assessment tools.

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with early onset schizophrenia.

Learning Objectives Week 9 Early-Onset Schizophrenia

Students will:

Evaluate clients for treatment of mental health disorders

Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders

The Assignment:

Examine 
Case 3: 
You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.

At each Decision Point, stop to complete the following:

Decision #1: Differential Diagnosis

Which Decision did you select?

Why did you select this Decision? Support your response with evidence and references to the Learning Resources. Week 9 Early-Onset Schizophrenia

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?

Decision #2: Treatment Plan for Psychotherapy

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different? Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

Decision #3: Treatment Plan for Psychopharmacology

Why did you select this Decision? Support your response with evidence and references to the Learning Resources. Week 9 Early-Onset Schizophrenia

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients and their families.

Note:
 Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

By Day 7 of Week 10

Submit your Assignment.

Assignment 3: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

You can access Board Vitals through the link sent to you in email or by following the link below:

By Day 7

Complete the Board Vitals questions.

This week, you compared evidence-based treatment plans for adults with evidence-based treatment plans for children diagnosed with schizophrenia. You analyzed the legal and ethical issues involved with forcing patients with early-onset schizophrenia to take medications for the disorder. You also completed a Decision Tree concerning children with psychotic disorders. Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

Nursing practicum journal entry

Nursing journal entry

My practicum setting is shadowing a faculty member. She is a nursing professor and clinical coordinator at the facility. FOLLOW the Rubric as follows:

Journal Entries

Describe a problem, issue, or situation that you have observed during your Practicum Experience not related to your project (no more than a half page) (10 points)

ORDER A PLAGIARISM-FREE PAPER HERE

Using no fewer than three peer-reviewed sources, analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories, giving special attention to observed events that vary from scholarly literature. (30 points) Nursing journal entry

Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence. (30 points) Nursing practicum journal entry.

Given the various evidence-based approaches that can be used in handling the problem, situation, or issue, formulate a plan for approaching the matter differently. (30 points)

Include references immediately following the content.

Use APA style for your journal entry and references. Nursing journal entry

Note that Faculty may deduct up to 20 points for writing style issues/errors and/or citation- or reference-related APA errors.

Please look below under the week three page break for the format for these journal entries.

Practicum Experience Journal Entries NURS 6600 Nursing journal entry

Week 3 Journal (references should immediately follow the content)

(This journal entry should be 250-300 words not including references)

Issue

Analysis of the Action Nursing journal entry

Alternative Evidence-Based Approach

References Nursing journal entry

The references will immediately follow the journal entry using appropriate APA 6th Ed.

Journal Entry 1 Nursing practicum journal entry.

This week, you complete and submit your first journal entry. Your journal draws from evidence, concepts, and/or theories you have examined in this program, especially those related to your specialization. What have you observed during your Practicum Experience that you would like to analyze through your journal writing?

To prepare: Nursing journal entry

Reflect on your Practicum Experiences in Weeks 1–3.

Think about the evidence, concepts, and/or theories (evidence) learned throughout this program and your specialization.

Analyze a problem, issue, or situation that you have observed during your Practicum Experience.

Using a minimum of three peer-reviewed sources of evidence, consider what you have observed within the context of your specialty using appropriate concepts, principles, and theories. Give special attention to observed events that vary from the scholarly literature.

Determine how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence.

Given the various evidence-based approaches that can be used in handling the observed problem, situation, or issue, think about a plan for approaching the matter differently.

To complete the Time Log and Journal Entry 1:

Confirm all required time log information is entered for Weeks 1–3, as instructed.

In your saved version of the NURS 6600 Practicum Journal document, do the following:

Write a 250- to 300-word journal entry (identified as Journal Entry 1) in which you do the following: Nursing practicum journal entry.

Describe a problem, issue, or situation that you have observed during your Practicum Experience (no more than a half page).

Using no fewer than three peer-reviewed sources of evidence, analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories. Give special attention to observed events that vary from scholarly literature Nursing practicum journal entry.

Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence.

Given the various evidence-based approaches that can be used in handling the problem, situation, or issue, formulate a plan for approaching the matter differently.

Include references immediately following the content.

Use APA style for your journal entry and references. Nursing practicum journal entry.