Tag: Health Medical

Record a slide presentation with audio voiceover, supported by 8-12-slides, for one of the stakeholder groups identified in your Assessment 2 Policy Proposal, which addresses current performance shortfalls, the reasons why new policy and practice guidelines are needed to eliminate those shortfalls, and how the group’s work will benefit from the changes.

Introduction

It is important that health care leaders be able 2to clearly articulate policy positions and recommendations and garner buy-in and support from stakeholder groups for policy and practice changes in their organizations. Unfortunately, effective communication is often lacking. Consequently, it is important for health care leaders, when leading change, to ensure that clear and open communication is ongoing and informative.

An important aspect of change leadership is the ability to address diverse groups of stakeholders and create buy-in and support for your ideas and proposals for change. This assessment provides you with an opportunity to demonstrate and hone these skills.

Record a slide presentation, with audio voiceover, for one of the stakeholder groups you identified in your Assessment 2 Policy Proposal. Inform the group of current performance shortfalls, introduce the proposed policy, explain why the policy is needed, and present policy-driven practice guidelines to resolve the performance issue. You must also obtain buy-in from the group by explaining the positive effects of the policy and practice guidelines on their work.

Note: Remember that you can submit all, or a portion of, your draft presentation to Smarthinking for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Requirements

The presentation requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for presentation format and length and for supporting evidence.

• Summarize your proposed organizational policy and practice guidelines.
  • Identify applicable local, state, or federal health care policy or law that prescribes relevant performance benchmarks that your policy proposal addresses.
  • Keep your audience in mind when creating this summary.
• Interpret, for stakeholders, the relevant benchmark metrics that illustrate the need for the proposed policy and practice guidelines.
  • Make sure this is a brief review of the evaluation you completed in your Assessment 1 Dashboard Benchmark Evaluation.
  • Make sure you are interpreting the dashboard metrics in a way that is understandable and meaningful to the stakeholders to whom you are presenting.
• Explain how your proposed policy and practice guidelines will affect how the stakeholder group does its work.
  • How might your proposal alter certain tasks or how the stakeholder group performs them?
  • How might your proposal affect the stakeholder group’s workload?
  • How might your proposal alter the responsibilities of the stakeholder group?
  • How might your proposal improve working conditions for the stakeholder group?
• Explain how your proposed policy and practice guidelines will improve quality and outcomes for the stakeholder group.
  • How are your proposed changes going to improve the quality of the stakeholder group’s work?
  • How will these improvements enable the stakeholder group to be more successful?
  • What evidence supports your conclusions or presents alternative perspectives?
• Present strategies for collaborating with the stakeholder group to implement your proposed policy and practice guidelines.
  • What role will the stakeholder group play in implementing your proposal?
  • Why is the stakeholder group and their collaboration important for successful implementation?
• Deliver a persuasive, coherent, and effective audiovisual presentation.
  • Address the anticipated needs and concerns of your audience.
  • Stay focused on key policy provisions and the impact of practice guidelines on the group.
  • Adhere to presentation best practices.
  • Proofread your presentation slides to minimize errors that could distract the audience and make it more difficult for them to focus on the substance of your proposed policy and practice guidelines.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

• Assessment 3 Example [PDF].

Presentation Format and Length

You may use Microsoft PowerPoint or other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

If using PowerPoint to create your presentation slides, you may use the following presentation as a template.

• SoNHS Professional Presentation Guidelines [PPTX].

Be sure your slide deck includes the following slides:

• Title slide.
  • Presentation title.
  • Your name.
  • Date.
  • Course number and title.
• References (at the end of your presentation). Apply current APA formatting to all citations and references.

Your slide deck should consist of 8–12 slides, not including a title and references slide.

Note: If you have technical difficulties in recording your audio, you may, in place of the audio, provide a complete script of what you intended to say in the notes section of each slide. 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.

Supporting Evidence

Cite 3–5 sources of scholarly, professional, or policy evidence to support your analysis and recommendations.

Portfolio Prompt: You may choose to save your presentation to your ePortfolio.

Competencies Measured

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

• Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice.
  • Explain how a proposed policy and practice guidelines will affect how a stakeholder group does its work.
• Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.
  • Summarize a proposed organizational policy and practice guidelines.
  • Explain how a proposed policy and practice guidelines will improve quality and outcomes for a stakeholder group.
• Competency 3: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, to inform health care laws and policies for patients, organizations, and populations.
  • Interpret, for stakeholders, the relevant benchmark metrics that illustrate the need for a proposed policy and practice guidelines.
• Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces.
  • Present strategies for collaborating with a stakeholder group to implement a proposed policy and practice guidelines.
  • Deliver a persuasive, coherent, and effective audiovisual presentation.

For this assignment, access and read the “Mock Community Case Study.”

Next, access and complete the “Part 1: Developing a Community Prevention Program Assignment” worksheet.

Imagine a Christian coworker asked you how to put together a community program design for youth dealing with your selected social issue. Describe for her the order and process of developing a successful program for this social issue. GCU believes that the redemptive power of Christ restores more than the individual but also communities. Explain how your Christian coworker can apply this philosopy when planning her youth program.

My practicum site offers consultant services to a variety of clients across the state and nationwide, to improve the delivery of medical and health services by designing, implementing, and optimizing health systems. Although Hess III Consulting does not provide medical or health services directly to the communities and population, they develop collaborative efforts with healthcare vendors, government payors, managed care organizations, medical providers, philanthropies, and venture capitalists, among others, to improve the health outcomes of the population they serve and ensure they provide effective, equitable, and quality health care accessible for everyone to meet the needs of the communities and individuals, not only their medical and health but also to address other determinants affect health outcomes and health behaviors (Hess II Consulting, 2021).

The consulting firm has adopted the U.S. Department of Health and Human Services, Office of Minority Health’s Culturally and Linguistically Appropriate Services (CLAS) standards and operationalize them to develop and implement an institutionalized health equity approach that addresses the underlying causes of disparities and determinants that affect diverse communities. The consultants also apply their skills in Strategic Communications to provide cultural competency training and executive coaching to their clients, thus they can engage more effectively with patients and their families, understand their needs and develop strategies to meet them (Hess II Consulting, 2021).

To improve the organizational cultural and linguistic competence I would recommend diversifying the consultant team, by hiring experts that represent different sectors or ethnic groups of the population. Since our population comprises White, Hispanic, Native American, Asian, African American, Indian, Filipino, Middle Eastern, etc., and more often than not some of these subgroups are misrepresented in healthcare settings, it would be beneficial to develop organizational policies and procedures that facilitate working in cross-cultural situations.

References

Hess III Consulting. (2021). Our Clients. https://hess3.com/our-clients/

Hess III Consulting. (2021). Cultural Competency. https://hess3.com/cultural-competency/

Respond to the bold paragraph ABOVE by using one of the option below… in APA format with At least two references and a minimum of 200 words….. .(The List of References should not be older than 2016 and should not be included in the word count.) Include at least one scholarly reference and appropriate in-text citations and Address all points on the DQ. One point will be deducted for not addressing each item mentioned above. Remember that presenting someone else’s work as your own is plagiarism. 

• Ask a probing question.
• Share an insight from having read your colleague’s posting.
• Offer and support an opinion.
• Validate an idea with your own experience.
• Make a suggestion.
• Expand on your colleague’s posting.

Be sure to support your postings and responses with specific references to the Learning Resources.

It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of ethics and the readings for this class

To get maximum points you need to follow the requirements listed for this assignments 1) look at the word/page limits 2) review and follow APA rules 3) create subheadings to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors.

REMEMBER IN APA FORMAT JOURNAL TITLES AND VOLUME NUMBERS ARE ITALICIZED.

References

American Psychological Association. Publication Manual of the American Psychological Association (7th Ed.). Washington, DC: Author.

Cultural and Linguistic Competence

    To ensure that all diverse needs are met, health insurances, health care providers, and additional organizations should have different ideas that will reach all cultures, respect diversity, become accustomed to diversity and cultural contexts of individuals and their communities, and educate themselves on cultural knowledge (Butler et al., 2016). Being culturally responsive helps improve individual engagement and provides a level of cultural awareness that helps understand how much culture plays in interactive health services. Moreover, when individuals, as well as organizations, are culturally aware, this improves supportability by highlighting the importance of diversity, flexibility, and responsiveness in addressing existing and needs that are ever-changing of clients, communities, and the healthcare environment (Butler et al., 2016).

How does your practicum site, through collaborative efforts, respond to the diverse needs of communities?

    Connect for Health (C4H) in Rhode Island is my practicum site. (C4H) is a social needs support navigation program that collaborates with many agencies to respond to the diverse needs of the communities. One example that sticks out to me is how (C4H) provides a list of translators/interpreter services for their non-speaking English clients to ensure that assistance is available in many languages to deliver health care to all patients (“Lifespan interpreter services,” n.d.). These interpreters work closely with health care providers and are well proficient in medical terminology. In addition, these interpreters are free of charge and can be used as many times as needed.

What recommendations would you make to improve their organizational cultural and linguistic competence?

    Connect for Health (C4H) is continuously improving its processes to better help its clients. When advocates are assigned to clients who do not speak their language, they tend to get frustrated and do not want to wait for an interpreter at times. One recommendation to improve (C4H) cultural and linguistic competence would be to monitor and evaluate their process when assigning advocates to clients. To be more proactive, and help overcome language barriers, (C4H) should interview or take surveys on their advocates and assign them according to the clients they can communicate with as this will avoid miscommunication and unnecessary time loss.

References

Butler, M., McCreedy, E., Schwer, N., Burgess, D., Call, K., Przedworski, J., … & Kane, R. L. (2016). Improving cultural competence to reduce health disparities.

Lifespan interpreter services. (n.d.). Lifespan. https://www.lifespan.org/patients-visitors/lifespa…

Read the case below and prepare the corrective plan as indicated.

Your hospital is a public, 500-bed hospital located in a southern U.S. city. Because of its location within the city, the hospital provides a high percentage of uncompensated care to patients unable to pay for the services. Your hospital also has a strong medical residency program and research conducted in conjunction with the medical school. You are the director over several nursing units, one of them the 60-bed Medical/Surgical Unit.

This case involves you, LPN “Sally,” and unit manager/RN “Teri.”

“Sally” is an LPN and has been working on a nursing unit of your hospital for 24 months. Before that, Sally worked as an LPN in a nursing home owned by Sally’s brother. Since Sally was hired, Sally’s performance evaluations have been low to average. Since being hired, Sally has received three performance evaluations and a 2% cost-of-living raise that was given to all employees—this was not a merit-based raise associated with employee performance.

Because of Sally’s mediocre performance, she did not receive a merit raise that was awarded to some of the higher-performing employees on her unit. She has not been able to keep up with the patient load, charting, and work assignments that come with working on this unit and using the new electronic medical record system the hospital recently purchased. Sally appears disorganized and unable to quickly assess patients. Sally also spends longer than necessary interacting with the patients and their families. She falls behind every shift despite trying to work past the end of the assigned shift. Because of the budget, she has been told that no one can work any unapproved overtime.

As a result, Sally has been caught on four occasions clocking out at the end of her assigned shift and then returning to the unit to complete her work. While Sally has never been written up for working off the clock, she has been told twice by the charge nurse that she cannot work off the clock. Sally has been observed frequently consulting the training manual for the new software, although none of her coworkers are having any difficulty learning the new system.

As a matter of information, you have been in your role for 12 months and you’ve learned that Sally’s previous director seemed more willing to accept her work and overlook some of her performance deficiencies. “Teri,” who is Sally’s unit manager (there are four unit managers who report to you for the Medical/Surgical Unit), is also new to the unit and appears to have more stringent standards than Teri’s predecessor.

Both you and Teri have received robust training from HR on how to develop performance improvement plans. Your task now is to create an effective performance improvement plan that addresses the issues you’ve observed in Sally’s performance. As you were trained, the plan must include at least:

• Performance observed
• Performance expected
• Description of the gap between observed and expected
• Specific steps to correct deficiencies
• Timeline for correction
• Consequences for success and consequences for failure to perform

Cultural competency is emphasized in treating American Indian (AI) patients because the mortality rates are more likely to increase in the population since they acquire Type 1 Diabetes and other chronic disorders more often. Modern healthcare requires culturally competent interventions that acknowledge individual needs while connecting the individual to the whole, considering race, culture, and gender. Inter Tribal Council of Arizona (ITCA) surveillance standards across national and local levels to narrow social inequity, establishing culturally competent prevention skills, and accelerating healthcare access for AI patients. AI patients have lower life expectancy than most other ethnic groups. Compared to whites, members from this group are also likely to lack opportunities to pursue higher education, leading to lower quality of life; thus, they are susceptible to developing various deleterious chronic conditions (Nahian, 2021).

    The ITCA utilizes a systems approaches are increasingly being applied in the delivery and management of various aspects of healthcare. A systems perspective considers healthcare organizations as systems comprised of interrelated and interdependent components: client care; ancillary services; professional staff; and financial, informational, physical, and administrative subsystems. Systems thinking focusses attention on how components are connected to each other within a whole entity, how components work together to achieve an intended outcome, and thereby how systems can be changed to produce better outcomes. A systems approach to cultural competency integrates practices throughout the organization’s management and clinical sub-systems, thus requiring an amalgamation of attitudes, practices, policies, and structures to enable healthcare organizations and professionals to work effectively in culturally diverse situations. An organization becomes more culturally competent by adapting these systems and subsystems to the needs of its diverse workforce and client population (McCalman et al., 2017). 

Reference

McCalman, J., Jongen, C., & Bainbridge, R. (2017). Organisational systems’ approaches to improving cultural competence in healthcare: A systematic scoping review of the literature. International Journal for Equity in Health, 16(1). https://doi.org/10.1186/s12939-017-0571-5

Nahian, A. (2021, May 7). Cultural competence in caring for American Indians and Alaska Natives. StatPearls [Internet]. https://www.ncbi.nlm.nih.gov/books/NBK570619/.

Respond to the bold paragraph ABOVE by using one of the option below… in APA format with At least two references and a minimum of 200 words….. .(The List of References should not be older than 2016 and should not be included in the word count.) Include at least one scholarly reference and appropriate in-text citations and Address all points on the DQ. One point will be deducted for not addressing each item mentioned above. Remember that presenting someone else’s work as your own is plagiarism. 

• Ask a probing question.
• Share an insight from having read your colleague’s posting.
• Offer and support an opinion.
• Validate an idea with your own experience.
• Make a suggestion.
• Expand on your colleague’s posting. 

It will be carried out with two students working together. This is a “role play exercise,” in which one student is the student nurse, and the other will role play as a client. In this assignment, the nursing student will be demonstrating the therapeutic nurse-client relationship and analyzing the therapeutic and nontherapeutic techniques used. You will take turns in the roles.

This is not about always having therapeutic responses. It is about learning from practice and review. It is expected that you will think of other ways to respond or interact with the client that may be more therapeutic after the interaction is terminated. After the conversation is over, you will complete in IPR form.

The client roles are:

• Mr. Jones is a 69-year-old retired engineer. He was admitted to the in-patient psychiatric unit the previous day. His daughter had called the police when he locked himself in his bathroom and refused to come out. She thought he was suicidal. He was brought to the hospital by the police and was admitted on involuntary status. He has been reticent since admission but told his daughter he had no reason to live since his wife died.
• Diagnosis: Major Depressive Disorder
• Nursing Diagnosis: Risk for suicide.
• Mrs. Alvarez is a 34-year-old female who has lived in this country for the past 10 yrs. She is a stay at home mom with three small children. Her husband works two jobs to support the family. Lately, she has been extremely anxious and fears that her children will become ill or injured. This seems to be an unrealistic concern, but she has been unable to sleep well and has lost 15 lbs. in the past month. She is a voluntary admission and states she knows she needs help.
• Diagnosis: Generalized Anxiety Disorder
• Nursing Diagnosis: Ineffective coping

IPR Form Explanation

The IPR is completed with the form to guide you, and the rubric to explain the grading process for content.

IPR Form

• The first column is for you, the nursing student’s, comments/ questions, and responses. You may want to include the introduction process. It is understandable if the initial conversation is more superficial to establish rapport. You may not want to include all of this but move on to the more focused interaction. Your nonverbal communication is included here.
• Then, the conversation will move to a focus on the client’s feelings, concerns, issues as he/she has identified them. After the introduction, it may be beneficial to establish with the client a short- term goal for the interaction.
• The second column is for the client’s comments, questions, responses. Also, the nonverbal reactions of the client are included in this column.
• The middle column is for you to write what you are thinking or feeling.
• The last two columns are for you to document the technique that you used in that portion of the conversation. If it is a non – therapeutic response, you are to write the response and think of how you could revise to more therapeutic response. You can change any response if you think of how you could have responded differently but, identify and change all non – therapeutic responses.

Remember, this is an assignment that will assist you in all communication with others.

Explanation of the Rubric Criteria for Interpersonal Process Recording (IPR)

• Communication (20 verbal entries, ten nonverbal, ten techniques)
• Criteria 1 Nursing Interaction (verbal and nonverbal) – Nursing statements and questions demonstrate a positive, caring approach and show insight into the client needs. These interchanges will include the introduction process, but not the more superficial interchanges. Nonverbal communication techniques are also recognized. Thoughts and feelings are identified and documented.
• Criteria 2 – The client verbal statements and questions are documented. Nonverbal communication is also observed and interpreted. You may also identify defense mechanism(s) used by the client.
• Criteria 3 – All communication techniques used are identified (using titles previously reviewed).
• Criteria 4 – All non-therapeutic techniques to be identified and changed to a therapeutic method. If in the review of the interaction, a more appropriate or therapeutic approach (verbal or nonverbal) is identified, document how this response/ statement would be changed

Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.

Save your assignment as a Microsoft Word document. (Mac users, please remember to append the “.docx” extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below:IPR Form Explanation

The IPR is completed with the form to guide you, and the rubric to explain the grading process for content.

IPR Form

• The first column is for you, the nursing student’s, comments/ questions, and responses. You may want to include the introduction process. It is understandable if the initial conversation is more superficial to establish rapport. You may not want to include all of this but move on to the more focused interaction. Your nonverbal communication is included here.
• Then, the conversation will move to a focus on the client’s feelings, concerns, issues as he/she has identified them. After the introduction, it may be beneficial to establish with the client a short- term goal for the interaction.
• The second column is for the client’s comments, questions, responses. Also, the nonverbal reactions of the client are included in this column.
• The middle column is for you to write what you are thinking or feeling.
• The last two columns are for you to document the technique that you used in that portion of the conversation. If it is a non – therapeutic response, you are to write the response and think of how you could revise to more therapeutic response. You can change any response if you think of how you could have responded differently but, identify and change all non – therapeutic responses.

Remember, this is an assignment that will assist you in all communication with others.

Explanation of the Rubric Criteria for Interpersonal Process Recording (IPR)

• Communication (20 verbal entries, ten nonverbal, ten techniques)
• Criteria 1 Nursing Interaction (verbal and nonverbal) – Nursing statements and questions demonstrate a positive, caring approach and show insight into the client needs. These interchanges will include the introduction process, but not the more superficial interchanges. Nonverbal communication techniques are also recognized. Thoughts and feelings are identified and documented.
• Criteria 2 – The client verbal statements and questions are documented. Nonverbal communication is also observed and interpreted. You may also identify defense mechanism(s) used by the client.
• Criteria 3 – All communication techniques used are identified (using titles previously reviewed).
• Criteria 4 – All non-therapeutic techniques to be identified and changed to a therapeutic method. If in the review of the interaction, a more appropriate or therapeutic approach (verbal or nonverbal) is identified, document how this response/ statement would be changed 

TOPIC/PROBLEM: Examine preventative strategies for the prevention of UTIs in the elderly hospitalized patients.

1.Explain the Background of your problem, definition of the variables. Include any pertinent background and history pertaining to your problem or topic of interest and what has led you to believe this problem is of great significance to the nursing profession. The aim of this section is to help the reader understand the concepts and definitions of your topic of study.

2.Include suggestions for improvement/change (Aim) to whatever it is you are researching. For example, If you are proposing policy changes to current urinalysis protocols, how will this policy impact the organization and stakeholders? Patient and/or population expected to benefit directly from improved flow or process. Risk of participation is same as receiving usual care. If risk or burden is higher than with usual care, consider research & IRB