How information technology may be used to address health care issues related to cost

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In response to continually rising health care costs, the Health Information Technology for Economic and Clinical Health (HITECH) provision was created to promote the meaningful use of health care information technology through numerous incentive programs for health care providers. By enhancing data collection, streamlining electronic medical records, and increasing transparency, it is believed that significant cost savings can be realized as well as other positive outcomes. What are some of the tradeoffs involved in this type of policy?

To prepare:

  • Reflect      on the challenges of containing health care costs in the U.S. presented in      the Learning Resources and discussed by Dr. Kominski and Dr. Zelman in the      media.
  • Consider      how information technology may be used to address health care issues      related to cost.
  • Examine      the Health Information Technology for Economic and Clinical Health      (HITECH) provision and its goals. How information technology may be used to address health care issues related to cost

By tomorrow 03/272018 12 pm, write a minimum of 550 words in APA format with at least 3 scholarly references from the list of required readings below. Include the level one headings as numbered below”

Post a cohesive response that addresses the following:

1) Briefly summarize a significant challenge to containing health care costs.

2) How do policy makers envision technology could be utilized to address this challenge (above)? Provide at least one example to support your response.

3) Do you agree or disagree with the policy makers? Describe why you agree or disagree and include one or more insights from this analysis that relate to the question of how information technology could, or could not, help contain costs while supporting health care reform initiatives.

Required Readings

Bodenheimer, T., & Grumbach, K. (2016). Understanding health policy: A clinical approach (7th ed.). New York, NY: McGraw-Hill Medical.

  • Chapter      8, “Painful Versus Painless Cost Control”

         Chapter 8 focuses on the relationship between health care costs and health      outcomes and its importance on the health policy agenda. This chapter also      presents strategies for effectively utilizing resources as opposed to      rationing health care services.

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  • Chapter      9, “Mechanisms for Controlling Costs” How information technology may be used to address health care issues related to cost

         Chapter 9 examines an array of policies aimed at controlling health care      costs and reviews specific financial and reimbursement cost containment      methods to health outcomes.

Buntin, M., Jain, S., & Blumenthal, D. (2010). Health information technology: Laying the infrastructure for national health reform. Health Affairs, 29(6), 1214–1219. doi: 10.1377/hlthaff.2010.0503 

In this article, the authors examine the role of health information technology as a major component in the restructuring of health care. They suggest it will improve quality, reduce costs, and allow for seamless access to data across providers.

Margolius, D., & Bodenheimer, T. (2010). Transforming primary care: From past practice to the practice of the future. Health Affairs, 29(5).

The authors propose a primary care practice of the future in which physicians act as leaders of a team of health care professionals. Reimbursement would shift from a pay-per-service model to a comprehensive model that incorporates both a standardized payment per patient and performance pay based on improved patient health outcomes.

Maxson, E., Jain, S., McKethan, A., Brammer, C., Buntin, M., Cronin, K., … Blumenthal, D. (2010). Beacon communities aim to use health information technology to transform the delivery of care. Health Affairs, 29(9), 1671–1677. doi: 10.1377/hlthaff.2010.0577

Monheit, A., Cantor, J., DeLia, D., & Belloff, D. (2011). How have state policies to expand dependent coverage affected the health insurance status of young adults? Health Services Research, 46(1), 251- 267. 

Young adults (19-29 years of age) are one of the highest uninsured segments of U.S. population. Some states have mandated extended dependent coverage; however, the study presented in this article depicts little effect on uninsured rates. The authors suggest that the PPACA 2010 provision mandating expanded dependent coverage will have better success because more health plans will be involved in the mandate.

Rosenthal, M., Beckman, H., Forrest, D., Huang, E., Landon, B., & Lewis, S. (2010). Will the patient-centered medical home improve efficiency and reduce costs for care? A measurement and research agenda. Medical Care Research & Review, 67(4), 476–484. 

This article discusses the use of Patient-Centered Medical Homes (PCMHs) as a cost containment strategy. The authors maintain that credible research needs to be conducted to evaluate the actual results. How information technology may be used to address health care issues related to cost

Steuerle, C. E., & Bovbjerg, R. R. (2008). Health and budget reform as handmaidens. Health Affairs, 27(3), 633–644.

Wilensky, G. (2010). Health economics. Information Knowledge Systems Management, 8, 179–193.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). Healthcare policy and advocacy: Cost containment. Baltimore: Author. 

In this media presentation, Dr. Gerald Kominski and Dr. Walter Zelman discuss the challenges policy makers face in containing health care expenditures and costs.

Analyzing current practice to formulate researchable problems

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Analyzing current practice to formulate researchable problems

For this discussion, you are asked to review the student learning outcomes for this course and discuss how you met these outcomes. The intention here is to provide you an opportunity to “reflect” on the learning achieved during this term and how you successfully met these learning outcomes. If you do not feel you successfully met the objective, discuss your plans to successfully complete the objective in the future.

Upon completion of this course, the student should be able to:

  1. Critically analyze current practice to formulate researchable problems.
  2. Evaluate research as the basis for decision-making to improve outcomes through translation into evidence-based practice.  Analyzing current practice to formulate researchable problems
  3. Synthesize an understanding of the research process through development of a proposal to address a nursing problem or focus area identified in nursing practice.
  4. Investigate ethical issues related to the conduct of scientific research, including informed consent, data management, data analysis, and protection of human subjects.
  5. Explore national and international initiatives and research priorities.

____________This is a communication part that the professor posted for our information. i will put it here so it might help you for this paper. 

This week you will finalize and submit the research proposal. We also will review the importance of an evidence-based practice for the nurse in an advanced role and examine your success in meeting course objectives. As you reflect on the course objectives and the roots and application of research to practice consider your future role and how these concepts will apply to your practice. Understanding the elements of research will develop your skills in critiquing the research and translating it to clinical practice to improve clinical, educational, policy, and organizational outcomes.

As the last and final step in the research process, sharing the results of your research with your colleagues and the nursing community expands the practice knowledge on the selected topic. The three Ps offer the most common approaches to dissemination: publications, presentations, and posters.

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The reflection question provides the opportunity to evaluate and reflect on the course outcomes.

  1. Critically analyze current practice to formulate researchable problems.
  2. Evaluate research as the basis for decision-making to improve outcomes through translation into evidence-based practice. Analyzing current practice to formulate researchable problems
  3. Synthesize an understanding of the research process through development of a proposal to address a nursing problem or focus area identified in nursing practice.
  4. Investigate ethical issues related to the conduct of scientific research, including informed consent, data management, data analysis, and protection of human subjects.
  5. Explore national and international initiatives and research priorities.

This course has built on your research knowledge and you have learned advanced research concepts to assist in developing an evidence-based practice. In addition, you had the opportunity to develop a novel research proposal specific to your role specialization that includes an intervention appropriate to nursing practice. During this course you learned the systematic process of problem solving and the manner in which nursing research validates and establishes an evidence-based practice. Analyzing current practice to formulate researchable problems

The philosophy of the sponsoring organization and how that will affect the course you are developing

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Personal Class Design Project – Part 1    

Details: Complete this assignment according to the following: 

1.Design a class that you would like to teach someday. The class must be at least 4 hours in length and must be multiple sessions. It can be four sessions of 1 hour each, or two sessions of 2 hours each, depending on your topic and target audience. 

2.Begin by describing the institution that is sponsoring the class (e.g., academic, hospital, or community agency). Include the philosophy of the sponsoring organization and how that will affect the course you are developing. 

3.Explain how you determined a need for this class (needs assessment). 

4.Write a one-paragraph description of the class.

 5.Identify the target audience.  The philosophy of the sponsoring organization and how that will affect the course you are developing

6.Identify the learning resources you will use for the class (textbooks or other resources). 

7.Write the program outcomes for the course and the learner objectives for each class session. Indicate which domains of learning are represented by each learner objective.  

There is no predetermined length criterion for this assignment. It is intended that each student will develop a class that they can use in their selected area of education.

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Apply Rubrics

Personal Class Design Project – Part 1

  1 No Submission 0.00% 2 Unsatisfactory 75.00% 3 Less than Satisfactory 80.00% 4 Satisfactory 88.00% 5 Good 92.00% 6 Excellent 100.00%
70.0 %Content  
15.0 % Describes a class that you would like to teach someday. Class must be at least 4 hours in length – and must be multiple sessions – can be 4 sessions of one hour each or 2 sessions of 2 hours each – depending on your topic and target audience None Barely describes a class that you would like to teach someday according to criteria in column on far left Minimally describes a class that you would like to teach someday according to criteria in column on far left – design is minimally organized Describes a class that you would like to teach someday according to criteria in column on far left Clearly describes a class that you would like to teach someday according to criteria in column on far left Clearly & comprehensively describes a class that you would like to teach someday according to criteria in column on far left  
10.0 % Describe the institution that is sponsoring the class (ie academic, hospital, community agency etc) Include the philosophy of the sponsoring organization and how that will affect the course you are developing. None Barely describes the institution that is sponsoring the class (ie academic, hospital, community agency etc) Barely includes the philosophy of the sponsoring organization and how that will affect the course you are developing. Minimally describes the institution that is sponsoring the class (ie academic, hospital, community agency etc) Minimally includes the philosophy of the sponsoring organization and how that will affect the course you are developing. Describes the institution that is sponsoring the class (ie academic, hospital, community agency etc) Includes the philosophy of the sponsoring organization and how that will affect the course you are developing. Clearly describes the institution that is sponsoring the class (ie academic, hospital, community agency etc) Clearly includes the philosophy of the sponsoring organization and how that will affect the course you are developing. Clearly & comprehensively describes the institution that is sponsoring the class (ie academic, hospital, community agency etc) Clearly & compreheisively includes the philosophy of the sponsoring organization and how that will affect the course you are developing.  
5.0 % Describes how you will determine a need for this class (needs assessment) None Barely describes how you will determine a need for this class (needs assessment) Minimally describes how you will determine a need for this class (needs assessment) Describes how you will determine a need for this class (needs assessment) Clearly describes how you will determine a need for this class (needs assessment) but some points missing Clearly & comprehensively describes how you will determine a need for this class (needs assessment)  
5.0 % Write a one paragraph description of the class None Barely writes a one paragraph description of the class Minimally writes a one paragraph description of the class Writes a one paragraph description of the class Clearly writes a one paragraph description of the class Description is not comprehensive Clearly & comprehensively writes a one paragraph description of the class  
15.0 % Identify the target audience -how will you assess their learning styles? The philosophy of the sponsoring organization and how that will affect the course you are developing None Barely identifies the target audience & how you will assess their learning styles Minimally identifies the target audience & how you will assess their learning styles Identifies the target audience & how you will assess their learning styles Clearly identifies the target audience & how you will assess their learning styles Description is not always comprehensive. Clearly & comprehensively identifies the target audience & how you will assess their learning styles  
20.0 % Write the program outcomes for the course &learner objectives for each class session. Indicate which domains of learning are represented by each learner objective. None Barely writes the program outcomes for the course &learner objectives for each class session. Barely or incorrectly indicates which domains of learning are represented by each learner objective. Minimally writes the program outcomes for the course &learner objectives for each class session. Minimally or incorrectly indicates which domains of learning are represented by each learner objective. Writes the program outcomes for the course &learner objectives for each class session. Indicates which domains of learning are represented by each learner objective, but there are some errors Clearly writes the program outcomes for the course &learner objectives for each class session. Indicates which domains of learning are represented by each learner objective. Plan is not comprehensive Clearly & comprehensively writes the program outcomes for the course &learner objectives for each class session. Clearly & comprehensively indicates which domains of learning are represented by each learner objective  
5.0 %Assignment Criteria  
3.0 % Scholarly references Utilizes at least 3 scholarly, peer-reviewed resources less than 5 years old other in addition to course materials None Selected literature is irrelevant & insufficient. Does not meet stated criteria. Does not use evidence-based sources when available. Uses only course materials Weak selection of sufficient & relevant literature (less than 5 years old) no scholarly, peer-reviewed references used – other than course materials) Uses only course materials Fair selection of sufficient & relevant literature (less than 5 years old) at least 1 scholarly, peer-reviewed references used – other than course materials) Does not use evidence-based sources when available Partial selection of sufficient & relevant literature (less than 5 years old) at least 2 scholarly, peer-reviewed references used – other than course materials) Uses evidence-based sources when available Excellent selection of sufficient & relevant literature (less than 5 years old) at least 3 scholarly, peer-reviewed references used – other than course materials) Uses evidence-based sources when available  
5.0 %Assignment Criteria  
2.0 % Length None Unacceptable adherence to assignment length criteria (less than or more than 50% of stated criteria) Poor adherence to assignment length criteria (within 50% of stated criteria) Weak adherence to assignment length criteria (within 25 % of stated criteria) Adequate adherence to assignment length criteria (within 10% of stated criteria) Excellent adherence to assignment length criteria (within stated criteria)  
20.0 %Organization and Effectiveness  
8.0 % Thesis Development and Purpose None Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.  
20.0 %Organization and Effectiveness  
7.0 % Paragraph Development and Transitions None Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.  
20.0 %Organization and Effectiveness  
5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) None Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.  
5.0 %Format  
4.0 % APA Format None Correct APA format is not evident in the paper. Correct APA format is infrequently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Correct APA format is inconsistently used in the paper: cover page, margins, double-spacing, and all other elements of APA. Correct APA format is mostly used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Correct APA format is consistently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Such as headings and pagination.  
5.0 %Format  
1.0 % Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) None No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is free of error.  
100 % Total Weightage    

Children’s Functional Health Pattern Analysis Worksheeet

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In this assignment, you will be exploring actual and potential health problems in the childhood years using a functional health assessment and Erickson’s Stages of Child Development. To complete this assignment, do the following:

  1. Using the textbook, complete the “Children’s Functional Health Pattern Assessment.” Follow the instructions in the resource for completing the assignment.
  2. Cite and reference any outside sources used in your answers. Include in your assessment a thorough discussion of Erickson’s Stages of Child Development as it pertains to the development age of the child.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Children’s Functional Health Pattern Assessment

Functional Health Pattern Assessment (FHP)ToddlerErickson’s Developmental Stage:Preschool-AgedErickson’s Developmental Stage:School-AgedErickson’s Developmental Stage:
Pattern of Health Perception and Health Management:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.
Nutritional-Metabolic Pattern:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.
Pattern of Elimination:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.
Pattern of Activity and Exercise:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.
Cognitive/Perceptual Pattern:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.
Pattern of Sleep and Rest:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.
Pattern of Self-Perception and Self-Concept:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.
Role-Relationship Pattern:List two normal assessment findings that would be characteristic for each age group.List 2 potential problems that a nurse may discover in an assessment of each age group.
Sexuality – Reproductive Pattern:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.
Pattern of Coping and Stress Tolerance:List two normal assessment findings that would be characteristic for each age group.List wo potential problems that a nurse may discover in an assessment of each age group.
Pattern of Value and Beliefs:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.

Short Answer Questions

Address the following based on the above assessment findings. Expected answers will be 1-2 paragraphs in length. Cite and reference outside sources used.

1) Compare and contrast identified similarities as well as differences in expected assessment across the childhood age groups.

2) Summarize how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults. Consider spirituality and cultural differences in your answer.

© 2016. Grand Canyon University. All Rights Reserved.

Understanding Scope of Practice in relation to Certification and Licensure

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The National Council of State Boards of Nursing (NCSBN) is a non-profit organization comprised of members from each state board of nursing in the U.S., the District of Columbia, and the four U.S. territories. Their role is to provide a platform for all state boards of nursing to convene, discuss, and ensure all state boards work together to provide the appropriate regulation to ensure that public health, safety, and welfare is the primary focus. A key element of NP licensure is understanding the components of Scope of Practice and subsequent practice within the parameters of the educational program completed and appropriate national certification.

To prepare:
  • Consider whether primary care NP graduates are qualified to seek employment in acute care settings such as ER, OR, or hospitalist/intensivist
  • Review and select one of the following case studies to research in depth:
    • Case Study One: Selecting the Certification Exam for your specialty.
      Mary is in the last two months of her program of study. She is trying to decide whether to take the American Association of Nurse Practitioner Credentialing Exam or the American Nurses Credentialing Exam.
    • Case Study Two: Obtaining initial licensure post matriculation.
      Amy, FNP-BC has recently graduated from an accredited Family Nurse Practitioner Program. She decides to relocate from her home state of Tennessee to Missouri and practice in a rural area. She is very excited about her new role and new position.
By Day 3

Post an explanation of the professional and/or clinical practice issues the new Nurse Practitioner will need to consider and address with the certification, licensure, credentialing, or relocation process. Compare Scope of Practice between the Acute Care, Family Practice, and Adult Gerontology Primary Care Nurse Practitioner and how practice may differ from state to state. Then, identify and explain at least two types of settings that are appropriate for FNP and AGPCNP graduates to practice.

Read a selection of your colleagues’ responses.

By Day 7

Respond to at least two of your colleagues on three different days in one or more of the ways listed below. Respond to colleagues who selected a different Case Study than you did.

  • Reflect on the differences between certifying bodies that offer credentialing exams for registered nurses.
  • Provide key components a Nurse Practitioner should consider when relocating from one state to another.

The leadership style and interventions that would be most appropriate to help an individual achieve his or her identified goals, skills, and/or competencies

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Assignment & Portfolio Submission: Coaching Employeesent & Portfolio Submission: Coaching Employees

Consider the following scenario:

You were very pleased with your decision to select Mala during your last recruitment initiative. Just out of college, Mala has the enthusiasm and professional drive that could benefit your health care organization. However, you recognize that Mala will have a lot to learn in a clinical setting. As a nurse manager, you have led many successful group trainings, but have far less experience coaching employees one-on-one. You wonder how you should approach this relationship and what steps you should take to increase the positivity and effectiveness of this experience.

Coaching is an ongoing process that is an integral function of the management role. It focuses on the development needs of the employee and is built on a relationship of trust between the leader and follower. Coaching is a powerful activity that demonstrates value of and respect for the employee. In this Assignment, you examine how you could serve as a coach to facilitate an individual’s professional development.

To prepare

  • Reflect on the information shared in the article, “Coaching Nurses: A Real Example of a Real Difference.” Which of these best practices might you use to strengthen your own coaching skills?
  • Review Chapter 7, “Coaching and Developing Others” in the course text, From Management to Leadership: Strategies for Transforming Health Care. Consider how the author compares coaching staff in a health care setting to coaching athletes, directing a movie, and conducting a symphony. Then, examine the six steps of the coaching process. How does each of the coaching steps build upon one another to create a positive and effective coaching experience?
  • In preparation for this hypothetical coaching exercise, identify one individual, staff member, or employee (from your current organization or a past setting) who could benefit from coaching. Create a pseudonym for him or her.
  • Use the six-step coaching process to develop a coaching and development plan.

Note:This assignment also serves as your portfolio submission.

To complete

By Day 7 of Week 6

Submit a 5- to 7-page paper in which you do the following:

  • Step One: Determine your intention.
    • Describe your intention and purpose for coaching this specific individual.
    • Explain the goals, skills, and/or competencies you have in mind, and define your primary focus.
    • Explain how you would engage this individual in identifying these and other development opportunities.
  • Step Two: Assess the performer.
    • Identify the individual’s strengths and level of development.
    • Explain the leadership style and interventions that would be most appropriate to help this individual achieve his or her identified goals, skills, and/or competencies.
  • Step Three: Clarify expectations and parameters.
    • Describe the roles and expectations of both you and the individual.
    • Outline the learning opportunities you could provide and the order in which they should be approached.
    • Identify the specific objectives to be achieved for each learning opportunity.
      • Explain the coaching best practices you would apply and why.
  • Step Four: Carry out the coaching intervention.
    • List the coaching questions you might develop to ensure that learning opportunities and interventions are applied as needed, and explain how any additional development opportunities might help to address your intended coaching goals.
  • Step Five: Observe performance.
    • Explain the observation method you will use to assess whether or not your coaching has been effective.
  • Step Six: Give feedback.
    • Describe how you will administer feedback to this individual.

Conflict resolution strategies for interprofessional teams

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Assignment Instructions  

For this assignment, use the following case study:  

You have been charged with facilitating the launch of an interprofessional team that will work together on a number of challenging cases. The team members will come from several different areas within the organization. The team is expected to have its orientation meeting in two weeks and then work together collaboratively for the next 6 months.  

Preparation  Use the  Internet to research examples of interprofessional team charters, communication strategies and conflict resolution strategies for teams, and methods and technologies used in team communication. 

 Directions  

Your submitted assignment should contain two distinct sections: Team Charter Recommendations and Communication and Collaboration Strategies. Offer thorough and detailed recommendations and support each of your recommendations using examples, references, and citations from your research. 

1.Team Charter Recommendations:  

◦Explain methods to establish ground rules and set expectations. 

How might differences in personality, expectations, and experience affect team efficiency? 

◦Describe conflict resolution strategies for interprofessional teams. 

◦Identify effective ways to address issues of team leadership. How will the team decide who will lead them? 

What happens if the team leader is ineffective?  

2.Communication and Collaboration Strategies: 

◦Describe best practices for effective interprofessional collaboration. What types of technology can be used to support collaboration? 

◦Explain the benefits and limitations of different communication strategies such as e–mail, text, voice mail, and face–to–face. 

When is it appropriate to use each type of communication?   

This assignment should be 3–5 pages in length, not including the title page and reference page. Be sure to include an introduction that gives an overview of the case study and a conclusion that summarizes your recommendations. 

Use at least 3 resources to support your recommendations and follow APA guidelines for style and format. In addition: 

•Include a title page and reference page. 

•Use Times New Roman font, 12 point. 

•Double–space.

Health Policy Proposal Analysis (Policy Brief)

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Nurses engaged in the policy arena often are asked to provide information on a health care topic of interest to policy makers. This is frequently accomplished through developing a policy brief. A policy brief advocates for a particular recommendation (prior to the enactment of a policy). Learning how to write a policy brief in a clear, succinct, scholarly, and professional manner is an essential skill for advanced practice nurses.

For this Assignment, you will assess one of the recommendations from the Institute of Medicine’s The Future of Nursing: Leading Change, Advancing Health: Report Recommendations. You will then develop a policy brief to advocate for this recommendation (the written policy brief is due in Week 7).

To prepare:

  • Review      the Lavis et al. article on preparing and writing policy briefs provided      in the Learning Resources (See attached      file).
  • Select      one of the recommendations within the IOM The Future of Nursing:      Leading Change, Advancing Health: Report Recommendations to focus      on for this assignment.
  • Research      the history of the problem behind the recommendation and what has been      done to try to solve the problem.
  • What      does the recommendation say should be done? Are there any groups, nursing      and others, currently supporting work to implement the recommendation      (e.g., Kaiser Family Foundation, professional organizations)? Does the      recommendation suggest specific groups that should be involved in the      implementation? Think critically about how the recommendation should be      implemented – did the IOM get it right? What other strategies are possible      to consider?

By Thursday 04/12/2018 3pm, 

To complete:

  • Develop      a scholarly and professionally written 2- to 3-page single-spaced policy      brief on the recommendation you selected from the IOM report following the format presented in the Lavis      et al. article. (See attached file for the article). Include the      following:
    1. Short       introduction with statement of the problem.
    2. The       selected recommendation (from the IOM Report)
    3. Background
    4. Current       characteristics
    5. The       impact of the recommendation from the perspective of consumers, nurses,       other health professionals, and additional stakeholders
    6. Current       solutions
    7. Current       status in the health policy arena
    8. Final       conclusions
    9. Resources       used to create the policy brief

Required Readings

Hyder, A., Syed, S., Puvanachandra, P., Bloom, G., Sundaram, S., Mahmood, S., … Peters, D. (2010). Stakeholder analysis for health research: case studies from low- and middle-income countries. Public Health, 124(3), 159–166.

This study demonstrates how the engagement of stakeholders in research and policy making can assist in the successful implementation of policy proposals. The authors propose that by engaging stakeholders, researchers and policy makers are provided with multiple perspectives on proposed policies, which can lead to greater success with policy adoption and implementation.

Lavis, J. N., Permanand, G., Oxman, A. D., Lewin, S., & Fretheim, A. (2009). SUPPORT Tools for evidence-informed health Policymaking (STP) 13: Preparing and using policy briefs to support evidence-informed policymaking. Health Research Policy & Systems, 71–79. doi: 10.1186/1478-4505-7-S1-S13

The purpose of a policy brief is to communicate an issue clearly and definitively to policy makers. The authors of this article propose an outline for policy briefs and also stress the importance of using research when creating a policy brief (SEE ATTACHED FILE).

Lowery, B. (2009). Obesity, bariatric nursing, and the policy process: The connecting points for patient advocacy. Bariatric Nursing & Surgical Patient Care, 4(2), 133–138.

This article provides an example of nurse involvement in policy making by examining a bariatric nursing issue. The author stresses that nurses, in their patient-advocacy role, have a responsibility to be involved in the health care policy process.

Moore, K. (2006). How can basic research on children and families be useful for the policy process? Merrill-Palmer Quarterly, 52(2), 365–375.

Institute of Medicine. (2010). The future of nursing: Leading change, advancing health: Report recommendations. Retrieved from http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Future%20of%20Nursing%202010%20Recommendations.pdf

Introduced in Week 2, this IOM report highlights four key recommendations in its proposal for the future directions of the nursing profession. These recommendations focus on nursing practice, education and training, partnerships with other healthcare professionals, and workforce planning and policymaking.

National Center for Policy Analysis (2010). Ideas changing the world: Free-market health care policy. Retrieved from http://www.ncpa.org/healthcare/

The NCPA is a nonprofit, nonpartisan organization that promotes private sector solutions to public policy issues.

Slack, B. (2011). The policy Process. Retrieved from http://people.hofstra.edu/geotrans/eng/methods/ch9c2en.html 

The author presents a policy-making framework and provides details on the four steps of that process: problem definition, policy objectives and options, policy implementation, and policy evaluation and maintenance.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). Healthcare policy and advocacy: Agenda setting and the policy process. Baltimore: Author. 

Note: The approximate length of this media piece is 17 minutes.

Dr. Kathleen White and Dr. Joan Stanley share their insights into agenda setting and how issues are moved forward into the policy process.

Optional Resources

Barnes, M., Hanson, C., Novilla, L., Meacham, A., McIntyre, E., & Erickson, B. (2008). Analysis of media agenda setting during and after Hurricane Katrina: Implications for emergency preparedness, disaster response, and disaster policy. American Journal of Public Health, 98(4), 604–610.

Jennings, C. (2002). The power of the policy brief. Policy, Politics & Nursing Practice, 3(3), 261–263. doi: 10.1177/152715440200300310

Neumann, P. J., Palmer, J. A., Daniels, N., Quigley, K., Gold, M. R., & Chao, S. (2008). A strategic plan for integrating cost-effectiveness analysis into the US health care system. American Journal of Managed Care, 14(4), 185-188.

Plan, Policy, Procedure Relationship Diagram. (n.d.). Retrieved from http://www.informationsecurityintel.com/docs/Fig.%204.3.pdf

Factors that a person has to consider when contemplating retirement

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 Retirement 

Retirement in the Unites States today forms a normal part of the life  cycle. Most people will spend some time in retirement. Atchley and  Barusch (2003) describe retirement as a series of stages. This  five-stage model takes a life-course perspective on retirement. It shows  the interplay between a person’s past, his or her current life, and  external events.

The population of older adults in the United States has grown more  than ten times in size from 1900 to 2003, from 3.1 million to 36 million  people.

Projections show that this population will more than double from the  year 2000 to 2050, increasing from 35 million to 86.7 million (Novak,  2009).

Using the South University Online Library or the Internet, research  on retirement specifically in the context of United States. Based on  your research and understanding, respond to the following:

  • Explain the five stages of retirement. Which stage do you think is most important? Why?
  • Describe the factors that a person has to consider when contemplating retirement.
  • Describe different factors that can have an impact on retirement.
  • Explore your own retirement plan. Describe where you are on the  planning process. What is the stage of retirement that you current are  at?
  • Explain the factors that you would consider while planning your retirement.
  • Describe how increasing numbers of retirees will affect retirement patterns.
  • Compare retirement conditions in the United States to another country of your choice.
  • Explain the techniques that other countries are planning for the new retirees’ influx.

References: 

Atchley, R. C., & Barusch, A. (2003). Social Forces and Aging. (10th ed.).
Wadsworth Publishing.

Novak, M. (2011). Issues in Aging. (3rd ed.). Pearson.

The true value of leadership in decision making

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As entrepreneur John C. Maxwell points out, “A leader is one who knows the way, goes the way, and shows the way.” We have all been influenced by leaders at some point in our lives. Individuals who know the way act in a way that achieves the set goals and demonstrates to others how to accomplish the tasks at hand.

To prepare for this Assignment, consider the characteristics of leaders described in your Learning Resources.

Write a 1- to 2-page paper that identifies the following:

  1. What is the true value of leadership in decision making?
  2. How do individuals with the different leadership styles described in your Learning Resources make decisions?
  3. Using examples from your own personal work experience, how are those decisions perceived by teammates or other employees based on the different leadership styles?
  4. What leadership style do you believe is most effective in a health care setting of your choice?

Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Essential Guide to APA Style 

Refernce to article below:

Book: Borkowski, N. (2011). Organizational behavior in health care (2nd ed.). Sudbury, MA: Jones and Bartlett.

*Chapter 1, “Overview and History of Organizational Behavior”