In a 5- to 10-slide PowerPoint presentation, address the following:· Provide an overview of the article you selected, including answers to the following questions:What type of group was discussed? W

In a 5- to 10-slide PowerPoint presentation, address the following:

· Provide an overview of the article you selected, including answers to the following questions:

• What type of group was discussed?
• Who were the participants in the group? Why were they selected?
• What was the setting of the group?
• How often did the group meet?
• What was the duration of the group therapy?
• What curative factors might be important for this group and why?
• What “exclusion criteria” did the authors mention?

· Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own client groups. If so, how? If not, why?

· Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

Note: The presentation should be 5–10 slides, not including the title and reference slides.  

Section 3: Quality Measurement and AssessmentPneumonia 30 day readmission is the quality improvement issueThink about the quality improvement issue that you are addressing and the associated plan that

Section 3: Quality Measurement and Assessment

Pneumonia 30 day readmission is the quality improvement issue

Think about the quality improvement issue that you are addressing and the associated plan that you are developing. Consider the following:

· What is the overall purpose, or aim, of doing this work?

· What would you hope to achieve for the organization by undertaking this project? What are the objectives of this initiative?

· What value would this work add to the organization?

· How would this work improve practice and create outcomes with impact?

Consider how addressing this quality improvement issue would align with the organization’s mission, vision, values, and strategic goals and objectives. How does it relate to regulatory issues, and other matters that are significant for the organization? If you notice a misalignment, use this as an opportunity to refine your focus.

With this in mind, continue to hone your development of this Assignment, integrating the concepts addressed here into Section 3.

To complete:

Write a 3- to 5-page paper that includes:

· An introduction to your quality improvement plan, including the overarching aim of this initiative and an explanation of how it aligns with the mission, vision, values, and strategic goals and objectives of the organization, as well as regulatory issues and other matters that are significant for the organization

· An overview of the current situation with regard to this quality improvement issue in the organization

· A description of measures and indicators

· A presentation on data related to this issue, including:

· Actual historical and current data and/or a description of the methods that you would use to collect and analyze the data

· Methods for collecting and analyzing data in the future, including when you would do this

· A description of realistic, evidence-based targets

Be sure to cite evidence from the literature to justify your selection of the measures and indicators, as well as the performance targets. 

Section 4: Quality Improvement Strategies

Through your work on Section 3 of the Course Project, you have examined the gap between current performance and evidence-based targets and considered how addressing this gap relates to organizational priorities and large-scale aims for quality improvement.

In this section of the Course Project, you begin to think about quality improvement strategies that could help to bridge this gap. As noted in the Sadeghi, Barzi, Mikhail, and Shabot text, this is referred to as performance-driven planning.

Since the publication of the Institute of Medicine’s report “Crossing the Quality Chasm,” a good deal of attention has been paid to the need to examine processes that contribute to outcomes (Ernst, Wooldridge, Conway, Dressman, Weiland, Tucker, and Seid). As the USAID has noted, interventions “will not create the desired outcome to improve the quality of care unless the overall process of care delivery is also improved.” Therefore, attention to process redesign is a central aspect of cultivating strategies for improvement.

To prepare:

· Refer to the modified Donabedian model (access, structure, process, outcome, and patient experience) presented in Chapter 9 of the Sadeghi, Barzi, Mikhail, and Shabot text.

· Recall the performance targets that you identified for Section 3 (in Week 6). What does the recommendation that performance-driven planning should “begin with the end in mind” suggest given your established goals?

· Review the information presented in Chapter 9 of the Sadeghi, Barzi, Mikhail, and Shabot text, and think about how you would assess the organization’s strengths and weaknesses related to the performance gaps you identified in Section 3 (Week 6).

· Based on the above, start to think of specific evidence-based strategies that could be implemented to close/minimize the performance gaps you have identified. Consider both interventions (what) and processes (how). Focus on strategies that are supported by the latest research and could create systems-level change. These may be tentative for now, but be sure to identify at least one that specifically lends itself to a change in process (i.e., practice, protocol, pathway, activity).

Throughout this course you have been considering the relationship between structure, process, and outcomes as it relates to health care quality. Looking at outcomes, alone, may not tell the “whole story.” For instance, if you are concerned with improving fall rates, evaluating the process—related activities or practices—can help you identify factors that contribute to outcomes and develop strategies for improving them.

For this section of your Course Project, you create a process map to examine a current process related to your quality improvement issue. You will use the results of the process mapping to redesign a process to help minimize or close the performance gap(s). As you proceed, keep in mind the importance of maintaining a patient-centered focus so the patient experience is not negatively affected by any changes in process.

To prepare:

· Review the instructions provided in the Learning Resources for creating a process map.

· With your quality improvement issue in mind, as well as the other work you have completed on your Course Project thus far, think about how creating a process map could help you to better understand your quality improvement issue and redesign an associated process.

· Create a process map using Microsoft Word or PowerPoint.

· Refine the strategies for promoting systems-level change to minimize or close the performance gap(s) that you began to think about in Week 7. As part of this, identify a way to redesign at least one process based on your analysis of the process map that you have created.

To complete:

· Write a 2- to 3-page paper in which you describe quality improvement strategies that you selected related to your quality improvement issue.

· Finalize your process map, which will be submitted along with the paper.

Process map help

https://www.isixsigma.com/tools-templates/process-mapping/practical-guide-creating-better-looking-process-maps/

Provides detailed description of how to create a process map

http://www.miltonkeynesccg.nhs.uk/resources/uploads/files/NHS%20III%20Handbook%20serviceimprove.pdf

In clinical settings, advanced practice nurses often encounter patients with blood disorders such as anemia. Consider the case of a 17-year-old girl who is rushed to the emergency room after suddenly

In clinical settings, advanced practice nurses often encounter patients with blood disorders such as anemia. Consider the case of a 17-year-old girl who is rushed to the emergency room after suddenly fainting. The girl’s mother reports that her daughter has had difficulty concentrating for the past week, frequently becomes dizzy, and has not been eating normally due to digestion problems. The mother also informs the nurse that their family has a history of anemia. With the family history of anemia, it appears that this is the likely diagnosis. However, in order to properly diagnose and treat the patient, not only must her symptoms and family history be considered, but also factors such as gender, ethnicity, age, and behavior. This poses the question: How do patient factors impact the incidence and prevalence of different types of anemia?

To Prepare

· Review Chapter 21 in the Huether and McCance text. Reflect on the pathophysiological mechanisms of iron deficiency anemia.

· Select one of the following types of anemia: pernicious anemia, folate deficiency anemia, sideroblastic anemia, chronic inflammation anemia, or post-hemorrhagic anemia. Identify the pathophysiological mechanisms of the anemia you selected.

· Consider the similarities and differences between iron deficiency anemia and the type of anemia you selected.

· Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact these anemic disorders.

Write

· An explanation of the pathophysiological mechanisms of iron deficiency anemia and the anemia you selected (pernicious anemia). explanation at the cellular or molecular level (whenever possible).

· Compare these two types of anemia, as well as their potential causes. 

· Finally, explain how genetics, gender, ethnicity, age, and behavior might impact the anemic disorders you selected.

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

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

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.

Marketers are always faced with a balancing act of quality versus quantity. It becomes a balancing act, because you unquestionably need both to accomplish content marketing success. But time,

(part 1)

Marketers are always faced with a balancing act of quality versus quantity. It becomes a balancing act, because you unquestionably need both to accomplish 

content marketing success. But time, budget constraints, staffing shortages, and a host of other aspects prevent both quality and quantity from working together on a regular basis. When it comes to health care marketing, which is better:

• “Less is more” – Reduce volume of marketing content, minimize production costs, and focus on subjective quality at the expense of quantity?
• “More is more” – Provide robust marketing content at a rapid pace, increased production cost, and focus on information quantity at the expense of low quality?

Are there instances where either of the scenarios would be suitable to use? What are the repercussions of each? So, when you have to choose sides, which do you choose?

(part 2)

In some health-care facilities, the risk management program also includes a health risk assessment program. Whereas, a risk management program is intended to reduce the incidents of malpractice lawsuits; to reduce preventable injuries and accidents; and, of course, minimize financial severity of claims; health risk assessment programs are more concerned with the education of staff and patients about the connection between lifestyle habits and disease with an outcome of lowering potential risk factors for disease.

1. In your opinion, do you believe that there is conflict between the goals of the risk management program and the risk assessment program when they are both part of the same program?
2. Discuss who in the medical profession should be on the risk management program and why they should.

(part 3)

Review the article, “Clinical information systems end user satisfaction: The expectations and needs congruencies effects”, and discuss your expectations for satisfaction playing the role of end-user.