Root Cause Analysis Case Study: DHA 715 WEEK 2

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Root Cause Analysis Case Study: DHA 715 WEEK 2

Root Cause Analysis (RCA) of Case Study – Downloadthe Framework for Conducting a Root Cause Analysis and Action Plan Template.
Readthe University of Phoenix Material: Root Cause Analysis Case Study.
Completethe template utilizing the information described in the case study.

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Fill in all relevant sections of template. If there are segments of the template that do not require a reply, be certain to include N/A (i.e., not applicable).
Provide a rigorous and complete analysis of the case study.
Clearly state your proposed Plan of Action for each representative section of the template.

Includeat least five scholarly references to support the information in your template.
Formatyour Root Cause Analysis (RCA) of Case Study Assignment work according to APA guidelines.
Submityour Root Cause Analysis (RCA) of Case Study assignment to the Assignment Files tab. Root Cause Analysis Case Study: DHA 715 WEEK 2
Root Cause Analysis Case Study: DHA 715 WEEK 2
DHA 715 WEEK 7 Integrating Ethics and Leadership
Scenario:Peer Customer Assessment (PCA) rounds have received national recognition as a best practice. PCA rounds are conducted six times a month by the health care organization’s leadership to establish face-to-face connections with staff and patients. PCA participants visit two units to discuss the patient experience and resolve any issues that the patient has encountered during his or her care. PCA rounds provide leadership with an opportunity to check in with staff throughout the organization and observe as they practice patient-centered care. Benefits of PCA rounds include opportunities for leadership to listen to patients and staff, assist in solving problems, and improve systems.
Due to an expanded leadership group, PCA sessions have become too large to be effective.Leadership seeks recommendations on alternate activities to fulfill PCA objectives.
Writea 350- to 700-word executive summary in which you recommend three appropriate alternative activities to fulfill PCA objectives. Root Cause Analysis Case Study: DHA 715 WEEK 2
Explainyour rationale for each of the three recommendations.
Includeat least three scholarly references to support your recommendations.
Formatyour work according to APA guidelines.
Submityour assignment to theAssignment Files tab.
NURS 8300 Week 9 Discussion: Root Cause Analysis
Note:Weeks 8 and 9 are linked together in an assignment that is completed within your group. Each group will receive the same grade for the final powerpoint submission at the end of Week 9. Each individual will receive a unique grade in Weeks 8 and 9 which is based on your individual contribution to the small group discussion boards as well as your participation in the final Week 9 discussion as well as the slides that you contribute to the powerpoint.
Root cause analysis (RCA) is a standard tool used to help health care organizations learn from errors, particularly those that result in harm. RCA is applied to address three key questions about a particular situation:

What happened?
Why did it happen?
What can be done to prevent it from happening again?

To prepare for and complete this Discussion:
As a case study team, prepare a 10 slide power-point using tools provided in this case study to present your rationale and validation of the root causes your team has chosen. Be sure to include at least 4 peer reviewed research studies which evoke validation of the latest patient safety evidence in support of your root cause findings. Also address the extent to which this scenario evokes implication for value based purchasing. Root Cause Analysis Case Study: DHA 715 WEEK 2
To prepare for Week 9:
Continue your small group dialogue in dissecting the case study.
By Day 3
A designated team member will post the team powerpoint and key insights that your team has gained about your choices, this type of sentinel event, and use of root cause analysis in Week 9 discussion board.
By Day 7
Each student will respond to at least two other group PowerPoints and analysis.

DHA 712 WEEK 6 Fiscal and Legal Ramifications of Risk Management

Researcha case associated with risk management in which the case scenario includes both the legal and financial ramification. The case could have occurred in your organization or be found in a literature review.
Analyzethe case scenario.
Writea 700-to 1,050-word summary that focuses on the legal and financial implications/consequences of the case.
Include the following in your summary:

A description of the situation
The key aspects relating to risk management
The legal issues associated with the case
The financial issues associated with the outcomes of the case
An explanation of the financial implications and their effect on the organization
An overview on how costs associated with the outcome of the case were financed by the organization

In addition,writea 350 – 700 word executive summary in which you answer the following questions:

What would you do if you were in charge of the issue?
What could the organization have done to avoid the event?
What risk financing techniques could have been helpful in avoiding this event?
What may the organization do to prevent the occurrence from happening again?

Formatyour summaries consistent with APA guidelines.
Clickthe Assignment Files tab to submit your assignment. Root Cause Analysis Case Study: DHA 715 WEEK 2

Analysis and Application of The Patient-Centred Nursing Framework

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Analysis and Application of The Patient-Centred Nursing Framework

Analysis and Application of The Patient-Centred Nursing Framework
Consider how the following components would be included in an analysis of the Patient Centered Nursing Framework model

Origin of the model
Meaning of the model
Logical adequacy of the model
Usefulness of the model
Generalizability of the model
Degree of parsimony within the model
Testability of the model

What rationale can you provide which validates the Patient Centered Nursing Framework model as a theoretical framework for nursing practice?
CLICK HERE TO ORDER – Analysis and Application of The Patient-Centred Nursing Framework
Sample Paper: Incomplete:
Rational for the PCN Framework

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The PCN framework as established by McCormak and McCance plays an integral role in nursing practice since it enables the transformation of the field to offer excellent care with the patient as the centerpiece. Wolstenholme, Ross, Cobb, and Bowen (2017) posit that during the application of the framework in nursing, an environment that responds to the particular needs of the patient is formulated. Further, since patient-centred care has become a fundamental cog in health care, the PCN framework offers excellent basis though which evidence-based practice is implemented to enhance the quality of services hence patient satisfaction. Analysis and Application of The Patient-Centred Nursing Framework

References
Cingel, M., Brandsma, L. Dam, M. Dorst, M. Verkaart, C., & Velde, C. (2016). Concepts of person-centred care: A framework analysis of five studies in daily care practice. International Practice Development Journal, 6(2), 1-17. https://doi.org/10.19043/ipdj.62.006
McCormack, B., & McCance, T. (2017).Person-centered practice in nursing and health care. Theory and practice(2nd ed.). Oxford, UK: Wiley Blackwell.
Wolstenholme, D., Ross, H., Cobb, M., & Bowen, S. (2017). Participatory design facilitates Person Centred Nursing in service improvement with older people: a secondary directed content analysis. Journal of clinical nursing, 26(9-10), 1217–1225. doi:10.1111/jocn.13385
Concept Analysis of Patient Centered Care
Monet J. Scott
Chamberlain College of Nursing
NR: 501 Theoretical Basis Advance Nursing
May 2015

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Concept Analysis of Patient Centered Care
A concept analysis seeks to outline, distinguish, and enhance the clarity of the nursing profession as well as stimulate future research endeavors. Within the development of a concept analysis, notions and thoughts are outlined and examined through the fundamental features of that particular concept. According to Walker & Avant (2011), the seven steps to accomplishing a concept analysis includes the selection of a concept, determining the purpose of analysis, identifying all uses of the concept, defining attributes, identifying a model case of the concept, identifying antecedents and consequences, and identifying empirical references.
Patient centered care is an imperative task performed by not only nurses, but the absolute interdisciplinary staff involved. It is essential to the establishment of quality care with the ultimate goal of positive patient outcomes. Several responsibilities of the nurse for patient centered care may include pain relief, listening, advocating for the patient, disease prevention, health promotion, respect for patient values and preferences, and maintaining patient dignity and identity (Lusk & Fater, 2013). Jean Watson’s theory of caring closes correlates with the concept of patient centered care in respect to the practice of nursing. This concept analysis of patient centered care includes examination of the aim of the selected analysis, literature review, concept usage, defining attributes, model cases, contrary cases, antecedents and consequences, and empirical referents. Aim of the Analysis
The objective for this analysis of patient centered care is to propose a formal conceptual definition with promotion of Jean Watson’s theory of caring. There is a deficiency in research and reports on a standard definition and relevant interventions on patient centered care in regards to the nursing practice. A well- defined meaning of the concept is imperative to the understanding of the nursing practice and may assist in future research endeavors in respect to its proposed principal essentials. Comprehension of a predetermined set of interventions or tasks for implementation are needed for the production of substantial positive outcomes. Literature Review
Within the context of the healthcare team, the patient is viewed as an integral entity. Patient centered care incorporates the individual’s values and beliefs, healthcare preferences, and application of healthcare related activities (Fredricks, Lapum, & Hui, 2015). To execute these demands it necessitates the nurse to exude a respectful demeanor as well as caring approach. According to Fredricks, Lapum & Hui (2015), four elements have been corroborated within the nurse-patient theoretical framework to include characteristics and competencies of the nurse, the health. Analysis and Application of The Patient-Centred Nursing Framework

NURS 6051: Transforming Nursing and Healthcare Through Technology

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NURS 6051: Transforming Nursing and Healthcare Through Technology

In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.
To Prepare:

Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty.
Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization.

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By Day 3 of Week 3
Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions. NURS 6051: Transforming Nursing and Healthcare Through Technology

NSG 4076 South Online Assessing & Planning Care for an Elderly Person Capstone

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NSG 4076 South Online Assessing & Planning Care for an Elderly Person Capstone

Description

 

 

Class: NSG 4076 Capstone Synthesis Project

Request: I have wrote a paper for my NSG 4076 Capstone, but the professor is not very happy with it and needs it edited/rewritten accordingly to ensure a high mark. I am attaching three words file
1. Original Request = this includes the original request to help you have an understand what the task is about and what the professors wants to read.

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2. Original Template = this was the template provided by the professor to guide us when writing the paper

3. Final Paper = this was my paper. The professor was not happy with the content and the way the subject was approached so he marked it with a low grade. You need to adjust and rewrite some parts of the paper to ensure a high mark ( some parts needs to be fully rewritten).

Here are the professor comments regarding the final paper which needs to be approached:

-Both members of the aggregate are acceptable for the project. There are many sections of the paper missing–see template provided in feedback section. You need to add strengths and weaknesses of the community and the two members of the aggregate you assessed. The community strengths and weaknesses are based on the windshield tour you completed for the week 2 paper. The aggregate S/W are from this assessment data.

-This statement does not provide a reason, only information of the members of the aggregate you choose.

-The two assessments are adequate. However, you did not add all of the necessary information as noted in comment above. You also made a lot of APA errors in formatting, font used and how you added the completed assessment documents.
– Appendix go after the references not before. NSG 4076 South Online Assessing & Planning Care for an Elderly Person Capstone

 

NURS 6051: Transforming Nursing and Healthcare Through Technology

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NURS 6051: Transforming Nursing and Healthcare Through Technology

Description

Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders

Photo Credit: Getty Images

Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others.

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For this Assignment, you will assess a patient in a case study who presents with a neurocognitive or neurodevelopmental disorder.

TO PREPARE:

  • Review this week’s Learning Resources and consider the insights they provide. Consider how neurocognitive impairments may have similar presentations to other psychological disorders. NURS 6051: Transforming Nursing and Healthcare Through Technology
  • Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment.
  • By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Identify at least three possible differential diagnoses for the patient.
By Day 7 of Week 10

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.
Incorporate the following into your responses in the template:

  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
  • Objective: What observations did you make during the psychiatric assessment?
  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
  • Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.). NURS 6051: Transforming Nursing and Healthcare Through Technology

Health Behavior Assignment

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Health Behavior Assignment

Unit III Assignment
Please make sure you refer to the topic you selected in Unit 1 and 2 for this assignment also

Weight: 10% of course grade

Instructions
Determinants of health play a direct role in health behavior. In this units assignment, answer the following questions:

How have determinants of health played a role in the health-related issue identified in the Unit I Assignment?
How do determinants of health affect the target population that you have researched?
How might the determinants of health that were identified affect a health educator who is using the PRECEDE-PROCEED planning model?

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Your assignment should be at least three pages in length, not counting the title or reference pages. You must use at least two sources for this assignment. All sources used, including your textbook must be referenced; paraphrased and quoted material must have accompanying citations. All references and citations must be in APA style.
Unit IV Assignment Open

Weight: 10% of course grade

Instructions
In this unit, you will continue to research the health issue identified in the Unit I Assignment and apply the Transtheoretical Model of Change (TMC). As you carry on with your research, address the following.

At what stage of the TMC is your community? Use data to support your reasoning for choosing the stage.
How might your community use the TMC to proceed with health behavior change?
Discuss the role a health educator would play in helping your community reach its goal of behavior change.
How could a health educator use stage matching to determine what type of intervention would be best for your community?

Your assignment should be at least three pages in length, not counting the title or reference pages. You must use at least one scholarly source in addition to your textbook. All sources used, including your textbook must be referenced; paraphrased and quoted material must have accompanying citations. All references and citations must be in APA style. Health Behavior Assignment

HUM 200 Unit 1 Assignment 3: Inductive and Deductive Arguments

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HUM 200 Unit 1 Assignment 3: Inductive and Deductive Arguments

In this assignment, you will apply key concepts covered in the module readings. You will identify the component parts of arguments and differentiate between various types of arguments such as inductive and deductive. You will then construct specific, original arguments.
There are two parts to the assignment. Complete both parts. The following is a summary of the assignment tasks.

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Part 1
1a: Identify Components of Arguments
Identify the component parts of the argument, premises and conclusion, for the passages. Where applicable, highlight key words or phrases that identify a claim as a premise or a conclusion. Part 1a has three questions.
1b: Identify Arguments as Inductive or Deductive
Identify the arguments as inductive or deductive for given passages. Offer a brief explanation why each argument is either inductive or deductive. 1b has three questions. HUM 200 Unit 1 Assignment 3: Inductive and Deductive Arguments
Part 2
2a: Argument Identification and Analysis
In these longer text passages, identify the key components of each argument. For each argument, list the main conclusion and the reasons (or premises) that support the conclusion.
2b: Constructing Original Arguments
Construct one original inductive argument. Using 75–100 words, explain why the argument is an inductive one. Then, construct one original deductive argument. Using 75–100 words, explain why the argument is a deductive one.
2c: Finding Native Argument Examples
Find one example of an argument from contemporary media; this can be a short argument. Include or reproduce the original passage of the argument, paraphrase the conclusion(s), and identify the argument as either inductive or deductive. Using 75–100 words, explain why the argument is either inductive or deductive.
Download details for this assignment here and respond to each item thoroughly.
Submit your assignment in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc. HUM 200 Unit 1 Assignment 3: Inductive and Deductive Arguments

Assignment: Assessing and Diagnosing Patients with Neurocognitive and Neurodevelopmental Disorders

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Assignment: Assessing and Diagnosing Patients with Neurocognitive and Neurodevelopmental Disorders

Assignment: Assessing and Diagnosing Patients with Neurocognitive and Neurodevelopmental Disorders

Photo Credit: Getty Images

Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others.

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For this Assignment, you will assess a patient in a case study who presents with a neurocognitive or neurodevelopmental disorder.

To Prepare:

· Review this week’s Learning Resources and consider the insights they provide. Consider how neurocognitive impairments may have similar presentations to other psychological disorders.

· Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment.

· By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind. Assignment: Assessing and Diagnosing Patients with Neurocognitive and Neurodevelopmental Disorders

· Consider what history would be necessary to collect from this patient.

· Consider what interview questions you would need to ask this patient.

· Identify at least three possible differential diagnoses for the patient.

By Day 7 of Week 10

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis. Incorporate the following into your responses in the template:

· Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

· Objective: What observations did you make during the psychiatric assessment??

· Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

· Reflection notes: What would you do differently with this client if you could conduct the session over??Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

· Please save your Assignment using the naming convention “WK10Assgn+last name first initial. (extension)” as the name. Assignment: Assessing and Diagnosing Patients with Neurocognitive and Neurodevelopmental Disorders

· Click the Week 10 Assignment Rubric to review the Grading Criteria for the Assignment.

· Click the Week 10 Assignment 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 “WK10Assgn+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.

· Click on the Submit button to complete your submission.

Note: choose 1 Case Study . Assignment: Assessing and Diagnosing Patients with Neurocognitive and Neurodevelopmental Disorders

MHA506 R2 Case Study Week 2: East Chestnut Regional Health System

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MHA506 R2 Case Study Week 2: East Chestnut Regional Health System

Case Study: East Chestnut Regional Health System

MHA/506 Version 2

12

CASE STUDY:
EAST CHESTNUT REGIONAL HEALTH SYSTEM
History
Within the last 10 years, East Chestnut Regional Health System (ECRH) was formed from the merger of three organizations: the East River Medical Center, the Northern Mountain Hospital Consortium, and the Archway Hospital.

East River Medical Center (ERMC)
ERMC is the anchor hospital for the system. The medical center resides along the east side of the Chestnut River. Historically, ERMC was recognized as the location of choice for medical care. However, this reputation has deteriorated over the last 3 to 5 years. As the city of Chestnut has grown, ERMC has found itself on the edge of an urban blight. Safety has been a concern for patients, visitors, and physicians who use and serve the medical center. The technology offered at the medical center has been maintained at an excellent level of proficiency. At the same time, the medical staff is aging with the average age of the physicians being 57. There are younger primary care physicians who serve the specialists, but the specialists are aging as well. ERMC boasts a Level 1 Trauma Center with an air service. The total number of licensed beds for ERMC is 550. On any given day, the occupancy rate is 300 heads on the beds. MHA506 R2 Case Study Week 2: East Chestnut Regional Health System

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Northern Mountain Hospital Consortium (NMHC)
NMHC was originally formed in response to the migration of patients to Chestnut. Due to the rather aggressive strategies carried out by the hospitals in Chestnut, these rural hospitals decided to create a consortium of rural hospitals so that they could gain economies of scale in a number of areas, which include group purchasing, benefit administration, and physician and staff recruitment. Additionally, they worked together to stem any further deterioration of their market share. Patients were selecting to go to the larger community for services and leaving the smaller communities that collared the Chestnut metropolitan area. NMHC represented individual hospitals in four counties that circled Chestnut County: Walnut, Butternut, Oak, and Maple. Walnut and Butternut Counties had good employment with Oak and Maple Counties being mostly rural. In each county, the inpatient facilities averaged about 20 years of age. The upkeep of these facilities has been sketchy. No facility needs any major upgrades, but modernization is needed. The state does not have a Certificate of Need (CON) process. The medical staff makeup varies each location. The hospitals in Oak and Maple Counties are critical access hospitals. Further details will be provided regarding these organizations later in the case study.

Archway Hospital (AH)
AH is located directly in the community of Chestnut. It fully resides in the urban area of the community. The hospital has 200 registered beds, but on any given day there are only 50 to 75 patients in this facility. This hospital was a Doctor of Osteopathy (DO) hospital; therefore, most of the physicians that worked out of this facility were DOs. The payer mix for this hospital was heavily burdened with Medicare and Medicaid. This payer mix composed nearly 85% of the reimbursement. The facility is aging and needs considerable repairs. It is questionable if it will be worth the investment in this facility. MHA506 R2 Case Study Week 2: East Chestnut Regional Health System

Leadership and Organizational Culture
The original merger that created the East Chestnut Regional Health System (ECRH) occurred 10 years ago. This merger was between ERMC and AH. AH had a rather dynamic leader who was about 57 years old at the time of the merger. The AH CEO became the new President and Chief Executive Officer of ECRH after the merger. Since this CEO had only worked in a smaller organization, he had not experienced the cultural changes and demands that occur after the merging of a large organization. Additionally, he began to change the culture of the organization such that decisions were made on a decentralized basis. He trusted the management team at AH to do the right things and make the right decisions with low supervision. However, the Chief Operating Officer (COO) who was put in charge was originally from AH but left 2 years after the merger with a new COO being put in place. This COO developed a rather poor reputation and was known to want to build his own empire at AH and to be dishonest at times. This reputation created a culture within the traditional AH that lacked a cohesive team effort to create a system. This positioning of the COO was left unattended by the President and CEO of ECRH since he was actively pursuing the acquisition of NMHC. The hospitals of NMHC were doing okay, but those in the consortium realized that their ability to stand alone was becoming difficult in today’s market. When the leadership of the consortium assessed the market as to a partnership, they decided that ECRH would be the best choice. The other option was to develop a for-profit hospital that also resided in Chestnut. The leadership was attracted to what they saw happen with AH. They liked that the central leadership of the system allowed AH to continue on as their own entity without a lot of centralized control.

By the time all of this was put together, the President and CEO of ECRH was near retirement. He retired about three years after all of the merger activity was complete. During those three years, he became lax in his leadership role. ECRH deteriorated in market share and profitability during this time. Upon his retirement, the Board of ECRH performed a national search for a replacement. They employed Hunter Brown as the new President and CEO. Mr. Brown was the CEO of a smaller health system and had been in that position for nearly 10 years. Therefore, he had limited experience from other markets in the art of strategic implementation. However, he was also well trained, bright, and articulate in expressing his knowledge. He has now been the President/CEO of ECRH for nine months.

As for the remainder of the leadership team for ECRH, there is a newly hired corporate counsel. She has 15 years of experience and is extremely competent in the work that she does.

The CEO also hired a new Chief Financial Officer. He has taken good strides in managing the accounts receivable throughout the system as well as extracting exceptional dollars from high quality supply chain management.

The Chief Operating Officer (COO) is new and has three years of previous experience from the same organization where the CEO departed.

The Chief Medical Officer (CMO) has been retained from the old leadership team. His reputation is excellent, and he works well with other physicians, including the medical staff and the employed physicians.

The Chief Nursing Officer (CNO) is three years away from retirement. She is known for not getting along with the medical staff and will always defend nursing when at times this is not appropriate.

The Senior Vice President for Human Resources is competent and respected by management and staff throughout the organization. MHA506 R2 Case Study Week 2: East Chestnut Regional Health System

The remainder of the leadership team was retained from the old regime. This included information technology, employed physician group leadership, marketing, human resources, and other vice presidents or directors responsible for varying service lines. It should be noted that the IT leadership is just completing the implementation of the EPIC system. The future for this team depends on how well the overall implementation of the system goes. Likewise those in the marketing department will need to be stellar in senior leadership advisement regarding the marketing of complex issues that will be encountered ahead. They have been told if marketing misses the target, then replacements will occur within this department. MHA506 R2 Case Study Week 2: East Chestnut Regional Health System

MSN 600 Theoretical Foundations of Nursing Practice and Research Module Papers

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MSN 600 Theoretical Foundations of Nursing Practice and Research Module Papers

MSN 600 Theoretical Foundations of Nursing Practice and Research Module Papers
Module 2 Discussion
Middle Range Nursing Theories and the Future of Nursing Theory
1. Theories seem to be such esoteric notions for a profession that seemed to function well for decades, without highlighting them. Can our practice history guide our practice future with theories? Why/not?
2. Define both rationalism and empiricism. Differentiate between these two scientific approaches.
3. Identify how the development of nursing diagnosis and nursing therapeutic taxonomies contribute to advancing nursing knowledge. Identify how the support for evidence-based practice is an indication of progress in the nursing discipline.
4. Describe how grand nursing theory differs from middle range nursing theory. Give 2 examples of grand nursing theories and give 2 examples of middle range nursing theories. MSN 600 Theoretical Foundations of Nursing Practice and Research Module Papers
Module 3 Discussion
Overview of Research Paradigms; Evidence for Practice
Chapter 2 deals with using research as evidence both for personal practice and for changing practice in specific settings using evidence based practice (EBP) models. Think about barriers that are associated with implementation of EBP either individually or at a unit /systems level. Please discuss the following:
1) What is one barrier that you have encountered or anticipate may occur with the implementation of EBP and what are some solutions to overcome that barrier?

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Chapter 1 and 3 included information about the differences and similarities between quantitative and qualitative research methods. Consider the information and discuss the following.
2) Think about the positivist versus constructivist paradigm. From which perspective do you view the world? Why? How could this influence your research in your practice setting? MSN 600 Theoretical Foundations of Nursing Practice and Research Module Papers
3) Prior to taking this course when reading research were you able to get a sense of the ethical aspects of the research? As you look at Chapter 7, particularly Box 7.3, the known aspects of IRB and safeguarding participants are included. Speak to how, when reading a research study, you will now be more aware of thinking about 1) vulnerable groups inclusion as well as 2) which groups were omitted with or without a justifiable rationale being included.
Module 4 Discussion
Research and Clinical Questions – PICO; Literature, Reviews & Theoretical Frameworks
1) Choose a problem or issue that you anticipate within your future advanced nursing role. Formulate a clinical question using the PICOT format. This question will drive the literature search for your issue.
2) To support and assist in choosing and writing your PICOT in part 1 of this discussion board, you should have reviewed a minimum of 6-10 articles. List the articles here as a response to #2 using the APA format for each citation.
3) Choose one of those articles cited in #2 above that is a quantitative article and use the guide in Box 4.3 of Polit and Beck text to critique the research problem, research question, and hypothesis in the article (page 84). Answer each of the 8 questions and discuss the relationship of this article to your PICOT.MSN 600 Theoretical Foundations of Nursing Practice and Research
Module 5 Discussion
Qualitative Research Design; Qualitative Data Collection & Analysis
1. Give one example each of issues/problems that could be answered using a qualitative research design in the following areas: A. nursing practice, B. nursing education, and C. nursing leadership.
2. What topics are better suited for phenomenological or grounded theory or ethnography? Provide rationale. Provide one topic that could be researched using each of the following: phenomenological, grounded theory, and ethnography.
3. Explain the various strategies used to promote qualitative research validity/trustworthiness/rigor as found in Chapter 25 of your assigned reading. Then, take one of these strategies and compare it to a specific quantitative strategy addressing similar issues of rigor. MSN 600 Theoretical Foundations of Nursing Practice and Research Module Papers.
Module 6 Discussion
Quantitative Research Design; Quantitative Data Collection & Analysis
1. Read this fictitious study and then answer the questions that follow:
Brusser and Joansy wanted to test the effectiveness of a new relaxation/biofeedback intervention on menopausal symptoms. They invited women who presented themselves in an outpatient clinic with complaints of severe hot flashes to participate in the study of the experimental treatment. These 50 women were asked to record, every day for 3 weeks before the intervention, the frequency and duration of their hot flashes. The intervention involved five 1-hour sessions over a period of 1 week. Then for 3 weeks after the treatment the women were asked to record their hot flashes again every day. At the end of the study, Brusser and Joansy found that both the frequency and average duration of the hot flashes had been significantly reduced in this sample of 50 women. They concluded that their intervention was an effective therapy in treating menopausal hot flashes.
a. What is the independent variable in this study?
b. What are the dependent variables in this study?
c. Was there random assignment in this study?
d. Is the design experimental, quasi-experimental, pre-experimental, or nonexperimental?
e. What is the specific name of the design used in this study?
f. Is the study design within subjects or between subjects?
g. Was there blinding in this study?
h. Provide at least one way in which this study could have been improved based on your chapter readings.
2. Here is a brief summary of the data collection plan of a fictitious study. Read the summary and then respond to the questions that follow.
Traina conducted a study to investigate the relationship between adults’ blood pressure and their suppression of anger. Data were gathered from a sample of 347 healthy men and women aged 22 to 60 who were members of a gym in Washington DC. Subject. MSN 600 Theoretical Foundations of Nursing Practice and Research Module Papers