Policy Evaluation Analysis Assignment

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Policy Evaluation Analysis Assignment

To Prepare:

  • Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources.
  • Select an existing healthcare program or policy evaluation or choose one of interest to you.
  • Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.

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Based on the program or policy evaluation you selected, complete the Healthcare Program/Policy Evaluation Analysis Template. References at least 4. Be sure to address the following:

  • Introduction
  • Describe the healthcare program or policy outcomes.
  • How was the success of the program or policy measured?
  • How many people were reached by the program or policy selected?
  • How much of an impact was realized with the program or policy selected?
  • At what point in program implementation was the program or policy evaluation conducted?
  • What data was used to conduct the program or policy evaluation?
  • What specific information on unintended consequences was identified?
  • What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.
  • Did the program or policy meet the original intent and objectives? Why or why not?
  • Would you recommend implementing this program or policy in your place of work? Why or why not? Policy Evaluation Analysis Assignment
  • Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation.
  • Conclusion

Plagiarism free…… thank you

Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.

  • Chapter 7, “Health Policy and Social Program Evaluation” (pp. 116–124 only)To Prepare:
    • Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources.
    • Select an existing healthcare program or policy evaluation or choose one of interest to you.
    • Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.

     

Omics research ethics considerations – Nursing Outlook

Leading by Success: Impact of a Clinical & Translational Research Infrastructure Program to Address Health Inequities (nih.gov)

Policy Evaluation Analysis Assignment

Mental Health Assignment

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Mental Health Assignment

Professional Development

  • Write a 1000-word APA reflection essay of your experience with the Shadow Health virtual assignment(s). At least two scholarly sources in addition to your textbook should be utilized. Answers to the following questions may be included in your reflective essay:
    • What went well in your assessment?
    • What did not go so well? What will you change for your next assessment?
    • What findings did you uncover?

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    • What questions yielded the most information? Why do you think these were effective? Mental Health Assignment
    • What diagnostic tests would you order based on your findings?
    • What differential diagnoses are you currently considering?
    • What patient teaching were you able to complete? What additional patient teaching is needed?
    • Would you prescribe any medications at this point? Why or why not? If so, what?
    • How did your assessment demonstrate sound critical thinking and clinical decision making? Mental Health Assignment

ASSESSMENT INFORMATION FOR STUDENTS

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ASSESSMENT INFORMATION FOR STUDENTS

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

  • Your skills and knowledge using written and observation activities that apply to your workplace.
  • Your ability to apply your learning.
  • Your ability to recognise common principles and actively use these on the job.

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit. ASSESSMENT INFORMATION FOR STUDENTS

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How you will be assessed

The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in your workplace, and some in the training room as required by each unit.

The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.

Your assessor will ensure that you are ready for assessment and will explain the assessment process.  Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.

The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment. ASSESSMENT INFORMATION FOR STUDENTS

 

What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?

Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.

In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.

 

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment.   An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.

Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.

 

What if I believe I am already competent before training?

If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL). ASSESSMENT INFORMATION FOR STUDENTS

 

Assessor Responsibilities

Assessors need to be aware of their responsibilities and carry them out appropriately.  To do this they need to:

  • Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.
  • Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.
  • Ensure that their own qualifications are current.
  • When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.
  • When required, ensure supervisors and students sign off on third party assessment forms or third party report.
  • Follow the recommendations from moderation and validation meetings.

How should I format my assessments?

Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.  ASSESSMENT INFORMATION FOR STUDENTS

 

How long should my answers be?

The length of your answers will be guided by the description in each assessment, for example:

Type of Answer Answer Guidelines

 
Short Answer 4 typed lines = 50 words, or

5 lines of handwritten text
Long Answer 8 typed lines = 100 words, or

10 lines of handwritten text =  of a foolscap page
Brief Report 500 words = 1 page typed report, or

50 lines of handwritten text = 1foolscap handwritten pages
Mid Report 1,000 words = 2 page typed report

100 lines of handwritten text = 3 foolscap handwritten pages
Long Report 2,000 words = 4 page typed report

200 lines of handwritten text = 6 foolscap handwritten pages

 

How should I reference the sources of information I use in my assessments?

Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:

Website Name – Page or Document Name, Retrieved insert the date. Webpage link.

For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State ASSESSMENT INFORMATION FOR STUDENTS

 

assessment guide

The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task.

Assessment Method Satisfactory Result Non-Satisfactory Result
You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.
Questions All questions answered correctly Incorrect answers for one or more questions
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full. Does not refer to appropriate or correct sources.
Third Party Report Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard
Written Activity The assessor will mark the activity against the detailed guidelines/instructions Does not follow guidelines/instructions
Attachments if requested are attached Requested supplementary items are not attached
All requirements of the written activity are addressed/covered. Response does not address the requirements in full; is missing a response for one or more areas.
Responses must refer to appropriate sources from your workbook and/or workplace One or more of the requirements are answered incorrectly.

Does not refer to or utilise appropriate or correct sources of information
Observation All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level
Case Study All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study. Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly.  One or more questions are answered incorrectly.
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full; do not refer to appropriate sources.

 

 

Assessment cover sheet

Assessment Cover Sheet
Student’s name:  
Assessors Name:   Date:
Is the Student ready for assessment? Yes No
Has the assessment process been explained? Yes No
Does the Student understand which evidence is to be collected and how? Yes No
Have the Student’s rights and the appeal system been fully explained? Yes No
Have you discussed any special needs to be considered during assessment? Yes No
The following documents must be completed and attached
o  Written Activity Checklist

The student will complete the written activity provided to them by the assessor.

The Written Activity Checklist will be completed by the assessor.

 S NYS
o  Observation / Demonstration

The student will demonstrate a range of skills and the assessor will observe where appropriate to the unit.

The Observation Checklist will be completed by the assessor.

 S NYS
o  Questioning Checklist

The student will answer a range of questions either verbally or written.

The Questioning Checklist will be completed by the assessor.

 S NYS
I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO:
Overall Outcome                                          oCompetent                   oNot yet Competent
Student Signature: Date:
Assessor Signature: Date:

 

 

 

written activity

For this assessment, you will need to perform the following tasks. These tasks will need to be completed and submitted in a professional, word processed, format. Each question must be 100 words minimum in length.

  1. Discuss the basic human needs that we all have.
These are the basic human needs that every human being have:

1.      Physical: Physical needs

2.      Psychological

3.      Spiritual: Ceremonial observances

Formal and informal religious observance

Need for privacy

Need for an appropriate environment to reflect and / or participate in spiritual activities

Culturally appropriate spiritual support assists care recipients to express their unique spirituality in an open and non-judgemental environment by helping them to maintain important practices, beliefs and networks

4.      Cultural: RECOGNISE AND RESPECT THE PERSON’S SOCIAL, CULTURAL AND SPIRITUAL DIFFERENCES:

In all cases when working in a community service or health environment you will need to consider and respect a person’s social, cultural and spiritual differences if you are going to work with them effectively

Ceremonial and festive observances

 Dress and dietary observance

 Need for continued interaction with cultural communityIt is then the care workers role to ensure that dignity is respected by giving them the privacy they require.

It is important that you ensure your work practices accommodate a client’s modesty and privacy according to cultural requirements.

Accept cultural and religious ceremonies and link in to them

Celebrate different cultures by sharing food from that culture or having cultural days

Get guest speakers to talk about different cultures

Learn a language (even a few words) to make people feel more welcome

5.      Sexual: From the discussion above, it is clear that you should avoid imposing your own values and attitudes regarding sexuality on others, including your clients. Your own values may not be consistent with those of your client, and if you impose these conflicting values on your client this can cause them problems – including psychological harm. RECOGNISE, RESPECT AND ACCOMMODATE THE PERSON’S EXPRESSIONS OF IDENTITY AND SEXUALITY AS APPROPRIATE IN THE CONTEXT OF THEIR AGE OR STAGE OF LIFEA client’s circumstances may have a significant impact on their expression of identity and sexuality. Expression of identity and sexuality may include: ASSESSMENT INFORMATION FOR STUDENTS

Access to assistive / protective devices

Love and affection

Need for privacy and discretion

Physical appearance

Touch

 

  1. Discuss the concept of self-actualisation.
Maslow’s hierarchy reflects a linear pattern of growth depicted in a direct pyramidal order of ascension. Moreover, he states that self-actualizing individuals are able to resolve dichotomies such as that reflected in the ultimate contrary of free-will and determinism. He also contends that self-actualizers are highly creative, psychologically robust individuals. It is argued herein that a dialectical transcendence of ascension toward self-actualization better describes this type of self-actualization, and even the mentally ill, whose psychopathology correlates with creativity, have the capacity to self-actualize.

Maslow’s hierarchy is described as follows:

1. Physiological needs, such as needs for food, sleep and air.

2. Safety, or the needs for security and protection, especially those that emerge from social or political instability.

3. Belonging and love including, the needs of deficiency and selfish taking instead of giving, and unselfish love that is based upon growth rather than deficiency.

4. Needs for self-esteem, self-respect, and healthy, positive feelings derived from admiration.

5. And “being” needs concerning creative self-growth, engendered from fulfillment of potential and meaning in life. ASSESSMENT INFORMATION FOR STUDENTS

 

  1. Outline human development across the lifespan.
Which stage of life is the most important? Some might claim that infancy is the key stage, when a baby’s brain is wide open to new experiences that will influence all the rest of its later life. Others might argue that it’s adolescence or young adulthood, when physical health is at its peak. Many cultures around the world value late adulthood more than any other, arguing that it is at this stage that the human being has finally acquired the wisdom necessary to guide others. Who is right? The truth of the matter is that every stage of life is equally significant and necessary for the welfare of humanity. In my book The Human Odyssey: Navigating the Twelve Stages of Life, I’ve written that each stage of life has its own unique “gift” to contribute to the world. We need to value each one of these gifts if we are to truly support the deepest needs of human life. Here are what I call the twelve gifts of the human life cycle:

1. Prebirth: Potential – The child who has not yet been born could become anything – a Michaelangelo, a Shakespeare, a Martin Luther King – and thus holds for all of humanity the principle of what we all may yet become in our lives.

2. Birth: Hope – When a child is born, it instills in its parents and other caregivers a sense of optimism; a sense that this new life may bring something new and special into the world. Hence, the newborn represents the sense of hope that we all nourish inside of ourselves to make the world a better place.

3. Infancy (Ages 0-3): Vitality – The infant is a vibrant and seemingly unlimited source of energy. Babies thus represent the inner dynamo of humanity, ever fueling the fires of the human life cycle with new channels of psychic power.

4. Early Childhood (Ages 3-6): Playfulness – When young children play, they recreate the world anew. They take what is and combine it with the what is possible to fashion events that have never been seen before in the history of the world. As such, they embody the principle of innovation and transformation that underlies every single creative act that has occurred in the course of civilization.

5. Middle Childhood (Ages 6-8): Imagination – In middle childhoood, the sense of an inner subjective self develops for the first time, and this self is alive with images taken in from the outer world, and brought up from the depths of the unconscious. This imagination serves as a source of creative inspiration in later life for artists, writers, scientists, and anyone else who finds their days and nights enriched for having nurtured a deep inner life.

6. Late Childhood (Ages 9-11): Ingenuity – Older children have acquired a wide range of social and technical skills that enable them to come up with marvelous strategies and inventive solutions for dealing with the increasing pressures that society places on them. This principle of ingenuity lives on in that part of ourselves that ever seeks new ways to solve practical problems and cope with everyday responsibilities.

7. Adolescence (Ages 12-20): Passion – The biological event of puberty unleashes a powerful set of changes in the adolescent body that reflect themselves in a teenager’s sexual, emotional, cultural, and/or spiritual passion. Adolescence passion thus represents a significant touchstone for anyone who is seeking to reconnect with their deepest inner zeal for life.

8. Early Adulthood (Ages 20-35): Enterprise – It takes enterprise for young adults to accomplish their many responsibilities, including finding a home and mate, establishing a family or circle of friends, and/or getting a good job. This principle of enterprise thus serves us at any stage of life when we need to go out into the world and make our mark.

9. Midlife (Ages 35-50): Contemplation – After many years in young adulthood of following society’s scripts for creating a life, people in midlife often take a break from worldly responsibilities to reflect upon the deeper meaning of their lives, the better to forge ahead with new understanding. This element of contemplation represents an important resource that we can all draw upon to deepen and enrich our lives at any age.

10. Mature Adulthood (Ages 50-80): Benevolence – Those in mature adulthood have raised families, established themselves in their work life, and become contributors to the betterment of society through volunteerism, mentorships, and other forms of philanthropy. All of humanity benefits from their benevolence. Moreover, we all can learn from their example to give more of ourselves to others.

11. Late Adulthood (Age 80+): Wisdom – Those with long lives have acquired a rich repository of experiences that they can use to help guide others. Elders thus represent the source of wisdom that exists in each of us, helping us to avoid the mistakes of the past while reaping the benefits of life’s lessons.

12. Death & Dying: Life – Those in our lives who are dying, or who have died, teach us about the value of living. They remind us not to take our lives for granted, but to live each moment of life to its fullest, and to remember that our own small lives form of a part of a greater whole. 5 ASSESSMENT INFORMATION FOR STUDENTS

 

  1. Define each of the following:
    1. Spiritual Wellbeing
    2. Cultural Wellbeing
    3. Financial Wellbeing
    4. Career/occupation Wellbeing
a. An important part of respecting cultural and spiritual preferences is to provide your clients with information on the cultural and spiritual networks available to them. Networks may include:

 Advocates

 Carers

 Clergy / pastoral care providers

 Family members

 Friends

 Veteran’s / war widow organisations

To be able to provide information to your clients on the cultural and spiritual networks available to them, it is important that you are aware of the cultural and spiritual networks available in your local community (including both existing and new, as they occur). As noted above, networking – that is, engaging – with other professionals in the community services and in related fields is important in this respect, as these networks will be able to provide you with valuable information on events and services which might be suitable for your clients. Also, as discussed, you may research suitable opportunities online and in local newspapers / magazines, etc.

b. Cultural issues may also be affecting your client’s ability to socialise and therefore may be impacting on their well-being. People in care often have limited ability to socialise due to illness or incapacitation but in some cases, there may be language barriers that can affect people. English may not be their first language and it is possible that they are isolated because of this. Of course, these two issues are not the only ones that can impact of mental and physical well-being. You should consider all aspects of the person if you notice a deterioration in

 

CHCCCS023 – Support independence and wellbeing Version 2

Course code and name

mental and physical health in your clients and record and report them to your supervisor.

c. It is a well-known fact that people who are struggling financially have a higher rate of illness than those who are not. You may often find that the well-being of your client’s is affected by the financial struggles they face. People who need home care do not work, perhaps live on disability income or aged pensions, where their disposable income is limited. People often isolate themselves because they do not have the finances to be socially active. This can increase depression and physical illness in your clients. If you recognise signs of mental illness, depression or other signs that might be negatively impacting your client, consider their financial state as at least one aspect that could be impacting their well-being. ASSESSMENT INFORMATION FOR STUDENTS

 

  1. What are the basic requirements for good health for every person?
Mental health

o Nutrition and hydration

o Exercise

o Hygiene

o Lifestyle

o Oral health

 

  1. What are the signs of mental health or developmental issues and the risk and protective factors?
Gross motor signs:

 Has a markedly clumsy manner when compared with others of same age

Vision signs:

 Has difficulty following objects (or people) with eyes

Hearing signs:

 Fails to develop sounds or words that would be appropriate for their age

Signs of mental health issues may include but are not limited to:

 Changes in cognition:

o Hallucinations or delusions

o Excessive fears or suspiciousness (paranoia)

o Confused thinking

 Changes in mood:

o Loss of interest in once pleasurable activities

o Thinking or talking about suicide

 Changes in behaviour:

o Bizarre behaviour (strange posturing, ritualistic behaviour)

o Intention harming or killing of animals (especially in children)

o Hyperactivity

o Physical changes:

o Deterioration in hygiene or personal care

o Unexplained weight gains or loss

o Sleeping too much or being unable to sleep

Consultation and questioning of the client should be conducted in an exploratory and clinically professional manner at all times, if you feel that a client is presenting with issues that are outside your scope of responsibility or expertise then appropriate referrals must be made in line with organisational, legal and ethical guidelines.

 

 

  1. Service delivery models and standards
Integrated service delivery refers to a number of service agencies working together to collaborate and coordinate their support, services and interventions to clients. The focus is generally on clients, or client target groups, who have complex needs that require services from a number of agencies. Some efforts may be one-off, but more typically, there will be a system developed that enables agencies to meet or communicate and possibly streamline processes, to provide ongoing coordination.

 The primary purpose of integrated service delivery approaches is to improve outcomes for our clients. How this is achieved, and the factors that are important, will vary according to the service settings, agency capabilities and specific needs of the clients. They may include:

 Improving communication between agencies to monitor client progress and changes and be more responsive to these.

 Identifying areas of duplication, working at cross-purposes, or what is creating confusion for clients about who is doing what.

 Developing one plan for the client which includes the work being done by/with all agencies. This plan may also include actions and responsibilities the client agrees to do.

 Building understanding and capacity between the agencies – such as sharing practice frameworks and legal and funding limitations – so they can work together more effectively and generally support each other in their service delivery.

 Identifying systematic issues that create problems for clients, and for services in their efforts to meet client needs. This may include identification of client groups or needs that “fall between the gaps”. Ideally, there will be a process whereby these issues can be brought to the attention of decision-makers.

 Development of streamlined processes which can provide more seamless services to clients, such as a common referral or assessment process.7

There are also governance and management rules that apply to community service organisations. For access to all the current standards please go to:

http://www.dhs.vic.gov.au/about-the-department/documents-and-resources/policies,-guidelines-and-legislation/human-services-standards-evidence-guide-and-resource-tool

http://www.communityservices.act.gov.au/home/about_us/client_service_standards.

https://www.qld.gov.au/community/community-organisations-volunteering/community-care-standards/ ASSESSMENT INFORMATION FOR STUDENTS

 

  1. What are the relevant funding models that are used in health and community services
DEPARTMENT OF HUMAN SERVICES FLEXIBLE FUNDING MODEL (2011 – 2012)

Flexible Funding models have been created to provide a new flexible way to fund many of the nation’s health priorities.

The creation of the Funds will, over time, reduce red tape, increase flexibility and more efficiently provide evidence-based funding for the delivery of better health outcomes in the community.

For further information on flexible funding models go to: http://www.dhs.vic.gov.au/funded-agency-channel/about-service-agreements/simplifying-funding-and-reporting/flexible-funding

DEPARTMENT OF HEALTH BLOCK FUNDING MODEL

A fundamental principle of the new block funding arrangements is that changes to the service mix will be determined at the local level and negotiated between organisations and the Department of Health.

Changes should focus on the local community’s needs but also take into account broader health objectives, along with the capacity of the ACCHO.

Each ‘ACCO Services’ activity or ‘bucket’ includes sub activities that describe the programs or ‘jam jars’.

In a block funding model, ACCHOs will have the flexibility to move funds from one ‘bucket’ to another, as well as have one ‘jam jar’ to another, to address local priorities.

The service standards and guidelines for each program area will still apply.

For a full description of block funding arrangements go to: http://www.dhs.vic.gov.au/funded-agency-channel/about-service-agreements/simplifying-funding-and-reporting/flexible-funding

ACTIVITY BASED FINDING

The key principles of ABF are the accurate and transparent allocation of funding to health services based on the activity they perform. This requires an ability to define, classify, count, cost and fund activity in a consistent manner.

Three key elements form the building blocks of ABF.

 Classification – grouping activity that uses a similar amount of resources into clinical meaningful classes

 Counting – applying the same rules and units to measure the amount of activity that occurs

 Costing – measuring in dollars the amount of resources used to provide each output in the classified group

For a full outline on activity based funding models go to:

https://www2.health.vic.gov.au/hospitals-and-health-services/funding-performance-accountability/activity-based-funding

work role boundaries” ASSESSMENT INFORMATION FOR STUDENTS

Community service workers are often required to make decisions according to the ethics and philosophies of their organisation. Behaving in a way that is ethical and adhering to the policies and procedures of the organisation are a good starting point for providing high standards of care for the client. It is the responsibility of management to develop policies and procedures which reflect the values, objectives, and purpose of the organisation. Whilst management also have the responsibility to introduce staff to the policies and procedures, particularly to the new worker at the time of induction, it is the responsibility of the worker to familiarise themselves with the relevant information and ensure they comply.

Position descriptions are a good way for the worker to establish the scope of their work. These descriptions provide information about the scope of the work and the duties to be performed.

Policies and procedures provide valuable information about how the work should be done.

Community workers should pay particular attention to the boundaries of their work. Not only are they expected to perform to a particular standard outlined by the organisation, but they must ensure that they do not exceed the boundaries of their work role. Attempting to work beyond the level of one’s qualifications can be both dangerous to the health and safety of others, as well as to the detriment of the client. For example A person who holds a certificate 4 in community services should not be attempting to provide treatment for a client which would normally be the job of a registered nurse.

All workers need to be aware of their responsibilities and the boundaries of their work role. If at any stage you are unclear about the scope of your work then you should consult with your supervisor or manager, as well as the policy and procedure manual of the organisation. ASSESSMENT INFORMATION FOR STUDENTS

Professional Capstone and Practicum Reflective Journal Assignment

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Professional Capstone and Practicum Reflective Journal Assignment

WEEK 8 :   Health policy

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice. This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

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  1. WEEK 8 :   Health policy :
  2. Using 200-300 words APA format with at least two references. Sources must be published within the last 5 years. There should be a mix between research and your reflections. Add critical thinking in the posts along with research. Apply the material in a substantial way  Professional Capstone and Practicum Reflective Journal Assignment
  3. WEEK 8 :   Health policy

    Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice. This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

    1. WEEK 8 :   Health policy :
    2. Using 200-300 words APA format with at least two references. Sources must be published within the last 5 years. There should be a mix between research and your reflections. Add critical thinking in the posts along with research. Apply the material in a substantial way  Professional Capstone and Practicum Reflective Journal Assignment

Left Sided Heart Failure Concept Map

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Left Sided Heart Failure Concept Map

Assessment 1 – Concept map and guided questions.

Information 1 – Getting started.

 Your first assessment is generating a concept map for left heart failure and answering three questions related to a case study about a patient who has an acute exacerbation of heart failure. When preparing your assignment refer to the criteria and standards in the Learning Guide.

You can begin this assessment now by finding readings about heart failure and summarising the information under the headings of the pathophysiology template. This information can then be used for your concept map.

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Some readings that you may find helpful to start your assignment are:

Your textbook: Left Sided Heart Failure Concept Map

Craft,J.A., Gordon,C.J., Huether,S.E., McCance, K.L., Brashers, V.L. & Rote,N.E.

(2015). Understanding pathophysiology – ANZ adaptation (2nd ed.).

Chatswood, NSW: Elsevier Australia. Chapter 23.

 

Also:

Aitken, L., Marshall,A. & Chaboyer, W. (2015).  ACCCN’s critical care nursing

(3rd  ed.). Chatswood, NSW: Elsevier Australia. Chapter 10.

 

Wagner, K.D. (2014).  High acuity nursing (6th ed.). Upper Saddler River, New

Jersey: Pearson. Chapter13.

(These books are available online from the Western Sydney University library).

This is just to begin. You will then find more readings to add to your information.

Remember that the information in your concept map and answers to the questions must correlate with the references that you cite so keep an accurate record when preparing your assignment. The marker of your assessment will check your citations. Left Sided Heart Failure Concept Map

An example of a pathophysiology template for a left-sided ischaemic stroke and a concept map using this information has been attached to start you thinking about how you will approach your assignment. The concept map has been generated using Word. However, if you wish, you may prefer to use a concept map template that you may find on the web. Left Sided Heart Failure Concept Map

Healthcare Technology Assignment

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Healthcare Technology Assignment

To Prepare:

  • Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
  • Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.

 

The Assignment: (2-3 pages not including the title, introduction, conclusion, and reference page)

 

In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

  • Planning and requirements definition
  • Analysis
  • Design of the new system
  • Implementation
  • Post-implementation support
  • Use APA format and include a title page and reference page.
  • Use the Safe Assign Drafts to check your match percentage before submitting your work.

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References at least 4 and not 5 years pass. Thank you

 

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning. Healthcare Technology Assignment

  • Chapter 9, “Systems Development Life Cycle: Nursing Informatics and Organizational Decision Making” (pp. 175–187)
  • Chapter 12, “Electronic Security” (pp. 229–242)
  • Chapter 13, “Workflow and Beyond Meaningful Use” (pp. 245–261)To Prepare:
    • Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
    • Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.

     

    The Assignment: (2-3 pages not including the title, introduction, conclusion, and reference page)

     

    In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

    • Planning and requirements definition
    • Analysis
    • Design of the new system
    • Implementation
    • Post-implementation support
    • Use APA format and include a title page and reference page.
    • Use the Safe Assign Drafts to check your match percentage before submitting your work. Healthcare Technology Assignment

     

    References at least 4 and not 5 years pass. Thank you

     

    McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

    • Chapter 9, “Systems Development Life Cycle: Nursing Informatics and Organizational Decision Making” (pp. 175–187)
    • Chapter 12, “Electronic Security” (pp. 229–242)
    • Chapter 13, “Workflow and Beyond Meaningful Use” (pp. 245–261)

     

Healthcare Technology Assignment

GI & Musculoskeletal Assignment

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GI & Musculoskeletal Assignment

This Discussion has 2 parts:

  1. GI
    • Make a comprehensive list of relevant information to gather when assessing abdominal pain.
    • How do you assess for masses in the abdomen and how you would document such findings?
    • Describe your findings on a previous patient that you have encountered where you have palpated a mass in the abdomen.
  2. Musculoskeletal
    • Define, Compare, and Contrast the following conditions:
      • Osteoarthritis
      • Rheumatoid Arthritis

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        This Discussion has 2 parts:

        1. GI
          • Make a comprehensive list of relevant information to gather when assessing abdominal pain.
          • How do you assess for masses in the abdomen and how you would document such findings?
          • Describe your findings on a previous patient that you have encountered where you have palpated a mass in the abdomen.
        2. Musculoskeletal
          • Define, Compare, and Contrast the following conditions:
            • Osteoarthritis
            • Rheumatoid ArthritisThis Discussion has 2 parts:GI & Musculoskeletal Assignment
              1. GI
                • Make a comprehensive list of relevant information to gather when assessing abdominal pain.
                • How do you assess for masses in the abdomen and how you would document such findings?
                • Describe your findings on a previous patient that you have encountered where you have palpated a mass in the abdomen.
              2. Musculoskeletal
                • Define, Compare, and Contrast the following conditions:
                  • Osteoarthritis
                  • Rheumatoid ArthritisThis Discussion has 2 parts:
                    1. GI
                      • Make a comprehensive list of relevant information to gather when assessing abdominal pain.
                      • How do you assess for masses in the abdomen and how you would document such findings?
                      • Describe your findings on a previous patient that you have encountered where you have palpated a mass in the abdomen.
                    2. Musculoskeletal
                      • Define, Compare, and Contrast the following conditions:
                        • Osteoarthritis
                        • Rheumatoid ArthritisThis Discussion has 2 parts:
                          1. GI
                            • Make a comprehensive list of relevant information to gather when assessing abdominal pain.
                            • How do you assess for masses in the abdomen and how you would document such findings?
                            • Describe your findings on a previous patient that you have encountered where you have palpated a mass in the abdomen.
                          2. Musculoskeletal
                            • Define, Compare, and Contrast the following conditions:
                              • Osteoarthritis
                              • Rheumatoid Arthritis GI & Musculoskeletal Assignment

Gastrointestinal Assignment

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Gastrointestinal Assignment

  • Write a 500-word APA reflection essay of your experience with the Shadow Health virtual assignment(s). At least two scholarly sources in addition to your textbook should be utilized. Answers to the following questions may be included in your reflective essay:
    • What went well in your assessment? Gastrointestinal Assignment
    • What did not go so well? What will you change for your next assessment?
    • What findings did you uncover?

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    • What questions yielded the most information? Why do you think these were effective?
    • What diagnostic tests would you order based on your findings?
    • What differential diagnoses are you currently considering?
    • What patient teaching were you able to complete? What additional patient teaching is needed?
    • Would you prescribe any medications at this point? Why or why not? If so, what?
    • How did your assessment demonstrate sound critical thinking and clinical decision making? Gastrointestinal Assignment

Pharmacological treatment

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Pharmacological treatment

Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)

Turn it in Score must be less than 50% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 50%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement. Pharmacological treatment

Example:

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PATIENT INFORMATION

Name: Mr. W.S.

Age: 65-year-old

Sex: Male

Source: Patient

Allergies: None

Current Medications: Atorvastatin tab 20 mg, 1-tab PO at bedtime

PMH: Hypercholesterolemia

Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.

Surgical History: Appendectomy 47 years ago.

Family History: Father- died 81 does not report information

Mother-alive, 88 years old, Diabetes Mellitus, HTN

Daughter-alive, 34 years old, healthy

Social Hx: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone. Pharmacological treatment

SUBJECTIVE:

Chief complain: “headaches” that started two weeks ago

Symptom analysis/HPI:

The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and sometimes it is accompanied by dizziness.He states that he has been under stress in his workplace for the last month.

Patient denies chest pain, palpitation, shortness of breath, nausea or vomiting.

ROS:

CONSTITUTIONAL: Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC: Headache and dizzeness as describe above. Denies changes in LOC. Denies history of tremors or seizures.

HEENT: HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing. Pharmacological treatment

Respiratory:Patient denies shortness of breath, cough or hemoptysis.

Cardiovascular: No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal

dyspnea.

Gastrointestinal:Denies abdominal pain or discomfort.Denies flatulence, nausea, vomiting or

diarrhea.

Genitourinary: Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence.

MUSCULOSKELETAL: Denies falls or pain. Denies hearing a clicking or snapping sound.

Skin: No change of coloration such as cyanosis or jaundice, no rashes or pruritus.

Objective Data

CONSTITUTIONAL: Vital signs: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmhg, RR 20, PO2-98% on room air, Ht- 6’4”, Wt 200 lb, BMI 25. Report pain 0/10.

General appearance: The patient is alert and oriented x 3. No acute distress noted.NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, place, and time. Sensation intact to bilateral upper and lower extremities. Bilateral UE/LE strength 5/5. Pharmacological treatment

HEENT:Head: Normocephalic, atraumatic, symmetric, non-tender. Maxillary sinuses no tenderness. Eyes: No conjunctival injection, no icterus, visual acuity and extraocular eye movements intact. No nystagmus noted. Ears: Bilateral canals patent without erythema, edema, or exudate. Bilateral tympanic membranes intact, pearly gray with sharp cone of light. Maxillary sinuses no tenderness. Nasal mucosa moist without bleeding. Oral mucosa moist without lesions,.Lids non-remarkable and appropriate for race.

Neck: supple without cervical lymphadenopathy, no jugular vein distention, no thyroid swelling or masses.

Cardiovascular:S1S2, regular rate and rhythm, no murmur or gallop noted. Capillary refill < 2 sec.

Respiratory:No dyspnea or use of accessory muscles observed. No egophony, whispered pectoriloquy or tactile fremitus on palpation. Breath sounds presents and clear bilaterally on auscultation.

Gastrointestinal:No mass or hernia observed. Upon auscultation, bowel sounds present in all four quadrants, no bruits over renal and aorta arteries. Abdomen soft non-tender, no guarding, no reboundno distention or organomegaly noted on palpation Pharmacological treatment

Musculoskeletal:No pain to palpation. Active and passive ROM within normal limits, no stiffness.

Integumentary:intact, no lesions or rashes, no cyanosis or jaundice.

Assessment

Essential (Primary) Hypertension (ICD10 I10): Given the symptoms and high blood pressure (156/92 mmhg), classified as stage 2. Once the organic cause of hypertension has been ruled out, such as renal, adrenal or thyroid, this diagnosis is confirmed.

Differential diagnosis:

Ø Renal artery stenosis(ICD10 I70.1)

Ø Chronic kidney disease(ICD10 I12.9)

Ø Hyperthyroidism (ICD10 E05.90)

Plan

Diagnosis is based on the clinical evaluation through history, physical examination, and routine laboratory tests to assess risk factors, reveal identifiable causes and detect target-organ damage, including evidence of cardiovascular disease.

These basic laboratory tests are: Pharmacological treatment

· CMP

· Complete blood count

· Lipid profile

· Thyroid-stimulating hormone

· Urinalysis

· Electrocardiogram

Ø Pharmacological treatment:

The treatment of choice in this case would be:

Thiazide-like diuretic and/or a CCB

· Hydrochlorothiazide tab 25 mg, Initial dose: 25 mg orally once daily.

 

Ø Non-Pharmacologic treatment:

· Weight loss

· Healthy diet (DASH dietary pattern): Diet rich in fruits, vegetables, whole grains, and low-fat dairy products with reduced content of saturated and trans l fat

· Reduced intake of dietary sodium: <1,500 mg/d is optimal goal but at least 1,000 mg/d reduction in most adults

· Enhanced intake of dietary potassium

· Regular physical activity (Aerobic): 90–150 min/wk

· Tobacco cessation

· Measures to release stress and effective coping mechanisms.

Education

· Provide with nutrition/dietary information.

· Daily blood pressure monitoring at home twice a day for 7 days, keep a record, bring the record on the next visit with her PCP

· Instruction about medication intake compliance.

· Education of possible complications such as stroke, heart attack, and other problems.

· Patient was educated on course of hypertension, as well as warning signs and symptoms, which could indicate the need to attend the E.R/U.C. Answered all pt. questions/concerns. Pt verbalizes understanding to all Pharmacological treatment

Follow-ups/Referrals

· Evaluation with PCP in 1 weeks for managing blood pressure and to evaluate current hypotensive therapy. Urgent Care visit prn.

· No referrals needed at this time.

References

Domino, F., Baldor, R., Golding, J., Stephens, M. (2017). The 5-Minute Clinical Consult 2017 (25th ed.). Print (The 5-Minute Consult Series).

Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.). ISBN 978-0-8261-3424-0 Pharmacological treatment

Staffing Module Assignment

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Staffing Module Assignment

Preliminary Data

Definition of Staffing Terms: To build a body of knowledge regarding the development of a staffing budget and later be able to create actual staffing plans, the registered nurse must first be familiar with the following terms and their definitions.

Nursing Hours Per Patient Day (NHPPD): A unit of measure that defines the average number of hours of nursing care delivered to each patient in a 24-hour period. Staffing Module Assignment

Hours Per Workload Unit (HPWU): A unit of measure that defines the average number of hours worked per workload unit. The workload unit can be number of visits, number of meals served, number of square feet cleaned, number of operating room minutes, and others, depending on the department worked.

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There is a direct relationship between the workload and the amount of resources (RNs, LVNs, Aides, Dietary Aides, OR staff, etc.) needed.

Patient Day (PD): One patient occupying one bed for one day. Typically, counted at midnight. For example, a patient admitted to a nursing care unit at 11:50 p.m. will be counted in the midnight census for that unit; therefore will be counted as one patient day. Staffing Module Assignment

 

Average Daily Census: Patient days in a given time period (daily, weekly, monthly, or annual) divided by the number of days in the time period. It is also used to define the average number of total inpatients on any given day.

Variable Hours of Care: A component of NHPPD that measures the amount, in time, of care directly provided to the patient by a caregiver, e.g. RN, LVN, aide. It does not take into account fixed hours of care. Variable hours of care are also referred to as caregiver hours. Staffing Module Assignment

 

Fixed Hours of Care: A component of NHPPD that reflects the indirect care provided by nursing staff, e.g. unit secretary, nurse manager, clinical nurse specialist. This unit of measure is a constant, meaning that it is not dependent upon the acuity of the patient, or the volume of patients when calculating the staffing pattern.

 

Full-Time Equivalent (FTE): The equivalent of one full-time employee working for one year.  It is calculated based upon 40 hours per week for 52 weeks, or 2080 hours. It includes both productive and nonproductive time. One employee, working full-time for one year (2080 hours) is one FTE. Two employees, each working 20 hours per week for one year (1040 hours each), are the equivalent of one FTE. Staffing Module Assignment

 

Replacement FTE: The number of FTEs required to replace non-worked hours.

 

Worked Hours: The actual number of hours worked, including both regular and overtime hours, orientation hours, on-call hours, callback hours, and training/education hours. Also known as productive hours.

 

Non-Worked Hours: The hours for which an employee is paid, but are not worked. Examples include vacation, sick, jury duty, holidays, funeral leave, paid time off, etc. The Fair Labor Standards Act dictates what an institution must include as non-worked hours. Also known as nonproductive hours. Staffing Module Assignment

 

Paid Hours: The total amount of worked and non-worked hours an employee is paid for.

 

Position: One person working one job, regardless of the number of hours that person works. A position is not the same as an FTE.

 

Shift: A designated number of hours that an employee works in a 24-hour period. A shift could be 4, 8, 10, 12, or even 16 hours in length. In this module, one shift will be considered as 8 hours.

 

Paid to Worked Ratio (PWR): Paid hours divided by the difference between paid and non-worked (nonproductive) hours. The PWR is calculated to determine the number of paid FTEs required. For example, one FTE is paid 2080 hours in one year. This FTE has 265 nonproductive hours (vacation, holiday, sick, etc.). PWR=2080/(2080-265)=1.15. Staffing Module Assignment

 

Worked FTE: The number of FTEs required to provide patient care on a daily, weekly, monthly, or annual basis.

 

Paid FTE: The actual number of worked FTEs plus the replacement FTEs needed during vacation, education, training, etc. to staff a cost center.

 

Cost Center: A unit or department in an organization.

Putting the Definitions to Use

Use the Excel™ Spreadsheet provided to document your answers. All calculations must be done using formulas in the spreadsheet, where applicable. Be sure to check your worksheet before submitting the assignment to ensure that when the reader clicks in a cell, the formula used to calculate the response is visible in the function bar.Staffing Module Assignment

Calculating an FTE

Remember, an FTE is based upon the designated number of hours needed to cover a specified number of shifts during a specific time period. The time period may be per week, per pay period (usually two weeks) or per year. A shift is 8 hours of worked time. Below are some examples of how an FTE is calculated:

  • FTE = Number of shifts assigned to work every pay period. A Full-time employee works 10 shifts every two weeks, and this equals 80 hours in a pay period. An employee who is full-time would not necessarily have to work 10 shifts as long as they worked 80 hours. However, for the purposes of this module, all shifts are to be considered 8 hours long, so the employee must work 10 shifts to be considered full-time. Staffing Module Assignment
  • FTE = Worked hours ¸ hours per pay period for full-time employee

FTE = 40 worked hours ¸ 80 hours = 0.50 FTE

  • Hours = FTE x Hours paid per pay period for full-time employee
  • Hours = 0.50 FTE x 80 = 40 hours (number of hours that a 0.50 FTE would be scheduled to work in a pay period)
  • Shifts = Hours per pay period ¸ Hours in a shift

Shifts = 80 hours per pay period ¸ 8 hours = 10 shifts per pay period

10 shifts = 80 hours per pay period = 1.00 FTE

9 shifts =  72 hours per pay period = 0.90 FTE

8 shifts =  64 hours per pay period = 0.80 FTE

7 shifts =  56 hours per pay period = 0.70 FTE

6 shifts =  48 hours per pay period = 0.60 FTE

5 shifts =  40 hours per pay period = 0.50 FTE

4 shifts =  32 hours per pay period = 0.40 FTE

3 shifts =  24 hours per pay period = 0.30 FTE

2 shifts =  16 hours per pay period = 0.20 FTE

1 shift  = 8 hours per pay period = 0.10 FTE

For each of the following scenarios, complete your answers using your knowledge of Excel basic formulas on the Worksheet provided in the Assignment Drop Box: Staffing Module Assignment

 

 

FTEs ONE WEEK

HOURS

 ONE WEEK

SHIFTS

 ONE PAY PERIOD HOURS ONE PAY PERIOD SHIFTS
0.2 8 1 16 2
0.4        
0.6        
0.8        
1.0        
2.0        

Great!!! You have now mastered being able to calculate the number of shifts and hours that a designated FTW works in one week and in one pay period. Using the same principles, you could also calculate the number of hours and shifts an FTE would work in a month, quarter, or year.

 

The next step is to be able to compute the number of FTEs needed to staff for one week based on the number of shifts required. To be able to calculate this number, you need to know the following: Staffing Module Assignment

 

  • FTEs = Total Shifts ¸ 5 shifts (shifts worked by 1 FTE per week)
  • FTEs = An RN works 5 shifts per week. How many FTEs are required?

FTE  = 5 ¸ 5 = 1.00 FTE

Now, it’s your turn again!!! Fill in the missing shifts and FTEs, using Excel formulas:

STAFF  S  M  T  W  T  F  S SHIFTS FTEs*
NM 0 1 1 1 1 1 0 5 1.0
RN 5 6 6 6 6 6 5    
LVN 4 3 3 3 3 3 4    
NA 4 4 4 4 4 4 4    
US 1 1 1 1 1 1 1    
TOTAL 14 15 15 15 15 15 14    

*Format FTEs to 1 decimal place.

 

Calculating NHPPD

Were the previous calculation exercises easy for you to complete? Great!! The next few are just as easy, but they begin to combine the elements of required nursing hours per patient day and the unit’s FTE requirements. But, before we get to that, you need to know how to derive the NHPPD and its related components.

Let’s get started!

The numbers of FTEs allocated to a nursing unit are based upon the NHPPD for that particular unit’s patient population and acuity. A variety of sources are available to compare your unit’s NHPPD with other units. In many cases there are national nursing standards that can be used as comparative data (like units, with the same type of patient population, are compared to each other). These units with the same or similar patient types usually have common nursing care requirements. When this is true, those nursing unit’s NHPPD are averaged to create a standard NHPPD. This number can only be used as a guide to determine the NHPPD for your unit, because differences such as geography, nursing care delivery system, support services available, and other variables may not be accounted for. Staffing Module Assignment

Why is it important for RNs to understand the concept of NHPPD and know their unit’s hours? Simply put, NHPPD defines how much nursing care each patient on the unit requires in a 24-hour period. In a sense, it defines the level of care required. Without it, the staffing might be based upon volume, rather than patient needs, and nursing care in acute care units should be based upon the needs of the patient.

In one example, a total of 103 shifts were worked by the distribution of staff given for one week. For a particular week, this unit experienced 85 patient days. From this data, one can calculate the NHPPD: Staffing Module Assignment

 

  • NHPPD = Total shifts per week x 8 hours per shift

Number of Patient Days

NHPPD = 103 x 8 = 9.69

85

Now, here is one for you to figure out. Please calculate the NHPPD for the following unit, using Excel formulas to complete your calculations:

Unit 3A has had 61 patient days in the past week, with a total of 98 shifts staffed. What was 3A’s NHPPD for that time period?

 

NHPPD* = ___________________________________

*Format NHPPD to 2 decimal places.

 

As we said earlier, NHPPD is a compilation of different types of hours, one of which is Variable Hours of Care or Caregiver Hours. Remember, variable hours of care delineates those hours of care that are directly provided to the patient by a caregiver, defined as the RN, LVN, or nurse aide. Calculating Caregiver Hours gives us how many hours within the NHPPD are spent providing direct nursing care. It is calculated:

 

  • Caregiver Hours = Total shifts of RNs, LVNs, & NAs x 8 hours per shift

Patient Days

 

In one example, the total shifts calculated = 103. There were 12 non-caregiver shifts (NM and US), which leaves 91 Caregiver shifts. Assuming the same number of patient days (85) from above, calculate the Caregiver Hours:

 

Caregiver Hours =  91 x 8 = 8.56

85

Using the situation described previously for Unit 3A, calculate the Caregiver Hours where there were 54 RN shifts, 14 LVN shifts, and 13 NA shifts. Use formulas in Excel for your calculations.

 

Caregiver Hours* = __________________________

*Format the Variable Hours of Care (Caregiver Hours) calculation to 2 decimal places.

 

We hope that you noticed that your Variable Hours of Care did not equal the number you got for NHPPD. Great!! That is because we have not taken into account yet the Fixed Hours. Fixed Hours of Care are the hours required for indirect care for every patient on a unit. Fixed hours are comprised of the secretarial work, management of the unit, and non-direct patient care (e.g. patient teaching done by a CNS). Remember, this number is constant, since it is not affected by acuity or volume Staffing Module Assignment.

 

  • Fixed Hours of Care = Total shifts of NM, US, etc x 8 hours per shift

Patient Days

 

From our first example, calculate the number of shifts worked by the NM and US. Using the same patient days of 85, calculate Fixed Hours of Care for this unit:

 

Fixed Hours of Care =  12 x 8  =  1.13

85

Are you ready? Using the same situation for 3A and knowing that there are 5 Nurse Manager shifts, 5 CNS shifts, and 7 Unit Secretary shifts, calculate the Fixed Hours of Care: Again, use formulas in Excel to complete your calculations.

 

Fixed Hours of Care* = ______________________

*Format calculation to 2 decimal places.

 

Hopefully, when you add your answers for the Caregiver Hours and Fixed Hours of Care, you came up with the answer you originally got for your NHPPD. Remember, this occurs because NHPPD is a combination of Variable (Caregiver) Hours and Fixed Hours of Care.

 

Calculating Paid FTEs and Positions

WOW!!! Your brain is probably already on overload, but the best is yet to come!!! Now, if you believe that, we have some beach front property in Arizona for sale… Interested? J

Seriously, to complete the determination of staffing process, you must know how to figure paid FTEs and the number and type of positions needed. Paid FTEs differ from the FTEs you have previously figured because paid FTEs include both worked and non-worked hours. What you have done so far is to calculate worked FTEs Staffing Module Assignment.

 

  • Non-worked Hours = Total shifts non-worked x 8 hours per shift

 

An example of calculating Non-worked Hours for a full-time employee is as follows:

 

Sick leave = 10 shifts per year

Vacation   = 15 shifts per year

Holidays   =   8 shifts per year

Training =   5 shifts per year

Misc. =   2 shifts per year

Total = 40 shifts per year

 

Non-worked Hours = 40 shifts x 8 hours = 320 hours per employee

 

Note: The number of non-worked hours for an employee is determined by the organization, which ensures consistent allocation of non-worked hours allocated. Although employees with seniority might have more vacation hours than new employees, for the purposes of this module, all employees have the same allocation of non-worked hours Staffing Module Assignment.

Here goes! Is your computer smoking yet??? Calculate the number of Non-worked Hours for any employee of 3A, using formulas in Excel, based upon the following data:

 

Sick leave = 12 shifts per year

Vacation   = 10 shifts per year

Holidays   =   6 shifts per year

Training =   3 shifts per year

Misc. =   3 shifts per year

Total = 34 shifts per year

 

Non-worked Hours = _________________

 

Calculating the non-worked hours is essential prior to figuring the Paid-to-Worked Ratio (PWR) for an organization. The PWR allows you to determine the total number of paid FTEs required to staff your nursing unit. As explained earlier, paid FTEs is a combination of worked FTEs and the replacement FTEs needed when, for example, someone is on vacation, ill, or at an education seminar. Replacement FTEs are necessary in order to maintain established staffing patterns by replacing an employee (who is calculated in Caregiver Hours) who is off, on vacation, etc. with a person of equal skill classification (RN for RN, LVN for LVN, etc.). Replacement FTEs need to be budgeted when the staffing pattern is established so that you are not using overtime to staff the unit, or staffing at levels below requirements. Paid FTEs is a requirement for being able to put a dollar figure to a staffing plan Staffing Module Assignment.

 

  • PWR = Annual Paid Hours for a full-time employee

(Annual Paid Hours) – (Non-worked Hours)

 

Using an example of 320 non-worked hours per employee,

PWR = __2080___  =  2080

  • 1760

 

PWR = 1.18

 

To calculate paid FTEs required, multiply the worked FTEs for each classification of employee times the PWR.

 

  • Paid FTEs = Worked FTEs x PWR

 

Using an example of having 6.6 worked FTEs of NA, and the PWR calculated above, calculate the number of Paid FTEs required:

 

Paid FTEs = 6.6 x 1.18 = 7.79

*Format Paid FTEs to 2 decimal places

 

Remember that when an employee who is off is not replaced with another comparable employee, such as the nurse manager or clinical specialist, the Paid FTEs are equal to Worked FTEs Staffing Module Assignment.