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Assessment Health and Medical Questions Essay Project 1
Assessment Health and Medical Questions Essay Project
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Assessment Health and Medical Questions Essay Project
Assessment 5 Instructions: Process Improvement Proposal
Generate recommendations for process improvement and organizational fitness for a selected organization in the form of a 6-8 page proposal
that is targeted for its management team.
INTRODUCTION
Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in a sequence.
Health care leaders function within a complex, high-risk environment where errors can lead to injury and death. The goal of any health care leader
is to assess and manage risk, while concurrently promoting a culture of patient safety.
Patient safety is the cornerstone of high-quality care.
Youngberg (2011) addresses the need for leaders to create a systemic mindfulness of patient safety within the high-risk health care delivery
environment. Further, the author discusses high-reliability organizations, which attain next to zero error rates, despite a great propensity for error
or catastrophic events.
Read further in the Assessment 5 Context [PDF] document, which contains important information on the following topics related to change
leadership, risk management, and patient safety:
Themes for Success in Leadership.
The National Patient Safety Goals and Strategic Direction.
Personal Reflection.
Ethical Leadership.
Professional Communication.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your
viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a
member of your professional community. Note that these questions are for your own development and exploration and do not need to be
completed or submitted as a part of your assessment.
How does a health care leader establish a culture of patient safety?
How are risks to patient safety assessed and managed in your current or future work setting?
What are the other types of risks that are assessed and managed?
What are the important factors that need to be monitored in your selected work setting?
How can you contribute to risk management and patient safety within your job?
Imagine that you are the new CEO of your organization, and are charged with transforming the previous status quo to an efficient, high-performing
accountable care organization.
Which tools would you put to work in your new position?
What types of individuals would be needed for your executive leadership team?
What competencies might be important to the team members?
What processes, structural models, or frameworks from this course might help you as a transformational leader?
Reference
Youngberg, B. J. (2011). Principles of risk management and patient safety. Jones and Bartlett.
PREPARATION
BALANCED SCORECARD
The following resources are required to complete this assessment.
This article introduces the concept of a balanced scored to motivate and measure a business unit performance.
Kaplan, R. S., & Norton, D. P. (1996). Linking the balanced scorecard to strategy. California Management Review, 39(1), 53–79.
The following reading is available full-text in the Capella University Library. Search for each article by clicking the linked title and following the
instructions in the Library Guide. This article explores measure that drives performance using a balanced scorecard.
Kaplan, R. S., & Norton, D. P. (1992). The balanced scorecard: Measures that drive performance. Harvard Business Review, 70(1), 71–79.
Note: You should complete this assessment last.
The goal of this assessment is to generate recommendations, in the form of a proposal for process improvement and organizational fitness. Make
your recommendations for the organization you selected in Assessment 4 for the balanced scorecard presentation. Apply the concepts of
balanced scorecards to create your recommendations.
INSTRUCTIONS
In your proposal, use specific language and include evidence-based concepts from peer-reviewed literature, including a minimum of four outside
peer-reviewed sources. Communicate information and ideas clearly, accurately, and concisely, including reference citations and using correct
grammar. Include the following in your proposal:
Describe the selected organization, including its vision and mission.
Analyze the company using any adaptation of the Kaplan and Norton balanced scorecard framework that fits your selected organization. Refer to
the Balanced Scorecard section of this assessment for links to different resources you might use.
Communicate vision, strategy, objectives, measures, targets, and initiatives for each of the following four elements through a macro-level
discussion:
Financial performance measures.
Internal business processes.
Learning and growth.
Customer satisfaction.
Convey the organization’s values through an ethical, organizational, and directional strategy.
Recommend evidence-based and best practices for monitoring and improving discussions.
Generate one recommendation for each of the following:
Process improvements.
Quality improvements.
Organizational efficiency.
Learning implementation.
Implementation and evaluation.
ADDITIONAL REQUIREMENTS
Written communication: Written communication should be free from errors that detract from the overall message.
APA formatting: Resources and citations should be formatted according to APA style and formatting guidelines. Use APA format for all of the
following:
Cover page.
Abstract.
Table of contents, including a list of figures and tables.
Headings and subheadings.
Reference list.
Number of resources: A minimum of 6 resources. The following Norton and Kaplan articles will serve as two resources.
The Balanced Scorecard: Measures that Drive Performance.
Linking the Balanced Scorecard to Strategy.
Length of paper: 6–8 typed double-spaced pages.
Font and font size: Arial, 10-point.
COMPETENCIES MEASURED
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Conduct an environmental assessment to identify quality- and risk-management priorities for a health care organization.
Analyze existing organizational structures, mission, and vision.
Competency 3: Analyze the process and outcomes of a care quality- or risk-management issue.
Provide macro-level discussion on finances, internal processes, learning and growth, and also customer satisfaction.
Competency 4: Analyze applicable legal and ethical institution-based values as they relate to quality assessment.
Convey the organization’s values through an ethical, organizational, and directional strategy to impact the needed changes for quality
improvement.
Recommend evidence-based and best practices for monitoring and improving discussion.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care
administration.
Communicate information and ideas accurately, including reference citations and correct grammar.
Resources: Balanced Scorecard
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other
resources of your choice to prepare for this assessment however, you will need to ensure that they are appropriate, credible, and valid. The MHA
Program Library Guide can help direct your research.
Balanced Scorecard Institute. (n.d.). Balanced scorecard basics. http://www.balancedscorecard.org/BSCResources/Abou…
Behrouzi, F., Shaharoun, A. M., & Ma’aram, A. (2014). Applications of the balanced scorecard for strategic management and performance
measurement in the health sector. Australian Health Review, 38(2), 208–217.
Ippolito, A., & Zoccoli, P. (2013). Theoretical contribution to develop the classical balanced scorecard to health care needs. International Journal of
Healthcare Management, 6(1), 37–44.
Koumpouros, Y. (2013). Balanced scorecard: Application in the General Panarcadian Hospital of Tripolis, Greece. International Journal of Health
Care Quality Assurance, 26(4), 286–307.
Meena, K., & Thakkar, J. (2014). Development of balanced scorecard for healthcare using interpretive structural modeling and analytic network
process. Journal of Advances in Management Research, 11(3), 232–256.
Resources: Quality Improvement Best Practices
El-Jardali, F., & Fadlallah, R. (2017). A review of national policies and strategies to improve quality of health care and patient safety: a case study from Lebanon and Jordan. BMC Health Services Research, 17.
American College of Healthcare Executives. (n.d.). ACHE code of ethics. http://www.ache.org
Chavan, M. (2009). The balanced scorecard: A new challenge. The Journal of Management Development, 28(5), 393–406.
Norton, D. P. (2008). Strategy execution needs a system. https://hbr.org/2008/08/strategy-execution-needs-a…
This article chronicles the evolution of BSC performance management framework.
Assessment Health and Medical Questions Essay Project
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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