Posts in category: Nursing Papers

Addressing an Unmet Need through Strategic Planning

NURS 6241: STRATEGIC PLANNING IN HEALTH CARE ORGANIZATIONS

Addressing an Unmet Need through Strategic Planning

Introduction

It is the expectation of any health ministry to have its professionals competent with the latest trends in technology. The motivation of this is that technology continually changes and is used in the high skilled intervention process. Henderson, Davis, Smith and King (2014) state that it is a phenomenon that is not permanent, and each day there is an emergence of one form of technology that is aimed to improve the quality of performance of a previous form of technology. Nurses and other medical practitioners are expected to, therefore, be knowledgeable of the types and varieties of technology that emerge (Cappelli, 2015). Despite this expectation, the situation is the reverse of its expectations. Based on this the paper below defines the need with a standpoint of using strategic management to address the unmet need of technological gap.

Unmet Need

The strategic planning process for this unmet need and gap identified would start by identification of the unmet need as well those that are directly affiliated with it. Balicer et al. (2011) state that as planning is started with needs identification, it is significant to establish the affected group that will later on in the project implementation be used in planning and intervention delivery. The mission of any health care facility is often to provide safe health care and disease intervention strategies that work towards promoting improved quality of life and value placed on the life of the patient (Henderson et al., 2014). The strategic process, therefore, translates to taking these factors, identifying the needs and coming up with a solution(s) that addresses the needs with the aim of realizing the mission and vision of health care provision. In this case study, the specific unmet need is the gap in knowledge of technological advancement. While it is expected that health care personnel to be conversant with the latest trends in technology to facilitate effectiveness of service the reality is that most of them lack these skills. It is therefore necessary for them to improve on these skills and become more proficient.

Broader Issues and Stakeholder Involvement

When addressing the issue, it would be critical to look at the broader issues surrounding the need. In this scenario, these are factors that include the costs associated with the project implementation, the willingness of the health care practitioner to indulge in the process of technological knowledge acquisition and the possible impact that the project will have on the organization, individual nurse, and the patients. Levin, Harper and Barr (2015,) state that the issue of technological gaps has been addressed on a case-by-case basis as opposed to uniformly among health care workers. Purnell (2014) asserts that there are no present universal policies that govern the way that professionals must handle their ignorance. After the incompetence in technology has been identified, the sorting for a solution is often left to the individual. It is therefore imperative that there be the involvement of policy makers and administrators that will see to it that the process is adequately addressed and implemented. The policy maker may be critical in offering a universal solution that covers all health professional in significant ways such as offering sponsorships and scholarships for skill development.

Addressing the Need at a System’s Level

Why should the identified need be addressed? The impact of unskilled nurses and other medical professionals results in a change in care delivery and quality of services (Cappelli, 2015). Just as technology is constantly evolving and making health care easier to engage in, the professionals should be well updated with these techniques. Without doing this the professional places the patients at high risk as technology use increases chances of proper health care. Better health care translates to improved care quality that eventually means improved health on the side of the patient. With such trends, it is likely that the future spells inadequacy as fewer nurses will have the necessary skills and therefore cause the shortage of qualified professionals (Henderson et al., 2014). One strategic goal, therefore, is to increase knowledge, proficiency and skills in technological awareness by the nurses within health care facilities level. Within the system, the best strategy would be used to address the need is to ensure that there is the acquisition of skills beyond the basic knowledge of professional technology.

In conclusion, there is definite need to increase the level of competence in the use of technology by the nurses at the health care level. This is best identified through the changing and implementation of policies that translate to increased technological awareness. The right identification and use of policy makers is one such approach as it not only covers the institutions but tries to uniformly apply laws that will affect the entire local stakeholders who are vital in the solution phase. Finally, by analyzing the past experiences one can easily formulate an effective path to be used in addressing the inadequacies realized. NURS 6241: Strategic Planning in HealthCare Organizations

References

Balicer, R. D., Shadmi, E., Lieberman, N., Greenberg-Dotan, S., Goldfracht, M., Jana, L., . . . Jacobson, O. (2011). Reducing health disparities: Strategy planning and implementation in Israel’s largest health care organization. Health Services Research, 46(4), 1281–1299. Retrieved from the Walden Library databases.

Cappelli, P. H. (2015). Skill gaps, skill shortages, and skill mismatches: Evidence and arguments for the United States. ILR Review, 68(2), 251-290.

Henderson, K., Davis, T. C., Smith, M., & King, M. (2014). Nurse practitioners in telehealth: bridging the gaps in healthcare delivery. The Journal for Nurse Practitioners, 10(10), 845-850.

Laureate Education (Producer). (2013d). Elements of a strategic plan model [Video file]. Retrieved from https://class.waldenu.edu

Lavin, M., Harper, E., & Barr, N. (2015). Health information technology, patient safety, and professional nursing care documentation in acute care settings. OJIN: The Online Journal of Issues in Nursing, 20(2).

Purnell, L. D. (2014). Guide to culturally competent health care. FA Davis.

SWOT Analysis: Using Advancement in Technological Skills in Addressing an Unmet Need at Green Hills Health Center

NURS 6241: STRATEGIC PLANNING IN HEALTH CARE ORGANIZATIONS

Strengths

With adoption of technological advancement skills by its staff, Green Hills Health System will feature improved care delivery and better quality of handling health issues. Increased use of technology in health care does not necessarily translate to better health care, but it is a sure step towards better performance and better health care based on the type of services that the facility can offer its patients (Cappelli, 2013). Competent staff is the other strength that Green Hills Health System will have over competitors. Competence in technology use translates to faster, efficient and highly reliable services that further promote care quality. The consequence of this is that this directly translates to more satisfied patients. NURS 6241: Strategic Planning in HealthCare Organizations

Weaknesses

The process of knowledge acquisition involves training of staff subsequently after issue identity. The process is naturally expensive and time consumer for the institution and the staff in the project. The repercussion of this lies in fewer cases of medical intervention during the project phase and possible under-delivery as the focus will be shifted to care delivery to cover knowledge acquisition process. Sare & Ogilvie (2010) state that more technological advancement implies increased the cost of health care as well as skill attainment. If the project is not well articulated there is possibility of this weakness getting even worse by losing staff retention especially on the part of the staff that may not be able to afford skill acquisition education.

Opportunity

Despite the challenges that a technologically incapacitated health care organization may have there is an abundance of room for improvement such as in the case of Green Hills Health System. The opportunities take the form of better and skilled staff, training of the staff that is already available at the facility and improving care quality by offering better equipment (Henderson, Davis, Smith & King, 2014). Skill acquisition when engaged in surpasses the original goals as each day there is a chance to increase knowledge in the new skills that continue to emerge. Having the opportunity to take on staff for training and skill acquisition, therefore, increases the chances of even more advancement and discoveries for the health care staff and the health care organizations. A possible exploration of these opportunities places the team in a better position above its competitors.

Threats

External competition from already technologically qualified health care facilities is one significant threat. These have better quality care, more clients, and technically skilled staff that threaten resource balancing (Cappelli, 2013. The other threat to this type of health care facility is in the resource allocation and public policies on the issues of health care. Currently, knowledge acquisition is left to the particular organization and the individual to pursue. Balicer et al. (2011), state that this acts as a threat therefore as not everyone can afford the kind of health care. That being the case the opportunity and resources of knowledge enhancement are further reduced. The risk increases the weaknesses and even emphasizes them to the extent of lost hope of redemption among the resourcefully unable staff at the facility. Additionally skill increase could lead to lose of faithful patients based on increase in care provision which is a direct result of technological advancement. Technological advancement leads to improved health care quality as the quality of life is increased, and professionals can do things faster and more efficiently (Sare & Ogilvie, 2010). Much as this is the case, there are a lot of negative impacts that are foreseeable for this project. Expensive cost of health care means that fewer people will visit the facility to seek cheaper alternatives and therefore they increase the likelihood of closing these business entities

Finally, the realized strengths and weakness also pose as opportunities for such health care organizations in the strategic planning process. These are opportunities in that the need for education and skill acquisition increases the need for innovation and expansion of presently existing knowledge (Henderson et al., 2014). Its strength can also pose as opportunities for better management of health care systems. Medical facilities are constantly in need of intervention methods that are safer and yet compatible with the present regimes. In conclusion, SWOT analysis of a situation, service and on this case project implementation strategic plan to get direction of where one wants to head to and the significant steps to arriving at a solution. NURS 6241: Strategic Planning in HealthCare Organizations

References

Balicer, R. D., Shadmi, E., Lieberman, N., Greenberg-Dotan, S., Goldfracht, M., Jana, L., . . . Jacobson, O. (2011). Reducing health disparities: Strategy planning and implementation in Israel’s largest health care organization. Health Services Research, 46(4), 1281–1299. Retrieved from the Walden Library databases.

Cappelli, P. H. (2015). Skill gaps, skill shortages, and skill mismatches: Evidence and arguments for the United States. ILR Review, 68(2), 251-290.

Henderson, K., Davis, T. C., Smith, M., & King, M. (2014). Nurse practitioners in telehealth: bridging the gaps in healthcare delivery. The Journal for Nurse Practitioners, 10(10), 845-850.

Sare, M. V., & Ogilvie, L. (2010). Strategic planning for nurses: Change management in health care. Sudbury, MA: Jones and Bartlett.

The Balanced Score Card (BSC)

NURS 6241: STRATEGIC PLANNING IN HEALTH CARE ORGANIZATIONS

The Balanced Score Card

Financial Assessment

The initial strategic plan for this project is to educate the nurses on the latest technologies in care delivery. According to Lavin, Harper, and Barr (2015), it has been previously established that charging the staff with personal development works more efficiently as it promotes competition. This, therefore, calls for activation of the necessity of knowledge acquisition. In addition, the facility could use things like scholarships to promote education among the more incompetent groups. These do not have to be provided for by the care facility as there can be the engagement of external donors due to them being expensive. As there is a possibility of policy making and changing in the project, there is the need to get funds from the government under the ministry of health care. These sources of funds will ensure that there are adequate financial resources to promote knowledge acquisition (Goetsch & Davis, 2014).

i. Key Performance Indicators

Increased remuneration due to increased technological skill: Initial average pay for a nurse with basic information on skills is assumed to be $95,000 with the project being implemented this would be raised to $125,000.

Increased training costs at the beginning of the project: Total training cost from beginning to end of project implementation and assessment is projected at $15,000.

ii. Justification of process

The one thing that stands out on the balanced scorecard is the expenses associated with the training. There will be need for more training and under the compromise there may be need for substitute nurses if the number of unskilled nurses is high. The impact of this is the increase in the amount to be invested in the project. The project involves formal training and hiring of professionals for the training sessions. The anticipated impact of this is increased quality of care.

Customer Assessment

Increased technological skills for the nurses affect the customer intake directly. There will be a faster and more efficient way of doing things. More specifically the adoption of the initiative promotes electronic health management and implementation. The impact of this is the efficiency in services. From the strategy implementation therefore results into more customers. Green Hills Care System will be able to accommodate the elderly patients and reduce the number of referrals caused by lack of technical knowledge by the nurses at the facility.

i. Key Performance Indicators

Increased positive feedback from the patients: This is reflected in the new admission rates below.

Increased return based on satisfaction as opposed to by chance: This is reflected in the new admission rates below.

Positive survey feedback

Increase in new admissions: Initial admission is at 2340 patients monthly. It is anticipated that with the project being successfully implemented this figure would increase to 2700 patients a month.

ii. Justification of process

The return of investment justifies the investment. At the end of the day facilities undertake product – system upgrade and personnel training for the purpose of improving services (Levin et al., 2015). The services are then later gauged against the rate of satisfaction and the number of clients that attend the facility over a given time period. From the SWOT analysis, there was the opportunity in making the most of the community around the hospital. Having explored that, the balanced scorecard is to indicate the change in figure form. When put in figures there should be a difference between usual attendance and the number of new admissions as well as referrals.

Internal Processes Assessment regardless the kind of changes that an organization makes, there is bound to be interruption and involvement of internal business processes. Purnell (2014) states that health care organizations are no different and they too symbolize the desperation to make the most of the organization and boost revenue while still focusing on the client. Change is carried out such as in the case of Green Hills with their primary motivation being development. For this specific project there will be targets the nurses without technical skills in their work. Due to large numbers there will need to be more than enough business interruption and consequently affecting the business process. NURS 6241: Strategic Planning in HealthCare Organizations

i. Key Performance Indicators

Minimal process interruption: Easy and smooth operational transitions with patient being assisted appropriately without need for transfers and referrals.

Limited notice-ability of the changes in the system

Assimilation of present systems to facilitate in the accommodation of the changes

Increased staff duties: Change from basic duties to increase in responsibilities.

Possible replacement by temporary staff: due to the need for training.

ii. Justification of process

With adoption of technological advancement skills by its staff, Green Hills Health System will feature improved care delivery and better quality of handling health issues. Increased use of technology in health care does not necessarily translate to better health care, but it is a sure step towards better performance and better health care based on the type of services that the facility can offer its patients (Cappelli, 2013). Competent staff is the other strength that Green Hills Health System will have over competitors. Competence in technology use translates to faster, efficient and highly reliable services that further promote care quality. The consequence of this is that this directly translates to more satisfied patients. The compromise therefore outsmarts the initiative in the first place.

Learning and Growth Assessment

Newer and younger professionals significantly show an ability and awareness in technological advancement in health care as opposed to their older counterparts. This group of medical professionals does not necessarily completely lack skills but are incompetent with modern forms of technology (Purnell, 2014). As health care moves to newer heights, there is the use of advanced technology forms to increase care quality. This, therefore, necessitates the implementation of a plan for reversing this situation and equipping the professionals with the right amount of knowledge.

i. Key Performance Indicators

Increase in skills

Competency and efficiency in the use of technology in normal work processes

Incorporation of technology in the major care processes

ii. Justification of process

Once again despite the expenses associated with the process of knowledge acquisition for the nurses at the health care facility, there is adequate justification. This is realized in increased care quality, more patient admission and more satisfied and skilled workforce.

References

Goetsch, D. L., & Davis, S. B. (2014). Quality management for organizational excellence. Upper Saddle River, NJ: pearson.

Henderson, K., Davis, T. C., Smith, M., & King, M. (2014). Nurse practitioners in telehealth: bridging the gaps in healthcare delivery. The Journal for Nurse Practitioners, 10(10), 845-850.

Lavin, M., Harper, E., & Barr, N. (2015). Health information technology, patient safety, and professional nursing care documentation in acute care settings. OJIN: The Online Journal of Issues in Nursing, 20(2).

Purnell, L. D. (2014). Guide to culturally competent health care. FA Davis.

Strategy: technological knowledge acquisition among nurses at Green Hills Care Center

Financial

Initial increased financial burden.

Long term cost reduction.

Business Process

Limited interruptions

Assimilation of knowledge acquired

Quicke r and more effectove care processes

Learning and Growth

Knowledge acquisition

Competence in skills and adoption

Nurses as the target population

Customer

Increased servoce satisfaction

Increased new patient statistics

Budgeting and Timeline Tools for Green Hills Health Center

NURS 6241: STRATEGIC PLANNING IN HEALTH CARE ORGANIZATIONS

Budgeting is an essential part of the project management process that defines the sources of funds and its utilization. It is a process that is carried out to not only identify sources of funds but also break down the fundamentals of where the money will be spent, that is, allocation. This paper highlights the key areas in this project budgeting as well as the ideal tool in timeline formation for the Green Hills Health System Project. In addition to the budget there is a need to link the budget to the timeline of the project. This ensures that the budget fits within the time schedule of the project and aligns with the necessary processes.

Internal Financial Resources

In the strategic plan there is the need to educate the nurses on the latest forms of technologies in care delivery. According to Lavin, Harper, and Barr (2015), it has been previously established that charging the staff with personal development works more efficiently as it promotes competition. Internal resources are those that the staff will generate. The total of this is projected $10,000 of the $21,650. This will consist of the self-funding and sponsorship that will be generated by the healthcare facility.

External Financial Resources

These do not have to be provided for by the care facility as there can be the engagement of external donors due to them being expensive. As there is a possibility of policy making and changing in the project, there is the need to get funds from the government under the ministry of health care. These sources of funds will ensure that there are adequate financial resources to promote knowledge acquisition (Goetsch & Davis, 2014). The external sources of funds are projected at $11,650 of the $21,650.

Budget Breakdown

Project design is projected at $9,005 with smaller breakdowns to complement the overall budget. These comprise of developing of functional specifications, system architecture, project specification, design specification and acceptance test plan. Project delivery is projected at $4,600. This is broken down as implementation of training, performance acceptance test, provision of project support and training of nurses. The last section of the budget is assigned to miscellaneous expenses that stand at $ 4,500.

Budgeting tool employed in financial analysis

For this specific project the tools used were quantitative as well as qualitative forecasting methods. Under the qualitative methods, critical information such as the customer tastes and preferences would be collected. In the study, there could be the use of surveys from the targeted patients and hospital personnel to establish the need and value of the project. The other technique for gathering information would be the use of quantitative data collected through the number of clients that the facility is currently serving. According to Eriksson & Kovalainen (2015), the use of these two forecasting methods not only offers the company with an insight of the client’s preferred services and the technological gap identification thus magnifying the project need.

Scheduling tool for this project was the Gantt chart as the preferred tool. This tool helps in the organization of thoughts. It organizes a project into parts which are better to understand and assess as opposed to outlining them manually through regular spreadsheets. The second reason for the use of Gantt chart is that it gives a visual angle to elements of planning. In most cases, the visual perspective of work is better placed at understanding than the theoretical aspect of it. I selected the Gantt chart as it aids in giving a realistic timeframe to work. When the work can be envisioned as in the case of the Gantt chart one sets a timeline that does not overly overlap the events. Thus it offers the practical aspect of planning. Finally, I selected to use the Gantt chart as it is appropriate to be used as an objective and target reminder at all times. Gantt charts are handy in planning and assessing work progress in all the fields that they are used (Milošević, 2003). For that reason, it also a highly recommended tool that should be employed by the project manager at all times.

How the Timeline Can Allow Leeway for Variance

Variance in this project is made possible with tentative and actual budgets and timelines. The variance is made possible by allocating longer and realistic timeline that makes room for delays and changes within the budget. The value of this is to guarantee meeting deadlines and timely completion of project.

In conclusion, the budget and the timeline are a necessary part of project planning and implementation. Green Hills Healthcare System’s budget and timeline reflect a six month’s period and a $ 21,650 from project planning, implementation and evaluation. Finally, there is need for realistic timelines and budgeting for a project.

References

Eriksson, P., & Kovalainen, A. (2015). Qualitative and Quantitative methods in business research. Los Angeles : SAGE

Milošević, D. (2003). Project management toolbox: Tools and techniques for the practicing project manager. Hoboken, N.J: J. Wiley & Sons.

Gantt Chart

Individual Success Plan

Course # DNP 830

Target Practice Hours 50 (Based on individual hours required to total 1,000 post-baccalaureate hours. 50 are standard per course but some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)

Updates and Modifications to this Individual Success Plan : Always check the DC Network for updated versions of this plan for each course. Note that Practice Immersion Contracts will no longer be used.

Instructions

Use this form to develop your Individual Success Plan (ISP) for each course. An individual success plan maps out what you, the DNP Learner, needs to accomplish in order to be successful in your current course and overall program of study. You will also share this with your mentor at the beginning and end of each course so that they know what you need to accomplish.

Application based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement. This statement also serves as a reminder for you to complete a weekly corresponding Case Log in Typhon. Any independent study assignments in this course requires your collaboration with the course faculty and practice mentor early on to establish a plan for successful completion of mutually identified and agreed upon deliverables (proof of completion) and must relate to your current course objectives. Independent study assignments must be submitted to your instructor via the Individual Forum if no drop box is available. DNP- Data Analysis Paper

In order for you to successfully complete and graduate from the DNP Program you must meet the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense and completion of your Direct Practice Improvement Project.

In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the programmatic requirements you need to complete by the end of this course (minimum 50 practice immersion hours are built into the curriculum for each course). Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU DNP Domains & Competencies (see Appendix A). This information will be required as you enter your weekly Case Log.

ALL course assignments listing a ‘Practice Hours Portfolio’ statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours are recorded into Typhon. Note that required practice hours vary from learner to learner and is determined by your MSN transcripts. Please contact your SSA for the number of practice immersion hours required to complete your DNP program. This will assist you in creating a customized ISP and practice hours plan for your entire DNP program of study. Some learners will require more than the 50 practice immersion hours built into the coursework. It is your responsibility to obtain this information and create a plan for your individual success.

Students who require more than 50 practice hours per course will need to create additional independent study assignments that target the course objectives. You have the option to repeat a course assignment using a different scenario/context or create one based upon the current course objectives with your mentor and faculty input. Because practice settings and career goals vary, this allows the learner to customize and make the most of their learning experiences while in the DNP program at GCU. DNP- Data Analysis Paper

General Requirements

Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course:

• Review the DNP Program Milestones document in the DC Network listed under the tab DPI Project Resources> DPI Milestones Guide and identify which milestones apply to this course. Note: Not all courses have milestones. Please see the DNP Program Timeline for a quick overview. Recall that all pertinent and up-to-date DNP program materials are in the DC Network.

• Determine what practice experiences you plan to seek in order to address each course objective. Include estimated number of associated practice immersion hours. Learners will apply objectives and concepts from each of their courses to reflect upon, critically examine, and improve current practice and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

• Use the Individual Success Plan to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU DNP Domains & Competencies (Appendix A) related to that course. Show all of the major milestones (if applicable) and deliverables. ISPs do not earn practice hours, nor does telephone conference time, or time spent with mentor.

• Within the Individual Success Plan, ensure you identify all course assignments which may include the following: Memorandums of Understanding (if Affiliation Agreement is not required); Comprehensive log of practice immersion hours applied to doctoral level learning outcomes (listed in a weekly Case Log in Typhon); Evaluations from faculty and mentors (sent from Typhon in the last week of each course); Evaluations of your mentor (sent from Typhon in the last week of each course); Current and updated CV (student account files in Typhon); Scholarly activity reports (uploaded into My External Documents in Typhon-every even numbered course); competency self-assessment (part of your weekly Typhon Case Log which should match those already listed in your ISP); Reflective journal (Submitted in Week 8 but covering all weeks in the course); Course goals and plan for how competencies and practice immersion hours will be met (ISP assignment); Faculty and mentor approvals of course goals and documented practice immersion hours (Typhon and Practice Hours Portfolio statements); and DPI project Milestones (if applicable). DNP- Data Analysis Paper

• Identify the specific assignments you will complete throughout this course from those defined above or other independent study assignments negotiated with your mentor/faculty. A new Individual Success Plan is required for all courses and will be completed in the first week from DNP 805 forward (when practice immersion begins).

• Consider the challenges you expect to encounter as you continue the practice hour and competency requirements throughout this course? How might you overcome these challenges?

Potential Challenges in DNP 830:

· Time management

· Goals and objectives of the course

· Organized time management

• You can renegotiate these deliverables with your faculty throughout this course and update your Individual Success plan accordingly.

The purple section below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense and completion of your Direct Practice Improvement Project, if applicable to current course.

By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty and/or program director. Mentors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

APPENDIX A:

GCU DNP Domains & Competencies

A. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Courses require students to engage in active discussion and expression of scholarly ideas in a variety of formats. Emphasis is placed on dissemination of findings that impact health outcomes.

MC2: Critical Thinking: Courses require students to utilize and refine critical thinking skills by analyzing, synthesizing, integrating, and evaluating scientific evidence. Furthermore, students are expected to apply scientific evidence to practice improvement.

MC3: Responsible Leadership: Courses require students to develop and refine leadership skills. Students must demonstrate accountability to self and others. Courses require collaboration, health care advocacy, and systems thinking.

MC4: Global Citizenship: Global citizenship is incorporated into all courses when preparing responsible nursing leaders to appreciate the cultural, social, economic, and political trends affecting care delivery for disenfranchised or vulnerable populations. The focus is on reducing health disparities and fostering an environment of equitable health for all populations.

MC5: Christian Worldview: A Christian Worldview is expressed through weaving together values and ethics throughout the program. Students are encouraged to engage with populations from the foundation of a Christian worldview and to understand the effect of various worldviews and cultures on current healthcare systems. DNP- Data Analysis Paper

B. Domains and Competencies

How does this Individual Success Plan support the DNP Domains and Competencies?

Domain 1 – Scientific Underpinnings for Practice: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:

Competencies:

1.1: Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursing practice.

1.2: Apply science-based theories and concepts to determine the nature and significance of health and health care delivery phenomena.

1.3: Employ science-based theories and concepts to describe the actions and advanced strategies to enhance, alleviate, and ameliorate health and health care delivery phenomena as appropriate.

1.4: Develop and evaluate new practice approaches based on nursing theories and theories from other disciplines.

Domain 2 – Leadership and Transformational Change: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:

Competencies:

2.1: Employ principles of business, finance, economics and health policy to develop and implement effective plans for practice-level and/or system-wide practice initiatives that will improve the quality of health care delivery.

2.2: Demonstrate leadership, influence, and advocacy in the development and implementation of institutional, local, state, federal, and/or international health policy.

2.3: Employ consultative and leadership skills to lead intraprofessional and interprofessional teams in the analysis and resolution of complex practice and organizational issues to create change in health care and complex healthcare delivery systems.

2.4: Provide leadership in the evaluation and resolution of policy, ethical, and legal issues within healthcare systems.

Domain 3 – Systems Management: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:

Competencies:

3.1: Demonstrate the conceptual ability and technical skills to develop and execute an evaluation plan involving data extraction from practice information systems and databases.

3.2: Evaluate current consumer health information sources for accuracy, timeliness, and appropriateness.

3.3: Analyze and communicate critical elements necessary to the selection, use, and evaluation of health information systems and patient care technology.

3.4: Design, select, use, and evaluate programs that monitor outcomes of care, care systems, and quality improvement including consumer use of health care information systems.

Domain 4 – Population Management: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:

Competencies:

4.1: Analyze epidemiological, bio statistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health.

4.2: Synthesize concepts to develop, implement, and evaluate interventions to improve individual, aggregate, and population health management.

4.3: Cultivate a mindset that is sensitive to the cultural, legal, and ethical differences among stakeholders.

4.4: Advocate for social justice, equity, and ethical policies within all healthcare arenas.

4.5: Develop and evaluate care delivery models and/or strategies for improved individual, aggregate, and population health management.

Domain 5 – Analytic Foundations for Practice: Graduates of Grand Canyon University’s Doctor of Nursing Practice program will be able to:

Competencies:

5.1: Apply analytic methods to critically appraise existing literature and other evidence to identify and implement health care best practices.

5.2: Design and implement processes/strategies that evaluate outcomes of practice, practice patterns, and systems of care for individual, aggregate, and populations against national benchmarks.

5.3: Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care.

5.4: Disseminate and apply relevant findings from evidence-based practice and research to enhance practice guidelines and enrich practice leading to improved healthcare outcomes.

5.5: Employ information technology and research methods to appropriately manage data for the creation, evaluation, and application of evidence that leads to improved health care. DNP- Data Analysis Paper

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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Vila Health ® Activity

Disaster Recovery Scenario

· Introduction

· Background

· Staff Interviews

· Follow-up Report

· Conclusion

Introduction

For a health care facility to be able to fill its role in the community, it must actively plan not only for normal operation, but also for worst-case scenarios which could occur. In such disasters, the hospital’s services will be particularly crucial, even if the specifics of the disaster make it more difficult for the facility to stay open. Assessment 3: Disaster Recovery Plan

In this scenario, you will resume your role as the senior nurse at Valley City Regional Hospital. Like many facilities within the Vila Health network, Valley City Regional serves as the primary source of health care for a wide area of North Dakota. As such, it is even more imperative than usual that it stay open and operational in all situations. Doing this means planning and preparation.

The administrator of the hospital, Jennifer Paulson, wants to talk to you about disaster preparedness and recovery at Valley City Regional. But first, you should read some background information about events in Valley City in the past few years, including the involvement of the hospital.

Background

Investigate the scene for relevant background information.

Article

HOPE FOR THE BEST, PLAN FOR THE WORST

Op-ed by Anne Levy, Valley City Herald

Valley City has had a great year, growing on a number of fronts. But all of our growth and success exists in the shadow of the recent past, a case of recent wounds slowly healing and fading to scars.

No one who was in Valley City two years ago will ever forget the catastrophic derailment of an oil-tanker train and the subsequent explosion and fire. While fatalities were fewer than they could have been, six residents of our city lost their lives. Nearly two hundred were hospitalized, and much of the city was temporarily evacuated. Several homes near the railroad tracks were leveled, and our water supply was contaminated by oil leakage for several months.

Life has resumed, and we have begun to thrive again, in our fashion. But the nagging feeling recurs: When the disaster struck, were our institutions properly prepared? No one wakes up in the morning expecting a train derailment, of course. But responsible institutions think about things that could go wrong within the realm of possibility, and make a plan. Many individuals performed brave, inspired, selfless service in the chaos of the derailment, but it is clear in retrospect that much of the work was improvised, disorganized, and often circular or at cross-purposes.

For the first two hours of the crisis, the Valley City Fire Department was caught unprepared by the damage to the city water supply caused by the explosion, which was more extensive than had been considered possible. The Fire and Police departments had trouble coordinating radio communications, and a clear chain of command at the scene between departments was painfully slow to emerge. The hospital was woefully understaffed for the first six hours of the crisis, taking far too long to find a way to bring additional staff and resources onto the scene. The city health department was unacceptably dilatory in testing the municipal water supply for contaminants.

A call from the Herald’s offices to City Hall confirmed that the city’s disaster plan is over a decade old, and is unfortunately myopic both in the events it considers as possible disasters and in the agencies it plans for. It is of utmost importance to the future of our city that this plan be revised, revisited, and expanded. All city agencies should review their own disaster plans and coordinate with the city for a master plan. The same goes for crucial non-government agencies, most especially the Valley City Regional Hospital. Of course, this all exists in the shadow of budget cuts both at city hall and the hospital.

The sun is shining today, without a cloud in the sky. This is the time to make sure we are ready for the next storm, so to speak, to hit our city. No one knows what the next crisis will be or when it will come. But we can count on the fact that no one will get up that morning expecting it.

Jennifer

Administrator, Valley City Hospital

Hello, thanks for stopping by. I hope you’re settling in well.

I’d been planning on talking to you about disaster planning in the near future anyway, but now it looks like it’s a lot more urgent. I’m not sure if you’ve heard, but the National Weather Service says we’re going to be at an elevated risk for severe tornadoes in Valley City this season. I’m taking that as a clear sign that it’s time we get serious about disaster planning. And it’s not just me… The mayor just called me and asked the hospital to check our preparedness for a mass-casualty event, given recent qualms about the way the derailment was handled. For instance, did you see that op-ed in the paper about disaster planning?

Anyway. My particular concern is patient triage in the near term and recovery efforts over the next six months. As I work on a more formal response to the Mayor about where we’re at for this threat, I’d appreciate it if you could do some research and planning on this matter. Even if we dodge the bullet on these tornadoes, there’ll be something else in the future. We need to stop putting it off and get serious about our disaster planning.

What I’d like for you to do first is take some time to talk to a good cross-section of people here at the hospital about what happened last time, and about our disaster plan in general. Make sure you get people from administration as well as frontline care staff; after all, problems can be visible in one area but not another a lot of times. So spread it around! Since you weren’t here for the train crisis, I think you’re in a unique position to have a fresh, unbiased outlook on it. Actually, first you might find it useful to take a look at the hospital fact sheet, just to brush up on our basics here. Assessment 3: Disaster Recovery Plan

After you’ve looked at the fact sheet and done some talking to people, I’d like you to swing back by and we’ll talk about next steps.

Thanks!

Fact Sheet

Valley City, ND, Demographics

Population: 8,295 (up from 6,585 in 2010 census)

Median Age: 43.6 years. 17.1% under age 18; 14.8% between 18 and 24; 21.1% between 25 and 44; 24.9% 46 – 64; 22% 65 or older.

Officially, residents are 93% white, 3% Latino, 2% African-American, 1% Native American, 1% other.

—additionally, unknown number of undocumented migrant workers with limited English proficiency

Special needs: 204 residents are elderly with complex health conditions; 147 physically disabled and/or use lip-reading or American Sign Language to communicate.

Note that the Valley City Homeless shelter runs at capacity and is generally unable to accommodate all of the city’s homeless population. Also, the city is in the midst of a financial crisis, with bankruptcy looming, and has instituted layoffs at the police and fire departments.

VALLEY CITY REGIONAL HOSPITAL FACT SHEET

105-bed hospital (currently 97 patients; 5 on ventilators, 2 in hospice care.)

NOTEWORTHY: Both of VCRH’s ambulances are aging and in need of overhaul. Also, much of the hospital’s basic infrastructure and equipment is old and showing wear. The hospital has run at persistent deficits and has been unable to upgrade; may be looking at downsizing nursing staff.

Staff Interviews

Select each individual to hear their statement.

Kate McVeigh

RN

Hey there! Yeah, I think I have a minute or two to talk about the derailment. Wow. It’s crazy. I guess that’s been a while, but it still feels like it just happened. It’s all so vivid!

I was on shift when it happened, so I was here for the whole thing. The blast, the first few injuries, and then the wave. I think I was working for 16 hours before Heather, the former head nurse, told me to leave before I passed out.  Assessment 3: Disaster Recovery Plan

I just remember a big jumble. We had waves of people coming in before we were really aware of what we were up against. Someone actually brought out the disaster plan but it was kind of useless. Just a bunch of words about using resources wisely and what have you, no concrete steps or plan. And then people started pouring in and we started treating them and there just wasn’t time to figure out how to make that stuff about using resources wisely into an actual, concrete plan. I mean, of course it’s good advice to use your damned resources wisely in an emergency! But just saying that doesn’t help. Without a plan, we were just working our way through a line, or really more like a crowd, without any thought of triage or priorities or anything. You knew as you were doing it that it was bad, but what could you do? There was always a next person to help.

You know what would have been useful in that damn disaster plan? Strict, functional checklists and lists of steps and such. Concrete plans for a chain of command. Clear lists of what to do and what our priorities should have been. And I’m just talking doctor and nurse time here, as far as waste goes. I know we had critical problems with supplies and such, but I was too focused on patient care to really know what was going on there.

OK. I have to go do rounds. Good luck. Yikes. I’m all anxious just thinking about that again.

Megan Campbell

RN

Oh, I remember the night of the derailment really well. I’ll never forget it. I was off that night, out for dinner with my family. Heard the boom and the word spread through the Pizza Hut about what had happened pretty quickly. I kept expecting a call telling me to come in to the hospital, but none ever came. After maybe ten minutes of that, I figured I’d better just come in on my own. It was pretty clear there were going to be a lot of people moving through the hospital.

I guess that was a little bit of a failure, but it’s nothing compared to what I saw when I showed up at the hospital. I just hustled into the ER and started helping out. It wasn’t clear who was in charge, and nobody was making any decisions. People just started piling in with burn wounds, smoke inhalation, blunt trauma from the explosion, you name it. And we were just dealing with them first-come, first serve, more or less. Just working our way through the room while people kept coming in and piling up. I knew that this wasn’t the right way to be doing this – heck, we all knew – but the room was too chaotic for anyone to take a second and say “stop” and impose some kind of systematic approach. I don’t know for sure if any lives were lost because of the muddle, but I know people with some very serious injuries suffered a lot longer than they needed to while we were treating people with minor sprains and contusions who’d just happened to get to the ER a little earlier. Assessment 3: Disaster Recovery Plan

Hope this helps!

Courtney Donovan

M.D.

I can’t say that I feel great about the state of disaster planning here at the hospital. I know we keep talking about doing something, but it never seems to get any further than talk. I mean, no offense, but I think this is the third time since the derailment that someone has tried to talk to me about lessons learned. There’s a point where just that repetition makes it clear that no lessons have been learned.

But just to be a good sport: The big lesson from the derailment is that our staff is intelligent, resourceful, energetic, and flexible. That’s the good news. Stuck with a horrific situation and a disaster plan that I’d describe as “aspirational,” we got through a very rough event. It was more painful than it needed to be, since we had to improvise most of it and improvisation is never the most efficient way to do things. But we provided real help to people and I think we kept the loss of life admirably low. Assessment 3: Disaster Recovery Plan

But god. There was no structure, no thought to anything. I tried to get the nurses to perform some triage, but they were too busy reacting to the latest mini-crisis to pop up in front of them. I don’t blame them, of course! I tried to give some orders, but then like the nurses I was always pulled in to sit with the next patient, and someone else would come out and countermand whatever I’d said, and it just went on like that all night.

On a personal level, I know I pushed myself too hard that night. I mean, with good reason, but still. I was exhausted and loopy after 14 hours or so, and it’s just luck that I didn’t make any serious medical errors. I’m not the only one who put it all out there. I know most of the medical staff were in bad shape towards the end, too. I guess that’s always going to be a risk, but I think we could have planned our operations a little better. If we’d been more thoughtful about what we were doing, maybe we wouldn’t have needed to grind ourselves down so far.

You know what else? I’ve never felt good about our long-term check-ins afterwards. People who had recurring problems related to the derailment came in, but neither we at the hospital or anybody in public health did enough to check in with people on an ongoing basis in the months after the disaster. Even when we were having those water contamination issues! People forget about that–the derailment disaster really continued for months afterwards as the cleanup went on.

I hope you’re serious about taking this information and turning it into something useful. For god’s sake, please don’t just write it all down and keep it on your laptop this time.

Mike Horgan

Associate Director Hospital Operations

I have been screaming about the need to update our disaster plan for years. I was screaming about it before the train incident, too, but nobody would listen then. I figured people might listen afterwards, but that hasn’t been the case, at least so far. If I’m talking to you about this right now, maybe it’s a good sign.

Look. I respect the heck out of Jen Paulson, she’s been a great hospital administrator. But she’s also got a lot on her plate, and is never, ever able to properly take a step back and look at the big picture. Not her fault, it’s a systemic thing. Assessment 3: Disaster Recovery Plan

And all of our disaster-planning problems are systemic. The disaster plan as it exists is basically a binder full of memos, each memo just being something I or Jen or someone else went and wrote down after we’d had a conversation about what to do if there was a catastrophic snowstorm or what have you. At best, it works as a bunch of notes that you could use to build a real disaster plan out of. As something you could act on in a crisis? No way. And we proved that in the train incident.

One thing that makes me crazy about all of this: in all of our conversations, we act like we here at the hospital can cook up a plan on our own that’ll get us through anything. But that’s just crazy. We can and should have a plan. But when the stuff hits the fan, we’re not on our own and we can’t work from a plan that pretends we are. We interface directly with first responders: the fire department, the EMTs, and the police and sheriff’s departments. Our plan needs to coordinate with them. We saw that in spades on the night of the train explosion. We barely had functional communication with any of the other agencies for the first few hours of the crisis! People were being brought over by the ambulance load and just kind of dumped off so that they could go pick up the next wave! There was a serious problem with understandably panicked people crowding the hospital, mostly trying to find out where their loved ones were and if they were OK, and it was three in the morning before we had police here doing crowd control.

So if you’re helping Jen work on an improved disaster plan: First, thank you. Second, please, PLEASE reach out to people at other agencies around town and work out some joint-operation protocols for next time.

Andrew Steller

Hospital CFO

Well, welcome to the house of gripes.

Sorry. It’s just that this is kind of a tough stretch, since the budget realities we’re facing make everything extra difficult and fraught. Believe me, I understand the importance of planning for the next disaster. It’s just that this is one more thing that our shortfalls are going to make really, really difficult. Assessment 3: Disaster Recovery Plan

It’s looking pretty likely that we’re going to need to cut our nursing staff pretty soon. Aside from the day-to-day problems that’ll cause, it’ll have a huge impact in a disaster. But it’s worse than that. Impact from a disaster doesn’t just happen in the midst of the crisis. It lingers, just like we saw with the derailment. And we’re going to have a hell of a time in that aftermath phase if we’re dealing with a reduced workforce and reduced resources.

I mean, think about who gets impacted when something major happens. The impact, especially long-term, doesn’t affect everyone equally. Think about any kind of special-needs population: people who don’t speak English, people with grave health problems who need ongoing care, people with serious economic problems… Those people are going to be affected up-front at least as much, if not more than, the baseline population, but then their recovery is going to be that much harder. That’s a reality that’s been borne out over and over. You see it with health impact, economic impact, even physical impact. If you were a little bit behind before, you’ll be a bit further behind after. We need, as both a moral and legal imperative, to provide equal access and service for all of the different parts of a diverse community. And again, we’ll be facing that situation with reduced capacity.

Another thing that’s going to be a factor in our post-disaster recovery is government. Does FEMA step in? How long do they stay? Is there a disaster declaration, with some recovery funding? How about at the state level? Who’s coordinating all of this? This sort of thing requires a ton of communication and collaboration with governmental entities at all levels. We like to pretend we’re autonomous in these situations but we aren’t at all. There’s always a minefield of government funding and health policy to dig through as we try to put ourselves back together.

Sorry to be the voice of gloom and doom here. This stuff isn’t impossible, but god knows it’s difficult.

Anthony Martinez

Director, Facilities

Hey there.

Disaster planning, huh? Yeah, it’d be good to have a disaster plan. It’s hard to do in real life, when you’re trapped by the realities of a budget cycle. You know? Whatever we plan, whatever we think is the right thing to do for the long term, there’s also this reality that Vila Health HQ expects us to hit certain monetary targets and we have to not only factor that into any idea about disaster planning, but also have to focus on hitting those targets rather than sitting down and, you know, making a plan. Assessment 3: Disaster Recovery Plan

I try to do things in my own way as much as I can. For critical supplies in the building, I work to build as much of a cushion as the budget process will allow. Same for critical facilities; if we can financially make it work to make something redundant, I do it. It’d be great if this was more formally planned out and not a case of me stashing away a cache of saline solution when I can, but you deal with the reality you have and not the reality you wish you had.

This is all a response to that damn derailment, of course. God, that was a mess. I was new to this position then, still trying to clean up the disaster I’d stepped into. My predecessor, well, Ed Murphy was a great golfer but not much of a long-term thinker. Across the board, we had enough supplies for the next week’s normal operations and nothing more. Ed had read some book about just-in-time inventory and was all excited about how efficient that could make us. And that kind of efficiency’s great if you’re running an assembly line, but it doesn’t work so well if you have a hospital and something unexpected comes up, like an oil train jumping the tracks and blowing up.

I’d just started to build up some surplus supplies when that happened, nowhere near enough. We burned through supplies at a terrifying rate that night. Especially bandages and blood plasma. It didn’t help that the floor staff were just running around like crazy trying to treat people as they came in, not putting any thought into prioritizing who got what. I’m not blaming them, they were doing the best they could in a tough situation. But it meant that we were out of plasma for a while until Jackie Gifford from Fargo Methodist drove in with a truckload of replacements for us. It was like that all night, making frantic calls to hospitals and agencies all over the area, trying to get supplies. And keeping an eye on the fuel situation for the hospital generator, since the fire took out power for half the town. Assessment 3: Disaster Recovery Plan

God, what a mess. Took us six months to clean all that up. So disaster planning? Yeah, I’m all for it.

Staff Interviews

Meet with Jennifer to report your findings.

Jennifer Paulson

Administrator, Valley City Hospital

Thanks for talking to everyone! I bet you heard a lot.

I’d like you to take some time to sit and think about what you’ve heard and seen, and try to knit it all together into some overall conclusions that we can use to work up a plan to be ready for the next disaster.

Ultimately, I’d like you to be able to present a compelling case to community stakeholders (mayor and city disaster relief team) to obtain their approval and support for the proposed disaster recovery plan. I’d like you to use MAP-IT, and work up an approach supported by Healthy People 2020, and put it all into a PowerPoint. We’ll save the PowerPoint deck and the audio of its accompanying presentation at the public library so that the public can access it and see that we’re serious. Ideally, I’d like this to be used as a prototype for other local communities near Valley City, and possibly other facilities in the Vila Health organization. Assessment 3: Disaster Recovery Plan

Reflection Questions

Now that you have spoken with relevant team members, take a second to think about what you’ve heard.

What issues stand out to you as having gone particularly poorly in the hospital’s response to the train derailment?

This question has not been answered yet.

What looks to you like some items of concern that should be addressed in Valley City Regional Hospital’s disaster preparedness plan going forward?

This question has not been answered yet.

Conclusion

Congratulations! You have completed this activity!

Interdisciplinary Plan Proposal

Write a brief introduction (2 to 3 sentences) to your proposal that outlines the issue you are attempting to solve, the part of the organization in which the plan would be carried out, and the desired outcome. This will set the stage for the sections below.

Objective

Describe what your plan will do and what you hope it will accomplish in one or two succinct sentences. Also, comment on how the objective, if achieved, will improve organizational or patient outcomes. For example:

Test a double-loop feedback model for evaluating new product risk with a small group of project managers with the goal of reducing the number of new products that fail to launch. This objective is aligned to the broader organizational goal of becoming more efficient taking products to market and, if successful, should improve outcomes by reducing waste. Interdisciplinary Plan Proposal Project

Questions and Predictions

For this section ask yourself 3 to 5 questions about your objective and your overall plan. Make a prediction for each question by answering the question you posed. This helps you to define the important aspects of your plan as well as limit the scope and check its ability to be implemented.

For example:

1. How much time will using a double-loop feedback model add to a project manager’s workload?

a. At first, it will likely increase their workloads by 5 to 10 percent. However, as the process is refined and project managers become more familiar and efficient, that percentage will decrease.

Change Theories and Leadership Strategies

For this section, you may wish to draw upon the research you did regarding change theories and leadership for the Interview and Interdisciplinary Issue Identification assessment. The focus of this section is how those best practices will create buy-in for the project from an interdisciplinary team, improve their collaboration, and/or foster the team’s ability to implement the plan. Be sure that you are including at least one change theory and at least one leadership strategy in your explanation. Always remember to cite your sources; direct quotes require quotation marks and a page or paragraph number to be included in the citation.

Another way to approach your explanations in this section is to think through the following:

· What is the theory or strategy?

· How will it likely help an interdisciplinary team to collaborate, implement, and/or buy in to the project plan?

· Make sure to frame this explanation within the organizational context of the proposed plan, that is, your interviewee’s organization.

Team Collaboration Strategy

In this section, begin by further defining the responsibilities and actions that represent the implementation of the plan. One strategy to defining this is to take a “who, what, where, and when” approach for each team member. Interdisciplinary Plan Proposal Project

For example:

· Project Manager A will apply the double-loop feedback model on one new product project for a single quarter.

· Project Manager B will apply the double-loop feedback model on all new product projects for a quarter.

Vice President A will review the workloads of project managers using the double-loop feedback model every Thursday for one quarter.

After you have roughly outlined the roles and responsibilities of team members, you will explain one or more collaborative approaches that will enable the team to work efficiently to achieve the plan’s objective. As with the change theories and leadership strategies, you may draw on the research you conducted for the Interview and Interdisciplinary Issue Identification assessment. However, you are being asked to give a more in-depth explanation of the collaboration approaches and look at how they will help the theoretical interdisciplinary team in your plan proposal.

Another way to approach your explanations in this section is to think through the following:

· What is the collaboration approach?

· What types of collaboration and teamwork will best help the interdisciplinary team be successful?

· How is the collaboration approach relevant to the team’s needs and will it help drive success?

· Make sure to frame this explanation in terms of the subject of the plan proposal; that is, your interviewee’s organization.

Required Organizational Resources

For this section, you will be making rough estimates of the resources needed for your plan proposal to be successful. This section does not have to be exact but the estimates should be realistic for the chosen organization. Interdisciplinary Plan Proposal Project

Items you should include or address in this section:

· What are the staffing needs for your plan proposal?

· What equipment or supplies are needed for your plan proposal?

· Does the organization already have these?

· If so, what is the cost associated with using these resources?

· If not, what is the cost of acquiring these resources?

· What access (to patients, departments, and so forth) is needed?

· Are there any costs associated with these?

· What is the overall financial budget request for the plan proposal?

· Staff time, resource use, resource acquisition, and access charged?

· Remember to include a specific dollar amount in your request.

After you have detailed your budget, make sure that you explain any impacts on organizational resources that could happen if your plan is not undertaken and successful. In other words, if the issue you are try to solve through your plan proposal persists or gets worse, what will be the potential costs to the organization?

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Assessment 3: Interdisciplinary Plan Proposal

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