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    Follow the instructions carefully – ## ModuleOneStudyQuestionsFall2025.docx **## ModuleOneStudyQuestionsFall2025.docx** HCA 6923 Graduate Seminar – Graduate Medical Education Module One Study Questions Note: In order to receive full credit for an answer, you must address every part of the question. …

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    – ## ModuleOneStudyQuestionsFall2025.docx

    **## ModuleOneStudyQuestionsFall2025.docx**

    HCA 6923 Graduate Seminar – Graduate Medical Education

    Module One

    Study Questions

    Note: In order to receive full credit for an answer, you must address every part of the question.

    ***Academic Integrity and AI-Assisted Work**

    All assignments submitted for this course are subject to review by AI detection software. This process helps ensure the integrity of your work and that it adheres to the academic honesty policies of the university. Using AI tools to generate content for your assignments may be considered a form of academic dishonesty, similar to plagiarism, if not properly cited and approved by the instructor.

    Please review the university's academic integrity policy for more information. If you have any questions about using AI tools in your work, please talk to me before submitting your assignment.

    **History of Graduate Medical Education**

    1.
    **Detail the historical evolution of graduate medical education (GME), specifically residency programs, in the U.S., including their origins, significant changes, funding mechanisms, and challenges faced throughout different periods.**

    2.
    **Elaborate on the various classifications of medical residency programs in the U.S., distinguishing between categorical, preliminary/transitional, and advanced positions, and provide specific examples of their typical durations for different specialties, including subsequent fellowship training options.**

    3.
    **Analyze the historical and contemporary similarities and differences between allopathic (M.D.) and osteopathic (D.O.) physicians in the U.S., considering their training, philosophical approaches, licensing, residency experiences, and patient care practices.**

    4.
    **Discuss the origins, key recommendations, and far-reaching impacts of the 1910 Flexner Report on American medical education, including its influence on medical school standards, curriculum, institutional affiliations, faculty roles, and its enduring legacy, as well as any criticisms or unintended consequences.**

    **## ModuleOneStudyQuestionsFall2025.docx**

    HCA 6923 Graduate Seminar – Graduate Medical Education

    Module One

    Study Questions

    Note: In order to receive full credit for an answer, you must address every part of the question.

    ***Academic Integrity and AI-Assisted Work**

    All assignments submitted for this course are subject to review by AI detection software. This process helps ensure the integrity of your work and that it adheres to the academic honesty policies of the university. Using AI tools to generate content for your assignments may be considered a form of academic dishonesty, similar to plagiarism, if not properly cited and approved by the instructor.

    Please review the university's academic integrity policy for more information. If you have any questions about using AI tools in your work, please talk to me before submitting your assignment.

    **History of Graduate Medical Education**

    1.
    **Detail the historical evolution of graduate medical education (GME), specifically residency programs, in the U.S., including their origins, significant changes, funding mechanisms, and challenges faced throughout different periods.**

    2.
    **Elaborate on the various classifications of medical residency programs in the U.S., distinguishing between categorical, preliminary/transitional, and advanced positions, and provide specific examples of their typical durations for different specialties, including subsequent fellowship training options.**

    3.
    **Analyze the historical and contemporary similarities and differences between allopathic (M.D.) and osteopathic (D.O.) physicians in the U.S., considering their training, philosophical approaches, licensing, residency experiences, and patient care practices.**

    4.
    **Discuss the origins, key recommendations, and far-reaching impacts of the 1910 Flexner Report on American medical education, including its influence on medical school standards, curriculum, institutional affiliations, faculty roles, and its enduring legacy, as well as any criticisms or unintended consequences.**

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    – ## Module1Assignment.docx **## Module1Assignment.docx** HCA 6013 Dynamics of Healthcare Markets Module One Study Questions 1) Briefly define the two competing forces in the economics of healthcare policy and reform. 2) In 2014 after the Affordable Care Act had been fully implemented, healthcare ma…

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    **## Module1Assignment.docx**

    HCA 6013 Dynamics of Healthcare Markets

    Module One

    Study Questions

    1) Briefly define the two competing forces in the economics of healthcare policy and reform.

    2) In 2014 after the Affordable Care Act had been fully implemented, healthcare market exchanges were created to allow individuals to purchase insurance coverage through “private“ insurance carriers as opposed to a public/government option. Why
    **_in your opinion_** was a public/government run option not included?

    3) Briefly explain why the U.S. prefers free market choices for healthcare programs.

    4) Healthcare in the US is always reforming to some degree. What are two drivers of healthcare reform in the US within the past year? If you do not know, feel free to reference general news articles for ideas.

    **## Module1Assignment.docx**

    HCA 6013 Dynamics of Healthcare Markets

    Module One

    Study Questions

    1) Briefly define the two competing forces in the economics of healthcare policy and reform.

    2) In 2014 after the Affordable Care Act had been fully implemented, healthcare market exchanges were created to allow individuals to purchase insurance coverage through “private“ insurance carriers as opposed to a public/government option. Why
    **_in your opinion_** was a public/government run option not included?

    3) Briefly explain why the U.S. prefers free market choices for healthcare programs.

    4) Healthcare in the US is always reforming to some degree. What are two drivers of healthcare reform in the US within the past year? If you do not know, feel free to reference general news articles for ideas.

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    How Can Gun control reduce gun violence? – Task: Write 1 page (2–3 paragraphs) describing a social issue you may want to research, why it matters to you, and a possible research question. – Requirements: Cover page + 1 APA 7th reference.

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    How Can Gun control reduce gun violence?
    – Task: Write 1 page (2–3 paragraphs) describing a social issue you may want to research, why it matters to you, and a possible research question.
    – Requirements: Cover page + 1 APA 7th reference.

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    I need your help – ## JWI556Week8LectureNotes.pdf – Week8Discussion556.jpeg – Marisa556DiscussionResponse.jpeg – Donna556DiscussionResponse.jpeg **## JWI556Week8LectureNotes.pdf** © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary inform…

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    – ## JWI556Week8LectureNotes.pdf

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    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
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    JWI 556 (1196) Page 1 of 7

    JWI 556
    Leading Change by Putting People First

    Week Eight Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 2 of 7

    SUPPORTING STAKEHOLDERS

    What It Means

    Supporting stakeholders is about ensuring that those impacted by the change don’t get
    marginalized during the process or abandoned when the change is over. A harsh reality of many
    change initiatives is that there will be people who struggle to fit into the new way of doing
    business. There will be some, through no fault of their own, who will no longer have a job when
    the change has been completed. HR professionals have a responsibility to serve both as
    advocates for people, and as leaders who will support the changes needed to keep the
    company competitive.

    Why It Matters

    • The change initiative, even if painful, cannot be allowed to undermine the culture of truth
    and trust required to take the organization forward after the change.

    • Leaders must share as much as they possibly can with the people whose lives are being
    affected, all while not compromising confidential information.

    • Team members who will be moving on must be helped with generous severance,
    retraining, and/or other support as they transition to new careers outside of the
    organization.

    “HR leaders have an obligation to balance their strong business partnering role
    with their employee advocacy role.”

    Bill Conaty

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 3 of 7

    THE ROLE OF HR PROFESSIONALS IN ADVANCING A CULTURE OF TRUTH
    AND TRUST DURING CHANGE INITIATIVES

    Building a culture of truth and trust takes a lot of work. It has been an important theme in Jack’s
    teachings, and has been addressed in a number of JWMI courses, including JWI 522: Strategic
    Partnering with the C-Suite, where we introduced the concept of HR leader as Parent and Pastor.

    The pastor is the confidante and trusted advisor. The parent is the guide, the mentor, and the person who
    can deliver a kick in the seat of the pants when it’s needed. It’s the person who tells it like it is, whether you
    like it or not. While this role remains critical, we want to focus on another tenet that is particularly important
    during change initiatives – that truth and trust are also about empowerment.

    It’s not just about looping people in and sharing as much information (the good, the bad, and the ugly) as
    you can during a change initiative. It’s about trusting your colleagues enough to actually empower them to
    guide the transformation. It’s about reframing the idea of leadership from something where the leader
    dispenses wisdom from above, to a model where people are engaged as trusted contributors, whose
    great ideas can help the organization find “the truth,” the way forward.

    This is something Jack understood well. You build trust when employees are engaged, not when they are
    simply told what to do.

    Nathan Furr and Jeffrey Dyer offer an insightful take on this in their article, “Leading Your Team into the
    Unknown” (2014). Their work, like others we have included in this course, provides a counterpoint to
    Kotter while still respecting the complexities of change. In their “Innovator’s Method,” they introduce four
    key principles to build trust and get every brain in the game:

    1. Don’t Dictate a Vision – Set a Grand Challenge
    2. Don’t Make Decisions – Design Experiments
    3. Don’t Just Ignite Ideas – Prepare the Organization to Accept Them
    4. Don’t Just Give People Time – Provide the Resources They Need to Act Quickly

    As you read this article, consider how their guidance can foster a people-first approach to leading change.

    OPEN SHARING AND THE PROTECTION OF PROPRIETARY INFORMATION
    DURING RESTRUCTURING AND DOWNSIZING

    As we have previously noted, communication is essential at every stage of a major change effort. No
    amount of intellectual rationale for change will make the least bit of difference without a powerful – or as
    Jack would say, “relentless” – communications effort behind it. But what about communication when there
    are open questions that the change leaders don’t have answers to yet, or where there is confidential
    information that can’t be disclosed?

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 4 of 7

    Effective communication in an organizational transformation requires leaders who are able and willing to
    share tough news. Delivering tough news is not easy when it involves telling people they are being let go,
    but at least the messaging in this situation can be clear: “We have had to make changes to ensure that
    the company is in a stronger position to go forward. The decision to terminate or change certain
    functions/offices/roles was made after assessing all options, and we will work with everyone who has
    been impacted to do everything we can to provide support and clarity as we move toward an end date.”

    As painful and disruptive as this is, people can generally handle bad news; what is often harder to handle
    is evasion or unclear news. Worse yet is an outright lie. The manager or senior leader who says,
    “Everyone will be fine,” when they know that their workforce will be radically restructured, destroys the
    trust of everyone, not just those who may not be sticking around.

    Patty McCord reminds us:

    “One of the most important insights anyone in business can have is that it’s not cruel to
    tell people the truth respectfully and honestly. To the contrary, being transparent and
    telling people what they need to hear is the only way to ensure they both trust you and
    understand you.”

    “One of the benefits of the leadership communicating clearly to everyone in the company
    about where you’re heading and the challenges and opportunities that future will bring is
    that it better equips people to evaluate how well their skills fit into that future. They can
    also consider whether or not that future is one they want to be a part of and, if it isn’t, can
    proactively seek out new opportunities.”

    Powerful, pp. 32, 125

    The right path forward when faced with restrictions on what you can communicate is to let people know
    you will be as open with them as you possibly can. As information becomes available that you can share,
    you will do so.

    If senior leaders in the organization have built a culture of trust and openness, this is when it will pay off. If
    that trust hasn’t been established, it’s going to be much harder to do it in the heat of the reorganization.

    Most people “get it” that there will be matters that can be shared and matters that can’t. Leading change
    by putting people first is not a call to open the floodgates on all information. It’s a call for HR and other
    leaders to do what is morally right and not mislead people about their prospects for a future with the
    organization. If you possess proprietary information that cannot be shared, the message has to be, “We
    need your help to make this change a success. We’re doing everything we can to create the best
    scenario for the greatest number of people and build a strong and sustainable competitive advantage. We
    will get every possible communication about the changes out as quickly as we can, and when the
    changes are done, we will communicate with clarity about the path forward.”

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 5 of 7

    SUPPORTING NEGATIVELY IMPACTED STAKEHOLDERS
    IN TIMES OF UNCERTAINTY

    Despite our best efforts, change can produce winners and losers.

    • Winners are the people who will come out of the change with more visibility, power,
    resources, or maybe a bigger role in the organization. They will naturally be early adopters
    and project champions.

    • Losers will see change as taking visibility, power, or resources away, and it may even
    include job losses. As your change initiative evolves, work to understand their concerns,
    treat them with dignity and respect, and make sure their actions don’t derail your effort.

    We can support those who end up on the losing end of the change initiative by helping them
    embrace the change and give it everything they’ve got. But if there is either no role for them after the
    change has been made, or if the role is something they don’t want, odds are high that they will
    undermine the change. It’s not because they’re bad people, but because they find themselves in a
    position where they feel threatened, and they react in (quite natural) ways against the forces
    threatening them.

    Jack warns us to not let the negative polluters “poison the well.”

    “These people usually have to go.

    Maybe that sounds harsh, but you are doing no one a favor by keeping resisters in your
    organization. They foster an underground resistance and lower the morale of the people
    who support change. They waste their own time at a company where they don’t share the
    vision, and they should be encouraged to find one where they do.”

    Winning, p. 142

    This advice is sound because it’s not just about weeding out the bad apples. It’s about the effect that
    negativity can have on the success of the change, and on the well-being of other stakeholders whose
    future depends on making the required changes to build a more successful and viable enterprise. A
    people-first approach to change is not just about watching out for those who come out on the losing end.
    It’s about making sure that those who stay, and those who are given more impactful roles, can collectively
    make the organization stronger for everyone. In short,

    1. When there is cutting to be done, get on with it and do it. Make the call and take action.
    2. For those who are left, but whose future is not bright:

    a. Make sure you get the best work out of them while they are still around
    b. Do not allow them to be poisoners
    c. Provide support if they will eventually exit

    3. For those stakeholders who will take on critical roles, make sure they know that this is an
    important opportunity for them. And last but not least, make sure you give them the support
    they need to be successful in their new roles.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 6 of 7

    Supports for Negatively Impacted Stakeholders

    • Coach them on the new skills that will be needed, but be realistic about whether there are
    roles for employees who do not align with the new direction the company is taking. If there is
    nothing there, then delaying a departure may make you feel good, but probably won’t help
    the employee. Give them a clear timeline and process for winding down.

    • Offer retention bonuses for those you want/need to stick around. Even though their jobs may
    be coming to an end, if you have a long enough window, there can be an upside for the
    employee. But when you do this, you have to face the reality that some of them will just go
    through the motions. Don’t kid yourself that you will get 100% from all of them. However, if
    you provide not just a retention bonus, but an incremental one that goes up as key change
    targets are hit, you may do better than you think.

    • Offer quitting bonuses and “early retirement” packages when reductions are needed, but be
    cautious. You may weed out the deadwood, but you may also lose the very people you want
    to keep because they can easily find a new job and are happy to take the money and run.

    • Advocate for generous severance and provide support services for transition counseling.

    • Help people network internally. You can’t afford to lose your best people just because they
    are in the wrong role at the wrong time. HR needs to work with managers to develop
    assessments of who to keep and where they could be redeployed.

    • For people who will be in positions with less power or whose career trajectory will be slowed
    because of the change, be honest with them. If opportunities for career growth are likely to
    emerge in a year or two, help them understand the timeline and what it will take to prepare.
    But don’t expect to retain all of them. Face it head on and say, “We would love to keep you. I
    think the future will be better, but I understand that working through this transition may not be
    best for you.” Leaving doesn’t mean forever. They may return one day and bring with them a
    whole new set of skills they developed with other companies. If they do leave, you want
    them to be advocates for the organization. If you treat them honestly and fairly on the way
    out, you dramatically increase the odds of that happening.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 7 of 7

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Explore the role of HR professionals in advancing a culture of truth and trust during
    change initiatives

    Developing a culture of truth and trust takes years. There are no quick fixes or shortcuts. Further,
    it is something that begins at the very top of the organization. If the CEO and executive
    leadership team have not demonstrated behaviors that promote truth and trust, it will be
    extremely difficult to change that perception during a high-stakes change initiative. HR
    professionals can, however, play an important role in this if they have a seat at the table. They
    can, in many cases, be the “voice of the people” up to senior management – a voice that provides
    feedback on how people are feeling and how messages are being received in the broader
    organization. Additionally, the more that change initiatives can be an inclusive undertaking where
    everyone is made to feel welcome, the less likelihood there will be of false rumors getting started,
    or an “us-versus-them” mentality developing.

    • Examine the tensions that exist between open sharing and the protection of proprietary
    information during restructuring and downsizing

    HR leaders, senior executives, and managers must work together to establish a clear
    understanding of what can be shared by whom and with whom, and when that information can be
    shared. There will likely be situations, especially during restructuring, when even some members
    of the HR team may not have full information, or may not have it as early as they would like.
    When you are entrusted with confidential information, and especially when you are charged with
    sharing that information with your immediate team, make sure that there are no ambiguities about
    what can be shared. Be proactive in your communication, and leave time for questions. Make
    sure that people know you will share everything you can, and that they can come to you with
    concerns and questions.

    • Apply proven change leadership practices to support and engage negatively impacted
    stakeholders in times of uncertainty

    Be an advocate for generous support. Work with executives to get them engaged in helping
    others. Build a case for the positive impact of good severance and retention plans. Be prepared
    to explain how the supports you are advocating for will pay off in the long term, and help
    everyone understand that the way employees who are leaving the organization are treated will
    have an impact (positive or negative) on those that remain.

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    **## JWI556Week8LectureNotes.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 1 of 7

    JWI 556
    Leading Change by Putting People First

    Week Eight Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 2 of 7

    SUPPORTING STAKEHOLDERS

    What It Means

    Supporting stakeholders is about ensuring that those impacted by the change don’t get
    marginalized during the process or abandoned when the change is over. A harsh reality of many
    change initiatives is that there will be people who struggle to fit into the new way of doing
    business. There will be some, through no fault of their own, who will no longer have a job when
    the change has been completed. HR professionals have a responsibility to serve both as
    advocates for people, and as leaders who will support the changes needed to keep the
    company competitive.

    Why It Matters

    • The change initiative, even if painful, cannot be allowed to undermine the culture of truth
    and trust required to take the organization forward after the change.

    • Leaders must share as much as they possibly can with the people whose lives are being
    affected, all while not compromising confidential information.

    • Team members who will be moving on must be helped with generous severance,
    retraining, and/or other support as they transition to new careers outside of the
    organization.

    “HR leaders have an obligation to balance their strong business partnering role
    with their employee advocacy role.”

    Bill Conaty

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 3 of 7

    THE ROLE OF HR PROFESSIONALS IN ADVANCING A CULTURE OF TRUTH
    AND TRUST DURING CHANGE INITIATIVES

    Building a culture of truth and trust takes a lot of work. It has been an important theme in Jack’s
    teachings, and has been addressed in a number of JWMI courses, including JWI 522: Strategic
    Partnering with the C-Suite, where we introduced the concept of HR leader as Parent and Pastor.

    The pastor is the confidante and trusted advisor. The parent is the guide, the mentor, and the person who
    can deliver a kick in the seat of the pants when it’s needed. It’s the person who tells it like it is, whether you
    like it or not. While this role remains critical, we want to focus on another tenet that is particularly important
    during change initiatives – that truth and trust are also about empowerment.

    It’s not just about looping people in and sharing as much information (the good, the bad, and the ugly) as
    you can during a change initiative. It’s about trusting your colleagues enough to actually empower them to
    guide the transformation. It’s about reframing the idea of leadership from something where the leader
    dispenses wisdom from above, to a model where people are engaged as trusted contributors, whose
    great ideas can help the organization find “the truth,” the way forward.

    This is something Jack understood well. You build trust when employees are engaged, not when they are
    simply told what to do.

    Nathan Furr and Jeffrey Dyer offer an insightful take on this in their article, “Leading Your Team into the
    Unknown” (2014). Their work, like others we have included in this course, provides a counterpoint to
    Kotter while still respecting the complexities of change. In their “Innovator’s Method,” they introduce four
    key principles to build trust and get every brain in the game:

    1. Don’t Dictate a Vision – Set a Grand Challenge
    2. Don’t Make Decisions – Design Experiments
    3. Don’t Just Ignite Ideas – Prepare the Organization to Accept Them
    4. Don’t Just Give People Time – Provide the Resources They Need to Act Quickly

    As you read this article, consider how their guidance can foster a people-first approach to leading change.

    OPEN SHARING AND THE PROTECTION OF PROPRIETARY INFORMATION
    DURING RESTRUCTURING AND DOWNSIZING

    As we have previously noted, communication is essential at every stage of a major change effort. No
    amount of intellectual rationale for change will make the least bit of difference without a powerful – or as
    Jack would say, “relentless” – communications effort behind it. But what about communication when there
    are open questions that the change leaders don’t have answers to yet, or where there is confidential
    information that can’t be disclosed?

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 4 of 7

    Effective communication in an organizational transformation requires leaders who are able and willing to
    share tough news. Delivering tough news is not easy when it involves telling people they are being let go,
    but at least the messaging in this situation can be clear: “We have had to make changes to ensure that
    the company is in a stronger position to go forward. The decision to terminate or change certain
    functions/offices/roles was made after assessing all options, and we will work with everyone who has
    been impacted to do everything we can to provide support and clarity as we move toward an end date.”

    As painful and disruptive as this is, people can generally handle bad news; what is often harder to handle
    is evasion or unclear news. Worse yet is an outright lie. The manager or senior leader who says,
    “Everyone will be fine,” when they know that their workforce will be radically restructured, destroys the
    trust of everyone, not just those who may not be sticking around.

    Patty McCord reminds us:

    “One of the most important insights anyone in business can have is that it’s not cruel to
    tell people the truth respectfully and honestly. To the contrary, being transparent and
    telling people what they need to hear is the only way to ensure they both trust you and
    understand you.”

    “One of the benefits of the leadership communicating clearly to everyone in the company
    about where you’re heading and the challenges and opportunities that future will bring is
    that it better equips people to evaluate how well their skills fit into that future. They can
    also consider whether or not that future is one they want to be a part of and, if it isn’t, can
    proactively seek out new opportunities.”

    Powerful, pp. 32, 125

    The right path forward when faced with restrictions on what you can communicate is to let people know
    you will be as open with them as you possibly can. As information becomes available that you can share,
    you will do so.

    If senior leaders in the organization have built a culture of trust and openness, this is when it will pay off. If
    that trust hasn’t been established, it’s going to be much harder to do it in the heat of the reorganization.

    Most people “get it” that there will be matters that can be shared and matters that can’t. Leading change
    by putting people first is not a call to open the floodgates on all information. It’s a call for HR and other
    leaders to do what is morally right and not mislead people about their prospects for a future with the
    organization. If you possess proprietary information that cannot be shared, the message has to be, “We
    need your help to make this change a success. We’re doing everything we can to create the best
    scenario for the greatest number of people and build a strong and sustainable competitive advantage. We
    will get every possible communication about the changes out as quickly as we can, and when the
    changes are done, we will communicate with clarity about the path forward.”

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 5 of 7

    SUPPORTING NEGATIVELY IMPACTED STAKEHOLDERS
    IN TIMES OF UNCERTAINTY

    Despite our best efforts, change can produce winners and losers.

    • Winners are the people who will come out of the change with more visibility, power,
    resources, or maybe a bigger role in the organization. They will naturally be early adopters
    and project champions.

    • Losers will see change as taking visibility, power, or resources away, and it may even
    include job losses. As your change initiative evolves, work to understand their concerns,
    treat them with dignity and respect, and make sure their actions don’t derail your effort.

    We can support those who end up on the losing end of the change initiative by helping them
    embrace the change and give it everything they’ve got. But if there is either no role for them after the
    change has been made, or if the role is something they don’t want, odds are high that they will
    undermine the change. It’s not because they’re bad people, but because they find themselves in a
    position where they feel threatened, and they react in (quite natural) ways against the forces
    threatening them.

    Jack warns us to not let the negative polluters “poison the well.”

    “These people usually have to go.

    Maybe that sounds harsh, but you are doing no one a favor by keeping resisters in your
    organization. They foster an underground resistance and lower the morale of the people
    who support change. They waste their own time at a company where they don’t share the
    vision, and they should be encouraged to find one where they do.”

    Winning, p. 142

    This advice is sound because it’s not just about weeding out the bad apples. It’s about the effect that
    negativity can have on the success of the change, and on the well-being of other stakeholders whose
    future depends on making the required changes to build a more successful and viable enterprise. A
    people-first approach to change is not just about watching out for those who come out on the losing end.
    It’s about making sure that those who stay, and those who are given more impactful roles, can collectively
    make the organization stronger for everyone. In short,

    1. When there is cutting to be done, get on with it and do it. Make the call and take action.
    2. For those who are left, but whose future is not bright:

    a. Make sure you get the best work out of them while they are still around
    b. Do not allow them to be poisoners
    c. Provide support if they will eventually exit

    3. For those stakeholders who will take on critical roles, make sure they know that this is an
    important opportunity for them. And last but not least, make sure you give them the support
    they need to be successful in their new roles.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 6 of 7

    Supports for Negatively Impacted Stakeholders

    • Coach them on the new skills that will be needed, but be realistic about whether there are
    roles for employees who do not align with the new direction the company is taking. If there is
    nothing there, then delaying a departure may make you feel good, but probably won’t help
    the employee. Give them a clear timeline and process for winding down.

    • Offer retention bonuses for those you want/need to stick around. Even though their jobs may
    be coming to an end, if you have a long enough window, there can be an upside for the
    employee. But when you do this, you have to face the reality that some of them will just go
    through the motions. Don’t kid yourself that you will get 100% from all of them. However, if
    you provide not just a retention bonus, but an incremental one that goes up as key change
    targets are hit, you may do better than you think.

    • Offer quitting bonuses and “early retirement” packages when reductions are needed, but be
    cautious. You may weed out the deadwood, but you may also lose the very people you want
    to keep because they can easily find a new job and are happy to take the money and run.

    • Advocate for generous severance and provide support services for transition counseling.

    • Help people network internally. You can’t afford to lose your best people just because they
    are in the wrong role at the wrong time. HR needs to work with managers to develop
    assessments of who to keep and where they could be redeployed.

    • For people who will be in positions with less power or whose career trajectory will be slowed
    because of the change, be honest with them. If opportunities for career growth are likely to
    emerge in a year or two, help them understand the timeline and what it will take to prepare.
    But don’t expect to retain all of them. Face it head on and say, “We would love to keep you. I
    think the future will be better, but I understand that working through this transition may not be
    best for you.” Leaving doesn’t mean forever. They may return one day and bring with them a
    whole new set of skills they developed with other companies. If they do leave, you want
    them to be advocates for the organization. If you treat them honestly and fairly on the way
    out, you dramatically increase the odds of that happening.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 7 of 7

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Explore the role of HR professionals in advancing a culture of truth and trust during
    change initiatives

    Developing a culture of truth and trust takes years. There are no quick fixes or shortcuts. Further,
    it is something that begins at the very top of the organization. If the CEO and executive
    leadership team have not demonstrated behaviors that promote truth and trust, it will be
    extremely difficult to change that perception during a high-stakes change initiative. HR
    professionals can, however, play an important role in this if they have a seat at the table. They
    can, in many cases, be the “voice of the people” up to senior management – a voice that provides
    feedback on how people are feeling and how messages are being received in the broader
    organization. Additionally, the more that change initiatives can be an inclusive undertaking where
    everyone is made to feel welcome, the less likelihood there will be of false rumors getting started,
    or an “us-versus-them” mentality developing.

    • Examine the tensions that exist between open sharing and the protection of proprietary
    information during restructuring and downsizing

    HR leaders, senior executives, and managers must work together to establish a clear
    understanding of what can be shared by whom and with whom, and when that information can be
    shared. There will likely be situations, especially during restructuring, when even some members
    of the HR team may not have full information, or may not have it as early as they would like.
    When you are entrusted with confidential information, and especially when you are charged with
    sharing that information with your immediate team, make sure that there are no ambiguities about
    what can be shared. Be proactive in your communication, and leave time for questions. Make
    sure that people know you will share everything you can, and that they can come to you with
    concerns and questions.

    • Apply proven change leadership practices to support and engage negatively impacted
    stakeholders in times of uncertainty

    Be an advocate for generous support. Work with executives to get them engaged in helping
    others. Build a case for the positive impact of good severance and retention plans. Be prepared
    to explain how the supports you are advocating for will pay off in the long term, and help
    everyone understand that the way employees who are leaving the organization are treated will
    have an impact (positive or negative) on those that remain.

    **Week8Discussion556.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week8discussion556-jpeg)

    **Marisa556DiscussionResponse.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/marisa556discussionresponse-jpeg)

    **Donna556DiscussionResponse.jpeg**

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    **## JWI556Week8LectureNotes.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 1 of 7

    JWI 556
    Leading Change by Putting People First

    Week Eight Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 2 of 7

    SUPPORTING STAKEHOLDERS

    What It Means

    Supporting stakeholders is about ensuring that those impacted by the change don’t get
    marginalized during the process or abandoned when the change is over. A harsh reality of many
    change initiatives is that there will be people who struggle to fit into the new way of doing
    business. There will be some, through no fault of their own, who will no longer have a job when
    the change has been completed. HR professionals have a responsibility to serve both as
    advocates for people, and as leaders who will support the changes needed to keep the
    company competitive.

    Why It Matters

    • The change initiative, even if painful, cannot be allowed to undermine the culture of truth
    and trust required to take the organization forward after the change.

    • Leaders must share as much as they possibly can with the people whose lives are being
    affected, all while not compromising confidential information.

    • Team members who will be moving on must be helped with generous severance,
    retraining, and/or other support as they transition to new careers outside of the
    organization.

    “HR leaders have an obligation to balance their strong business partnering role
    with their employee advocacy role.”

    Bill Conaty

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 3 of 7

    THE ROLE OF HR PROFESSIONALS IN ADVANCING A CULTURE OF TRUTH
    AND TRUST DURING CHANGE INITIATIVES

    Building a culture of truth and trust takes a lot of work. It has been an important theme in Jack’s
    teachings, and has been addressed in a number of JWMI courses, including JWI 522: Strategic
    Partnering with the C-Suite, where we introduced the concept of HR leader as Parent and Pastor.

    The pastor is the confidante and trusted advisor. The parent is the guide, the mentor, and the person who
    can deliver a kick in the seat of the pants when it’s needed. It’s the person who tells it like it is, whether you
    like it or not. While this role remains critical, we want to focus on another tenet that is particularly important
    during change initiatives – that truth and trust are also about empowerment.

    It’s not just about looping people in and sharing as much information (the good, the bad, and the ugly) as
    you can during a change initiative. It’s about trusting your colleagues enough to actually empower them to
    guide the transformation. It’s about reframing the idea of leadership from something where the leader
    dispenses wisdom from above, to a model where people are engaged as trusted contributors, whose
    great ideas can help the organization find “the truth,” the way forward.

    This is something Jack understood well. You build trust when employees are engaged, not when they are
    simply told what to do.

    Nathan Furr and Jeffrey Dyer offer an insightful take on this in their article, “Leading Your Team into the
    Unknown” (2014). Their work, like others we have included in this course, provides a counterpoint to
    Kotter while still respecting the complexities of change. In their “Innovator’s Method,” they introduce four
    key principles to build trust and get every brain in the game:

    1. Don’t Dictate a Vision – Set a Grand Challenge
    2. Don’t Make Decisions – Design Experiments
    3. Don’t Just Ignite Ideas – Prepare the Organization to Accept Them
    4. Don’t Just Give People Time – Provide the Resources They Need to Act Quickly

    As you read this article, consider how their guidance can foster a people-first approach to leading change.

    OPEN SHARING AND THE PROTECTION OF PROPRIETARY INFORMATION
    DURING RESTRUCTURING AND DOWNSIZING

    As we have previously noted, communication is essential at every stage of a major change effort. No
    amount of intellectual rationale for change will make the least bit of difference without a powerful – or as
    Jack would say, “relentless” – communications effort behind it. But what about communication when there
    are open questions that the change leaders don’t have answers to yet, or where there is confidential
    information that can’t be disclosed?

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 4 of 7

    Effective communication in an organizational transformation requires leaders who are able and willing to
    share tough news. Delivering tough news is not easy when it involves telling people they are being let go,
    but at least the messaging in this situation can be clear: “We have had to make changes to ensure that
    the company is in a stronger position to go forward. The decision to terminate or change certain
    functions/offices/roles was made after assessing all options, and we will work with everyone who has
    been impacted to do everything we can to provide support and clarity as we move toward an end date.”

    As painful and disruptive as this is, people can generally handle bad news; what is often harder to handle
    is evasion or unclear news. Worse yet is an outright lie. The manager or senior leader who says,
    “Everyone will be fine,” when they know that their workforce will be radically restructured, destroys the
    trust of everyone, not just those who may not be sticking around.

    Patty McCord reminds us:

    “One of the most important insights anyone in business can have is that it’s not cruel to
    tell people the truth respectfully and honestly. To the contrary, being transparent and
    telling people what they need to hear is the only way to ensure they both trust you and
    understand you.”

    “One of the benefits of the leadership communicating clearly to everyone in the company
    about where you’re heading and the challenges and opportunities that future will bring is
    that it better equips people to evaluate how well their skills fit into that future. They can
    also consider whether or not that future is one they want to be a part of and, if it isn’t, can
    proactively seek out new opportunities.”

    Powerful, pp. 32, 125

    The right path forward when faced with restrictions on what you can communicate is to let people know
    you will be as open with them as you possibly can. As information becomes available that you can share,
    you will do so.

    If senior leaders in the organization have built a culture of trust and openness, this is when it will pay off. If
    that trust hasn’t been established, it’s going to be much harder to do it in the heat of the reorganization.

    Most people “get it” that there will be matters that can be shared and matters that can’t. Leading change
    by putting people first is not a call to open the floodgates on all information. It’s a call for HR and other
    leaders to do what is morally right and not mislead people about their prospects for a future with the
    organization. If you possess proprietary information that cannot be shared, the message has to be, “We
    need your help to make this change a success. We’re doing everything we can to create the best
    scenario for the greatest number of people and build a strong and sustainable competitive advantage. We
    will get every possible communication about the changes out as quickly as we can, and when the
    changes are done, we will communicate with clarity about the path forward.”

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 5 of 7

    SUPPORTING NEGATIVELY IMPACTED STAKEHOLDERS
    IN TIMES OF UNCERTAINTY

    Despite our best efforts, change can produce winners and losers.

    • Winners are the people who will come out of the change with more visibility, power,
    resources, or maybe a bigger role in the organization. They will naturally be early adopters
    and project champions.

    • Losers will see change as taking visibility, power, or resources away, and it may even
    include job losses. As your change initiative evolves, work to understand their concerns,
    treat them with dignity and respect, and make sure their actions don’t derail your effort.

    We can support those who end up on the losing end of the change initiative by helping them
    embrace the change and give it everything they’ve got. But if there is either no role for them after the
    change has been made, or if the role is something they don’t want, odds are high that they will
    undermine the change. It’s not because they’re bad people, but because they find themselves in a
    position where they feel threatened, and they react in (quite natural) ways against the forces
    threatening them.

    Jack warns us to not let the negative polluters “poison the well.”

    “These people usually have to go.

    Maybe that sounds harsh, but you are doing no one a favor by keeping resisters in your
    organization. They foster an underground resistance and lower the morale of the people
    who support change. They waste their own time at a company where they don’t share the
    vision, and they should be encouraged to find one where they do.”

    Winning, p. 142

    This advice is sound because it’s not just about weeding out the bad apples. It’s about the effect that
    negativity can have on the success of the change, and on the well-being of other stakeholders whose
    future depends on making the required changes to build a more successful and viable enterprise. A
    people-first approach to change is not just about watching out for those who come out on the losing end.
    It’s about making sure that those who stay, and those who are given more impactful roles, can collectively
    make the organization stronger for everyone. In short,

    1. When there is cutting to be done, get on with it and do it. Make the call and take action.
    2. For those who are left, but whose future is not bright:

    a. Make sure you get the best work out of them while they are still around
    b. Do not allow them to be poisoners
    c. Provide support if they will eventually exit

    3. For those stakeholders who will take on critical roles, make sure they know that this is an
    important opportunity for them. And last but not least, make sure you give them the support
    they need to be successful in their new roles.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 6 of 7

    Supports for Negatively Impacted Stakeholders

    • Coach them on the new skills that will be needed, but be realistic about whether there are
    roles for employees who do not align with the new direction the company is taking. If there is
    nothing there, then delaying a departure may make you feel good, but probably won’t help
    the employee. Give them a clear timeline and process for winding down.

    • Offer retention bonuses for those you want/need to stick around. Even though their jobs may
    be coming to an end, if you have a long enough window, there can be an upside for the
    employee. But when you do this, you have to face the reality that some of them will just go
    through the motions. Don’t kid yourself that you will get 100% from all of them. However, if
    you provide not just a retention bonus, but an incremental one that goes up as key change
    targets are hit, you may do better than you think.

    • Offer quitting bonuses and “early retirement” packages when reductions are needed, but be
    cautious. You may weed out the deadwood, but you may also lose the very people you want
    to keep because they can easily find a new job and are happy to take the money and run.

    • Advocate for generous severance and provide support services for transition counseling.

    • Help people network internally. You can’t afford to lose your best people just because they
    are in the wrong role at the wrong time. HR needs to work with managers to develop
    assessments of who to keep and where they could be redeployed.

    • For people who will be in positions with less power or whose career trajectory will be slowed
    because of the change, be honest with them. If opportunities for career growth are likely to
    emerge in a year or two, help them understand the timeline and what it will take to prepare.
    But don’t expect to retain all of them. Face it head on and say, “We would love to keep you. I
    think the future will be better, but I understand that working through this transition may not be
    best for you.” Leaving doesn’t mean forever. They may return one day and bring with them a
    whole new set of skills they developed with other companies. If they do leave, you want
    them to be advocates for the organization. If you treat them honestly and fairly on the way
    out, you dramatically increase the odds of that happening.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 7 of 7

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Explore the role of HR professionals in advancing a culture of truth and trust during
    change initiatives

    Developing a culture of truth and trust takes years. There are no quick fixes or shortcuts. Further,
    it is something that begins at the very top of the organization. If the CEO and executive
    leadership team have not demonstrated behaviors that promote truth and trust, it will be
    extremely difficult to change that perception during a high-stakes change initiative. HR
    professionals can, however, play an important role in this if they have a seat at the table. They
    can, in many cases, be the “voice of the people” up to senior management – a voice that provides
    feedback on how people are feeling and how messages are being received in the broader
    organization. Additionally, the more that change initiatives can be an inclusive undertaking where
    everyone is made to feel welcome, the less likelihood there will be of false rumors getting started,
    or an “us-versus-them” mentality developing.

    • Examine the tensions that exist between open sharing and the protection of proprietary
    information during restructuring and downsizing

    HR leaders, senior executives, and managers must work together to establish a clear
    understanding of what can be shared by whom and with whom, and when that information can be
    shared. There will likely be situations, especially during restructuring, when even some members
    of the HR team may not have full information, or may not have it as early as they would like.
    When you are entrusted with confidential information, and especially when you are charged with
    sharing that information with your immediate team, make sure that there are no ambiguities about
    what can be shared. Be proactive in your communication, and leave time for questions. Make
    sure that people know you will share everything you can, and that they can come to you with
    concerns and questions.

    • Apply proven change leadership practices to support and engage negatively impacted
    stakeholders in times of uncertainty

    Be an advocate for generous support. Work with executives to get them engaged in helping
    others. Build a case for the positive impact of good severance and retention plans. Be prepared
    to explain how the supports you are advocating for will pay off in the long term, and help
    everyone understand that the way employees who are leaving the organization are treated will
    have an impact (positive or negative) on those that remain.

    **Week8Discussion556.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week8discussion556-jpeg)

    **Marisa556DiscussionResponse.jpeg**

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    **Donna556DiscussionResponse.jpeg**

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    – 1
    – 2
    – 3
    – 4

  • [Solved] Social Science – Sociology Assignment 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attachment – ## Socialworkersmakedecisionsinpracticesettingsbasedondifferentsourcesofknowledge.docx – ## SOCW_6060_week01_situations1and2_toBuild.docx **## Socialworkersmakedecisionsinpracticesettingsbasedondifferentsourcesofknowledge.docx** Social workers make decisions in practice s…

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    Assignment Prompt & Instructions

    Please see attachment

    – ## Socialworkersmakedecisionsinpracticesettingsbasedondifferentsourcesofknowledge.docx

    – ## SOCW_6060_week01_situations1and2_toBuild.docx

    **## Socialworkersmakedecisionsinpracticesettingsbasedondifferentsourcesofknowledge.docx**

    Social workers make decisions in practice settings based on different sources of knowledge, including their intuition, personal experiences, tradition, authority, and theories and research evidence. These sources of knowledge can be used together to contribute to decisions. Which source(s) of knowledge do you rely on? What are the strengths and limitations of each source of knowledge, and how will they affect your social work practice? For example, think about the sources of knowledge you used when you made decisions in your field experience. In this Assignment, you consider the sources of knowledge that inform your practice decisions.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657394)

    To Prepare

    · Complete the “Situations 1 and 2: Making Decisions About Interventions” handout. (
    **Note:** You do
    **not** need to upload the handout with your Assignment.)

    · Reflect on your thought process in your handout and apply it the prompts below.

    **Assignment**

    In a 1- to 2-page paper, respond to the following:

    · Explain how and why your choices differed in Situations 1 and 2.

    · Explain why it is important to use research and evidence to support your practice decisions.

    · Explain when using theories and research evidence is most appropriate for making clinical decisions. Provide an illustration of this from your fieldwork experience, from something learned in previous coursework, or from a case study you have encountered.

    **## SOCW_6060_week01_situations1and2_toBuild.docx**

    **Situations 1 and 2: Making Decisions About Interventions***

    **Situation 1**

    Think back to a client (individual, family, group, agency, or community) with whom you have worked. Place a check mark next to each criterion you
    _used_ to make your practice decision. If you have not yet worked with a client, think of the criteria on which you would probably rely.

    ____1. Your intuition (gut feeling) about what will be effective

    ____2. What you have heard from other professionals in informal exchanges

    ____3. Your experience with a few cases

    ____4. Your demonstrated track record of success based on data you have gathered systematically and regularly

    ____5. What fits your personal style

    ____6. What was usually offered at your agency

    ____7. Self-reports of other clients about what was helpful

    ____8. Results of controlled experimental studies (data that show a method is helpful)

    ____9. What you are most familiar with

    ____10. What you know by critically reading professional literature

    **Situation 2**

    Imagine you have a potentially serious medical problem, and you seek help from a physician to examine treatment options. Place a check mark next to each criterion you
    _would like_ your physician to rely on when they make recommendations about your treatment.

    ____1. The physician’s intuition (gut feeling) that a method will work

    ____2. What they have heard from other physicians in informal exchanges

    ____3. The physician’s experience with a few cases

    ____4. The physician’s demonstrated track record of success based on data they have gathered systematically and regularly

    ____5. What fits their personal style

    ____6. What is usually offered at the clinic

    ____7. Self-reports of patients about what was helpful

    ____8. Results of controlled experimental studies (data that show a method is helpful)

    ____9. What the physician is most familiar with

    ____10. What the physician has learned by critically reading professional literature

    *Adapted from Gambrill, E., & Gibbs, L. (2017). Making decisions about intervention. In
    _Critical_ _thinking for helping professionals: A skills-based workbook_ (4th ed., pp. 69–70). Oxford University Press.

    **## SOCW_6060_week01_situations1and2_toBuild.docx**

    **Situations 1 and 2: Making Decisions About Interventions***

    **Situation 1**

    Think back to a client (individual, family, group, agency, or community) with whom you have worked. Place a check mark next to each criterion you
    _used_ to make your practice decision. If you have not yet worked with a client, think of the criteria on which you would probably rely.

    ____1. Your intuition (gut feeling) about what will be effective

    ____2. What you have heard from other professionals in informal exchanges

    ____3. Your experience with a few cases

    ____4. Your demonstrated track record of success based on data you have gathered systematically and regularly

    ____5. What fits your personal style

    ____6. What was usually offered at your agency

    ____7. Self-reports of other clients about what was helpful

    ____8. Results of controlled experimental studies (data that show a method is helpful)

    ____9. What you are most familiar with

    ____10. What you know by critically reading professional literature

    **Situation 2**

    Imagine you have a potentially serious medical problem, and you seek help from a physician to examine treatment options. Place a check mark next to each criterion you
    _would like_ your physician to rely on when they make recommendations about your treatment.

    ____1. The physician’s intuition (gut feeling) that a method will work

    ____2. What they have heard from other physicians in informal exchanges

    ____3. The physician’s experience with a few cases

    ____4. The physician’s demonstrated track record of success based on data they have gathered systematically and regularly

    ____5. What fits their personal style

    ____6. What is usually offered at the clinic

    ____7. Self-reports of patients about what was helpful

    ____8. Results of controlled experimental studies (data that show a method is helpful)

    ____9. What the physician is most familiar with

    ____10. What the physician has learned by critically reading professional literature

    *Adapted from Gambrill, E., & Gibbs, L. (2017). Making decisions about intervention. In
    _Critical_ _thinking for helping professionals: A skills-based workbook_ (4th ed., pp. 69–70). Oxford University Press.

    **## Socialworkersmakedecisionsinpracticesettingsbasedondifferentsourcesofknowledge.docx**

    Social workers make decisions in practice settings based on different sources of knowledge, including their intuition, personal experiences, tradition, authority, and theories and research evidence. These sources of knowledge can be used together to contribute to decisions. Which source(s) of knowledge do you rely on? What are the strengths and limitations of each source of knowledge, and how will they affect your social work practice? For example, think about the sources of knowledge you used when you made decisions in your field experience. In this Assignment, you consider the sources of knowledge that inform your practice decisions.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657394)

    To Prepare

    · Complete the “Situations 1 and 2: Making Decisions About Interventions” handout. (
    **Note:** You do
    **not** need to upload the handout with your Assignment.)

    · Reflect on your thought process in your handout and apply it the prompts below.

    **Assignment**

    In a 1- to 2-page paper, respond to the following:

    · Explain how and why your choices differed in Situations 1 and 2.

    · Explain why it is important to use research and evidence to support your practice decisions.

    · Explain when using theories and research evidence is most appropriate for making clinical decisions. Provide an illustration of this from your fieldwork experience, from something learned in previous coursework, or from a case study you have encountered.

    **## SOCW_6060_week01_situations1and2_toBuild.docx**

    **Situations 1 and 2: Making Decisions About Interventions***

    **Situation 1**

    Think back to a client (individual, family, group, agency, or community) with whom you have worked. Place a check mark next to each criterion you
    _used_ to make your practice decision. If you have not yet worked with a client, think of the criteria on which you would probably rely.

    ____1. Your intuition (gut feeling) about what will be effective

    ____2. What you have heard from other professionals in informal exchanges

    ____3. Your experience with a few cases

    ____4. Your demonstrated track record of success based on data you have gathered systematically and regularly

    ____5. What fits your personal style

    ____6. What was usually offered at your agency

    ____7. Self-reports of other clients about what was helpful

    ____8. Results of controlled experimental studies (data that show a method is helpful)

    ____9. What you are most familiar with

    ____10. What you know by critically reading professional literature

    **Situation 2**

    Imagine you have a potentially serious medical problem, and you seek help from a physician to examine treatment options. Place a check mark next to each criterion you
    _would like_ your physician to rely on when they make recommendations about your treatment.

    ____1. The physician’s intuition (gut feeling) that a method will work

    ____2. What they have heard from other physicians in informal exchanges

    ____3. The physician’s experience with a few cases

    ____4. The physician’s demonstrated track record of success based on data they have gathered systematically and regularly

    ____5. What fits their personal style

    ____6. What is usually offered at the clinic

    ____7. Self-reports of patients about what was helpful

    ____8. Results of controlled experimental studies (data that show a method is helpful)

    ____9. What the physician is most familiar with

    ____10. What the physician has learned by critically reading professional literature

    *Adapted from Gambrill, E., & Gibbs, L. (2017). Making decisions about intervention. In
    _Critical_ _thinking for helping professionals: A skills-based workbook_ (4th ed., pp. 69–70). Oxford University Press.

    **## Socialworkersmakedecisionsinpracticesettingsbasedondifferentsourcesofknowledge.docx**

    Social workers make decisions in practice settings based on different sources of knowledge, including their intuition, personal experiences, tradition, authority, and theories and research evidence. These sources of knowledge can be used together to contribute to decisions. Which source(s) of knowledge do you rely on? What are the strengths and limitations of each source of knowledge, and how will they affect your social work practice? For example, think about the sources of knowledge you used when you made decisions in your field experience. In this Assignment, you consider the sources of knowledge that inform your practice decisions.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657394)

    To Prepare

    · Complete the “Situations 1 and 2: Making Decisions About Interventions” handout. (
    **Note:** You do
    **not** need to upload the handout with your Assignment.)

    · Reflect on your thought process in your handout and apply it the prompts below.

    **Assignment**

    In a 1- to 2-page paper, respond to the following:

    · Explain how and why your choices differed in Situations 1 and 2.

    · Explain why it is important to use research and evidence to support your practice decisions.

    · Explain when using theories and research evidence is most appropriate for making clinical decisions. Provide an illustration of this from your fieldwork experience, from something learned in previous coursework, or from a case study you have encountered.

    **## SOCW_6060_week01_situations1and2_toBuild.docx**

    **Situations 1 and 2: Making Decisions About Interventions***

    **Situation 1**

    Think back to a client (individual, family, group, agency, or community) with whom you have worked. Place a check mark next to each criterion you
    _used_ to make your practice decision. If you have not yet worked with a client, think of the criteria on which you would probably rely.

    ____1. Your intuition (gut feeling) about what will be effective

    ____2. What you have heard from other professionals in informal exchanges

    ____3. Your experience with a few cases

    ____4. Your demonstrated track record of success based on data you have gathered systematically and regularly

    ____5. What fits your personal style

    ____6. What was usually offered at your agency

    ____7. Self-reports of other clients about what was helpful

    ____8. Results of controlled experimental studies (data that show a method is helpful)

    ____9. What you are most familiar with

    ____10. What you know by critically reading professional literature

    **Situation 2**

    Imagine you have a potentially serious medical problem, and you seek help from a physician to examine treatment options. Place a check mark next to each criterion you
    _would like_ your physician to rely on when they make recommendations about your treatment.

    ____1. The physician’s intuition (gut feeling) that a method will work

    ____2. What they have heard from other physicians in informal exchanges

    ____3. The physician’s experience with a few cases

    ____4. The physician’s demonstrated track record of success based on data they have gathered systematically and regularly

    ____5. What fits their personal style

    ____6. What is usually offered at the clinic

    ____7. Self-reports of patients about what was helpful

    ____8. Results of controlled experimental studies (data that show a method is helpful)

    ____9. What the physician is most familiar with

    ____10. What the physician has learned by critically reading professional literature

    *Adapted from Gambrill, E., & Gibbs, L. (2017). Making decisions about intervention. In
    _Critical_ _thinking for helping professionals: A skills-based workbook_ (4th ed., pp. 69–70). Oxford University Press.

    – 1
    – 2

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    – ## 6016_Assessment3_instructions.docx

    **## 6016_assessment3_data_analysis_guiding_questions.docx**

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    ## Guiding Questions

    **Data Analysis and Quality Improvement Initiative Proposal**
    This document is designed to give you questions to consider and additional guidance to help you successfully complete the Data Analysis and Quality Improvement Initiative Proposal assessment. You may find it useful to use this document as a prewriting exercise, an outlining tool, or a final check to ensure you have sufficiently addressed all the grading criteria for this assessment. This document is a resource to help you complete the assessment.
    **Do not** turn in this document as your assessment submission.

    **Analyze data to identify a health care issue or an area of concern.**

    · What data does your institution gather? (Or, what data were provided in the media piece?)

    · What is the quality of the data, and what can be learned from it? What does it tell you? What is missing?

    · What is an organized way of looking at different data outputs?

    · What metrics indicate opportunities for quality improvement?

    · What are the trends? (Existence of data does not necessarily equate to a trend.)

    · What are the outcome measures? What information do you need to calculate specific rates?

    · Assess the stability of processes or outcomes. Are the outcomes fairly predictable? Identify any problematic variations or performance failures.

    · Include the selected data set that was analyzed in the proposal. This could be a table or chart.

    **Outline a quality improvement initiative proposal based on a selected health issue or area of concern and supporting data analysis.**

    · What benchmarks align to existing quality improvement initiatives set by local, state, or federal health care policies or laws?

    · What quality initiatives currently exist (if any) related to the selected issue? Why are they insufficient?

    · Identify target areas for improvement.

    · Define what processes can be modified to improve outcomes. You may find it helpful to review models for quality improvement initiatives in Week 4.

    · Identify evidence-based strategies to improve quality.

    · Evaluate quality improvement initiatives on the selected health issue with existing quality indicators from other facilities, government agencies, and non-governmental bodies on quality improvement.

    · Analyze challenges that meeting prescribed benchmarks can pose for a heath care organization and the interprofessional team.

    **Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work-life quality.**

    · Define interprofessional roles and responsibilities as they relate to the data and the quality improvement initiative.

    · How would you make sure that all relevant roles are fully engaged in this effort?

    · What non-nursing concepts would you incorporate into the initiative?

    · How would outcomes to measure the effect of the intervention affect the interprofessional team?

    · Briefly reflect on the impact of the proposed initiative on work-life quality of the nursing staff and interprofessional team. How is work-life quality improved or enriched by the initiative?

    **Apply effective communication strategies to promote quality improvement of interprofessional care.**

    · What kind of interprofessional communication strategies will be effective to promote and ensure the success of this performance improvement plan or quality improvement initiative?

    · What types of communications would you recommend in addition to writing?

    · Are there any communication models (CUS, SBAR) you would include in your initiative proposal?

    **Deliver a persuasive, coherent, and effective audiovisual presentation. Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.**

    · Is your analysis logically structured?

    · Is your analysis 7–10 PowerPoint slides, with speaker notes (not including title slide and attached reference list)?

    · Is your writing clear and free from errors?

    · Did you use a minimum of five sources? Were they published within the last five years?

    · Are they cited in current APA format throughout the plan?

    · Have you included an attached reference list?

    1

    **image1.png**

    **## 6016_assessment2_instructions.docx**

    Prepare an evaluation (5-7 pages) of an existing QI initiative to determine if the initiative is effective.

    Collapse All

    **Introduction**

    Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—various groups talking among themselves about results and enhancements. Nurses are critical to the delivery of high-quality, efficient health care. As a result, they must develop their skills in reviewing and evaluating performance reports. They also need to be able to communicate outcome measures related to quality initiatives effectively. Patient safety and positive institutional health care outcomes mandate collaboration among nursing staff members to ensure the integration of their perspectives in all quality care initiatives.

    **Overview**

    In the first assessment, you analyzed an adverse event or a near miss, and outlined a QI initiative to address it. This assessment will give you practice and the confidence to evaluate a quality care initiative in much the same way you might in your health care setting to help determine if the initiative is effective.

    Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—each group talking among themselves about results and enhancements. Because nurses are critical to the delivery of high-quality, efficient health care, it is essential that they develop the proficiency to review, evaluate performance reports, and be able to effectively communicate outcome measures related to quality initiatives. The nursing staff's perspective and the need to collaborate on quality care initiatives are fundamental to patient safety and positive institutional health care outcomes.

    **Instructions**

    Imagine you have been asked to prepare and deliver an analysis of an existing QI initiative at your workplace. The QI initiative you choose to analyze should be related to a specific disease, condition, or public health issue of personal or professional interest to you. The purpose of the report is to assess whether the specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics. Your target audience is nurses and other health professionals with specializations or interest in your chosen condition, disease, or public health issue.

    In your report, you will:

    · Analyze a current QI initiative in a health care setting.

    · Identify what prompted implementation of the QI initiative.

    · Evaluate problems that arose during the initiative or problems that were not addressed.

    · Evaluate the success of a current QI initiative through recognized benchmarks and outcome measures as required to meet national, state, or accreditation requirements.

    · Identify the core performance measurements related to successful treatment or management of the condition.

    · Evaluate the impact of the quality indicators on the health care facility.

    · Incorporate interprofessional perspectives related to the success of actions used in the QI initiative as they relate to functionality and outcomes.

    · Recommend additional indicators and protocols to improve and expand outcomes of a current quality initiative.

    · Ensure your analysis conveys purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

    Be sure to address all of the bullet points. You may also want to read the Quality Improvement Initiative Evaluation Scoring Guide to better understand the performance levels that relate to each grading criterion. Additionally, be sure to review the
    [Guiding Questions: Quality Improvement Initiative Evaluation [DOCX]](https://courseroom.capella.edu/courses/46831/files/8761945/download) document and
    [Vila Health: Data Analysis](https://media.capella.edu/CourseMedia/nurs6016element238713/wrapper.asp) for additional clarification about things to consider when creating your assessment.

    **Additional Requirements**

    Your assessment should also meet the following requirements:

    ·
    **Length of submission**: A minimum of five but no more than seven double-spaced, typed pages, not including the title page and References section.

    ·
    **Number of references**: Cite a minimum of four sources of scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work. Review the
    [Nursing Master's Program (MSN) Library Guide](https://capellauniversity.libguides.com/MSN) for guidance.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style. Review the
    [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) section of the Writing Center for guidance.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Plan quality improvement initiatives in response to routine data surveillance.

    · Recommend additional indicators and protocols to improve and expand outcomes of a quality initiative.

    · Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.

    · Analyze a current quality improvement initiative in a health care setting.

    · Evaluate the success of a current quality improvement initiative through recognized benchmarks and outcome measures as required to meet national, state, or accreditation requirements.

    · Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work life quality.

    · Incorporate interprofessional perspectives related to the success of actions utilized in a quality improvement initiative as they relate to functionality and outcomes.

    · Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.

    · Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

    **## 6016_Assessment3_instructions.docx**

    **Assessment 3**

    **Data Analysis and Quality Improvement Initiative Proposal**

    Make a quality initiative proposal (7-10 PowerPoint slides) through a presentation, interpreting and communicating dashboard data to support the proposal.

    Collapse All

    **Introduction**

    Health care providers are perpetually striving to improve care quality and patient safety. To accomplish enhanced care, outcomes need to be measured. Next, data measures must be validated. Measurement and validation of information support performance improvement. Health care providers must focus attention on evidence-based best practices to improve patient outcomes.

    Health informatics, along with new and improved technologies and procedures, are at the core of
    _all_ quality improvement initiatives. Data analysis begins with provider documentation, researched process improvement models, and recognized quality benchmarks. All of these items work together to improve patient outcomes. Professional nurses must be able to interpret and communicate dashboard information that displays critical care metrics and outcomes along with data collected from the care delivery process.

    **Overview**

    _A basic principle of quality measurement is: If you can't measure it, you can't improve it._

    **_–Agency for Healthcare Research and Quality (2021)_**

    In the previous assessment, you analyzed the effectiveness of an existing quality initiative. Now that you've done that, this assessment gives you experience interpreting and communicating dashboard data for the purpose of making a quality initiative proposal of your own. And you'll make your proposal through a PowerPoint presentation, including using speaker notes in the Notes section of the slides, much like you might in your health care setting.

    Health care providers are on an endless quest to improve both care quality and patient safety. This unwavering commitment requires hospitals and care givers to increase their attention and adherence to treatment protocols to improve patient outcomes. Health informatics, along with new and improved technologies and procedures, are at the core of virtually all QI initiatives. The data gathered by providers, along with process improvement models and recognized quality benchmarks, are all part of a collaborative, continuing effort. As such, it is essential that professional nurses are able to correctly interpret and effectively communicate information revealed on dashboards that display critical care metrics.

    **Instructions**

    In this assessment, you will make a QI initiative proposal based on a health issue of professional interest to you. This proposal will be based on an analysis of dashboard metrics from a health care facility. You have two options:

    **Option 1**

    If you
    **have** access to dashboard metrics related to a QI initiative proposal of interest to you:

    · Analyze data from the health care facility to identify a health care issue or an area of concern. You will need access to reports and data related to care quality and patient safety. If you work in a hospital setting, contact the quality management department to obtain the data you need.

    · You will need to identify basic information about the health care setting, size, and specific type of care delivery related to the topic that you identify. You are expected to abide by standards for compliance with the Health Insurance Portability and Accountability Act (HIPAA).

    **Option 2**

    If you
    **do not have** access to a dashboard or metrics related to a QI initiative proposal:

    · You may use one of the links in the following reading list to access a dashboard or metrics for a health care facility to develop the QI initiative proposal:

    ·
    [Assessment 3: Resources](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2475584570006731?auth=SAML&section=3429472480006731)

    · You will follow the same instructions and provide the same deliverables as your peers who select Option 1.

    Complete the following steps for your proposal:

    · Analyze data to identify a health care issue or an area of concern as it relates to a state, national, or accreditation benchmark requirement relevant to your professional setting.

    · Evaluate the quality of the data.

    · Outline a QI initiative proposal based on the selected health issue or area of concern and supporting data analysis to improve identified dashboard metric. The interactive activity Designing a Quality Improvement Initiative can get you going on the first steps of a QI process and your assessment.

    · Identify the target areas of improvement and outcome measures.

    · Include the QI model that will be utilized.

    · Specify evidence-based strategies that will be utilized.

    · Integrate interprofessional perspectives and actions to lead quality improvements in patient safety, cost-effectiveness, and work-life quality.

    · Specify roles and responsibilities.

    · Apply effective collaboration strategies to promote QI of interprofessional care.

    · Include specific communication tools.

    · Deliver a persuasive, coherent, and effective audiovisual presentation. Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.

    Be sure that your proposal, at minimum, addresses each of the bullet points. You may also want to read the Data Analysis and Quality Improvement Initiative Proposal Scoring Guide to better understand the performance levels that relate to each grading criterion. Additionally, be sure to review the
    [Guiding Questions: Data Analysis and Quality Improvement Initiative Proposal [DOCX]](https://courseroom.capella.edu/courses/46831/files/8761942/download) document for additional clarification about things to consider when creating your assessment.

    **Recording Your Presentation**

    Before starting to record your presentation make sure you have:

    · Set up and tested your microphone and headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear or high quality when captured by the microphone.

    · Practice using the equipment to ensure the audio quality is sufficient.

    · Consult
    [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) for guidance on how to record your presentation and upload it in the courseroom.

    · Microsoft PowerPoint also allows you to record your narration with your slides. If you choose this option, simply submit your presentation to the appropriate area of the courseroom. Your narration will be included with your slides.

    · Remember to practice delivering and recording your presentation multiple times to ensure effective delivery.

    Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services at
    [DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations.

    **Additional Requirements**

    Your assessment should also meet the following requirements:

    ·
    **Length of submission**: 7–10 PowerPoint slides, with speaker's notes, not including title slide and attached reference list. Balance text with visuals. Avoid text-heavy slides. Use speaker's notes for additional content.

    ·
    **Length of presentation**: No more than 10 minutes.

    ·
    **What to submit**: Along with your recording, submit your slides with speaker notes as a PDF. Save your PowerPoint files as a PDF with notes. The speaker notes will be processed through Turnitin.

    ·
    **Number of references**: Cite a minimum of five sources (no older than seven years, unless a seminal work) of scholarly or professional evidence to support your evaluation, recommendations, and plans. Review the
    [Nursing Master's Program (MSN) Library Guide](https://capellauniversity.libguides.com/MSN) for guidance.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style. Review the
    [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) section of the Writing Center for guidance.

    **## 6016_Assessment3_instructions.docx**

    **Assessment 3**

    **Data Analysis and Quality Improvement Initiative Proposal**

    Make a quality initiative proposal (7-10 PowerPoint slides) through a presentation, interpreting and communicating dashboard data to support the proposal.

    Collapse All

    **Introduction**

    Health care providers are perpetually striving to improve care quality and patient safety. To accomplish enhanced care, outcomes need to be measured. Next, data measures must be validated. Measurement and validation of information support performance improvement. Health care providers must focus attention on evidence-based best practices to improve patient outcomes.

    Health informatics, along with new and improved technologies and procedures, are at the core of
    _all_ quality improvement initiatives. Data analysis begins with provider documentation, researched process improvement models, and recognized quality benchmarks. All of these items work together to improve patient outcomes. Professional nurses must be able to interpret and communicate dashboard information that displays critical care metrics and outcomes along with data collected from the care delivery process.

    **Overview**

    _A basic principle of quality measurement is: If you can't measure it, you can't improve it._

    **_–Agency for Healthcare Research and Quality (2021)_**

    In the previous assessment, you analyzed the effectiveness of an existing quality initiative. Now that you've done that, this assessment gives you experience interpreting and communicating dashboard data for the purpose of making a quality initiative proposal of your own. And you'll make your proposal through a PowerPoint presentation, including using speaker notes in the Notes section of the slides, much like you might in your health care setting.

    Health care providers are on an endless quest to improve both care quality and patient safety. This unwavering commitment requires hospitals and care givers to increase their attention and adherence to treatment protocols to improve patient outcomes. Health informatics, along with new and improved technologies and procedures, are at the core of virtually all QI initiatives. The data gathered by providers, along with process improvement models and recognized quality benchmarks, are all part of a collaborative, continuing effort. As such, it is essential that professional nurses are able to correctly interpret and effectively communicate information revealed on dashboards that display critical care metrics.

    **Instructions**

    In this assessment, you will make a QI initiative proposal based on a health issue of professional interest to you. This proposal will be based on an analysis of dashboard metrics from a health care facility. You have two options:

    **Option 1**

    If you
    **have** access to dashboard metrics related to a QI initiative proposal of interest to you:

    · Analyze data from the health care facility to identify a health care issue or an area of concern. You will need access to reports and data related to care quality and patient safety. If you work in a hospital setting, contact the quality management department to obtain the data you need.

    · You will need to identify basic information about the health care setting, size, and specific type of care delivery related to the topic that you identify. You are expected to abide by standards for compliance with the Health Insurance Portability and Accountability Act (HIPAA).

    **Option 2**

    If you
    **do not have** access to a dashboard or metrics related to a QI initiative proposal:

    · You may use one of the links in the following reading list to access a dashboard or metrics for a health care facility to develop the QI initiative proposal:

    ·
    [Assessment 3: Resources](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2475584570006731?auth=SAML&section=3429472480006731)

    · You will follow the same instructions and provide the same deliverables as your peers who select Option 1.

    Complete the following steps for your proposal:

    · Analyze data to identify a health care issue or an area of concern as it relates to a state, national, or accreditation benchmark requirement relevant to your professional setting.

    · Evaluate the quality of the data.

    · Outline a QI initiative proposal based on the selected health issue or area of concern and supporting data analysis to improve identified dashboard metric. The interactive activity Designing a Quality Improvement Initiative can get you going on the first steps of a QI process and your assessment.

    · Identify the target areas of improvement and outcome measures.

    · Include the QI model that will be utilized.

    · Specify evidence-based strategies that will be utilized.

    · Integrate interprofessional perspectives and actions to lead quality improvements in patient safety, cost-effectiveness, and work-life quality.

    · Specify roles and responsibilities.

    · Apply effective collaboration strategies to promote QI of interprofessional care.

    · Include specific communication tools.

    · Deliver a persuasive, coherent, and effective audiovisual presentation. Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.

    Be sure that your proposal, at minimum, addresses each of the bullet points. You may also want to read the Data Analysis and Quality Improvement Initiative Proposal Scoring Guide to better understand the performance levels that relate to each grading criterion. Additionally, be sure to review the
    [Guiding Questions: Data Analysis and Quality Improvement Initiative Proposal [DOCX]](https://courseroom.capella.edu/courses/46831/files/8761942/download) document for additional clarification about things to consider when creating your assessment.

    **Recording Your Presentation**

    Before starting to record your presentation make sure you have:

    · Set up and tested your microphone and headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear or high quality when captured by the microphone.

    · Practice using the equipment to ensure the audio quality is sufficient.

    · Consult
    [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) for guidance on how to record your presentation and upload it in the courseroom.

    · Microsoft PowerPoint also allows you to record your narration with your slides. If you choose this option, simply submit your presentation to the appropriate area of the courseroom. Your narration will be included with your slides.

    · Remember to practice delivering and recording your presentation multiple times to ensure effective delivery.

    Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services at
    [DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations.

    **Additional Requirements**

    Your assessment should also meet the following requirements:

    ·
    **Length of submission**: 7–10 PowerPoint slides, with speaker's notes, not including title slide and attached reference list. Balance text with visuals. Avoid text-heavy slides. Use speaker's notes for additional content.

    ·
    **Length of presentation**: No more than 10 minutes.

    ·
    **What to submit**: Along with your recording, submit your slides with speaker notes as a PDF. Save your PowerPoint files as a PDF with notes. The speaker notes will be processed through Turnitin.

    ·
    **Number of references**: Cite a minimum of five sources (no older than seven years, unless a seminal work) of scholarly or professional evidence to support your evaluation, recommendations, and plans. Review the
    [Nursing Master's Program (MSN) Library Guide](https://capellauniversity.libguides.com/MSN) for guidance.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style. Review the
    [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) section of the Writing Center for guidance.

    **## 6016_assessment3_data_analysis_guiding_questions.docx**

    ![Capella University](https://www.sweetstudy.com/questions/6016-assessment-2-and-3)**Remove or Replace: Header Is Not Doc Title**

    ![Capella University](https://www.sweetstudy.com/questions/6016-assessment-2-and-3)

    ## Guiding Questions

    **Data Analysis and Quality Improvement Initiative Proposal**
    This document is designed to give you questions to consider and additional guidance to help you successfully complete the Data Analysis and Quality Improvement Initiative Proposal assessment. You may find it useful to use this document as a prewriting exercise, an outlining tool, or a final check to ensure you have sufficiently addressed all the grading criteria for this assessment. This document is a resource to help you complete the assessment.
    **Do not** turn in this document as your assessment submission.

    **Analyze data to identify a health care issue or an area of concern.**

    · What data does your institution gather? (Or, what data were provided in the media piece?)

    · What is the quality of the data, and what can be learned from it? What does it tell you? What is missing?

    · What is an organized way of looking at different data outputs?

    · What metrics indicate opportunities for quality improvement?

    · What are the trends? (Existence of data does not necessarily equate to a trend.)

    · What are the outcome measures? What information do you need to calculate specific rates?

    · Assess the stability of processes or outcomes. Are the outcomes fairly predictable? Identify any problematic variations or performance failures.

    · Include the selected data set that was analyzed in the proposal. This could be a table or chart.

    **Outline a quality improvement initiative proposal based on a selected health issue or area of concern and supporting data analysis.**

    · What benchmarks align to existing quality improvement initiatives set by local, state, or federal health care policies or laws?

    · What quality initiatives currently exist (if any) related to the selected issue? Why are they insufficient?

    · Identify target areas for improvement.

    · Define what processes can be modified to improve outcomes. You may find it helpful to review models for quality improvement initiatives in Week 4.

    · Identify evidence-based strategies to improve quality.

    · Evaluate quality improvement initiatives on the selected health issue with existing quality indicators from other facilities, government agencies, and non-governmental bodies on quality improvement.

    · Analyze challenges that meeting prescribed benchmarks can pose for a heath care organization and the interprofessional team.

    **Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work-life quality.**

    · Define interprofessional roles and responsibilities as they relate to the data and the quality improvement initiative.

    · How would you make sure that all relevant roles are fully engaged in this effort?

    · What non-nursing concepts would you incorporate into the initiative?

    · How would outcomes to measure the effect of the intervention affect the interprofessional team?

    · Briefly reflect on the impact of the proposed initiative on work-life quality of the nursing staff and interprofessional team. How is work-life quality improved or enriched by the initiative?

    **Apply effective communication strategies to promote quality improvement of interprofessional care.**

    · What kind of interprofessional communication strategies will be effective to promote and ensure the success of this performance improvement plan or quality improvement initiative?

    · What types of communications would you recommend in addition to writing?

    · Are there any communication models (CUS, SBAR) you would include in your initiative proposal?

    **Deliver a persuasive, coherent, and effective audiovisual presentation. Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.**

    · Is your analysis logically structured?

    · Is your analysis 7–10 PowerPoint slides, with speaker notes (not including title slide and attached reference list)?

    · Is your writing clear and free from errors?

    · Did you use a minimum of five sources? Were they published within the last five years?

    · Are they cited in current APA format throughout the plan?

    · Have you included an attached reference list?

    1

    **image1.png**

    **## 6016_assessment2_instructions.docx**

    Prepare an evaluation (5-7 pages) of an existing QI initiative to determine if the initiative is effective.

    Collapse All

    **Introduction**

    Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—various groups talking among themselves about results and enhancements. Nurses are critical to the delivery of high-quality, efficient health care. As a result, they must develop their skills in reviewing and evaluating performance reports. They also need to be able to communicate outcome measures related to quality initiatives effectively. Patient safety and positive institutional health care outcomes mandate collaboration among nursing staff members to ensure the integration of their perspectives in all quality care initiatives.

    **Overview**

    In the first assessment, you analyzed an adverse event or a near miss, and outlined a QI initiative to address it. This assessment will give you practice and the confidence to evaluate a quality care initiative in much the same way you might in your health care setting to help determine if the initiative is effective.

    Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—each group talking among themselves about results and enhancements. Because nurses are critical to the delivery of high-quality, efficient health care, it is essential that they develop the proficiency to review, evaluate performance reports, and be able to effectively communicate outcome measures related to quality initiatives. The nursing staff's perspective and the need to collaborate on quality care initiatives are fundamental to patient safety and positive institutional health care outcomes.

    **Instructions**

    Imagine you have been asked to prepare and deliver an analysis of an existing QI initiative at your workplace. The QI initiative you choose to analyze should be related to a specific disease, condition, or public health issue of personal or professional interest to you. The purpose of the report is to assess whether the specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics. Your target audience is nurses and other health professionals with specializations or interest in your chosen condition, disease, or public health issue.

    In your report, you will:

    · Analyze a current QI initiative in a health care setting.

    · Identify what prompted implementation of the QI initiative.

    · Evaluate problems that arose during the initiative or problems that were not addressed.

    · Evaluate the success of a current QI initiative through recognized benchmarks and outcome measures as required to meet national, state, or accreditation requirements.

    · Identify the core performance measurements related to successful treatment or management of the condition.

    · Evaluate the impact of the quality indicators on the health care facility.

    · Incorporate interprofessional perspectives related to the success of actions used in the QI initiative as they relate to functionality and outcomes.

    · Recommend additional indicators and protocols to improve and expand outcomes of a current quality initiative.

    · Ensure your analysis conveys purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

    Be sure to address all of the bullet points. You may also want to read the Quality Improvement Initiative Evaluation Scoring Guide to better understand the performance levels that relate to each grading criterion. Additionally, be sure to review the
    [Guiding Questions: Quality Improvement Initiative Evaluation [DOCX]](https://courseroom.capella.edu/courses/46831/files/8761945/download) document and
    [Vila Health: Data Analysis](https://media.capella.edu/CourseMedia/nurs6016element238713/wrapper.asp) for additional clarification about things to consider when creating your assessment.

    **Additional Requirements**

    Your assessment should also meet the following requirements:

    ·
    **Length of submission**: A minimum of five but no more than seven double-spaced, typed pages, not including the title page and References section.

    ·
    **Number of references**: Cite a minimum of four sources of scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work. Review the
    [Nursing Master's Program (MSN) Library Guide](https://capellauniversity.libguides.com/MSN) for guidance.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style. Review the
    [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) section of the Writing Center for guidance.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Plan quality improvement initiatives in response to routine data surveillance.

    · Recommend additional indicators and protocols to improve and expand outcomes of a quality initiative.

    · Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.

    · Analyze a current quality improvement initiative in a health care setting.

    · Evaluate the success of a current quality improvement initiative through recognized benchmarks and outcome measures as required to meet national, state, or accreditation requirements.

    · Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work life quality.

    · Incorporate interprofessional perspectives related to the success of actions utilized in a quality improvement initiative as they relate to functionality and outcomes.

    · Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.

    · Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

    **## 6016_Assessment3_instructions.docx**

    **Assessment 3**

    **Data Analysis and Quality Improvement Initiative Proposal**

    Make a quality initiative proposal (7-10 PowerPoint slides) through a presentation, interpreting and communicating dashboard data to support the proposal.

    Collapse All

    **Introduction**

    Health care providers are perpetually striving to improve care quality and patient safety. To accomplish enhanced care, outcomes need to be measured. Next, data measures must be validated. Measurement and validation of information support performance improvement. Health care providers must focus attention on evidence-based best practices to improve patient outcomes.

    Health informatics, along with new and improved technologies and procedures, are at the core of
    _all_ quality improvement initiatives. Data analysis begins with provider documentation, researched process improvement models, and recognized quality benchmarks. All of these items work together to improve patient outcomes. Professional nurses must be able to interpret and communicate dashboard information that displays critical care metrics and outcomes along with data collected from the care delivery process.

    **Overview**

    _A basic principle of quality measurement is: If you can't measure it, you can't improve it._

    **_–Agency for Healthcare Research and Quality (2021)_**

    In the previous assessment, you analyzed the effectiveness of an existing quality initiative. Now that you've done that, this assessment gives you experience interpreting and communicating dashboard data for the purpose of making a quality initiative proposal of your own. And you'll make your proposal through a PowerPoint presentation, including using speaker notes in the Notes section of the slides, much like you might in your health care setting.

    Health care providers are on an endless quest to improve both care quality and patient safety. This unwavering commitment requires hospitals and care givers to increase their attention and adherence to treatment protocols to improve patient outcomes. Health informatics, along with new and improved technologies and procedures, are at the core of virtually all QI initiatives. The data gathered by providers, along with process improvement models and recognized quality benchmarks, are all part of a collaborative, continuing effort. As such, it is essential that professional nurses are able to correctly interpret and effectively communicate information revealed on dashboards that display critical care metrics.

    **Instructions**

    In this assessment, you will make a QI initiative proposal based on a health issue of professional interest to you. This proposal will be based on an analysis of dashboard metrics from a health care facility. You have two options:

    **Option 1**

    If you
    **have** access to dashboard metrics related to a QI initiative proposal of interest to you:

    · Analyze data from the health care facility to identify a health care issue or an area of concern. You will need access to reports and data related to care quality and patient safety. If you work in a hospital setting, contact the quality management department to obtain the data you need.

    · You will need to identify basic information about the health care setting, size, and specific type of care delivery related to the topic that you identify. You are expected to abide by standards for compliance with the Health Insurance Portability and Accountability Act (HIPAA).

    **Option 2**

    If you
    **do not have** access to a dashboard or metrics related to a QI initiative proposal:

    · You may use one of the links in the following reading list to access a dashboard or metrics for a health care facility to develop the QI initiative proposal:

    ·
    [Assessment 3: Resources](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2475584570006731?auth=SAML&section=3429472480006731)

    · You will follow the same instructions and provide the same deliverables as your peers who select Option 1.

    Complete the following steps for your proposal:

    · Analyze data to identify a health care issue or an area of concern as it relates to a state, national, or accreditation benchmark requirement relevant to your professional setting.

    · Evaluate the quality of the data.

    · Outline a QI initiative proposal based on the selected health issue or area of concern and supporting data analysis to improve identified dashboard metric. The interactive activity Designing a Quality Improvement Initiative can get you going on the first steps of a QI process and your assessment.

    · Identify the target areas of improvement and outcome measures.

    · Include the QI model that will be utilized.

    · Specify evidence-based strategies that will be utilized.

    · Integrate interprofessional perspectives and actions to lead quality improvements in patient safety, cost-effectiveness, and work-life quality.

    · Specify roles and responsibilities.

    · Apply effective collaboration strategies to promote QI of interprofessional care.

    · Include specific communication tools.

    · Deliver a persuasive, coherent, and effective audiovisual presentation. Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.

    Be sure that your proposal, at minimum, addresses each of the bullet points. You may also want to read the Data Analysis and Quality Improvement Initiative Proposal Scoring Guide to better understand the performance levels that relate to each grading criterion. Additionally, be sure to review the
    [Guiding Questions: Data Analysis and Quality Improvement Initiative Proposal [DOCX]](https://courseroom.capella.edu/courses/46831/files/8761942/download) document for additional clarification about things to consider when creating your assessment.

    **Recording Your Presentation**

    Before starting to record your presentation make sure you have:

    · Set up and tested your microphone and headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear or high quality when captured by the microphone.

    · Practice using the equipment to ensure the audio quality is sufficient.

    · Consult
    [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) for guidance on how to record your presentation and upload it in the courseroom.

    · Microsoft PowerPoint also allows you to record your narration with your slides. If you choose this option, simply submit your presentation to the appropriate area of the courseroom. Your narration will be included with your slides.

    · Remember to practice delivering and recording your presentation multiple times to ensure effective delivery.

    Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services at
    [DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations.

    **Additional Requirements**

    Your assessment should also meet the following requirements:

    ·
    **Length of submission**: 7–10 PowerPoint slides, with speaker's notes, not including title slide and attached reference list. Balance text with visuals. Avoid text-heavy slides. Use speaker's notes for additional content.

    ·
    **Length of presentation**: No more than 10 minutes.

    ·
    **What to submit**: Along with your recording, submit your slides with speaker notes as a PDF. Save your PowerPoint files as a PDF with notes. The speaker notes will be processed through Turnitin.

    ·
    **Number of references**: Cite a minimum of five sources (no older than seven years, unless a seminal work) of scholarly or professional evidence to support your evaluation, recommendations, and plans. Review the
    [Nursing Master's Program (MSN) Library Guide](https://capellauniversity.libguides.com/MSN) for guidance.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style. Review the
    [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) section of the Writing Center for guidance.

    **## 6016_assessment3_data_analysis_guiding_questions.docx**

    ![Capella University](https://www.sweetstudy.com/questions/6016-assessment-2-and-3)**Remove or Replace: Header Is Not Doc Title**

    ![Capella University](https://www.sweetstudy.com/questions/6016-assessment-2-and-3)

    ## Guiding Questions

    **Data Analysis and Quality Improvement Initiative Proposal**
    This document is designed to give you questions to consider and additional guidance to help you successfully complete the Data Analysis and Quality Improvement Initiative Proposal assessment. You may find it useful to use this document as a prewriting exercise, an outlining tool, or a final check to ensure you have sufficiently addressed all the grading criteria for this assessment. This document is a resource to help you complete the assessment.
    **Do not** turn in this document as your assessment submission.

    **Analyze data to identify a health care issue or an area of concern.**

    · What data does your institution gather? (Or, what data were provided in the media piece?)

    · What is the quality of the data, and what can be learned from it? What does it tell you? What is missing?

    · What is an organized way of looking at different data outputs?

    · What metrics indicate opportunities for quality improvement?

    · What are the trends? (Existence of data does not necessarily equate to a trend.)

    · What are the outcome measures? What information do you need to calculate specific rates?

    · Assess the stability of processes or outcomes. Are the outcomes fairly predictable? Identify any problematic variations or performance failures.

    · Include the selected data set that was analyzed in the proposal. This could be a table or chart.

    **Outline a quality improvement initiative proposal based on a selected health issue or area of concern and supporting data analysis.**

    · What benchmarks align to existing quality improvement initiatives set by local, state, or federal health care policies or laws?

    · What quality initiatives currently exist (if any) related to the selected issue? Why are they insufficient?

    · Identify target areas for improvement.

    · Define what processes can be modified to improve outcomes. You may find it helpful to review models for quality improvement initiatives in Week 4.

    · Identify evidence-based strategies to improve quality.

    · Evaluate quality improvement initiatives on the selected health issue with existing quality indicators from other facilities, government agencies, and non-governmental bodies on quality improvement.

    · Analyze challenges that meeting prescribed benchmarks can pose for a heath care organization and the interprofessional team.

    **Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work-life quality.**

    · Define interprofessional roles and responsibilities as they relate to the data and the quality improvement initiative.

    · How would you make sure that all relevant roles are fully engaged in this effort?

    · What non-nursing concepts would you incorporate into the initiative?

    · How would outcomes to measure the effect of the intervention affect the interprofessional team?

    · Briefly reflect on the impact of the proposed initiative on work-life quality of the nursing staff and interprofessional team. How is work-life quality improved or enriched by the initiative?

    **Apply effective communication strategies to promote quality improvement of interprofessional care.**

    · What kind of interprofessional communication strategies will be effective to promote and ensure the success of this performance improvement plan or quality improvement initiative?

    · What types of communications would you recommend in addition to writing?

    · Are there any communication models (CUS, SBAR) you would include in your initiative proposal?

    **Deliver a persuasive, coherent, and effective audiovisual presentation. Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.**

    · Is your analysis logically structured?

    · Is your analysis 7–10 PowerPoint slides, with speaker notes (not including title slide and attached reference list)?

    · Is your writing clear and free from errors?

    · Did you use a minimum of five sources? Were they published within the last five years?

    · Are they cited in current APA format throughout the plan?

    · Have you included an attached reference list?

    1

    **image1.png**

    **## 6016_assessment2_instructions.docx**

    Prepare an evaluation (5-7 pages) of an existing QI initiative to determine if the initiative is effective.

    Collapse All

    **Introduction**

    Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—various groups talking among themselves about results and enhancements. Nurses are critical to the delivery of high-quality, efficient health care. As a result, they must develop their skills in reviewing and evaluating performance reports. They also need to be able to communicate outcome measures related to quality initiatives effectively. Patient safety and positive institutional health care outcomes mandate collaboration among nursing staff members to ensure the integration of their perspectives in all quality care initiatives.

    **Overview**

    In the first assessment, you analyzed an adverse event or a near miss, and outlined a QI initiative to address it. This assessment will give you practice and the confidence to evaluate a quality care initiative in much the same way you might in your health care setting to help determine if the initiative is effective.

    Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—each group talking among themselves about results and enhancements. Because nurses are critical to the delivery of high-quality, efficient health care, it is essential that they develop the proficiency to review, evaluate performance reports, and be able to effectively communicate outcome measures related to quality initiatives. The nursing staff's perspective and the need to collaborate on quality care initiatives are fundamental to patient safety and positive institutional health care outcomes.

    **Instructions**

    Imagine you have been asked to prepare and deliver an analysis of an existing QI initiative at your workplace. The QI initiative you choose to analyze should be related to a specific disease, condition, or public health issue of personal or professional interest to you. The purpose of the report is to assess whether the specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics. Your target audience is nurses and other health professionals with specializations or interest in your chosen condition, disease, or public health issue.

    In your report, you will:

    · Analyze a current QI initiative in a health care setting.

    · Identify what prompted implementation of the QI initiative.

    · Evaluate problems that arose during the initiative or problems that were not addressed.

    · Evaluate the success of a current QI initiative through recognized benchmarks and outcome measures as required to meet national, state, or accreditation requirements.

    · Identify the core performance measurements related to successful treatment or management of the condition.

    · Evaluate the impact of the quality indicators on the health care facility.

    · Incorporate interprofessional perspectives related to the success of actions used in the QI initiative as they relate to functionality and outcomes.

    · Recommend additional indicators and protocols to improve and expand outcomes of a current quality initiative.

    · Ensure your analysis conveys purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

    Be sure to address all of the bullet points. You may also want to read the Quality Improvement Initiative Evaluation Scoring Guide to better understand the performance levels that relate to each grading criterion. Additionally, be sure to review the
    [Guiding Questions: Quality Improvement Initiative Evaluation [DOCX]](https://courseroom.capella.edu/courses/46831/files/8761945/download) document and
    [Vila Health: Data Analysis](https://media.capella.edu/CourseMedia/nurs6016element238713/wrapper.asp) for additional clarification about things to consider when creating your assessment.

    **Additional Requirements**

    Your assessment should also meet the following requirements:

    ·
    **Length of submission**: A minimum of five but no more than seven double-spaced, typed pages, not including the title page and References section.

    ·
    **Number of references**: Cite a minimum of four sources of scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work. Review the
    [Nursing Master's Program (MSN) Library Guide](https://capellauniversity.libguides.com/MSN) for guidance.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style. Review the
    [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) section of the Writing Center for guidance.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Plan quality improvement initiatives in response to routine data surveillance.

    · Recommend additional indicators and protocols to improve and expand outcomes of a quality initiative.

    · Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.

    · Analyze a current quality improvement initiative in a health care setting.

    · Evaluate the success of a current quality improvement initiative through recognized benchmarks and outcome measures as required to meet national, state, or accreditation requirements.

    · Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work life quality.

    · Incorporate interprofessional perspectives related to the success of actions utilized in a quality improvement initiative as they relate to functionality and outcomes.

    · Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.

    · Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

    **## 6016_Assessment3_instructions.docx**

    **Assessment 3**

    **Data Analysis and Quality Improvement Initiative Proposal**

    Make a quality initiative proposal (7-10 PowerPoint slides) through a presentation, interpreting and communicating dashboard data to support the proposal.

    Collapse All

    **Introduction**

    Health care providers are perpetually striving to improve care quality and patient safety. To accomplish enhanced care, outcomes need to be measured. Next, data measures must be validated. Measurement and validation of information support performance improvement. Health care providers must focus attention on evidence-based best practices to improve patient outcomes.

    Health informatics, along with new and improved technologies and procedures, are at the core of
    _all_ quality improvement initiatives. Data analysis begins with provider documentation, researched process improvement models, and recognized quality benchmarks. All of these items work together to improve patient outcomes. Professional nurses must be able to interpret and communicate dashboard information that displays critical care metrics and outcomes along with data collected from the care delivery process.

    **Overview**

    _A basic principle of quality measurement is: If you can't measure it, you can't improve it._

    **_–Agency for Healthcare Research and Quality (2021)_**

    In the previous assessment, you analyzed the effectiveness of an existing quality initiative. Now that you've done that, this assessment gives you experience interpreting and communicating dashboard data for the purpose of making a quality initiative proposal of your own. And you'll make your proposal through a PowerPoint presentation, including using speaker notes in the Notes section of the slides, much like you might in your health care setting.

    Health care providers are on an endless quest to improve both care quality and patient safety. This unwavering commitment requires hospitals and care givers to increase their attention and adherence to treatment protocols to improve patient outcomes. Health informatics, along with new and improved technologies and procedures, are at the core of virtually all QI initiatives. The data gathered by providers, along with process improvement models and recognized quality benchmarks, are all part of a collaborative, continuing effort. As such, it is essential that professional nurses are able to correctly interpret and effectively communicate information revealed on dashboards that display critical care metrics.

    **Instructions**

    In this assessment, you will make a QI initiative proposal based on a health issue of professional interest to you. This proposal will be based on an analysis of dashboard metrics from a health care facility. You have two options:

    **Option 1**

    If you
    **have** access to dashboard metrics related to a QI initiative proposal of interest to you:

    · Analyze data from the health care facility to identify a health care issue or an area of concern. You will need access to reports and data related to care quality and patient safety. If you work in a hospital setting, contact the quality management department to obtain the data you need.

    · You will need to identify basic information about the health care setting, size, and specific type of care delivery related to the topic that you identify. You are expected to abide by standards for compliance with the Health Insurance Portability and Accountability Act (HIPAA).

    **Option 2**

    If you
    **do not have** access to a dashboard or metrics related to a QI initiative proposal:

    · You may use one of the links in the following reading list to access a dashboard or metrics for a health care facility to develop the QI initiative proposal:

    ·
    [Assessment 3: Resources](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2475584570006731?auth=SAML&section=3429472480006731)

    · You will follow the same instructions and provide the same deliverables as your peers who select Option 1.

    Complete the following steps for your proposal:

    · Analyze data to identify a health care issue or an area of concern as it relates to a state, national, or accreditation benchmark requirement relevant to your professional setting.

    · Evaluate the quality of the data.

    · Outline a QI initiative proposal based on the selected health issue or area of concern and supporting data analysis to improve identified dashboard metric. The interactive activity Designing a Quality Improvement Initiative can get you going on the first steps of a QI process and your assessment.

    · Identify the target areas of improvement and outcome measures.

    · Include the QI model that will be utilized.

    · Specify evidence-based strategies that will be utilized.

    · Integrate interprofessional perspectives and actions to lead quality improvements in patient safety, cost-effectiveness, and work-life quality.

    · Specify roles and responsibilities.

    · Apply effective collaboration strategies to promote QI of interprofessional care.

    · Include specific communication tools.

    · Deliver a persuasive, coherent, and effective audiovisual presentation. Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.

    Be sure that your proposal, at minimum, addresses each of the bullet points. You may also want to read the Data Analysis and Quality Improvement Initiative Proposal Scoring Guide to better understand the performance levels that relate to each grading criterion. Additionally, be sure to review the
    [Guiding Questions: Data Analysis and Quality Improvement Initiative Proposal [DOCX]](https://courseroom.capella.edu/courses/46831/files/8761942/download) document for additional clarification about things to consider when creating your assessment.

    **Recording Your Presentation**

    Before starting to record your presentation make sure you have:

    · Set up and tested your microphone and headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear or high quality when captured by the microphone.

    · Practice using the equipment to ensure the audio quality is sufficient.

    · Consult
    [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) for guidance on how to record your presentation and upload it in the courseroom.

    · Microsoft PowerPoint also allows you to record your narration with your slides. If you choose this option, simply submit your presentation to the appropriate area of the courseroom. Your narration will be included with your slides.

    · Remember to practice delivering and recording your presentation multiple times to ensure effective delivery.

    Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services at
    [DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations.

    **Additional Requirements**

    Your assessment should also meet the following requirements:

    ·
    **Length of submission**: 7–10 PowerPoint slides, with speaker's notes, not including title slide and attached reference list. Balance text with visuals. Avoid text-heavy slides. Use speaker's notes for additional content.

    ·
    **Length of presentation**: No more than 10 minutes.

    ·
    **What to submit**: Along with your recording, submit your slides with speaker notes as a PDF. Save your PowerPoint files as a PDF with notes. The speaker notes will be processed through Turnitin.

    ·
    **Number of references**: Cite a minimum of five sources (no older than seven years, unless a seminal work) of scholarly or professional evidence to support your evaluation, recommendations, and plans. Review the
    [Nursing Master's Program (MSN) Library Guide](https://capellauniversity.libguides.com/MSN) for guidance.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style. Review the
    [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) section of the Writing Center for guidance.

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