Process of Care Paper: HCA 675 Grand Canyon Week 4 Assignment

Process of Care Paper: HCA 675 Grand Canyon Week 4 Assignment

Process of Care Paper: HCA 675 Grand Canyon Week 4 Assignment

Access the Hospital Compare website (.hospitalcompare.hhs.gov/”>www.Hospitalcompare.hhs.gov) and select a local hospital. Look at the hospital’s publically reported indicators for Process of Care.

Write a paper of 1,000-1,200 words that analyzes how the selected hospital performs on these indicators versus two of its competitors. Include your thoughts on the pros and cons of publicaly reporting these data sets.

Refer to the website and incorporate specific examples and details into your paper.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This Process of Care Paper assignment uses a grading rubric. Instructors will be using the rubric

Process of Care Paper HCA 675 Grand Canyon Week 4 Assignment
Process of Care Paper HCA 675 Grand Canyon Week 4 Assignment

to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the Process of Care Paper assignment.

HCA 675 Grand Canyon Week 5 Discussion 1

What do you see as the conflicts between customizing patient care to the needs of an individual patient and standardizing care based on research?

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HCA 675 Grand Canyon Week 5 Discussion 2

Discuss the concept of “waste” from the Deming perspective. How do you think it could apply to hospitals and other health care entities?

HCA 675 Grand Canyon Week 6 Discussion 1

Given the different perspectives on change by those who like it and those who dread it, discuss how you would develop readiness for change in a group that mixes both types of people.

HCA 675 Grand Canyon Week 6 Discussion 2

In health care, change agents are faced with the challenge of engaging both employed staff and physicians in change initiatives. Frequently they have different perspectives and different agendas. Discuss your thoughts on how this can be managed so that everyone can feel that they are heard and that some common ground can be achieved.

HCA 675 Grand Canyon Week 5 Assignment

Improvements in the Manufacturing Industry Versus Health Care Industry

As health care looks at continuous improvement (as done in manufacturing), one of the most prominent questions that has arisen is, “Can the principles that worked in manufacturing really transfer over to health care? Taking care of a patient is not like building a car on an assembly line. Can standardized processes really work in a setting that focuses on humans and their needs?”

Write a paper of 1,000–1,200 words that takes a position on this argument. Justify the rationale for your position.

Refer to the assigned readings to incorporate specific examples and details into your paper.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

Introduction Organizations are collections of individuals brought together in a defined environment to achieve a set of predetermined objectives. Economic, social, and demographic factors affect the purpose and structuring of the system, which in turn interact with the mission, philosophy, and structure of healthcare organizations. Healthcare organizations provide two general types of services: illness care (restorative) and wellness care (preventive). Illness care services help the sick and injured. Wellness care services promote better health as well as illness and accident prevention. In the past, most organizations (e.g., hospitals, clinics, public health departments, community-based organizations, and physicians’ offices) focused their attention on illness services. Recent economic, social, and demographic changes have placed emphasis on the development of organizations that focus on the full spectrum of health, especially wellness and prevention, to meet consumers’ needs in more effective ways. Emphasis is being placed on the role of the nurse as both a designer of these restructured organizations and a healthcare leader and manager within the organizations. For example, the manner in which chronic and acute illnesses are managed is dramatically different from such a decade ago. Nurses take a much more active and independent role in providing these services. Similarly, as population numbers increase and the demand for nurses exceeds the supply, we can anticipate more changes in how nurses function within the healthcare system. An increased focus on continuous performance improvement and benchmarking demands that organizations constantly consider their own practices and make appropriate changes, including those related to the organization’s culture and the role of nurses within the organization. Nurses practice in many different types of healthcare organizations. Nursing roles develop in response to the same social, cultural, economic, legislative, and demographic factors that shape the organizations in which they work. As the largest group of healthcare professionals providing direct and indirect care services to consumers, nurses have an obligation to be involved in the development of health care, social, and economic policies that shape healthcare organizations.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category109840

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category 109840

Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category 54320

Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
Minus 1 PointMinus 2 PointMinus 3 PointMinus 4 PointMinus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost-5 points lost

Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day.The student does not meet the minimum requirement of two postings on two different days

Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.