Design a training session presentation (8-12 slides) for one of the role groups in the organization that will be responsible for implementation WITH DETAILED SPEAKER NOTE Introduction Train
- Design a training session presentation (8-12 slides) for one of the role groups in the organization that will be responsible for implementation WITH DETAILED SPEAKER NOTE
Introduction
Training and educating those within an organization who are responsible for implementing and working with changes in organizational policy is a critical step in ensuring that prescribed changes have their intended benefit. A leader in a health care profession must be able to apply effective leadership, management, and educational strategies to ensure that colleagues and subordinates will be prepared to do the work that is asked of them.
As a master's-level health care practitioner, you may be asked to design training sessions to help ensure the smooth implementation of any number of initiatives in your health care setting. The ability to create an agenda that will ensure your training goals will be met and will fit into the allotted time is a valuable skill for preparing colleagues to be successful in their practice.
Instructions
To help ensure a smooth rollout and implementation of your proposed policy and practice guidelines, design a training session presentation for one of the role groups in the organization that will be responsible for implementation.
- Provide a brief summary of your strategies for working with your chosen role group.
- Explain the impact of the new policy on the group and the importance of the change to improve quality of care.
- Explain how the group is important in implementing your proposed policy and practice guidelines and why you chose this group to pilot your proposal.
- Determine appropriate instructional content and explain to the group the learning activities and materials they should expect during the training session.
- Prepare an annotated agenda for a two-hour training session.
- During this training session, you will want to ensure that the individuals you are training understand the new policy and practice guidelines. You will need them to buy into the importance of the policy in improving the quality of care or outcomes and their key role in successful policy implementation. You must help them acquire the knowledge and skills they need to be successful in implementing the policy and practice guidelines.
As outcomes of this training session, participants are expected to: - Understand the organizational policy and practice guidelines to be implemented.
- Understand the importance of the policy to improving quality or outcomes.
- Understand that, as a group, they are key to successful implementation.
- Possess the necessary knowledge and skills for successful implementation.
- Requirements
The strategy summary and annotated training agenda requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for document format and length and for supporting evidence. - Summarize evidence-based strategies for working with the role group to obtain their buy-in and prepare them to implement the new policy and apply the associated practice guidelines to their work.
- Why will these strategies be effective?
- What measures might provide early indications of success?
- Explain the impact of the new policy and practice guidelines.
- How they will be implemented?
- How will they affect the daily work routines and responsibilities of the role group?
- Justify the importance of the new policy and practice guidelines with regard to improving the quality of care or outcomes related to the role group's work.
- How will the policy and guidelines help improve the quality of care or outcomes?
- Explain the role group's importance in implementing the new policy and practice guidelines.
- Why is the work and buy-in of the role group important for successful implementation?
- How could you help the group feel empowered by their involvement during implementation?
- Determine appropriate and effective instructional content, learning activities, and materials for the training session.
- How will each proposed activity on your agenda support learning and skill development?
- Can you complete the training within the allotted two hours?
- Deliver a persuasive, coherent, and effective audiovisual presentation.
- Be sure that the information and arguments you present are aligned with the needs of your audience.
- Review the organization of your slides for clarity.
- Proofread your slides to minimize errors that could distract the audience or make your message more difficult to understand.
- PRESENTATION FORMAT AND LENGTH
You may use Microsoft PowerPoint or other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.
If using PowerPoint to create your presentation slides, you may use the SoNHS Professional Presentation Guidelines [PPTX] as a template. Be sure that your slide deck includes the following slides: - Title slide.
- Presentation title.
- Your name.
- Date.
- Course number and title.
- References (at the end of your presentation). Apply current APA formatting to all citations and references.
- Your slide deck should consist of 8–12 slides, not including a title slide and references slide.
Ensure you provide speaker notes for each slide to fully address scoring guide criteria.
Supporting Evidence
Cite 2–4 external sources to support your strategies for working with the group you have identified and generating their buy-in, as well as for your approach to the training session, activities, and materials.
Portfolio Prompt: You may choose to save your report to your ePortfolio.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria: - Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice.
- Explain the impact of a new policy and practice guidelines.
- Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.
- Justify the importance of a new policy and practice guidelines with regard to improving the quality of care or outcomes related to a selected role group's work.
- Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces.
- Summarize evidence-based strategies for working with a selected role group to promote their buy-in and prepare them to implement a new policy and apply associated practice guidelines to their work.
- Explain a selected role group’s importance in implementing a new policy and practice guidelines.
- Determine appropriate and effective instructional content, learning activities, and materials for a training session.
- Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella's writing standards.
- Deliver a persuasive, coherent, and effective audiovisual presentation.
Policy Proposal Presentation
Heather Winkler
Capella University
NURS-FPX 6004: Health Care Law & Policy
Lisa Cox
October, 2021
Policy Proposal
Mercy Medical Center benchmark metrics fall significantly lower than National standards.
A policy needs to be developed to improve dashboard metrics for routine testing and exams.
Areas affected:
Foot exams
Vision exams
HgbA1c testing
Dashboard Metrics
Mercy Medical Center Dashboard Metrics
Total Patients: 563
1st quarter 2nd quarter 3rd quarter 4th quarter
Eye exams 41 (7.2%) 28 (4.9%) 16 (2.8%) 27 (4.8%)
Foot exams 73 (12.9%) 62 (11%) 7 (1.2%) 3 (0.53%)
HgbA1c test 123 (22%) 32 (5.6%) 13 (2.3%) 6 (1%)
National Benchmarks Foot exams: 84 %
Vision exams: 75.2%
HgbA1c testing: 79.5%
Benchmarking
Quality
Best-practice
Improvements through Standardization
Proposed Policy and Practice
Prioritize goal setting; address patient barriers; utilize evidence-based practices to plan care.
Promote active patient involvement through educating patients on diabetes and self-management techniques.
Utilize updated systems such as electronic medical records.
Identify available resources within the community including peer support programs
Work with insurance companies to streamline cost.
Use patient-centered, individualized planning for lifestyle, self- management, and treatment team approaches.
Resources and Tools Medicine Charts
Medication Assistance Programs
Diabetes Information Sheets
Blood Pressure Tracking
Local or National Diabetes Support Programs
YMCA
CDC
American Diabetes Association
Stakeholder Involvement
Patient and Family
Registered Dietician
Nursing Staff
Administration
• Director of Nursing
• Diabetic Educator
• Physicians
• Patient Navigator
• Pharmacists
Stakeholder Involvement
Scope of Practice
Limitations
Collaboration
Stakeholder Involvement
Success!
Conclusion
Metrics Review
Benchmarking
Policy Proposal/Updates
Resources and Tools
Stakeholder Involvement
References American Diabetes Association (ADA). (2021). Get to know your diabetes care team. Medication & Treatments.
https://diabetes.org/healthy-living/medication-treatments/your-health-care-team
Agency for Healthcare Research and Quality (AHRC). (2021). Diabetes quality measures compared to achievable
benchmarks. National Healthcare Quality and Disparities Reports.
https://nhqrnet.ahrq.gov/inhqrdr/National/benchmark/table/Diseases_and_Conditions/Diabetes
American Heart Association (AHA). (2021). Diabetes tools and resources. Diabetes.
https://www.heart.org/en/health-topics/diabetes/diabetes-tools–resources
CMS.gov. (2021). Quality measurement and quality improvement. Centers for Medicare & Medicaid Services.
https://www.cms.gov/Medicare/Quality-Initiatives-Patient-Assessment-Instruments/MMS/Quality-Measure-and-Quality-Impro
vement-
National Institute of Diabetes and Digestive and Kidney Diseases (NIDDKD). (2021). Diabetes. Health Information.
https://www.niddk.nih.gov/health-information/diabetes#:~:text=An%20estimated%2030.3%20million%20people%20in
%20the%20United,affected%20by%20diabetes.%20Learn%20about%20diabetes%20health%20problems.
References Ross LW, Bana F, Blacher RJ, McDivitt J, Petty J, Beckner J, et al. Continuous Stakeholder Engagement:
Expanding the Role of Pharmacists in Prevention of Type 2 Diabetes Through the National Diabetes
Prevention Program. Prev Chronic Dis 2020;17:190374. DOI: http://dx.doi.org/10.5888/pcd17.190374
Schmittdiel, J. A., Desai, J., Schroeder, E. B., Paolino, A. R., Nichols, G. A., Lawrence, J. M., O'Connor, P.
J., Ohnsorg, K. A., Newton, K. M., & Steiner, J. F. (2015). Methods for engaging stakeholders in
comparative effectiveness research: a patient-centered approach to improving diabetes
care. Healthcare (Amsterdam, Netherlands), 3(2), 80–88. https://doi.org/10.1016/j.hjdsi.2015.02.005
Vila Health (2020). Dashboard and health care benchmark evaluation. Public Health Dashboard-
Diabetes. Retrieved from http://media.capella.edu/CourseMedia/nhs6004element17010/wrapper.asp
- Slide 1
- Policy Proposal
- Dashboard Metrics
- Benchmarking
- Proposed Policy and Practice
- Resources and Tools
- Stakeholder Involvement
- Stakeholder Involvement
- Stakeholder Involvement
- Conclusion
- References
- References
,
POLICY PROPOSAL PRESENTATION Ann ONeal
Capella University
NHS-FPX6004: Health Care Law & Policy
Dr. Georgena Wiley
December 2021
DIABETES FACTS
• 34.1 Million People with Diabetes (Centers of Disease Control, 2020)
• 26.8 Million Diagnosed
• 7.3 Million Undiagnosed
• 88 Million are pre-diabetic
• 7th leading cause of death
• $327 Billion a year
NEED FOR POLICY
• National Benchmarks Set by the Department of Health and Human Services (Agency
For Healthcare Research and Quality, n.d.)
• 2 HgbA1c Tests a year
• 75.2% annual eye (Agency For Healthcare Research and Quality, n.d.). exam
• 84% annual foot exam
• Mercy Medical Center does not meet the National Metrics
MERCY MEDICAL DASHBOARD METRICS
• National Benchmarks • 84% Annual Foot Exam • 75.2% Annual Eye
Exam • 79.5% HgbA1c Tests
Eye Exam by Quarter
Foot Exam by Quarter HgbA1c by Quarter
2018 2019
Q1 4 41
Q2 16 28
Q3 7 16
Q4 33 27 (4.8%)
201 8
2019
Q1 2 73
Q2 5 62
Q3 27 7
Q4 48 3 (0.53%)
201 8
2019
Q1 1 123
Q2 11 32
Q3 23 13
Q4 87 6 (1%)
SCOPE OF POLICY
• Physicians
• Pharmacists
• Nurses
• Nutritionists
• Patients & Family
• Board Members
SELF MANAGED DIABETES CARE PROGRAM
• Diabetic Patients take an active role in their care
• Insurance paid training
• Diabetes Self Management Education and Support Program (DSEMS) – (Centers for
Disease Control and Prevention, 2021).
• Prevention and Management of Diabetes
• American Diabetes Association
SELF MANAGED DIABETES CARE PROGRAM – ROLES
• Physicians (Hooks, 2021)
• Initial Diagnosis
• Education
• Importance of diabetic care
• Monitor Patient care
• Nurses (Duquesne University, 2020)
• Face to Face with Patients
• Glucose Meter training
• Insulin administration training
SELF MANAGED DIABETES CARE PROGRAM – ROLES
• Pharmacists (Bulloch, 2017)
• Most Accessible
• Answer Questions
• Provide Management Planse
• Patients (CDC,2021)
• Become Knowledgeable
• Manage their illness
• Annual Foot and Eye Exams
• Bi-Annual HgbA1c testing
CONCLUSION • Health Grades Outstanding Patient Experience Award (Vila Health: Dashboard, n.d.)
• Not Meeting National Benchmarks
• U.S. Healthcare focused on acute care management (Mitri, J., and Gabbay, R.A., 2016)
• Self Managed Diabetic Program
• Lead the Way in Chronic Long-Term Care
• Confidence in Medical Team
• Increase in
• HgbA1c Testing
• Annual Foot Exams
• Annual Eye Exams
REFERENCES • Agency For Healthcare Research and Quality. (n.d.). National Diabetes Quality Measures Compared to Achievable Benchmarks.
https://nhqrnet.ahrq.gov/inhqrdr/National/benchmark/summary/Diseases_and_Conditions/Diabetes
• Bulloch, M. (2017, November 21). Pharmacists Play a Key Role in Diabetes Management. Pharmacy Times.
https://www.pharmacytimes.com/view/pharmacists-play-a-key-role-in-diabetes-management
• Centers for Disease Control and Prevention. (2020). National Diabetes Statistics Report.
• Centers of Disease Control and Prevention. (2021, August 3). State, Local, and National Partner Diabetes Programs.
https://www.cdc.gov/diabetes/programs/stateandlocal/
• Duquesne University. (2020, April 2). MSN Career Spotlight: Diabetes Management Nurse.
https://onlinenursing.duq.edu/blog/msn-career-spotlight-diabetes-management-nurse/
REFERENCES • Mitri, J., and Gabbay, R.A. (2016). Measuring the Quality of Diabetes Care. Evidence – Based Diabetes Management, 22(SP4), 1–4.
• Hooks, B. Y. (2021). Enhancing diabetes self-management education and support in clinical practice. American Family Physician, 103(5), 265–266.
• https://doi.org/https://www.aafp.org/afp/2021/0301/p265.html
• Vila Health: Dashboard and Health Care Benchmark Evaluation. (n.d.). Vila Health.
• http://file:///C:/Users/annmo/OneDrive/School/NHS-FPX6004%20-%20Health%20Care%20Law%20and%20Policy/Assessement%201/Vila%20H
ealth_%20Dashboard%20and%20Health%20Care%20Benchmark%20Evaluation%20Transcript.pdf
- Slide 1
- Diabetes Facts
- Need For Policy
- Mercy medical Dashboard metrics
- Scope of Policy
- Self Managed Diabetes Care Program
- Self Managed Diabetes Care Program – Roles
- Self Managed Diabetes Care Program – Roles
- Conclusion
- References
- References
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