Process of Effecting Change Case Study Quest.

Process of Effecting Change Case Study Quest.

Process of Effecting Change Case Study Quest.

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Process of Effecting Change Case Study Quest.
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Question Description
I’m working on a Nursing exercise and need support.

Case Analysis Assignment Incorporating an Inter-professional Team Change Project

Purpose: The inter-professional leadership case analysis assignment will require the student to actively analyze a case study designed to present a realistic health care situation. The goal is to analyze the case from a leader perspective leading an inter-professional team using the information from the readings on cost, quality, access and accountability. Guidelines for the Case Analysis Assignment and the Grading rubric can be found on blackboard under the Course Information tab. This is the Signature Assignment for NURS 622.

Evidence from research should play a significant role in the decision making process for the interdisciplinary change proposed. Many opportunities for change occur in the delivery of health care. This will give the student practice in finding evidence to support resolving a clinical/ process problem, articulate possible solutions to anticipate consequences, propose inter-professional appropriate actions while leading the team.

For this paper each student will consider and explore the issue(s) and the complexities in making a clinical practice change based on research findings.

Each student will read the case study Interprofessional Team Change Project to Improve Emergency Department Triage Process and answer the following questions as the leader of this change project team. Three to four references are required.

Interprofessional Team Change Project to Improve Emergency Department Triage Process (Finkleman, 2018)

An interprofessional team of six members was formed to lead a change project to improve the triage process in the emergency department (ED) of a 250-bed hospital. The team membership included: one physician, representatives from admission, informatics, and medical records, a pharmacist, a staff nurse from ED, and the ED nurse manager. The ED nurse manager identified the problem and formed the team. At the team’s first meeting some of the members agreed that there was a problem, although two members wondered about the need for change at this time. The team met with ED staff one time—at an ED staff meeting—and meeting attendance was low. Staff members were told that there was a problem with the ED triage process and it must be corrected quickly. Two staff members were angry about the plan to change the process and complained about workload and staffing levels. No one said anything in the meeting, but afterward some felt that this effort was about reducing staff and wondered if the delay in getting treatment was related to increased volumes of patients coming in due to winter and flu season.

A week after the staff meeting the team asked administration for data about the number of patients in triage for the past year and admissions to the hospital. They also reviewed the current triage policy and procedures. After this, the team felt it was ready to complete the plan for the change. They made changes in the triage policy and procedure with the goal of reducing wait time for patients. The ED staff was informed of these changes and that all changes would be implemented in 3 weeks so that nurses could be oriented. All ED staff were informed via a memo posted on the ED bulletin board and an announcement at the ED staff meeting. It was a very busy time in the ED so attendance at this meeting was poor and few came in on off time, although they do receive pay for attending meetings when they are not scheduled to work. The orientation to the new policy and procedure was 1 hour long. The nurses figured they had no choice about the change.

Two months after the change was implemented the team met and decided that the change was successful. They informed the administrator and said that they had had only five complaints from staff. The team collected data for 15 days during the 2-month period. The data indicated that patients waited 10 minutes less than in the past.

Questions

How effective was management and inter-professional teamwork? Give examples.
Describe the role as the leader of this inter-professional team and each member.
As the leader how would you address the issues surrounding the communication?
How effective was the planning? What are some of the strengths and weaknesses in the process?
What barriers to change can be identified in this case description?
What could have been done to reduce the barriers?
What data should be included?
What do you think about the evaluation and conclusions?
Describe how you would engage interdisciplinary staff.
How might you apply this to another clinical setting to improve care?
What are two – three takeaways from this case study?
_____________________________________________________________________________

Case Study Paper Structure:

Introduction and short overview of the Case study. Then post the question (Make sure to number the question, example – Question 1).
Write the answers directly under the question using Times Roman 12 point font. Provide a final summary with 1 – 2 paragraphs and describe what you learned from completing this assignment. Following is an example of how your sections will be set up:
Introduction & short overview
Question 1 – 9, each section with its own header
Final Summary

Process of Effecting Change Case Study Quest.

Process of Effecting Change Case Study Quest.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

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

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

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

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

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

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

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

 

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