Discussion: Addressing an Unmet Need Through Strategic Planning

 

Challenges can seem ever present in the health care field. Problems related to the quality of patient care, financial matters, technology, and interdisciplinary collaboration, for example, are often evident in organizations and professional groups.

 

In your role as a nurse leader-manager, it is important to consider challenges and how these translate into unmet needs. You can then create valuable change by addressing these unmet needs through strategic planning.

 

Through this Discussion, you may distinguish the focus for your Course Project. Your instructor and colleagues will provide feedback to help you refine your idea as you move forward.

 

To prepare:

 

Consider the information presented by Dr. Carol Huston in this week’s media program. Think about the process of moving from the identification of an unmet need through the development, implementation, and evaluation of a strategic plan.

Reflect on the initial thinking about trends and unmet needs in nursing and health care that you addressed in Week 5.

Consider how the information in this week’s Learning Resources deepens and expands your understanding of these trends and unmet needs in relation to the strategic planning process.

Proceed with planning for your Course Project as follows:

Select an unmet need that affects a specific group, unit, or organization. 

Deepen your understanding of this group, unit, or organization by examining the stated mission, vision, and values, if possible.

Analyze historical data related to the unmet need, and review the evidence in the literature. Use this information to engage in forecasting.

Consider which stakeholders should be included in the strategic planning process.

Begin to formulate a vision for addressing this need at the organizational or systems level. (Note: Although not required for this Discussion, you will need to develop a strategic goal for your Course Project.)

 

Post an explanation of the unmet need that affects a specific group, unit, or organization that you would like to focus on for your Course Project. Share data from your historical analysis and forecasting, and identify stakeholders who should be included in the strategic planning process. Explain your vision for addressing this need at the organizational or systems level.

 

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Ask a probing question, substantiated with additional background information or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Validate an idea with your own experience and additional resources.

 

Required Readings

 

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

Retrieved from the Walden Library databases.

 

The authors examine the planning, implementation, and evaluation of an organization-wide strategy to address the need to reduce health care inequalities and improve quality in Israel.

Schaffner, J. (2009). Roadmap for success: The 10-step nursing strategic plan. Journal of Nursing Administration, 39(4), 152–155.

Retrieved from the Walden Library databases.

 

The author outlines a 10-step strategic planning process for nursing.

Strubhar, A. J. (2011). The application of an environmental scanning and strategic planning framework in an academic department of physical therapy. Journal of Physical Therapy Education, 25(3), 53–59.

Retrieved from the Walden Library databases.

 

The author examines strategic planning, including environmental scanning, within a physical therapy department in an academic institution.

 Authenticity Consulting. (n.d.b). Basic description of strategic planning. Retrieved March 13, 2013, from http://managementhelp.org/strategicplanning/basics.htm

 

This online article provides an overview of the strategic planning.

 Authenticity Consulting. (n.d.c). Basic overview of various strategic planning models. Retrieved March 13, 2013, from http://managementhelp.org/strategicplanning/models.htm

 

This online article describes different models of strategic planning, including issues-based planning.

 PlanWare. (n.d.). Business planning papers: Developing a strategic plan. Retrieved March 13, 2013, from http://www.planware.org/strategicplan.htm

 

View the strategic planning information on this website.

Required Media

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

 

Note:  The approximate length of this media piece is 6 minutes.

 

Dr. Carol Huston describes elements common to strategic planning models and discusses ways to approach the development of a strategic plan.

 

Optional Resources

 

 Authenticity Consulting. (n.d.a). All about strategic planning. Retrieved March 13, 2013, fromhttp://managementhelp.org/strategicplanning/index.htm

 

Rate yourself using the results from the “Nurse Manager Skills Inventory”:

http://www.aone.org/resources/nurse-manager-skills-inventory.pdf

Write a reflection of 750-1,000 words in which you identify your strengths and weaknesses related to the four content areas below:

1. Personal and professional accountability
2. Career planning
3. Personal journey disciplines
4. Reflective practice reference behaviors/tenets

Discuss how you will use your current leadership skill set to advocate for change in your workplace.

Identify one personal goal for your leadership growth and discuss your implementation plan to achieve that goal.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

RUBRIC:

Identification of strengths and weaknesses related to the four content areas listed.

Lists and analyzes strengths and weaknesses based on each of the listed content areas, and draws on evidence from the given Web site.

Discussion of use of current leadership skills to advocate change in the workplace.

Discusses specific changes that can be made in the workplace are discussed, while giving clear and relevant examples for why changes are necessary. Evaluates how personal skill set can be used to effect change in workplace.

Reflection on personal goal for leadership growth and development of implementation plan to reach goal.

Provides a thoughtful reflection on areas for growth. Pinpoints at least one specific goal for leadership growth, and outlines a well-organized and realistic implementation plan to meet the goal.

Thesis Development and Purpose

Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

Paragraph Development and Transitions

There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Writer is clearly in command of standard, written, academic English.

Paper Format (1- inch margins; 12-point-font; double-spaced; Times New Roman, Arial, or Courier)

All format elements are correct.

Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)

In-text citations and a reference page are complete. The documentation of cited sources is free of error.

comment1

Understanding the health care system at the local level is important when planning an EBP implementation because the health care systems may differ depending on the location. One must take into account the demographics, such as region, population, access to resources, etc. One must also take into account the socioeconomic status of the population being treated. For example, some places may have more access to resources to other places, such as urban areas compared to rural areas. In regards to population one must take into account the age groups, their ethnicity, culture and spiritual beliefs, and values. All of those factors play a significant role in determining if the EBP implementation is effective or not.

comment2

Health care systems in various countries have different accountabilities. One cannot just bring change by implementing any Evidence-Based Research Project directly without having understood the implications of the health care system. It is imperative to carry thorough studies to gain knowledge about the extent to which health care systems have developed and what level of changes and advancements that are needed in this regard. For proper implementation of evidence-based practice, it is essential to examine care related to individuals and how the local staff is performing from monetary and technological resources provided to the organization (Stokke, 2017). The flow of information at the hospital also has to be analyzed depending upon which are a more considerable part of the practical implementation. The medical caretakers have the heavy responsibility of implementing and devising strategies to eliminate healthcare-associated risks, answer the clinical inquiries and work on them if they are needed for the betterment of the healthcare system. One should focus on giving knowledge on the importance of EBP to the whole staff and make them aware of evidence-based practices. All individuals including medical attendants should be taught to take an essential role in the implementation.

comment3

The two most essential change theories, in my opinion, are Lewin’s model and Social Learning theory. Lewin’s model has remained very useful in explaining the role of power in advancement or no advancement and implication of change. Change can only take place if the joined quality of one constraint becomes noteworthy than the consolidated quality of the restricting arrangement of powers. The social cognitive theory which was initially known as social learning theory considers that the change in behavior has been primarily impacted by individual variables and some properties of behavior. In comparison to both models, Lewin is more valid and reasonable. It disregards all components related to individuals that affect change. In contrast to this, the social cognitive theory is more influenced by what flows are drawn naturally and focuses on individual components. Lewin model is also more preferred because it takes into consideration, the outer and inner ecological conditions (Moses, 2015).

comment4

The two most commonly recognized change theories are Lewin’s and  Lippitt’s change models. The two are both very similar to one another in that they both look to evaluate when change in needed, initiated, and ultimately evaluated. The differences with each  are  how the creator ultimately expands further with these three stages.  

Lewin’s Model consists of three stages: unfreezing, moving, and refreezing. The unfreezing stage ultimately looks at status quo, and increase driving forces for change; moving stage is the action stage in which the changes are implemented and involve people; and the final stage refreezing establishes the change as the new way of doing things with the reward of desired outcomes (Mitchell, 2013). Though Lewin’s model is simple and straight forward, as we all know now, change does not just happen as simple,  st raight  to the point stages. This is where Lippitt’s change model may work better not only for changes but changes to be done within the nursing field.  

Lippitt’s model directly reflects change in a way  nurses  already know how. This is true because the language used to establish the model mimics that of the nursing process (Mitchell, 2013). Lippitt’s model is broken down into 7 phases, as follows: diagnose the problem (phase 1), a ssess motivation and capacity for  change ( phase 2), assess change agent’s motivation and resources (phase 3), select progressive change objective (phase 4), choose appropriate role of the change agent (phase 5), maintain change (phase 6), and terminate the helping relationship (phase 7) (Mitchell, 2013). Use of Lippitt’s model though it may not be as direct can help create a  clearer  and outlined  way of implementing change within the health care system. This is primarily why I would more likely use Lippitt’s model because  it  acknowledges more specific areas where change can either be a halted because oversight.  

Hi, i need the table i uploaded to be filled

Health Promotion Program, Part B2: Evidence-based Literature SearchYou will be expected to search for the highest level of evidence for your health promotion project. Please listen to the lecture on searching the evidence, use the services of the research librarian, and pull from the knowledge gained in NUR 39000 Nursing Research to complete this assignment. The Purdue Owl website is a great resource for you when citing your references in APA style.  

Self- Assessment of Learning Styles.pdf          .
JBI-Levels-of-Evidence(1).pdf

Library Resources: The reference librarian for the School of Nursing has created a very helpful website of library resources for this course. Click on the link below to accept this website:NUR 39400 Library Resource Guide

 https://mycourses.purdue.edu/bbcswebdav/pid-12421733-dt-content-rid-93949047_1/courses/pnw_45033.201920/JBI-Levels-of-Evidence%281%29.pdf

New JBI Levels of Evidence

Developed by the Joanna Briggs Institute Levels of Evidence and Grades of Recommendation Working Party October 2013

PLEASE NOTE: These levels are intended to be used alongside the supporting document outlining their use. Using Levels of Evidence does not preclude the need for careful reading, critical appraisal and clinical reasoning when applying evidence.

LEVELS OF EVIDENCE FOR EFFECTIVENESS

Level 1 – Experimental Designs

Level 1.a – Systematic review of Randomized Controlled Trials (RCTs)

Level 1.b – Systematic review of RCTs and other study designs

Level 1.c – RCT

Level 1.d – Pseudo-RCTs

Level 2 – Quasi-experimental Designs

Level 2.a – Systematic review of quasi-experimental studies

Level 2.b – Systematic review of quasi-experimental and other lower study designs

Level 2.c – Quasi-experimental prospectively controlled study

Level 2.d – Pre-test – post-test or historic/retrospective control group study

Level 3 – Observational – Analytic Designs

Level 3.a – Systematic review of comparable cohort studies

Level 3.b – Systematic review of comparable cohort and other lower study designs

Level 3.c – Cohort study with control group

Level 3.d – Case – controlled study

Level 3.e – Observational study without a control group

Page | 2

Level 4 – Observational –Descriptive Studies

Level 4.a – Systematic review of descriptive studies

Level 4.b – Cross-sectional study

Level 4.c – Case series

Level 4.d – Case study

Level 5 – Expert Opinion and Bench Research

Level 5.a – Systematic review of expert opinion

Level 5.b – Expert consensus

Level 5.c – Bench research/ single expert opinion

Page | 3

LEVELS OF EVIDENCE FOR DIAGNOSIS

Level 1 – Studies of Test Accuracy among consecutive patients

Level 1.a – Systematic review of studies of test accuracy among consecutive patients

Level 1.b – Study of test accuracy among consecutive patients

Level 2 – Studies of Test Accuracy among non-consecutive patients

Level 2.a – Systematic review of studies of test accuracy among non-consecutive patients

Level 2.b – Study of test accuracy among non-consecutive patients

Level 3 – Diagnostic Case control studies

Level 3.a – Systematic review of diagnostic case control studies

Level 3.b – Diagnostic case-control study

Level 4 – Diagnostic yield studies

Level 4.a – Systematic review of diagnostic yield studies

Level 4.b – Individual diagnostic yield study

Level 5 – Expert Opinion and Bench Research

Level 5.a – Systematic review of expert opinion

Level 5.b – Expert consensus

Level 5.c – Bench research/ single expert opinion

Page | 4

LEVELS OF EVIDENCE FOR PROGNOSIS

Level 1 – Inception Cohort Studies

Level 1.a – Systematic review of inception cohort studies

Level 1.b – Inception cohort study

Level 2 – Studies of All or none

Level 2.a – Systematic review of all or none studies

Level 2.b – All or none studies

Level 3 – Cohort studies

Level 3.a – Systematic review of cohort studies (or control arm of RCT)

Level 3.b – Cohort study (or control arm of RCT)

Level 4 – Case series/Case Controlled/ Historically Controlled studies

Level 4.a – Systematic review of Case series/Case Controlled/ Historically Controlled studies

Level 4.b – Individual Case series/Case Controlled/ Historically Controlled study

Level 5 – Expert Opinion and Bench Research

Level 5.a – Systematic review of expert opinion

Level 5.b – Expert consensus

Level 5.c – Bench research/ single expert opinion

Page | 5

LEVELS OF EVIDENCE FOR ECONOMIC EVALUATIONS

Levels

1. Decision model with assumptions and variables informed by systematic review and tailored to fit the decision making context.

2. Systematic review of economic evaluations conducted in a setting similar to the decision makers.

3. Synthesis/review of economic evaluations undertaken in a setting similar to that in which the decision is to be made and which are of high quality (comprehensive and credible measurement of costs and health outcomes, sufficient time period covered, discounting, and sensitivity testing).

4. Economic evaluation of high quality (comprehensive and credible measurement of costs and health outcomes, sufficient time period covered, discounting and sensitivity testing) and conducted in setting similar to the decision making context.

5. Synthesis / review of economic evaluations of moderate and/or poor quality (insufficient coverage of costs and health effects, no discounting, no sensitivity testing, time period covered insufficient).

6. Single economic evaluation of moderate or poor quality (see directly above level 5 description of studies). 7. Expert opinion on incremental cost effectives of intervention and comparator.

Page | 6

LEVELS OF EVIDENCE FOR MEANINGFULNESS

1. Qualitative or mixed-methods systematic review

2. Qualitative or mixed-methods synthesis

3. Single qualitative study

4. Systematic review of expert opinion

5. Expert opinion

 

Use the practice problem and a qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment.

In a 1000-1,250 word essay, summarize the study, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.

Refer to the resource “Research Critique Guidelines” for suggested headings and content for your paper.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.