Create Attribute Control Charts Chapter 7 2025

Week 7 Assignment: Textbook Problems: Create Attribute Control Charts Due 10/6/2018 As a current or future health care administration leader, you will likely engage in creating and presenting attribute control charts for your health services organization. As you have examined in this course, the use of attribute control charts will depend on the specific processes in your health services organization that require monitoring and oversight. Apart from interpreting and understanding the results of control charts for ensuring that processes are in control, developing skills in creating attribute variable control charts is necessary for health care administration practice. For this Assignment, review the resources for this week that are specific to attribute control charts. You should focus on mimicking the development of p and np charts as demonstrated in the readings for this week. The Assignment: (3– pages) · Using SPSS and Microsoft Word, complete problems 1 through 5 on pages 297–299 in the Ross textbook. Show all work. Submit both your SPSS and Word files for grading. ROBLEMS 1. A hospital is analyzing nosocomial infections and wants to reduce their infection rate below the national average of 2.0%. They have sampled 40 cases every week for the last 20 weeks. The data are shown below. Create p and np control charts. Interpret the graphs. How is the hospital performing in relation to its stated goal? 1 2 11 3 2 1 12 4 3 1 13 2 4 2 14 3 5 1 15 4 6 1 16 5 7 3 17 3 8 2 18 4 9 1 19 5 10 2 20 6 2. Walter Shewhart ([1931] 1980) presented the following data in his classic Economic Control of Quality of Manufactured Product. Create a p chart for each machine. Does either of the two machines show evidence of special cause variation? MACHINE A MACHINE B MACHINE B Month Defective Inspected Defective Inspected Jan 4 527 Feb 5 610 Mar 5 428 Apr 2 400 May 15 498 Jun 3 500 Jul 3 395 Aug 2 393 Sep 3 625 Oct 13 465 Nov 5 446 Dec 3 510 Average 5.25 483.08 1 169 3 99 1 208 1 196 1 132 1 89 1 167 2 200 1 171 1 122 3 107 1 132 1.42 149.33 3. From January 1846 through December 1848 Semmelweis ([1860] 1983) recorded births and the number that resulted in the death of the mother at his hospital. The data is available in the Chapter07.xls file, in the Problem07–03 tab. Create a p chart to analyze performance. Interpret the chart. Was the system stable? 4. Postsurgical infections have been reported to affect 2% to 5% of the 16 million patients who undergo surgery in U.S. hospitals. Infections increase the chance of complications and death. Antibiotics given one hour prior to surgery have been shown to reduce the probabil- ity of infection. The director of quality improvement has sampled 20 patients per week over the preceding 25 weeks. The data is available in the Chapter07.xls file in the Problem07–04 tab. The data collected records whether a patient contracted an infection after surgery. Create a p chart to analyze performance. Interpret the hospital’s performance based on your control chart and identify any issues that should be investigated. Assuming the aver- age rate of infection is 3.5%, is the hospital doing a good job? 5. Readmission rates within one year for congestive heart failure have been documented at 35%. A local heart program wants to assess its performance against this standard. The pro- gram has randomly selected ten patients per month over a 24-month period for review. The data is available in the Chapter07.xls file, in the Problem07–05 tab. Some of the patients were deleted from the sample due to death, relocation, or other reasons that preclude follow-up. Create a p chart. Is the process stable? How is the program performing relative to the documented standard? Since not all months have 10 observations, either use 10 as the sample size or use the average sample size to calculate the control limits.

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Communication Change Challenge (CCC) Part 5 & 6 2025

In Part 5, you will imagine implementing the new behaviors you identified in 4E. In Part 6, you will practice your new behavior by role-playing with a family member or close friend who is not directly involved in your goal. It is still not time to actually implement your new behaviors, as Parts 5 and 6 will help you to iron out the wrinkles. Note: Submit both CCC Part 5 and CCC Part 6 in one document, but start a new page for CCC Part 6. Project Timeline Part Description Due 1 Selecting a communication goal Week 1 2 Describing communication patterns Week 2 & 3 3 Establishing behavioral goals: What will it look like when I am doing it well? Week 3 4 Analyzing the goal Week 4 5 Covert Rehearsal: Practicing in your imagination Week 5 6 Behavioral Rehearsal: Practicing your new behavior Week 5 7 Actual Implementation: Performing your behavior in real-life situations Week 7 8 Evaluating your progress Week 8 Instructions: Part 5 5A. Covert Rehearsal Covert Rehearsal is an effective way of trying out new communication behaviors. Think about a time that you were daydreaming, or dreaming at night. You can use your imagination to think about an experience or situation that is not really happening at that time or in that place. You can do the same type of simulation on purpose to think about a time and place that will allow you to practice your new interpersonal communication skill to meet your goal as outlined in your new behaviors listed in CCC Part 4E. By covertly rehearsing, you make it much more likely that you will be actually performing the behavior comfortably and effectively in real life situations. This surprising effect of covert rehearsal has been shown in numerous studies. What makes covert rehearsal particularly useful is that you can carry it around and do it anywhere – in the shower, cleaning, cooking, and so forth. The more you vary covertly rehearsing a particular episode, the more likely you will be able to perform well in the actual situation. For example, if you are planning to initiate and maintain a conversation with your neighbor, you should think through a number of possible topics and questions before finally choosing what you perceive to be the best options. In other words, think before you speak. Plan what you will say and do in a particular situation where you can practice your goal. Covert rehearsal can be used both to prepare for an upcoming communication event, and to evaluate and revise an event that has already occurred – as in instant replay. This is done all the time for sports teams. Each player watches the game again and decides how he or she could do it better next time. Both planning ahead before a conversation and reflecting after a conversation will increase the probability that you will perform your new skill effectively the next time you use it. Note that some people initially find it difficult to imagine specific conversations with others. Keep with it if you have difficulty. You will eventually succeed with practice, and when you do, you will be amazed at the effect. If you are having a hard time talking to people in your mind, speak to yourself out loud or speak to your reflection in the mirror. Think about the following: Identify the situation you would like to practice; do you want to plan a new conversation, or replay a past situation but change the outcome? Where will you have this conversation – in the kitchen, on the bus, in the cafeteria at lunch, at school in a classroom, in the board room, in your manager’s office, or at a friend’s house? Provide a detailed narrative that identifies your selected communication event. Write a description of your surroundings – date, time, location, specific room, physical surroundings and so forth, and the people who will participate in this communication event. Name the people involved, what you will talk about, where it takes place, when it takes place, how it should occur, and why you need to plan for a better conversation next time. How will your physical surroundings affect your rehearsal? For this section, you are to select a communication event, related to your goal, for which you will prepare covertly. Choose one or more behaviors to work on that are listed in CCC Part 4E. Choose a communication event that you would like to prepare for privately or secretly – covertly. As you imagine yourself practicing your new skill, focus hard on specific interactions. Actually, think about an interpersonal communication exchange – what you say, and how the other person responds. Don’t just go through the motions. Really see yourself asking specific questions, making specific comments, and hearing the other person replying. As you imagine the sequence, practice precisely what you want to say and how you want to say it. Experiment with what feels to be the most effective and comfortable way for you to implement your new behaviors. Submit a detailed narrative that identifies your selected communication event and include the following: Description of your surroundings – date, time, location, specific room, physical surroundings and so forth Explanation of how your physical surroundings will affect your rehearsal Description of the people who will participate in this communication event What you will talk about How it should occur Why you need to plan for a better conversation next time 5B. Covert Practice In a quiet place, begin thinking about the conversation event from Part 5A, as you would like to see it evolve. When you hit rough spots, try a variety of options until you find a response that pleases you. If you are having trouble with this, pretend you are an author planning to write the dialogue for a reality TV episode, or you are composing lines for characters in a play or movie or book. Use the mirror technique and take turns role-playing both people in the conversation. You can also use puppets, stuffed animals, socks on your hands, or different hats or coats to take the parts of two people having a conversation. What can you see in the background? The scenery department needs to know how to create the setting for the play, movie, or reality TV show. The illustrator needs to know what to draw or paint for the book you are writing. You need to know exactly what type of situation you are dealing with before you can write the dialogue for the characters. When you are satisfied with your imagined scene, write it out so you can see how it looks and read it aloud so you can hear how it sounds. If you are writing a one-act play, you can plan and add stage directions. Enter left: The wife enters the kitchen to angrily scream at the dawdling children who won’t eat their supper. Then, write her exact words down so your actor will know what to do and say. Identify each speaker and use quotation marks for their exact words. Wife, using a loud and angry voice: “Aren’t you children finished eating your supper yet?” Plan and write down your nonverbal and verbal behaviors and responses, including your own behaviors and responses and the reactions of the other person in the communication event. 5C. Reflection Reflect on this experience. Address your observations and reactions to the private covert rehearsal experience. (1-2 paragraphs) How did you feel at first as you prepared for your private covert rehearsal? How did you feel after you finished it? What behaviors or patterns did you use from Part 4E? Did you notice any new behaviors or patterns that you have not noted previously? Instructions: Part 6 In Part 6, you will take your rehearsal a step further by role-playing with someone who is willing to lend you a hand. Practicing implementation of the new behaviors you identified in 4E will give you insight into how another person might react in a real-life situation, preparing you to respond or adapt when necessary. 6A. Shared Behavior Rehearsal Shared behavior rehearsal is also known as “role-playing.” Rehearsing communication behavior is useful both before and after an event. Practicing before an event allows you to enter a communication situation in your most prepared state. Rehearsing a disappointing situation after it occurs gives you a chance to discover and remedy aspects of your own behavior that were less than satisfactory. Like covert rehearsal, practicing the new communication behaviors that you identified in CCC Part 4E through role-play increases the likelihood that you will be successful in Part 7 when you actually implement the changes in real-life situations. Again, it may feel silly at first, but if you take the role-playing seriously, you will be amazed at what you will take away from it. Role-play your imagined scene for your conversation event with a friend or family member who is not directly involved in your communication problem. Say your lines as you planned them. Your practice partner may not really say what you thought he or she would say. Then, show him or her the written script, and have him or her read or act out the scenario. You can practice this a few times both with and without the script. Write a detailed narrative of what happened in the behavior rehearsal. What did you do? How were your behaviors received? How satisfied were you with your performance of the behaviors in your goal from Part 4E? 6B. Reflection on Observations and Reactions Address your observations and reactions to the shared behavior rehearsal experience of role-playing with a friend or family member who is not directly involved in your communication problem. (1-2 paragraphs) How did you choose your shared behavior rehearsal partner? Does he or she know about the person or situation being focused on for your CCC goal? Does he or she normally offer guidance and advice in a trustworthy manner already in your established relationship with this person? 6C. Reflection on Planning Write your observations and reactions to the shared behavior rehearsal experience as far as planning is concerned. (1-2 paragraphs) Did your shared behavioral rehearsal go as planned, or was it totally different than you imagined it would be? How did you feel at first as you prepared for your shared behavioral rehearsal? How did you feel after you finished it? What behaviors or patterns did you use from Part 4E? Did you notice any new behaviors or patterns that you have not noted previously? Writing Requirements (APA format) Length: 4-5 pages (not including title page or references page) 1-inch margins Double spaced 12-point Times New Roman font Title page References page

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