MHA-FP5014 Assessment 1-6 Context

MHA-FP5014 Assessment 4 Context

Definition of the Balanced Scorecard The Balanced Scorecard Institute:

The balanced scorecard is a strategic planning and management system that is used extensively in business and industry, government, and nonprofit organizations worldwide to align business activities to the vision and strategy of the organization, improve internal and external communications, and monitor organization performance against strategic goals.

The balanced scorecard performance measurement framework considers non-financial performance measures in addition to financial metrics to provide a more balanced view of organizational performance. MHA-FP5014 Assessment 1-6 Context.

ORDER A PLAGIARISM-FREE PAPER HERE

Using the Scorecard in the Health Care Industry Within the health care industry, the scorecard must reflect a framework that incorporates patient safety, regulatory compliance, and a variety of other operational factors (Gunduz & Simsek, 2007). The contemporary version of the balanced scorecard transforms the organizational strategic plan into a dynamic document that provides a snapshot of performance measurement across the organization. Recall from earlier units that performance measurement is a condition of participation for some government and privately sponsored reimbursement sources MHA-FP5014 Assessment 1-6 Context.

The Four Perspectives The balanced scorecard indicates that organizations should be examined from four perspectives: learning and growth, business processes, customer satisfaction, and financial performance (Kaplan & Norton, 1992). Additionally, each perspective requires metrics for which data can be collected and analyzed (Balanced Scorecard Institute, n.d.). The analysis takes place within the context of the organizational strategic direction. When used to its full potential:

The balanced scorecard is a management system (not only a measurement system) that enables organizations to clarify their vision and strategy and translate them into action. It provides feedback around both the internal business processes and external outcomes in order to continuously improve strategic performance and results. When fully deployed, the balanced scorecard transforms strategic planning from an academic exercise into the nerve center of an enterprise. (Balanced Scorecard Institute, n.d.) Do you have too much classwork and very little time to do it? We will help you write all assignments including.

Once the balanced scorecard is applied to an organization, it is important that managers effectively communicate results and take appropriate action. Applying the balanced scorecard results to key risk management areas is equally important when using the scorecard to minimize risk and develop a quality improvement strategy MHA-FP5014 Assessment 1-6 Context.

References Balanced Scorecard Institute. (n.d.). Balanced scorecard basics. Retrieved from

Assessment 4 Context

2 MHA-FP5014 Assessment 4 Context

Gunduz, M., & Simsek, B. (2007). A strategic safety management framework through balanced scorecard and quality function deployment. Canadian Journal of Civil Engineering, 34(5), 622–630.

Kaplan, R. S., & Norton, D. P. (1992). The balanced scorecard: Measures that drive performance. Harvard Business Review, 70(1), 71–79.

  • Definition of the Balanced Scorecard
    • Using the Scorecard in the Health Care Industry
    • The Four Perspectives MHA-FP5014 Assessment 1-6 Context

Overview Assessment 4-6.docx

· Overview

Create a 5–10 minute recorded presentation, detailing the results of the balanced scorecard analysis and making recommendations for quality improvement and risk reduction. Your presentation material should be 10–12 slides in length.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in a sequence Do you have too much classwork and very little time to do it? We will help you write all assignments including.

Applying the balanced scorecard to a health care organization can help managers uncover potential risks. It will also help them to fully analyze the organization from multiple perspectives.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 2: Apply a risk-management model or framework to a specific risk-management priority.

· Present recommendations on each facet of the balanced scorecard model.

· Competency 3: Analyze the process and outcomes of a care quality- or risk-management issue.

· Use balanced scorecard concepts to analyze key performance indicators and measures associated with a specific risk-management issue.

· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration.

· Create a persuasive presentation tailored to a specific audience.

· Communicate clearly in a limited time frame. Do you have too much classwork and very little time to do it? We will help you write all assignments including.

Context

Developing awareness and skills in constructing and interpreting balanced scorecards can increase your value as an employee. There are related resources in this course that needs to be saved and updated for future use in the workplace. Read further in the Assessment 4 Context [PDF] Attached document, which contains important information about the following topics related to the balanced scorecard:

· Definition of the Balanced Scorecard.

· Using the Scorecard in the Health Care Industry.

· The Four Perspectives.

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as a part of your assessment

· What is the overall purpose of using a scorecard?

· How are scorecards typically used in business?

· What positive potential do scorecards add to organizations?

· How would you frame a balanced scorecard for use in health care?

· What are the four key elements of a balanced scorecard?

· What does the term balanced scorecard mean?

· What types of limitations do scorecards have?

· How does Six Sigma differ from a balanced scorecard?

Resources

Required Resources

Balanced Scorecard

· Kaplan, R. S., & Norton, D. P. (1996). Linking the balanced scorecard to strategy. California Management Review, 39(1), 53–79.

Suggested Resources

Hardware MHA-FP5014 Assessment 4 Context

· A headset with headphones and a built-in microphone, or some other hardware with audio capability.

If you do not already have the audio capability with your computer system, a headset is recommended as an inexpensive option. Headsets are available for purchase at the Capella University Bookstore. Please set up and test your headset to verify the compatibility of the hardware as soon as possible. Refer to the manufacturer’s directions for installing and connecting the device to your computer.

Balanced Scorecard

Note: In this assessment, you will be required to create an audio recording to accompany a PowerPoint presentation. You may use Kaltura or, with instructor approval, you may use an alternative technology to record and deliver your presentation.

In preparation for recording your presentation, complete the following:

· If you have not already done so, set up and test your headset or built-in microphone, using the installation instructions provided by the manufacturer. MHA-FP5014 Assessment 4 Context

· Practice recording to ensure the audio quality is sufficient.

· Refer to the Using Kaltura [PDF] tutorial for directions on recording and uploading your presentation in the courseroom.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact   to request accommodations.

Additional Resources for Further Exploration

You may use the following optional resources to further explore topics related to competencies.

· Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones and Bartlett. Available from the bookstore .

· Chapter 4, “Risk Management Strategic Planning,” pages 38–41.

Balanced Scorecards

MHA-FP5014 Assessment 4 Context

This article discusses how managers work with the balanced scorecard.

· Assessment Instructions MHA-FP5014 Assessment 4 Context

Preparation

Select a health care organization that has readily available data for the four categories from Kaplan and Norton’s 1996 model. Those categories are:

· Financial performance measures.

· Internal business processes.

· Learning and growth.

· Customer satisfaction.

You may wish to select your employer; however, please do not disclose proprietary data without prior written consent from your employer. You may wish to review the websites of large global organizations to research case study articles on best practices for organizations.

Instructions

PowerPoint Slides

To complete this assessment, you will develop a PowerPoint presentation with 10–12 slides that describes how you would apply a balanced scorecard to your selected organization. Include the following in your PowerPoint presentation:

· A brief description of the organization you selected.

· Your balanced scorecard analysis of the organization, including how vision and strategy connect to the four balanced scorecard elements. MHA-FP5014 Assessment 4 Context

· Four recommendations for the organization.

· At least one APA-formatted in-text citation and accompanying, congruent APA-formatted reference. .

Audio Recording

Use Kaltura, or another instructor-approved alternative technology, to record yourself presenting your balanced scorecard PowerPoint slides. Before you begin recording, you may find it beneficial to write a script or detailed outline that you can refer to as you record.

Your recorded presentation should be no more than 10 minutes in length and should include the following:

· A two-minute introduction.

· The four elements of a balanced scorecard for the organization.

· Four area recommendations for the organization. MHA-FP5014 Assessment 4 Context

· A two-minute conclusion.

Include the notes or script of your audio recording. You may choose to include this in the form of the completed Notes section of the PowerPoint presentation slides, as a script you may have used when you created your recording, or in the form of a detailed outline. This will serve to clarify any insufficient or unclear audio.

Note: If your notes are not included in the PowerPoint presentation itself, attach them in a separate document along with the other presentation elements. MHA-FP5014 Assessment 4 Context

Additional Requirements

· Written communication: Written communication should be free from errors that detract from the overall message.

· APA formatting: Resources and citations should be formatted according to APA style and formatting guidelines.

· Number of resources: At least one APA-formatted in-text citation and accompanying, congruent APA-formatted reference.

· Length: The PowerPoint presentation should contain 10–12 slides.

· Duration of audio recording: Maximum of 10 minutes.

· Font and font size: Arial, 18-point font or above for headings and explanatory text, and 24-point and above for slide titles.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

MHA-FP5014 Assessment 4 Context

Overview

Create a 5

10 minute recorded presentation, detailing the results of the balanced

scorecard analysis and making recommendations for quality improvement and risk

reduction. Your presentation material should be 10

12 slides in length.

Note

: The assessments i

n this course build upon each other, so you are strongly

encouraged to complete them in a sequence.

A

pplying the balanced scorecard to a health care organization can help managers uncover

potential risks. It will also help them to fully analyze the organization from multiple

perspectives.

By successfully completing this assessment, you will demonstrate yo

ur proficiency in the

following course competencies and assessment criteria:

o

Competency 2

: Apply a risk

management model or framework to a specific risk

management priority.

MHA-FP5014 Assessment 4 Context

Present recommendations on each facet of the balanced scorecard model.

o

Competency

Assessment_4-6_context.pdf

Assessment 4 Context

1 MHA-FP5014 Assessment 4 Context

Definition of the Balanced Scorecard The Balanced Scorecard Institute:

The balanced scorecard is a strategic planning and management system that is used extensively in business and industry, government, and nonprofit organizations worldwide to align business activities to the vision and strategy of the organization, improve internal and external communications, and monitor organization performance against strategic goals.

The balanced scorecard performance measurement framework considers non-financial performance measures in addition to financial metrics to provide a more balanced view of organizational performance.

Using the Scorecard in the Health Care Industry Within the health care industry, the scorecard must reflect a framework that incorporates patient safety, regulatory compliance, and a variety of other operational factors (Gunduz & Simsek, 2007). The contemporary version of the balanced scorecard transforms the organizational strategic plan into a dynamic document that provides a snapshot of performance measurement across the organization. Recall from earlier units that performance measurement is a condition of participation for some government and privately sponsored reimbursement sources.

The Four Perspectives The balanced scorecard indicates that organizations should be examined from four perspectives: learning and growth, business processes, customer satisfaction, and financial performance (Kaplan & Norton, 1992). Additionally, each perspective requires metrics for which data can be collected and analyzed (Balanced Scorecard Institute, n.d.). The analysis takes place within the context of the organizational strategic direction. When used to its full potential:

The balanced scorecard is a management system (not only a measurement system) that enables organizations to clarify their vision and strategy and translate them into action. It provides feedback around both the internal business processes and external outcomes in order to continuously improve strategic performance and results. When fully deployed, the balanced scorecard transforms strategic planning from an academic exercise into the nerve center of an enterprise. (Balanced Scorecard Institute, n.d.)

Once the balanced scorecard is applied to an organization, it is important that managers effectively communicate results and take appropriate action. Applying the balanced scorecard results to key risk management areas is equally important when using the scorecard to minimize risk and develop a quality improvement strategy.

References Balanced Scorecard Institute. (n.d.). Balanced scorecard basics. Retrieved from

http://www.balancedscorecard.org/BSCResources/AbouttheBalancedScorecard/tabid/ 55/Default.aspx

Assessment 4 Context

2 MHA-FP5014 Assessment 4 Context

Gunduz, M., & Simsek, B. (2007). A strategic safety management framework through balanced scorecard and quality function deployment. Canadian Journal of Civil Engineering, 34(5), 622–630.

Kaplan, R. S., & Norton, D. P. (1992). The balanced scorecard: Measures that drive performance. Harvard Business Review, 70(1), 71–79.

  • Definition of the Balanced Scorecard
    • Using the Scorecard in the Health Care Industry
    • The Four Perspectives

Overview Assessment 4-6.docx

· Overview

Create a 5–10 minute recorded presentation, detailing the results of the balanced scorecard analysis and making recommendations for quality improvement and risk reduction. Your presentation material should be 10–12 slides in length.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in a sequence.

Applying the balanced scorecard to a health care organization can help managers uncover potential risks. It will also help them to fully analyze the organization from multiple perspectives.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 2: Apply a risk-management model or framework to a specific risk-management priority.

· Present recommendations on each facet of the balanced scorecard model.

· Competency 3: Analyze the process and outcomes of a care quality- or risk-management issue.

· Use balanced scorecard concepts to analyze key performance indicators and measures associated with a specific risk-management issue.

· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration.

· Create a persuasive presentation tailored to a specific audience.

· Communicate clearly in a limited time frame.

Context

Developing awareness and skills in constructing and interpreting balanced scorecards can increase your value as an employee. There are related resources in this course that needs to be saved and updated for future use in the workplace. Read further in the Assessment 4 Context [PDF] Attached document, which contains important information about the following topics related to the balanced scorecard:

· Definition of the Balanced Scorecard.

· Using the Scorecard in the Health Care Industry.

· The Four Perspectives.

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as a part of your assessment.

· What is the overall purpose of using a scorecard?

· How are scorecards typically used in business?

· What positive potential do scorecards add to organizations?

· How would you frame a balanced scorecard for use in health care?

· What are the four key elements of a balanced scorecard?

· What does the term balanced scorecard mean?

· What types of limitations do scorecards have?

· How does Six Sigma differ from a balanced scorecard?

Resources

Required Resources

Balanced Scorecard

· Kaplan, R. S., & Norton, D. P. (1996). Linking the balanced scorecard to strategy. California Management Review, 39(1), 53–79.

Suggested Resources

Hardware

· A headset with headphones and a built-in microphone, or some other hardware with audio capability.

If you do not already have the audio capability with your computer system, a headset is recommended as an inexpensive option. Headsets are available for purchase at the Capella University Bookstore. Please set up and test your headset to verify the compatibility of the hardware as soon as possible. Refer to the manufacturer’s directions for installing and connecting the device to your computer.

Balanced Scorecard

· Behrouzi, F., Shaharoun, A. M., & Ma’aram, A. (2014). Applications of the balanced scorecard for strategic management and performance measurement in the health sector. Australian Health Review, 38(2), 208–217.

· Koumpouros, Y. (2013). Balanced scorecard: Application in the General Panarcadian Hospital of Tripolis, Greece. International Journal of Health Care Quality Assurance, 26(4), 286–307.

· Kaplan, R. S., & Norton, D. P. (1992). The balanced scorecard: Measures that drive performance. Harvard Business Review, 70(1), 71–79.

Presentation Resources

· Microsoft. (n.d.). Basic tasks for creating a PowerPoint presentation. Retrieved from https://support.office.com/en-us/article/Basic-tasks-for-creating-a-PowerPoint-presentation-efbbc1cd-c5f1-4264-b48e-c8a7b0334e36

· Free simple PowerPoint templates. (n.d.). Retrieved from https://www.free-power-point-templates.com/category/ppt-by-topics/simple/

Using Kaltura

Note: In this assessment, you will be required to create an audio recording to accompany a PowerPoint presentation. You may use Kaltura or, with instructor approval, you may use an alternative technology to record and deliver your presentation.

In preparation for recording your presentation, complete the following:

· If you have not already done so, set up and test your headset or built-in microphone, using the installation instructions provided by the manufacturer.

· Practice recording to ensure the audio quality is sufficient.

· Refer to the Using Kaltura [PDF] tutorial for directions on recording and uploading your presentation in the courseroom.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

Additional Resources for Further Exploration

You may use the following optional resources to further explore topics related to competencies.

· Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones and Bartlett. Available from the bookstore .

· Chapter 4, “Risk Management Strategic Planning,” pages 38–41.

Balanced Scorecards

· Balanced Scorecard Institute. (n.d.). Balanced scorecard basics. Retrieved from http://www.balancedscorecard.org/BSCResources/AbouttheBalancedScorecard/tabid/55/Default.aspx

This article discusses how managers work with the balanced scorecard.

· Dechow, N. (2012). The balanced scorecard: Subjects, concept and objects – A commentary. Journal of Accounting & Organizational Change, 8(4), 511–527.

This article discusses the importance of balanced scorecard performance systems.

· Chavan, M. (2009). The balanced scorecard: A new challenge. The Journal of Management Development, 28(5), 393–406.

This article chronicles the evolution of BSC performance management framework.

· Norton, D. P. (2008). Strategy execution needs a system. Retrieved from https://hbr.org/2008/08/strategy-execution-needs-a-sys

· Assessment Instructions

Preparation

Select a health care organization that has readily available data for the four categories from Kaplan and Norton’s 1996 model. Those categories are:

· Financial performance measures.

· Internal business processes.

· Learning and growth.

· Customer satisfaction.

You may wish to select your employer; however, please do not disclose proprietary data without prior written consent from your employer. You may wish to review the websites of large global organizations to research case study articles on best practices for organizations.

Instructions

PowerPoint Slides

To complete this assessment, you will develop a PowerPoint presentation with 10–12 slides that describes how you would apply a balanced scorecard to your selected organization. Include the following in your PowerPoint presentation:

· A brief description of the organization you selected.

· Your balanced scorecard analysis of the organization, including how vision and strategy connect to the four balanced scorecard elements.

· Four recommendations for the organization.

· At least one APA-formatted in-text citation and accompanying, congruent APA-formatted reference.

Audio Recording

Use Kaltura, or another instructor-approved alternative technology, to record yourself presenting your balanced scorecard PowerPoint slides. Before you begin recording, you may find it beneficial to write a script or detailed outline that you can refer to as you record.

Your recorded presentation should be no more than 10 minutes in length and should include the following:

· A two-minute introduction.

· The four elements of a balanced scorecard for the organization.

· Four area recommendations for the organization.

· A two-minute conclusion.

Include the notes or script of your audio recording. You may choose to include this in the form of the completed Notes section of the PowerPoint presentation slides, as a script you may have used when you created your recording, or in the form of a detailed outline. This will serve to clarify any insufficient or unclear audio.

Note: If your notes are not included in the PowerPoint presentation itself, attach them in a separate document along with the other presentation elements.

Additional Requirements

· Written communication: Written communication should be free from errors that detract from the overall message.

· APA formatting: Resources and citations should be formatted according to APA style and formatting guidelines.

· Number of resources: At least one APA-formatted in-text citation and accompanying, congruent APA-formatted reference.

· Length: The PowerPoint presentation should contain 10–12 slides.

· Duration of audio recording: Maximum of 10 minutes.

· Font and font size: Arial, 18-point font or above for headings and explanatory text, and 24-point and above for slide titles.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

·

Overview

Create a 5

10 minute recorded presentation, detailing the results of the balanced

scorecard analysis and making recommendations for quality improvement and risk

reduction. Your presentation material should be 10

12 slides in length.

Note

: The assessments i

n this course build upon each other, so you are strongly

encouraged to complete them in a sequence.

A

pplying the balanced scorecard to a health care organization can help managers uncover

potential risks. It will also help them to fully analyze the organization from multiple

perspectives.

By successfully completing this assessment, you will demonstrate yo

ur proficiency in the

following course competencies and assessment criteria:

o

Competency 2

: Apply a risk

management model or framework to a specific risk

management priority.

§

Present recommendations on each facet of the balanced scorecard model.

o

Competency

3:

Analyze the process and outcomes of

a care quality

or risk

management issue.

§

Use balanced scorecard concepts to analyze key performance indicators and

measures associated with a specific risk

management issue.

o

Competency 5:

Communicate in a manner th

at is scholarly, professional, and

consistent with expectations for professionals in health care administration.

§

Create a persuasive presentation tailored to a specific audience.

§

Communicate clearly in a limited time frame.

Context

Developing

awareness and skills in constructing and interpreting balanced scorecards can

increase your value as an employee. There are related resources in this course that

needs

to be

saved and updated for future use in the workplace. Read further in the

Assessment 4

Context

[PDF]

Attached

document, which contains imp

ortant information about the

following topics related to the balanced scorecard:

o

Definition of the Balanced Scorecard.

o

Using the Scorecard in the Health Care Industry.

o

The Four Perspectives.

Questions to Consider

As you prepare to

complete this assessment, you may want to think about other related

issues to deepen your understanding or broaden your viewpoint. You are encouraged to

consider the questions below and discuss them with a fellow learner, a work associate, an

 Overview

Create a 5–10 minute recorded presentation, detailing the results of the balanced

scorecard analysis and making recommendations for quality improvement and risk

reduction. Your presentation material should be 10–12 slides in length.

Note: The assessments in this course build upon each other, so you are strongly

encouraged to complete them in a sequence.

Applying the balanced scorecard to a health care organization can help managers uncover

potential risks. It will also help them to fully analyze the organization from multiple

perspectives.

By successfully completing this assessment, you will demonstrate your proficiency in the

following course competencies and assessment criteria:

o Competency 2: Apply a risk-management model or framework to a specific risk-

management priority.

 Present recommendations on each facet of the balanced scorecard model.

o Competency 3: Analyze the process and outcomes of a care quality- or risk-

management issue.

 Use balanced scorecard concepts to analyze key performance indicators and

measures associated with a specific risk-management issue.

o Competency 5: Communicate in a manner that is scholarly, professional, and

consistent with expectations for professionals in health care administration.

 Create a persuasive presentation tailored to a specific audience.

 Communicate clearly in a limited time frame.

Context

Developing awareness and skills in constructing and interpreting balanced scorecards can

increase your value as an employee. There are related resources in this course that needs

to be saved and updated for future use in the workplace. Read further in the Assessment 4

Context [PDF] Attached document, which contains important information about the

following topics related to the balanced scorecard:

o Definition of the Balanced Scorecard.

o Using the Scorecard in the Health Care Industry.

o The Four Perspectives.

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related

issues to deepen your understanding or broaden your viewpoint. You are encouraged to

consider the questions below and discuss them with a fellow learner, a work associate, an

Assessment_1- 6 context.pdf

Assessment 1 Context

1 MHA-FP5014 Assessment 1 Context

The Regulatory Environment

Quality of Services Following the Institute of Medicine (IOM) initial reports on patient safety and medical errors, an increased attention and accountability has been placed on providers to improve the quality of services (2000, 2001). Within the industry, the IOM of the National Academies released a report in 2011 regarding systematic reviews for the promotion of patient safety and related standards.

Potential Risks Implicit within the quality care delivery process is the identification of potential risks, which may ultimately affect patient care. As the delivery of care standards are increasingly refined, cost-related metrics also must be monitored. The U.S. government, insurance companies, and other private payers are carefully watching the evolution of care standards and cost metrics. Health care leaders must be up to speed with quality care standards, identification of potential risks, and compliance with relevant regulations. An example of the integration of these concepts can be found in the launch of the accountable care organization (ACO) concept by the Department of Health and Human Services Center for Medicare and Medicaid Services (CMS). Secretary of Health and Human Services Kathleen Sibelius (2011) conveyed that the HHS “team carefully weighed the interests of hospitals, doctors, patients, and other stakeholders” when formulating the ACO roles and responsibilities. Risk assessment, quality care, and cost considerations are incorporated into the ACO concept (Lee, Casalino, Fisher, & Wilensky, 2011).

Regulatory Requirements It is important to consider the National Center for Healthcare Leadership Competencies (NHCL). Think of what types of skills will be needed to lead your organizations toward the goal of demonstrating quality and balancing costs. You may even wish to assess your own current competency levels relative to the health care industry’s movement toward performance measurement and increased accountability (NHCL, n.d.). Dr. Donald Berwick, who headed the HHS ACO efforts, discusses ACO concepts in his 2011 White House blog entitled Improving Care for People With Medicare. Dr. Berwick relates that:

Thanks to the Affordable Care Act, the Department of Health and Human Services (HHS) today released proposed new rules to help doctors, hospitals, and other health care providers better coordinate care for Medicare patients through Accountable Care Organizations (ACOs). ACOs are designed to create and support a team of health care providers who treat individual patients by working together across care settings.

Dr. Berwick (2011) adds that “ACOs would have to meet high-quality standards in five key areas:

1. Patient/Caregiver Experience of Care. 2. Care Coordination. 3. Patient Safety. 4. Preventive Health. 5. At Risk Population/Frail Elderly Health.”

Assessment 1 Context

2 MHA-FP5014 Assessment 1 Context

Regulatory Bodies In health care settings, there are various levels of oversight for organizations. Health care managers must be aware of the standards required to successfully provide quality care. Health care organizations need to comply with both regulatory standards as well as quality indicators set by accrediting bodies. For example, the Joint Commission is an accrediting body that sets standards for hospitals and other health care organizations. Organizations that are accredited by the Joint Commission are held to a higher standard. Voluntary accreditation allows health care organizations to benchmark themselves to ensure they are in line with national standards.

Benchmarking as a Condition of Participation Most of us have heard about benchmarking and are somewhat familiar with the concept. But, if your supervisor walked into your work setting today and asked you to provide some internal benchmarking data and compare it against national best practices, would you know what action or steps to take? Furthermore, would you know what organizations develop benchmarking standards and provide guidance for quality improvement? Youngberg (2011), a health care patient safety and risk management expert, describes benchmarking as the process of collecting and analyzing data to identify trends in performance and, when compared with other collectors of the same data, identifying best performers and determining if interventions that were introduced to address identified problems yielded the desired results. (p. 24) Benchmarking is not only a quality improvement tool but a condition of participation for some government and other payer sources. An example of this can be found in the requirements for accountable care organizations. Health care leaders must be familiar with the standards provided by both licensing bodies and accrediting organizations. It is important for health care leaders to understand how their organization stands in comparison to its peers as well as what standards it needs to meet for licensure, accreditation, and other regulatory compliance.

References Berwick, D. (2011). Improving care for people with Medicare [Blog post]. Retrieved from

http://www.whitehouse.gov/blog/2011/03/31/improving-care-people-medicare

Institute of Medicine. (2000). To Err Is Human: Building a Safer Health System. Washington, DC: The National Academies.

Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: The National Academies.

Lee, T. H., Casalino, L. P., Fisher, E. S., & Wilensky, G. R. (2010). Perspective roundtable: Creating accountable care organizations [Web video]. Retrieved from http://www.nejm.org/doi/ full/10.1056/NEJMp1009040

National Center for Healthcare Leadership. (n.d.). NCHL Health Leadership Competency Model. Retrieved from http://www.nchl.org/static.asp?path=2852,3238

U.S. Department of Health & Human Services. (n.d.). Accountable care organizations. Retrieved from http://oig.hhs.gov/compliance/accountable-care-organizations/index.asp

Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones & Bartlett.

  • The Regulatory Environment
    • Quality of Services
    • Potential Risks
    • Regulatory Requirements
    • Regulatory Bodies
    • Benchmarking as a Condition of Participation

Overview Assessment 1-6.docx

· Overview

Create a 3–4-page executive summary of tools and best practices for quality improvement, risk management, and learning guidelines. Include a summary table that describes the status of an organization’s compliance with regulatory requirements.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in a sequence.

The scope of the regulatory environment and its requirements are ever-changing. Health care leaders need to know where they can find information about the requirements (within the subsector of the industry) to respond appropriately to issues. In addition, health care leaders need to proactively set strategies in place to mitigate future risks to their patients and organizations.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 1: Conduct an environmental assessment to identify quality- and risk-management priorities for a health care organization.

· Conduct a proactive assessment based on the existing regulations and requirements.

· Describe strategies to influence, impact, and monitor the needed changes for quality improvement.

· Develop a value proposition for change management that incorporates quality- and risk-management concepts.

· Create an executive summary of a risk-management issue that describes an organization’s compliance with a regulatory requirement.

· Competency 4: Analyze applicable legal and ethical institution-based values as they relate to quality assessment.

· Integrate legal and ethical principles and also organizational mission, vision, and values into the decision-making process.

· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration.

· Write clearly and concisely, with well-organized communication that is supported by relevant evidence.

· Use correct grammar, punctuation, and mechanics as expected of a graduate learner.

Context

It is an exciting time in health care as all of us experience the implementation of the Patient Protection and Affordable Care Act of 2010. The change will likely affect your current or future health care job. Leaders in our industry are rethinking how business is to be conducted.

Understanding relevant terminology is an important step in addressing the topics of health care quality, risk management, and regulatory environment.

Read further in the Assessment 1 Context (attached) [PDF] document, which contains important information related to the following topics within the regulatory environment:

· Quality of Services.

· Potential Risks.

· Regulatory Requirements.

· Regulatory Bodies.

· Benchmarking as a Condition of Participation.

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as a part of your assessment.

Show Less

The Regulatory Environment:

· Which regulatory bodies oversee the subsector of the health care industry in which you currently work or would like to work?

· How would you figure out which organizations oversee the subsector?

· How would you determine which laws apply to your setting and what type of data you need to collect and examine?

· What are the standards of care?

· How would you locate these standards?

· How would you know if your organization exceeded those standards and might be in a position to apply for accreditation?

Establishing a Culture of Patient Safety:

· What is an example of a best practice for establishing a systems-based culture of patient safety?

· How will you know if your organization was identified as an example of success when best practices are used?

Benchmarking:

· What types of processes exist for collecting and analyzing data to identify trends in the performance of your health care setting?

· Who are some of the health care industry’s best performers in terms of risk management?

· What types of benchmarking data are important to consider?

· What roles within your own organization need to be involved in a proactive risk-management program?

· What are some critical success factors for the establishment of a systems-based risk-management program?

· What types of considerations or cautions are important to keep in mind when interpreting internal and external benchmarking data?

· Toggle Drawer

https://courserooma.capella.edu/images/ci/icons/generic_updown.gifResources

Required Resources

The following resource is required to complete this assessment.

· Executive Summary Table [DOCX]. (Attached)

Suggested Resources

The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MHA-FP5014 – Health Care Quality, Risk, and Regulatory Compliance Library Guide can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

· Terminology Drag and Drop | Transcript. (Attached)

Accountable Care Organizations

This article discusses how a health care facility transitioned into an Accountable Care Organization successfully.

· O’Connor, J. (2016). An ACO success story. McKnight’s Long-Term Care News, 37(1), 27.

This article discusses how ACOs have achieved cost savings while improving care for their patients.

· Perez, K. (2014). ACOs and the quest to reduce costs. Healthcare Financial Management, 68(9), 118–122.

Quality Improvement Strategies

This article examines the revised nursing home quality measures endorsed by the National Quality Forum which could best represent the improving quality of care in nursing homes.

· Barr, P. (2011). Setting higher standards: Nursing home quality measures offer guide. Modern Healthcare, 41(18), 17–19.

This article examines the various domains associated with quality improvement in healthcare organizations.

· Brandrud, A. S., Nyen, B., Hjortdahl, P., Sandvik, L., Haldorsen, G. S. H., Bergli, M., . . . Bretthauer, M. (2017). Domains associated with successful quality improvement in healthcare – a nationwide case study. BMC Health Services Research, 17.

This article explains the key role that leadership plays in supporting and aligning staff for patient care using the Malcom Baldrige criteria as a path to quality excellence.

· Miller, R. P. (2007). Baldrige as a path to excellence. Modern Healthcare, 37, 23–24.

This article explores how hospital managers perceive lean in the context of quality improvement.

· Savage, C., Parke, L., von Knorring, M., & Mazzocato, P. (2016). Does lean muddy the quality improvement waters? A qualitative study of how a hospital management team understands lean in the context of quality improvement.  BMC Health Services Research, 16.

This article discusses methods for auditing cost and quality tailored to a hospital’s specific population.

· Silber, J. H., Rosenbaum, P. R., Ross, R. N., Ludwig, J. M., Wang, W., Niknam, B. A., . . . Fleisher, L. A. (2014). A hospital–specific template for benchmarking its cost and quality. Health Services Research, 49(5), 1475–1497.

This article focuses on the factors affecting the adoption of innovative assurance technologies in nursing care.

· Storey, J. (2013). Factors affecting the adoption of quality assurance technologies in healthcare. Journal of Health Organization and Management, 27(4), 498–519.

Regulatory and Compliance

This article discusses a new regulation establishing and new safety-reporting for drugs under the investigational new drug applications.

· Behrman Sherman, R., Woodcock, J., Norden, J., Grandinetti, C., & Temple, R. J. (2011). New FDA regulation to improve safety reporting in clinical trials. The New England Journal of Medicine, 365(1), 3–5.

Additional Resources for Further Exploration

You may use the following optional resources to further explore topics related to competencies.

Process and Performance Improvement

This is the home page of the American Productivity and Quality Center that provides best practices and benchmarking tools for designing effective methods for process and performance improvement.

· APQC. (n.d.). APQC’s glossary of benchmarking terms. Retrieved from https://www.apqc.org/knowledge-base/documents/apqcs-glossary-benchmarking-terms

Quality Improvement

This is a blog page on how to improve care for patients with Medicare.

· Berwick, D. (2011). Improving care for people with Medicare [Blog post]. Retrieved from http://www.whitehouse.gov/blog/2011/03/31/improving-care-people-medicare

This is the home page of Medicare that summarizes measures of quality shown on Hospital Compare.

· Medicare.gov. (n.d.). Hospital compare. Retrieved from https://www.medicare.gov/hospitalcompare/search.html

This article discusses the Affordable Care Act funding for health providers to improve patient care.

· Infection Control Today. (2011). Up to Up to $500 million in Affordable Care Act funding will help health providers improve care.00 million in Affordable Care Act funding will help health providers improve care. Retrieved from http://www.infectioncontroltoday.com/news/2011/06/up-to-500-million-in-affordable-care-act-funding-will-help-health-providers-improve-care.aspx

Patient Safety

This article discusses various principles for creating a culture of safety in hospitals.

· Teal, K. (2017). What infection preventionists can do to ensure a culture of safety. Retrieved from http://www.infectioncontroltoday.com/general-hais/what-infection-preventionists-can-do-ensure-culture-safety

This is the home page of the National Quality Forum. It focusses on reducing preventable admission and readmissions, reducing adverse health care associated conditions, and reducing harm or unnecessary care.

· National Quality Forum. (n.d.). Retrieved from http://www.qualityforum.org/Home.aspx

This is the home page of the Joint Commission on patient safety goals and standards.

· The Joint Commission. (n.d.). Retrieved from http://www.jointcommission.org

Regulatory and Compliance

This is the home page of the Healthcare Compliance Association for compliance professionals in the healthcare provider field.

· Healthcare Compliance Association. (n.d.). The Healthcare Compliance Association. Retrieved from https://www.hcca-info.org/

This is the home page of the OIG U.S. Department of Health and Human Services. It discusses legal issues regarding ACOs participation in Medicare.

· U.S. Department of Health & Human Services. (n.d.). Accountable care organizations. Retrieved from http://oig.hhs.gov/compliance/accountable-care-organizations/index.asp

This is the home page of the U.S. Department of Health and Human Services laws and regulations.

· U.S. Department of Health & Human Services. (n.d.). Laws & regulations. Retrieved from http://www.hhs.gov/regulations/index.html

Risk-Management Text Books

· Kavaler, F., & Alexander, R. S. (2014). Risk management in health care institutions: Limiting liability and enhancing care (3rd ed). Burlington, MA: Jones and Bartlett. Available from the bookstore .

· Chapter 4, “Communications to Reduce Risk,” read the section, “Grading and Ranking Health Care,” pages 111–114.

· Chapter 5, “Financing Risk,” pages 123–125.

· Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones and Bartlett. Available from the bookstore .

· Chapter 1, “Risk Management and Patient Safety: The Synergy and the Tension,” pages 3–12.

· Chapter 2, “Integrating Risk Management, Quality Management and Patient Safety into the Organization,” pages 13–22.

· Chapter 3, “Benchmarking in Risk Management,” pages 23–30.

· Chapter 6, “Patient Safety: The Last Decade,” pages 63–68.

· Chapter 16, “Principles for Strategic Discovery,” pages 203–214.

· Chapter 17, “Full Disclosure as a Risk Management Imperative,” pages 215–224.

· Chapter 24, “Improving Risk Manager Performance and Promoting Patient Safety with High-Reliability Principles,” pages 343–350.

· Chapter 29, “The Impact of Fatigue on Error and Patient Safety,” pages 423–430.

· Assessment Instructions

Note: This assessment should be completed first.

Preparation

Scenario

Assume you have taken on a new role as the chief operating officer. You are charged with leading system-wide risk-management efforts to identify risk and minimize HACs. Your organization’s financial viability depends on receiving proper reimbursement for services delivered. As the chief operating officer, you must create an executive summary that describes your organization’s compliance with the regulatory requirement, to promptly identify conditions that are POAs and proactively assess and manage risk.

Instructions

Step One: Executive Summary Table

Select a risk-management issue within a specific health care setting or organization. You will use this issue as a starting point for your work on this assessment. Use the Executive Summary Table from the Required Resources to complete this step.

3. Issue: Write a brief description of the risk-management issue you selected. Explain why this risk-management issue is important to your organization.

3. Regulatory Requirements: Compile a list of the applicable regulatory requirements and an explanation of what they mean to your chosen risk-management issue.

3. Risk-Management Implications: Identify the associated risk-management implications. For example, HACs result in no reimbursement, and poor quality ratings. Also, there is a risk of losing repeat admissions, a risk of losing Joint Commission and Magnet accreditation or excellence, or other negative implications.

3. Environmental Assessment: Assess the internal versus external environment relative to the risks associated with your chosen risk-management issue. You may use strengths, weaknesses, opportunities, and threats (SWOT) analysis or another suitable tool. Be sure to cite the source.

3. Resources to Address Issue: Describe any resources or strengths your organization possesses that could aid in addressing the risk-management issue.

3. Philosophy or Culture Statement: Summarize your organization’s philosophy or culture as it relates to patient safety and error reporting.

3. Measuring and Monitoring:

7. Identify metrics for measuring or monitoring the risk-management issue MHA-FP5014 Assessment 1-6 Context.

7. Propose how you will make use of the outcome data for organizational improvement.

3. Organizational Improvement: State how you will encourage voluntary reporting.

3. Ethics Considerations: Describe legal and ethical implications related to the handling of this risk-management issue.

Utilize established sources of information. Some sources that may be useful to you include the federal register, statutes, discipline-specific peer-reviewed journals, and government agency references.

Step Two: Executive Summary

Using the information assembled in Step One, prepare a 3–4-page executive summary for a written presentation to the management team. Select a format for your summary based on your chosen organization’s standards for executive summaries. (Examples of these types of documents can also be found using an Internet search.) Include the following:

. A proactive assessment of your organization’s compliance with the regulatory requirement to promptly identify POAs and proactively assess and manage risk based on existing regulations and requirements. MHA-FP5014 Assessment 1-6 Context.

. Your identification of tools and best practices for monitoring parameters and reducing risk, including organizational structure needed for risk reeducation, as supported by the literature.

. Your recommendations for quality improvement and organization-specific risk management and learning guidelines.

You must include the completed table from Step One as an appendix to this executive summary.

Additional Requirements

. Written communication: Written communication should be free from errors that detract from the overall message. (You must include the Executive Summary Table as an appendix to your report.)

. Length of paper: 3–4 double-spaced pages for the written portion of the assessment.

. Number of resources: A minimum of three resources MHA-FP5014 Assessment 1-6 Context.

. APA Format: Use appropriate APA format for clear, concise presentation of information. Communicate information and ideas accurately, utilizing peer-reviewed sources, including proper APA reference citations.

. Font and font size: Arial, 10-point.

·

Overview

Create a 3

page executive summary of tools and best practices for quality

improvement, risk management, and learning guidelines. Include a summary table that

describes the status of an organization’s compliance with regulatory requirements.

Note

: The ass

essments in this course build upon each other, so you are strongly

encouraged to complete them in a sequence MHA-FP5014 Assessment 1-6 Context.

The scope of the regulatory environment and its requirements are ever

changing. Health

care leaders need to know where they can find information about the requirements

(within the

subsector of the industry) to respond appropriately to issues. In a

ddition,

health care leaders need to proactively set strategies in place to mitigate future risks to

their patients and organizations.

By successfully completing this assessment, you will demonstrate your proficiency in the

following course competencies an

d assessment criteria:

o

Competency 1:

Conduct an environmental assessment to identify quality

and risk

management priorities for a health care organization.

§

Conduct a proactive assessment based on the existing regulations and

requirements.

§

Describe strate

gies to influence, impact, and monitor the needed changes

for quality improvement.

§

Develop a value proposition for change management that incorporates

quality

and risk

management concepts.

§

Create an executive summary of a risk

management issue that descri

bes an

organization’s compliance with a regulatory requirement.

o

Competency 4:

Analyze applicable legal and ethical institution

based values as

they relate to quality assessment.

§

Integrate legal and ethical principles and also organizational mission,

visio

n, and values into the decision

making process.

o

Competency 5

: Communicate in a manner that is scholarly, professional, and

consistent with expectations for professionals in health care administration.

§

Write clearly and concisely, with well

organized commu

nication that is

supported by relevant evidence.

§

Use correct grammar, punctuation, and mechanics as expected of a graduate

learner.

Context

It is an exciting time in health care

as all of us experience the implementation of the

Patient Protecti

on and Affordable Care Act of 2010. The change will likely affect your

current or future health care job. Leaders in our industry are rethinking how business is to

be conducted.

 Overview

Create a 3–4-page executive summary of tools and best practices for quality

improvement, risk management, and learning guidelines. Include a summary table that

describes the status of an organization’s compliance with regulatory requirements.

Note: The assessments in this course build upon each other, so you are strongly

encouraged to complete them in a sequence.

The scope of the regulatory environment and its requirements are ever-changing. Health

care leaders need to know where they can find information about the requirements

(within the subsector of the industry) to respond appropriately to issues. In addition,

health care leaders need to proactively set strategies in place to mitigate future risks to

their patients and organizations MHA-FP5014 Assessment 1-6 Context.

By successfully completing this assessment, you will demonstrate your proficiency in the

following course competencies and assessment criteria:

o Competency 1: Conduct an environmental assessment to identify quality- and risk-

management priorities for a health care organization.

 Conduct a proactive assessment based on the existing regulations and

requirements.

 Describe strategies to influence, impact, and monitor the needed changes

for quality improvement.

 Develop a value proposition for change management that incorporates

quality- and risk-management concepts.

 Create an executive summary of a risk-management issue that describes an

organization’s compliance with a regulatory requirement.

o Competency 4: Analyze applicable legal and ethical institution-based values as

they relate to quality assessment.

 Integrate legal and ethical principles and also organizational mission,

vision, and values into the decision-making process.

o Competency 5: Communicate in a manner that is scholarly, professional, and

consistent with expectations for professionals in health care administration.

 Write clearly and concisely, with well-organized communication that is

supported by relevant evidence.

 Use correct grammar, punctuation, and mechanics as expected of a graduate

learner.

Context

It is an exciting time in health care as all of us experience the implementation of the

Patient Protection and Affordable Care Act of 2010. The change will likely affect your

current or future health care job. Leaders in our industry are rethinking how business is to

be conducted.

Assessment 1-6 executive_summary_table.docx

CU_Horiz_RGB

Executive Summary Table

Action Step Relevant Data Resource Information
1. Issue.
2. Regulatory Requirements. *Cite sources.
3. Risk Management Implications.
4. Environmental Assessment. * Cite tools used for analysis.
5. Resources to Address Issue. MHA-FP5014 Assessment 1-6 Context
6. Philosophy or Culture Statement. *Cite source: some possibilities are IOM concepts, joint commission, MAGNET, Baldrige criteria, mission statement, or others.
7. Measurement and Monitoring. *Cite sources.
8. Organizational Improvement. *Cite sources.
9. Ethics Considerations. *Cite sources. One option is ACHE code of ethics.

1

1

E

xecutive

S

ummary

Table

Action Step

Relevant Data

Resource Information

1. Issue

.

2. Regulatory Requirements

.

*Cite source

s.

3. Risk Management

Implications

.

4.

Environmental Assessment

.

* Cite tool

s

used for analysis

.

5. Resources to Address

Issue

.

6. Philosophy

or

Culture

Statement

.

*Cite source:

some

possibilities are

IOM

concepts

, j

oint

c

ommission

,

MAGNET

,

Baldrige

c

riteria

,

m

ission statement

, or ot

hers.

7. Measurement

and

Monitoring

.

*Cite

s

ource

s.

8. Organizational

Improvement

.

*Cite

s

ource

s.

9. Ethics Considerations

.

*Cite

s

ource

s. One option is

ACHE code of ethics

.

1

Executive Summary Table

Action Step Relevant Data Resource Information

1. Issue.

2. Regulatory Requirements.

*Cite sources.

3. Risk Management

Implications MHA-FP5014 Assessment 1-6 Context.

4. Environmental Assessment.

* Cite tools used for analysis.

5. Resources to Address

Issue.

6. Philosophy or Culture

Statement.

*Cite source: some

possibilities are IOM

concepts, joint commission,

MAGNET, Baldrige criteria,

mission statement, or others.

7. Measurement and

Monitoring.

*Cite sources.

8. Organizational

Improvement.

*Cite sources.

9. Ethics Considerations.

*Cite sources. One option is

ACHE code of ethics.

Assessment 1-6 TerminologyDragDrop Transcript.pdf

TERMINOLOGY DRAG AND DROP

ACO

Creates risk sharing between CMS and approved providers.

Source: Department of Health and Human Services, 2011

HACs

The result of the Deficit Reduction Act of 2005 which focuses upon preventable conditions.

Source: Youngberg, 2011, p. 20

Never Events

A costly or commonly preventable occurrence as identified by Medicare

Source: Youngberg, 2011, p.79

Benchmarking

The process of collecting and analyzing data to identify trends in performance and, when compared with

other collectors of the same data, identifying best performers.

Source: Youngberg, 2011, p. 24

CBA

Evaluation of the total anticipated cost of a project compared to the total expected benefits in order to

determine whether the proposed implementation is worthwhile.

Source: Plowman, 2009

Risk Financing

Any number of programs implemented to pay for the costs associated with property and casualty claims

and associated expenses, including insurance, self-insurance, and captive insurance companies.

Source: Carroll, 2009, p. 613

Baldridge

The founder of this organization is associated with quality promotion.

Risk Management

The process of making and carrying out decisions that will help prevent adverse consequences and

minimize the negative effects of accidental losses on an organization.

Source: Carroll, 2009, p. 613

Patient Safety

Freedom from accidental injury… involves the establishment of operational systems and processes that

minimize the likelihood of errors and maximize the likelihood of intercepting them when they occur.

Source: Carroll, 2009, p. 607

IPPS

A payment system enacted by Medicare.

HAC

A condition or complication which is acquired while in an inpatient setting; one which was not present on

admission.

CoP

Requirements that hospitals must meet to participate in the Medicare and Medicaid programs; they are

intended to protect patient health and safety and to ensure that high quality care is provided to all

patients.

Source: Carroll, 2009, p. 577

NQF

Based in Washington, D.C., this nonprofit organization was, “Established in 1999 to improve the quality of

American health care by setting national standards.

Source: Youngberg, 2011, p. 65

REFERENCES

CREDITS Interactive Design:

Instructional Designer:

Project Manager:

Carroll, R. (2009) Risk management handbook for healthcare organizations. Jossey Bass: San Francisco, CA.

Dept. of Health and Human Services (2011). Transforming Healthcare: Appendix B: HHS Performance Measures./li>

Plowman, N. (2009). Writing a Cost Benefit Analysis.

Sillick, T. J., & Schutte, N. S. (2006). Emotional intelligence and self-esteem mediate between perceived early parental love and adult happiness. E-Journal of Applied Psychology, 2(2), pp. 38-48.

Youngberg, Barbara. (2011) Principles of Risk Management and Patient Safety. Jones and Bartlett: Sudbury, MA.

Tara Schiller

Robin Rozanski

Kristin Staab

©1998-2017 HealthWyse LLC 2 of 3 Transcript

L icensed under a Crea t ive Commons Att r ibut ion 3 .0 L icense .

©1998-2017 HealthWyse LLC 3 of 3 Transcript

Assessment_5-6_context.pdf

Assessment 5 Context

1 MHA-FP5014 Assessment 5 Context

Change Leadership: Risk Management and Patient Safety Transforming from reactive to proactive mode requires health care executives to understand the competencies central to high-reliability organizational leadership. Youngberg (2011) outlines the relevant leadership competencies as:

• The ability to reinforce the systems and structure to promote safety based on evidence drawn from the science of safety. MHA-FP5014 Assessment 1-6 Context.

• The ability to create a culture that develops and supports those who provide care and services to allow for greater capacity for teamwork, risk awareness, risk mitigation, and resiliency.

• The ability to focus and align resources to create and promote advancements in safety. • The commitment to assure that evidence-based, patient-centered, and system-centered

work is done. • The promise to all concerned that honest, ethical dialogue with patients is necessary

when breaches in safety occur. (p. 296)

Additionally, health care executives must understand the characteristics of high-reliability organizations and the associated risk management responsibilities. These characteristics include trust and transparency, reporting, flexibility in hierarchy, justice and accountability, engagement, and dedication to organizational learning (Youngberg, 2011).

Themes for Success in Leadership • Shared sense of purpose. • Authenticity. • A hands-on approach. • Data-driven, accountable, high standards. • Focus on results. • Clarity of expectations. • A collaborative culture. • Respect. • Limited hierarchy. • Open communication. • Teamwork (Youngberg, 2011).

The National Patient Safety Goals and Strategic Direction The National Patient Safety Goals and Strategic Direction outlined by the National Quality Forum (n.d.), CMS requirements (HHS, n.d.), and the Joint Commission (2017) standards make it clear that effective leaders must be transformational. The National Center for Healthcare Leadership (NCHL) Competencies for Healthcare Executives includes three domains:

• Quality. Risk Management, and Regulatory Compliance. It is appropriate to reflect upon how quality, risk, and regulatory compliance are affected, given the strategic direction from CMS and the NCHL competencies requisite for transformational leadership (HHS, n.d.; NCHL, n.d.).

Assessment 5 Context

2 MHA-FP5014 Assessment 5 Context

Personal Reflection You may wish to reflect upon your own leadership development plans, and assess high- impact competencies for implementation of the content and context of this course. It may be interesting to compare your ratings from before you began this course to your assessment of NCHL competencies, now that you have entered the final phase of the course. If you were to construct a balanced scorecard for your organization, which areas would your position effect? Take a step outside the mechanics of data analysis, strategic direction, and industry and consider your role as a future health care leader.

Ethical Leadership Implicit within the NHCL competencies is the value of ethical leadership. The American College for Healthcare Executives’ code of ethics serves as a reminder that our actions should be patient- and community-focused (ACHE, n.d.). As a health care leader, you will be expected to own the vision and mission, support the strategic direction, and remain flexible while upholding your role as fiduciaries.

Professional Communication Another aspect of leading within this dynamic industry is the need to practice professional communications. What are the most appropriate forms of communication to support your efforts? E-mail and social media communications are fraught with potential miscommunication and liability issues. It is important to explore issues associated with a professional communication.

References American College of Healthcare Executives. (n.d.). ACHE code of ethics. Retrieved from

http://www.ache.org/ABT_ACHE/code.cfm

National Center for Healthcare Leadership. (n.d.). NCHL Health Leadership Competency Model. Retrieved from http://www.nchl.org/static.asp?path=2852,3238

National Quality Forum. (n.d.). NQF’s mission and vision. Retrieved from http://www.qualityforum.org/About_NQF/Mission_and_Vision.aspx

The Joint Commission. (2017). Facts about the national patient safety goals. Retrieved from http://www.jointcommission.org/facts_about_the_national_patient_safety_goals

U.S. Department of Health & Human Services. (n.d.). Accountable care organizations. Retrieved from http://oig.hhs.gov/compliance/accountable-care-organizations/index.asp

Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones and Bartlett.

  • Change Leadership: Risk Management and Patient Safety
    • Themes for Success in Leadership
    • The National Patient Safety Goals and Strategic Direction
    • Personal Reflection
    • Ethical Leadership
    • Professional Communication
    • MHA-FP5014 Assessment 1-6 Context

Overview Assessment 5-6.docx

· Overview

Generate recommendations for process improvement and organizational fitness for a selected organization in the form of a 6– 8-page proposal that is targeted for its management team.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in a sequence.

Health care leaders function within a complex, high-risk environment where errors can lead to injury and death. The goal of any health care leader is to assess and manage risk, while concurrently promoting a culture of patient safety.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 1: Conduct an environmental assessment to identify quality- and risk-management priorities for a health care organization.

· Analyze existing organizational structures, mission, and vision.

· Competency 3: Analyze the process and outcomes of a care quality- or risk-management issue.

· Provide macro-level discussion on finances, internal processes, learning and growth, and also customer satisfaction.

· Competency 4: Analyze applicable legal and ethical institution-based values as they relate to quality assessment.

· Convey the organization’s values through an ethical, organizational, and directional strategy to impact the needed changes for quality improvement.

· Recommend evidence-based and best practices for monitoring and improving discussion.

· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration.

· Communicate information and ideas accurately, including reference citations and correct grammar.

Context

Patient safety is the cornerstone of high-quality care.

Youngberg (2011) addresses the need for leaders to create a systemic mindfulness of patient safety within the high-risk health care delivery environment. Further, the author discusses high-reliability organizations, which attain next to zero error rates, despite a great propensity for error or catastrophic events.

Read further in the Assessment 5 Context [PDF] (Attached) document, which contains important information on the following topics related to change leadership, risk management, and patient safety:

· Themes for Success in Leadership. MHA-FP5014 Assessment 1-6 Context.

· The National Patient Safety Goals and Strategic Direction.

· Personal Reflection.

· Ethical Leadership.

· Professional Communication.

Reference

Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones and Bartlett.

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as a part of your assessment.

· How does a health care leader establish a culture of patient safety?

· How are risks to patient safety assessed and managed in your current or future work setting?

· What are the other types of risks that are assessed and managed?

· What are the important factors that need to be monitored in your selected work setting?

· How can you contribute to risk management and patient safety within your job?

Imagine that you are the new CEO of your organization, and are charged with transforming the previous status quo to an efficient, high-performing accountable care organization.

· Which tools would you put to work in your new position?

· What types of individuals would be needed for your executive leadership team?

· What competencies might be important to the team members?

· What processes, structural models, or frameworks from this course might help you as a transformational leader?

Resources

Required Resources

Balanced Scorecard

The following resources are required to complete this assessment.

This article introduces the concept of a balanced scored to motivate and measure a business unit performance.

· Kaplan, R. S., & Norton, D. P. (1996). Linking the balanced scorecard to strategy. California Management Review, 39(1), 53–79.

The following reading is available full-text in the Capella University Library. Search for each article by clicking the linked title and following the instructions in the Library Guide. This article explores measure that drives performance using a balanced scorecard.

· Kaplan, R. S., & Norton, D. P. (1992). The balanced scorecard: Measures that drive performance. Harvard Business Review, 70(1), 71–79.

Suggested Resources

Balanced Scorecard

· Balanced Scorecard Institute. (n.d.). Balanced scorecard basics. Retrieved from http://www.balancedscorecard.org/BSCResources/AbouttheBalancedScorecard/tabid/55/Default.aspx

· Behrouzi, F., Shaharoun, A. M., & Ma’aram, A. (2014). Applications of the balanced scorecard for strategic management and performance measurement in the health sector. Australian Health Review, 38(2), 208–217.

· Ippolito, A., & Zoccoli, P. (2013). Theoretical contribution to develop the classical balanced scorecard to health care needs. International Journal of Healthcare Management, 6(1), 37–44.

· Koumpouros, Y. (2013). Balanced scorecard: Application in the General Panarcadian Hospital of Tripolis, Greece. International Journal of Health Care Quality Assurance, 26(4), 286–307.

· Meena, K., & Thakkar, J. (2014). Development of balanced scorecard for healthcare using interpretive structural modeling and analytic network process. Journal of Advances in Management Research, 11(3), 232–256.

Quality Improvement Best Practices

· El-Jardali, F., & Fadlallah, R. (2017). A review of national policies and strategies to improve quality of health care and patient safety: a case study from Lebanon and Jordan. BMC Health Services Research, 17.??

· American College of Healthcare Executives. (n.d.). ACHE code of ethics. Retrieved from http://www.ache.org

· Chavan, M. (2009). The balanced scorecard: A new challenge. The Journal of Management Development, 28(5), 393–406.

This article chronicles the evolution of BSC performance management framework.

· Norton, D. P. (2008). Strategy execution needs a system. Retrieved from https://hbr.org/2008/08/strategy-execution-needs-a-sys

NBC Archives on Demand

·  Click Study Finds Risks Due to Long Hours by Medical Residents to view a video from NBC Learn.

Image of Capella University logoStudy Finds Risks Due to Long Hours by Medical ResidentsBegin Activity icon

Additional Resources for Further Exploration

You may use the following optional resources to further explore topics related to competencies.

· Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones and Bartlett. Available from the bookstore .

· Chapter 22, “Creating Systemic Mindfulness: Anticipating, Assessing, and Reducing Risks of Health Care,” pages 293–304.

· Chapter 23, “Risk Management in Selected High-Risk Hospital Departments,” pages 305–343.

· Chapter 24, “Improving Risk Manager Performance and Promoting Patient Safety with High-Reliability Principles,” pages 343–350.

· Chapter 25, “The Benefits of Using Simulation in Patient Safety,” pages 351–374.

· Chapter 26, “Creating a Mindfulness of Patient Safety Among Physicians Through Education,” pages 375–396.

· Chapter 28, “Improving Literacy to Advance Patient Safety,” pages 407–422.

· Chapter 30, “Managing the Failures of Communication in Health Care Settings,” pages 431–442.

· Chapter 32, “The Risks and Benefits of Using E-mail to Facilitate Communication Between Providers and Patients,” pages 445–462. MHA-FP5014 Assessment 1-6 Context.

· Chapter 33, “Risk Management for Research,” pages 463–476.

Risk-Management Professional Organizations

· The Risk Management Association. (n.d.). Retrieved from https://www.rmahq.org/Default.aspx

· American Hospital Association. (n.d.). American Society for Health Care Risk Management. Retrieved from http://www.ashrm.org/

·

· Assessment Instructions

Note: You should complete this assessment last.

Preparation

The goal of this assessment is to generate recommendations, in the form of a proposal for process improvement and organizational fitness. Make your recommendations for the organization you selected in Assessment 4 for the balanced scorecard presentation. Apply the concepts of balanced scorecards to create your recommendations.

Instructions

In your proposal, use specific language and include evidence-based concepts from peer-reviewed literature, including a minimum of four outside peer-reviewed sources. Communicate information and ideas clearly, accurately, and concisely, including reference citations and using correct grammar. Include the following in your proposal:

· Describe the selected organization, including its vision and mission.

· Analyze the company using any adaptation of the Kaplan and Norton balanced scorecard framework that fits your selected organization. Refer to the materials in the Resources.

· Communicate vision, strategy, objectives, measures, targets, and initiatives for each of the following four elements through a macro-level discussion:

· Financial performance measures.

· Internal business processes.

· Learning and growth.

· Customer satisfaction.

· Convey the organization’s values through an ethical, organizational, and directional strategy.

· Recommend evidence-based and best practices for monitoring and improving discussions.

· Generate one recommendation for each of the following:

· Process improvements.

· Quality improvements.

· Organizational efficiency.

· Learning implementation.

· Implementation and evaluation.

Additional Requirements

· Written communication: Written communication should be free from errors that detract from the overall message.

· APA formatting: Resources and citations should be formatted according to APA style and formatting guidelines. Use APA format for all of the following: MHA-FP5014 Assessment 1-6 Context.

· Cover page.

· Abstract.

· Table of contents, including a list of figures and tables.

· Headings and subheadings.

· Reference list.

· Number of resources: A minimum of 6 resources. The following Norton and Kaplan articles will serve as two resources.

· The Balanced Scorecard: Measures that Drive Performance.

· Linking the Balanced Scorecard to Strategy.

· Length of paper: 6–8 typed double-spaced pages.

· Font and font size: Arial, 10-point.

·

Overview

Generate recommendations for process improvement and organizational fitness for a

selected organization in the form of a 6

8

page proposal that is targeted for its

management team.

Note

: The assessments in this course build upon each other, so you are strongly

encouraged to complete them in a sequence.

Health care leaders function within a complex, high

risk environment where errors can

lead to injury and death. The goal of any health care leader is to assess and manage risk,

while concurrently promoting a culture of patient safety.

By

successfully completing this assessment, you will demonstrate your proficiency in the

following course competencies and assessment criteria:

o

Competency 1:

Conduct an environmental assessment to identify quality

and risk

management priorities for a health

care organization.

§

Analyze existing organizational structures, mission, and vision.

o

Competency 3:

Analyze the process and outcomes of

a care quality

or risk

management issue.

§

Provide macro

level discussion on finances, internal processes, learning

and g

rowth, and also customer satisfaction.

o

Competency 4:

Analyze applicable legal and ethical institution

based values as

they relate to quality assessment.

§

Convey the organization’s values through an ethical, organizational, and

directional strategy to impac

t the needed changes for quality improvement.

§

Recommend evidence

based and best practices for monitoring and

improving discussion.

o

Competency 5:

Communicate in a manner that is scholarly, professional, and

consistent with expectations for professionals in

health care administration.

§

Communicate information and ideas accurately, including reference

citations and correct grammar. MHA-FP5014 Assessment 1-6 Context.

Context

Patient safety is the cornerstone of high

quality care.

Youngberg (2011) addresses the need for leaders to create a systemic mindfulness of

patient safety within the high

risk health care delivery environm

ent. Further, the author

discusses high

reliability organizations, which attain next to zero error rates, despite a

great propensity for error or catastrophic events.

Read further in the

Assessment 5 Context

[PDF]

(

Attached

)

document, which contains

important information on the following topics related to chan

ge leadership, risk

management, and patient safety:

 Overview

Generate recommendations for process improvement and organizational fitness for a

selected organization in the form of a 6– 8-page proposal that is targeted for its

management team.

Note: The assessments in this course build upon each other, so you are strongly

encouraged to complete them in a sequence.

Health care leaders function within a complex, high-risk environment where errors can

lead to injury and death. The goal of any health care leader is to assess and manage risk,

while concurrently promoting a culture of patient safety.

By successfully completing this assessment, you will demonstrate your proficiency in the

following course competencies and assessment criteria:

o Competency 1: Conduct an environmental assessment to identify quality- and risk-

management priorities for a health care organization.

 Analyze existing organizational structures, mission, and vision.

o Competency 3: Analyze the process and outcomes of a care quality- or risk-

management issue.

 Provide macro-level discussion on finances, internal processes, learning

and growth, and also customer satisfaction.

o Competency 4: Analyze applicable legal and ethical institution-based values as

they relate to quality assessment.

 Convey the organization’s values through an ethical, organizational, and

directional strategy to impact the needed changes for quality improvement.

 Recommend evidence-based and best practices for monitoring and

improving discussion.

o Competency 5: Communicate in a manner that is scholarly, professional, and

consistent with expectations for professionals in health care administration.

 Communicate information and ideas accurately, including reference

citations and correct grammar.

Context

Patient safety is the cornerstone of high-quality care.

Youngberg (2011) addresses the need for leaders to create a systemic mindfulness of

patient safety within the high-risk health care delivery environment. Further, the author

discusses high-reliability organizations, which attain next to zero error rates, despite a

great propensity for error or catastrophic events.

Read further in the Assessment 5 Context [PDF] (Attached) document, which contains

important information on the following topics related to change leadership, risk

management, and patient safety: MHA-FP5014 Assessment 1-6 Context.

Open chat
chat us now
Whatsapp Online Nursing Papers
We will write your work from scratch and ensure it's plagiarism-free, you just submit.