Analyze and Apply Dashboard Data

Analyze and Apply Dashboard Data

Create a presentation (maximum of 20 slides with detailed speaker notes) for senior leadership in which four organizational leaders analyze the impact of a health care organization’s new safety and quality dashboard. Include an analysis of what the new metrics mean and how they will inform departmental activities for the next quarter.

“Being in a position of leadership is the most important job of any health professional anywhere along the continuum of care” (Ledlow & Coppola, 2013, p. 3). Leaders and ultimately the boards of directors of health care organizations are accountable for the safety of those they serve.” National quality organizations and regulatory bodies … are growing in their emphasis on leadership accountabilities for safe, reliable care as well as excellence in the experience of care” (Youngberg, 2013, p. 39).

With this emphasis on leadership accountability for the delivery of safe, high-quality health care services, health care leaders need to be able to drill down on what exactly safety and quality mean in the health care environment. Likewise, they also need to be able to design measures that help to ensure their organizations are able to deliver those kinds of outcomes. Read Measurement Perspectives attached to question [PDF]to examine key elements related to this issue.

In this final course assessment, you will have a unique opportunity to examine a health care organization’s safety and quality dashboard from the perspective of four organizational leaders. You will explore each leader’s specific interests regarding patient safety and quality. In particular, you will have the opportunity to perform a more in-depth analysis of the dashboard, the type of analysis a quality director might perform to further the organization’s safety and quality objectives.

References

Ledlow, G. R., & Coppola, M. N. (2013). Leadership for health professionals (2nd ed.). Burlington, MA: Jones & Bartlett Learning.

Youngberg, B. J. (2013). Patient safety handbook (2nd ed.). Burlington, MA: Jones & Bartlett Learning.

Demonstration of Proficiency

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

• Competency 1: Analyze the quality and performance improvement activities within the health care organization.
  • Recommend evidence-based actions to improve a selected measure on a health care organization’s safety and quality dashboard.
• Competency 2: Explain the risk management function in the health care organization.
  • Analyze areas of a safety and quality dashboard of concern to a risk manager.
• Competency 3: Analyze the importance of patient safety in health care.
  • Describe how a health care organization chooses the metrics to include in its safety and quality dashboard.
  • Analyze areas of a safety and quality dashboard of concern to a patient safety officer.
• Competency 4: Apply leadership strategies to quality improvement in a health care organization.
  • Assess senior leadership’s role in setting a health care organization’s strategic safety and quality objectives.
• Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with health care professionals.
  • Create a clear, organized, persuasive, and generally error-free presentation on a leadership team’s assessment of an organization’s safety and quality dashboard that is reflective of professional communication in the health care field.
  • Provide citations and title and reference pages that conform to APA style and format.

Preparation

To help prepare for successfully completing this assessment:

• Download the Sample Presentation Guide [PPTX]. Use this as a starting point or guide as you develop your presentation.

Instructions

Your organization has just updated its safety and quality dashboard. Please review the Vila Health Mercy Hospital Safety and Quality Dashboard Attached to this question [PDF]. Note: You do not need to create a dashboard for this assessment. You are simply being asked to work with the one provided.

The CEO has asked each of the organizational leaders below to prepare a joint PowerPoint presentation. In it, they are to prepare a set of slides outlining their analysis of how the new numbers will inform their particular activities for the next quarter. The organizational leaders include:

• The quality director.
• The patient safety officer.
• The risk manager.
• Senior leadership.

Because of the quality director’s critical role in implementing the organization’s safety and quality strategic objectives, this individual will open the presentation and provide additional background about how the new dashboard was developed. This individual will also close the presentation. Use the following outline to organize your presentation. Be sure to include the introduction and conclusion and address all the questions listed under these headings. Also be sure to address each role and the corresponding questions.

Introduction (3–4 slides)

• What is a safety and quality dashboard?
• What role do safety and quality dashboards play in helping health care organizations drive their strategic safety and quality objectives?
• How do health care organization determine what they want to measure? Be sure to consider:
  • Pressures from regulators, payors, and the industry.
  • Self-identified improvement areas. For example, one organization’s safety and quality dashboard may highlight patient falls because its rate of falls is higher than the national average. This may also have resulted in increased costs to the organization.
• What CQI tools did the organization use to obtain, measure, and report data?
• What was the quality improvement team’s role in addressing the reported measures?

Quality Director (2–3 slides)

• Which metric on the dashboard would draw the quality director’s attention the most?
• What does this dashboard metric mean and why is it important?
• What three recommendations to leadership would help to address this metric?
• What (if any) quality models could be used to increase the quality of patient care and outcomes for this metric? Consider PDCA, Six Sigma, Lean, Hoshin Kanri planning, et cetera.

Patient Safety Officer (2–3 slides)

• Which metric on the dashboard would draw the patient safety officer’s attention the most?
• What does this dashboard metric mean and why is it important?
• What role does the patient safety officer play in improving this metric?

Risk Manager (2–3 slides)

• Which metric on the dashboard would draw the risk manager’s attention the most?
• What does this dashboard metric mean and why is it important?
• What role does the risk manager play in improving this metric?

Senior Leader (1 slide)

• What is the role of senior leadership (for example, CEO, COO, president, senior VP) in driving safety and quality improvement initiatives?
• What next steps might senior leadership take given the dashboard findings and the quality director’s three improvement recommendations?

Conclusion (2–3 slides)

• Which regulatory agency(ies) may be concerned about the findings in this dashboard?
• Why would regulators be concerned about these findings?
• Why are safety and quality dashboards important for monitoring key metrics in health care organizations?

Your slides need to be concise and offer main ideas in bulleted format. Use the speaker notes to expand upon your findings as if they were the transcript of your presentation for the leadership team.

In the health care environment, it is unlikely for a presentation and speaker notes to be in APA style. Do make sure they are concise, organized, clear, and free of errors in grammar, punctuation, and spelling. Do make sure they address all the required headings and all of the questions under each heading.

Your senior leaders will want to know the sources of your information. Be sure to cite your sources in APA style in your speaker notes.

Additional Requirements

• Presentation length: Your presentation should be a maximum of 20 slides, including title and reference slides. Format your title and reference slides according to APA format.
• Speaker notes: Be sure to include these with your slides. They provide an opportunity for you to expand on the information you are highlighting in your slides.
• Number of references: Cite a minimum of two references.
• Scoring Guide: Please read the scoring guide for this assessment so you understand how your faculty member is going to evaluate your work.Measurement Perspectives “As CQI philosophies and processes have evolved within health care, a series of broad-based approaches have evolved and proven to be successful across a range of health care settings” (Sollecito & Johnson, 2013, p. 36). In 1988, the U.S. Office of Technology Assessment (OTA) defined quality of care as “the degree to which the process of care increases the probability of outcomes desired by the patient, and reduces the probability of undesired outcomes, given the state of medical knowledge” (OTA, 1988). To measure outcome improvement, organizations identify and select measures.

  Focusing on high-risk, high-volume, problem-prone areas is one way to maximize returns on organizational investment in performance improvement. These improvements generally focus on positively affecting large groups of patients, eliminating or reducing variability in processes, reducing risk, and avoiding serious problems within the organization (Sollecito & Johnson, 2013). Once the health care organization selects the indicators it wants to measure, such as proper hand washing, hospital acquired infection rates, readmissions, et cetera, it then collects data to measure the indicator and compare the organization’s current performance to the desired performance level.

  Critical elements when selecting a performance measure include:

  • Relevance – Does the measure relate to the organization’s improvement goals?

  • Reliability – Does the measure accurately and consistently measure what it was intended to?

  • Validity – Does the measure identify opportunities for improvement?

  Tied with outcome measures are CQI methods and tools used for decision making, variation measuring, and process improvement. Walter Shewhart was the first to introduce the plan-do- check-act cycle. Later this was modified into the plan-do-study-act, or PDSA cycle. Health care organizations use this cycle to facilitate rapid change, putting improvement in the hands of those most directly responsible for the outcomes and processes in need of improvement: front line staff and managers. Lean and Six Sigma, two additional tools used by quality professionals, focus on reducing waste and eliminating defects. This in turn results in added value for the customer.

  References Office of Technology Assessment. (1988). The quality of medical care: Information

  for consumers (OTA-H 386). Retrieved from https://www.princeton.edu/~ota/disk2/1988/8832/8832.PDF

  Sollecito, W. A., & Johnson, J. K. (2013). Mclaughlin and Kaluzny’s continuous quality improvement in health care (4th ed.). Burlington, MA: Jones & Bartlett Learning.

  Measurement Perspectives
  Office of Technology Assessment. (1988). The quality of medical care: Information for consumers (OTA-H 386). Retrieved from https://www.princeton.edu/~ota/disk2/1988/8832/8832.PDF
  Sollecito, W. A., & Johnson, J. K. (2013). Mclaughlin and Kaluzny’s continuous quality improvement in health care (4th ed.). Burlington, MA: Jones & Bartlett Learning.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

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

• Weekly Participation

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

• APA Format and Writing Quality

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

• Use of Direct Quotes

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

• LopesWrite Policy

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

• Late Policy

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

• Communication

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

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