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NURS 6053 week 3 Discussion: Organizational Policies and Practices to Support Healthcare Issues
Discussion: Organizational Policies and Practices to Support Healthcare Issues
Quite often, nurse leaders are faced with ethical dilemmas, such as those associated with choices between competing needs and limited resources. Resources are finite, and competition for those resources occurs daily in all organizations.
For example, the use of 12-hour shifts has been a strategy to retain nurses. However, evidence suggests that as nurses work more hours in a shift, they commit more errors. How do effective leaders find a balance between the needs of the organization and the needs of ensuring quality, effective, and safe patient care?
In this Discussion, you will reflect on a national healthcare issue and examine how competing needs may impact the development of polices to address that issue. NURS 6053 week 3 Discussion: Organizational Policies and Practices to Support Healthcare Issues
To Prepare:
Review the Resources and think about the national healthcare issue/stressor you previously selected for study in Module 1.
Reflect on the competing needs in healthcare delivery as they pertain to the national healthcare issue/stressor you previously examined.
By Day 3 of Week 3
Post an explanation of how competing needs, such as the needs of the workforce, resources, and patients, may impact the development of policy. Then, describe any specific competing needs that may impact the national healthcare issue/stressor you selected. What are the impacts, and how might policy address these competing needs? Be specific and provide examples. NURS 6053 week 3 Discussion: Organizational Policies and Practices to Support Healthcare Issues. NURS 6053 week 3 Discussion: Organizational Policies and Practices to Support Healthcare Issues
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How competing needs may impact the development of a policy
Competing needs, such as the needs of patients, workforce, and resources may impact the development of a policy because the competing needs should align with the agenda that policy is advocating for. For example, a policy addressing adequate nurse staffing is required to meet the patient and workforce needs while minimizing financial cost. According to Lopez et al (2015), .the effective utilization and deployment of the workforce are of great importance to ensure efficient delivery of healthcare services in terms of quantity, quality, and cost.
Failure effectively deploys and utilizing the workforce to do so might lead to a shortage or oversupply of clinical staff. For example, an oversupply of clinical staff might result in economic inefficiencies along with misallocated resources under the guise of adequate staffing. The shortage of staff is connected with numerous negative impacts, including lower quality and quantity of care because there are few resources to offer the essential services; work overload of the available nurses leading to burnout, eventually compromising patient safety; and longer waiting times as a result of inadequate staff leading to preventable patient deaths (Lopez et al, 2015).
Specific competing needs that may impact workload
A good fit between nursing staff and patients’ needs are specific competing needs that may impact workload as a national healthcare issue Organizations are exploring schemes of ensuring a good balance amid nursing staff expertise and size and patient needs so as to ensure quality and safe care along with outstanding services to patients while ensuring operating costs are sustainable (van den Oetelaar et al, 2016).
van den Oetelaar et al (2016) claim that nursing capacity should be optimally matched to the needs of patients which is achievable through a sensible and fair distribution of nurses in units, leading to a workload that is equally distributed and manageable for the nursing staff. This necessitates a good balance between nursing staff and patients’ needs. One scheme of ensuring an appropriate balance is the managing workload for nursing staff. This assists balance the needed resources with the available resources, which in turn averts additional costs for overstaffing a unit and averts a decline in employee engagement or patient experiences by understaffing a unit. NURS 6053 week 3 Discussion: Organizational Policies and Practices to Support Healthcare Issues
The impacts and how policy might address these competing needs
Workload has an impact on both patient and staff needs as well as an organization’s resources. High causes burnout which leads to errors and poor patient outcomes. High workload also has an impact on nurse job dissatisfaction and burnout, and the intention of nurses to leave. High nursing staff turnover resulting in increased costs for using temporary employees or training new nurses (van den Oetelaar et al, 2016).
A policy might address these competing needs by ensuring an optimal nurse to patient ratio which can improve nurse staffing in organizations and improved care outcomes for patients. The policy can outline a particular nurse to patient ratio depending on the type of unit within a healthcare facility. For instance, the ratio for a surgical and medical unit can be 5: 1, meaning one nurse will be assigned to five patients at most, while in the intensive unit ratio can be 2:1. As suggested by Livanos (2015), having a staffing policy in a facility can improve the working conditions for the nursing staff as well as the superiority and safety of care. In turn, costs of adhering to the ratios can be offset by, less need for training new nurses or temporary nurses and reduced turnover of the nursing staff. NURS 6053 week 3 Discussion: Organizational Policies and Practices to Support Healthcare Issues
References
Livanos, N. (2018). A Broadening Coalition: Patient Safety Enters the Nurse-To-Patient Ration Debate. Journal of Nursing Regulation, 9(1), 68-70.
Lopes, M., Almeida, A., & Almada-Lobo, B. (2015). Handling healthcare workforce planning with care: where do we stand? Human Resources for Health13:38.
van den Oetelaar, van Stel, H., Van Rhenen W, et al. (2016). Balancing nurses’ workload in hospital wards: study protocol of developing a method to manage workload. BMJ Open, 6 (11), e012148. NURS 6053 week 3 Discussion: Organizational Policies and Practices to Support Healthcare Issues
Rubric Detail- Select Grid View or List View to change the rubric’s layout.
NURS_6053_Module02_Week03_Discussion_Rubric
| Excellent | Good | Fair | Poor | |
|---|---|---|---|---|
| Main Posting | Points: Points Range: 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Feedback: |
Points: Points Range: 40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Feedback: |
Points: Points Range: 35 (35%) – 39 (39%) Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. Feedback: |
Points: Points Range: 0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Feedback: |
| Main Post: Timeliness | Points: Points Range: 10 (10%) – 10 (10%) Posts main post by day 3. Feedback: | Points: Points Range: 0 (0%) – 0 (0%) Feedback: | Points: Points Range: 0 (0%) – 0 (0%) Feedback: | Points: Points Range: 0 (0%) – 0 (0%) Does not post by day 3. Feedback: |
| First Response | Points: Points Range: 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. Feedback: |
Points: Points Range: 15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. Feedback: |
Points: Points Range: 13 (13%) – 14 (14%) Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Feedback: |
Points: Points Range: 0 (0%) – 12 (12%) Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Feedback: |
| Second Response | Points: Points Range: 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. Feedback: |
Points: Points Range: 14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. Feedback: |
Points: Points Range: 12 (12%) – 13 (13%) Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Feedback: |
Points: Points Range: 0 (0%) – 11 (11%) Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Feedback: |
| Participation | Points: Points Range: 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. Feedback: | Points: Points Range: 0 (0%) – 0 (0%) Feedback: | Points: Points Range: 0 (0%) – 0 (0%) Feedback: | Points: Points Range: 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days. Feedback: |
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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.
- 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.
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