System Of Transition Of Care

System Of Transition Of Care

System Of Transition Of Care

Demonstration of Proficiency

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

• Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
  • Explain the ways in which leadership of people and processes was utilized while designing an intervention and its implementation.
• Competency 2: Make clinical and operational decisions based upon the best available evidence.
  • Justify decisions related to developing a professional product with relevant research, evidence, and best practices.
• Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
  • Demonstrate process improvements in the quality, safety, or cost of care resulting from an intervention and related professional product.
• Competency 7: Implement patient-centered care to improve quality of care and the patient experience.
  • Demonstrate improvements in the quality of care and patient experience resulting from an intervention and related professional product.
• Competency 8: Integrate professional standards and values into practice.
  • Communicate professionally in clear, logically organized writing, using correct grammar, spelling, and APA style.

Important: You must complete all of the assessments in order for this course.

Preparation

Before submitting this assessment, you must have logged at least three direct-contact hours in CORE ELMS. These hours will include only the time that you spent working directly with patients, families, and/or community members to implement your intervention, collect and analyze data, and deliver your professional product to your target audience.

Instructions

For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered face-to-face to the individual or group that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options. The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience that can be used in your own practice, with your family or community.

Relevant products include but are not limited to:

• Patient education handout (such as a medication sheet).
• Patient safety plan.
• Process improvement in-service.
• Medicaid/Medicare patient coverage and finance guide.
• Teaching plan.

Your submission will consist of two parts: an APA-formatted paper providing your rationale and supporting evidence, and the professional product.

For the brief APA-style paper, one organizational option is:

• Summary of intervention and implementation:
  • What did you do?
  • How did you lead in terms of the processes used in the project?
    • With what participants?
  • Who were your interprofessional collaborators?
    • How did you lead them in this project?
    • What were your key findings?
• Evidence-based rationale for professional product development:
  • What professional product did you develop?
  • Why did you choose this type of product?
  • How does it align with your intervention?
  • How will the product help improve outcomes?
  • How will the product enhance the patient experience?
  • How does the product improve a process related to quality, safety, and/or cost of care?
  • How do relevant research, evidence, and best practices support your choice of professional product and approach?

For your professional product, you may choose to develop a deliverable that could be used in your care setting to communicate and sustain relevant improvements related to the intervention you carried out. The key is that the professional product is useful to the target audience (such as a large-print Medicaid/Medicare patient coverage and finance guide that is easy for the elderly and their families to use, or an easily implemented process improvement in-service for home care nurses).

Your brief paper and professional product will be assessed according to the following scoring guide criteria:

• Explain the ways in which leadership of people and processes was utilized while designing an intervention and its implementation.
• Demonstrate process improvements in the quality, safety, or cost of care as a result of a direct clinical intervention and newly developed professional product.
• Demonstrate improvements in the patient experience resulting from a direct clinical intervention and newly developed professional product.
• Justify decisions related to developing a professional product using relevant research, evidence, and best practices.
• Communicate professionally in writing that is clear and logically organized, with correct grammar, spelling, and use of APA style.

Additional Requirements

• Length of submission: APA-style paper should be 2–4 pages of content plus title and reference pages. There is no length requirement for your professional product. The type of deliverable you choose will determine its length and format.
• Number of references: Cite a minimum of 5 sources of scholarly or professional evidence that support your decisions and rationale in your APA-style paper. Resources should be no more than 5 years old.
• APA formatting: References and citations are formatted according to current APA style. Use appropriate APA citations (in-text and reference list) in the paper and professional product.
  
   
   

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. System Of Transition Of Care

• 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. System Of Transition Of Care

• 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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