Propose a change to one aspect of your local or regional health care system or program that would improve outcomes. Then, conduct a comparative analysis of other, non-U.S. health care systems, focusing on the proposed change. Summarize the proposed change and your comparative analysis in a 4-5 page report.

Introduction

Note: Complete the assessments in the order in which they are presented.

Health care systems around the world provide useful models for analysis. Familiarity with different models and approaches to health care enables leaders to identify what works and what does not, as the basis for proposing a change. As we continue to evaluate the complex and fragmented system in the United States, it is important for nurse leaders to become familiar with the programs and systems that provide evidence-based quality care that is affordable and focused on continual improvement.

This assessment provides an opportunity to examine a local or regional health care issue from a global perspective.

Preparation

Your organization, in collaboration with the key stakeholders from the community, is funding an initiative to investigate potential improvements in the local or regional health care system. As a nurse leader attuned to the effects of health care policy and finance on the provision of affordable, high-quality care, you have been asked to join the task force conducting the study.

You know that an examination of other countries’ health care systems can provide a solid, evidence-based foundation for evaluating outcomes and identifying benchmarks. Consequently, you have decided to undertake an analysis of selected, non-U.S. health care systems and compare them to each other and to the existing local or regional U.S. system to help inform decision making as the task force considers proposed changes.

In this assessment, you will propose a change to one aspect of your local or regional health care system or program. Conduct a comparative analysis of different health care systems and summarize your proposed change and findings from your analysis in a report to executive leaders. To prepare for your assessment, you are encouraged to begin thinking about the non-U.S. health care systems you might like to examine. In addition, you may wish to:

• Review the assessment requirements and scoring guide to ensure that you understand the work you will be asked to complete.
• Review Guiding Questions: Proposing Evidence-Based Change [DOCX], which includes questions to consider and additional guidance on how to successfully complete the assessment.

 

Requirements

Complete this assessment in three steps:

1. Propose a change to one aspect of your local or regional health care system or program that would improve outcomes.
2. Conduct a comparative analysis of different health care systems, focusing on one aspect of the system you are proposing to change.
3. Summarize your proposed change and the results of your comparative analysis in a report to executive leaders.

The summary report requirements outlined below, correspond to the grading criteria in the scoring guide for Proposing Evidence-Based Change, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. The Guiding Questions: Proposing Evidence-Based Change document provides additional considerations that may be helpful in completing your assessment. In addition, be sure to note the requirements below for document format and length and for citing supporting evidence.

• Identify an aspect of a local or regional health care system or program that should be a focus for change.
• Define desirable outcomes, including who will pay for care and factors limiting achievement of those outcomes.
• Analyze two non-U.S. health care systems or programs that offer insight into a proposed change for a health care system or program in the United States.
  • Choose one of the following options for selecting the two systems or programs:
    • Option 1: Select two systems at opposite ends of the scale in terms of desirable outcomes for the issue reflected in your proposed change.
    • Option 2: Select two systems that both produce positive outcomes but take unique or innovative approaches to the problem.
  • Compare the outcomes in each non-U.S. system with each other and with present outcomes in your local or regional health care system.
• Explain why specific changes will lead to improved outcomes.
• Determine the financial and health implications associated with the proposed changes.
  • Address the implications of making the changes.
  • Address the implications of not making the changes.
• Write clearly and concisely in a logically coherent and appropriate form and style.
• Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.

Document Format and Length

• Use the Summary Report Template. This APA Style Paper Tutorial [DOCX] can help you in writing and formatting your assessment. If you would like to use a different worksheet for your community health assessment, obtain prior approval from faculty.
• Your summary report should be 4–5 pages in length, not including the title page and references page.
• Be sure to apply correct APA formatting to all source citations and references.

Supporting Evidence

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your comparative analysis.

Additional Requirements

Be sure to delete all directions from the template before submitting your summary report. In addition, proofread your report to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis.

Portfolio Prompt: You may choose to save your summary report to your ePortfolio.

Competencies Measured

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

• Competency 1: Identify the challenges and opportunities facing health care.
  • Identify an aspect of a local or regional health care system or program that should be a focus for change.
• Competency 2: Compare the effects of different health care finance models and policy frameworks on resources and patient outcomes.
  • Define desirable outcomes, including who will pay for care and factors limiting achievement of those outcomes.
  • Analyze two non-U.S. health care systems or programs that offer insight into a proposed change for a health care system or program in the United States.
• Competency 3: Evaluate the positive and negative influences of leaders on health care processes and outcomes.
  • Determine the financial and health implications of making—and not making—proposed changes to a health care system or program.
• Competency 4: Develop proactive strategies to change the culture of the organization by incorporating evidence-based practices.
  • Explain why specific changes will lead to improved outcomes.
• Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style consistent with applicable organizational, professional, and scholarly standards.
  • Write clearly and concisely in a logically coherent and appropriate form and style.
  • Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.

Grading Rubric:

1-  Identify an aspect of a local or regional health care system or program that should be a focus for change. 

Passing Grade:  Identifies an aspect of a local or regional health care system or program that should be a focus for change. Provides clear expectations for improvements substantiated by credible evidence. 

2-  Define desirable outcomes, including who will pay for care and factors limiting achievement of those outcomes. 

Passing Grade:  Defines desirable outcomes, including who will pay for care and factors limiting achievement of those outcomes. Provides well-reasoned justification for the definition and exhibits insight into optimal health care solutions. 

3-  Explain why specific changes will lead to improved outcomes. 

Passing Grade:  Explains why specific changes will lead to improved outcomes. Draws well-substantiated conclusions that are in line with reasonable expectations. 

4-  Analyze two non-U.S. health care systems or programs that offer insight into a proposed change for a health care system or program in the United States. 

Passing Grade:  Analyzes two non-U.S. health care systems or programs that offer insight into a proposed change for a health care system or program in the United States. Articulates insightful lessons learned from the analysis that have clear implications for U.S. health care. 

5-  Determine the financial and health implications of making—and not making—proposed changes to a health care system or program. 

Passing Grade:  Determines the financial and health implications of making—and not making—proposed changes to a health care system or program. Draws insightful, well-reasoned conclusions based on credible evidence. 

6-  Write clearly and concisely in a logically coherent and appropriate form and style. 

Passing Grade:  Writes clearly and concisely in a logically coherent and appropriate form and style. Main points, ideas, arguments, or propositions are well-developed and engaging. Adheres to all applicable disciplinary and scholarly writing standards and conventions. 

7-  Support assertions, arguments, propositions, and conclusions with relevant and credible evidence. 

Passing Grade:  Supports assertions, arguments, propositions, and conclusions with relevant, credible, and convincing evidence. Skillfully combines error-free source citations with a perceptive and accurate synthesis of the evidence. 

PLEASE FOLLOW THE INSTRUCTIONS BELOW 

4 REFERENCES

ZERO PLAGIARISM

Many assessment principles are the same for children and adults; however, unlike with adults/older adults, where consent for participation in the assessment comes from the actual client, with children it is the parents or guardians who must make the decision for treatment. Issues of confidentiality, privacy, and consent must be addressed. When working with children, it is not only important to be able to connect with the pediatric patient, but also to be able to collaborate effectively with the caregivers, other family members, teachers, and school counselors/psychologists, all of whom will be able to provide important context and details to aid in your assessment and treatment plans.

Some children/adolescents may be more difficult to assess than adults, as they can be less psychologically minded. That is, they have less insights into themselves and their motivations than adults (although this is not universally true). The PMHNP must also take into consideration the child’s culture and environmental context. Additionally, with children/adolescents, there are lower rates of neurocognitive disorders superimposed on other clinical conditions, such as depression or anxiety, which create additional diagnostic challenges. 

In this Discussion, you review and critique the techniques and methods of a mental health professional as the practitioner completes a comprehensive, integrated psychiatric assessment of an adolescent. You also identify rating scales and treatment options that are specifically appropriate for children/adolescents. 

To Prepare

• Review the Learning Resources and consider the insights they provide on comprehensive, integrated psychiatric assessment. Watch the Mental Status Examination B-6 and Simulation Scenario-Adolescent Risk Assessment videos.
• Watch the YMH Boston Vignette 5 video and take notes; you will use this video as the basis for your Discussion post.

By Day 3 of Week 1

Based on the YMH Boston Vignette 5 video, post answers to the following questions:

• What did the practitioner do well? In what areas can the practitioner improve?
• At this point in the clinical interview, do you have any compelling concerns? If so, what are they?
• What would be your next question, and why?

Then, address the following. Your answers to these prompts do not have to be tailored to the patient in the YMH Boston video.

• Explain why a thorough psychiatric assessment of a child/adolescent is important.
• Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.
• Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults.
• Explain the role parents/guardians play in assessment.

Support your response with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

 Purpose: The primary goal of this weekly assignment is to enable you to understand the revision process and revise your paper with the help of a writing specialist.

Prepare:

Step 1: Prepare a shortened version of your Final Paper (at least four pages) by including the following:

• Introduction paragraph and thesis statement you developed for your Week 3 Assignment.
• Background information of the global societal issue you have chosen.
• Brief argument supporting at least two solutions to the global societal issue.
• Conclusion paragraph.
• Must document any information used from at least five scholarly sources in APA style as outlined in the University of Arizona Global Campus Writing Center’s Citing Within Your Paper. Note that you will need at least eight scholarly sources for your Final Paper in Week 5. 

Step 2: After you have completed a rough draft of your paper, submit that draft to the University of Arizona Global Campus Writing Center by using the instructions found in the Paper Review (Links to an external site.) page. Your paper will be returned within 24 hours, so give yourself enough time to complete and submit it prior to the due date.

Reflect: Carefully review the summary feedback found in the email from the tutor and the margin comments that you see on your returned paper. Consider each of the suggestions provided to help you to revise your paper.

Write:

What You Need to Submit to Waypoint:

• Upload the document that contains the feedback from the Writing Center specialist.
• Submit the journal assignment answering the following questions in at least 400 words:
  • Identify the top three issues your writing specialist focused on in your rough draft (e.g., paragraph structure, proper use of quotations, thesis statement, etc.).
    • In what ways were those issues surprising?
  • Describe what you learned from some of the feedback your writing specialist provided as explanations.
    • Was this feedback helpful?
  • Evaluate the usefulness of the paper review tool.
    • In what ways did this activity improve your academic writing skills?
    • Will you use the University of Arizona Global Campus Writing Center to review your work in the future? Why or why not?
  • Identify Writing Center Video Tutorials (Links to an external site.) that you find most useful and explain why. Also, identify tutorial(s) you found least useful and explain why.

The journal part of the assignment does not need to be formatted in APA style; however, correct grammar, spelling, and punctuation is required.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your journal.

Imagine that you are a defense attorney hired to defend a client who is charged with Reckless Homicide as a result of a traffic crash. As you review the discovery materials provided by the prosecution, you learn the facts upon which the prosecution will rely at trial. Keep in mind that these are the facts as contained in police reports, not necessarily what your client states transpired just prior to the crash. You learn that police state that your client was driving his NEW motor home, along with his wife, headed to a weekend getaway, when a terrible accident occurred with a truck, rendering the motorhome not drivable. The driver of the truck was killed in the crash.However, your client’s motorhome was towed to a secure police evidence lot, as a result. No arrests were made at the time, although the investigation continued after the crash. You learn from the police reports that the motorhome was equipped with cameras which record both the driver of the motorhome while driving and also what the driver’s view would be in a forward direction from the driver’s seat. Police determine that having the images from those cameras would assist in determining whether your client was at fault for the crash which killed the other driver, as well as provide clarity as to how the crash occurred. Police extract both of the cameras from the motorhome, submit them for analysis, and subsequently claim that the images resulting from the analysis of the cameras supported probable cause to arrest your client. He was arrested shortly thereafter for Reckless Homicide of truck’s driver. Police did not obtain a search warrant prior to retrieval of the cameras.As the defense attorney, you must now determine if there is a basis to suppress evidence in this case, specifically, the motorhome’s cameras and mages retrieved from them.In 2-3 , submit  answering each of the following questions. You should take care to include an introduction, thesis statement and a conclusion, in APA format. Make sure to incorporate at least 2 credible sources (which can be cases) in your discussion.

1. What questions do you have for your client after reading the information from the prosecution? (What points do you need clarified or explained?)
2. Assume that, based upon your client’s answers above, as well as the facts in the reports, you determine that you must file a pretrial motion to suppress evidence as a result of the police officer’s warrantless retrieval of the motorhome’s cameras. What is the legal doctrine upon which you will rely? Fully explain.
3. Provide a summary of your argument, applying the doctrine that you discussed above, to the facts which you believe will be elicited at the hearing on the motion to suppress. Assume that the police officer will testify consistent with the reports above. This need not be a verbatim reflection of your argument, but should fully encompass what evidence you seek to suppress, the relevant facts which you would like the court to consider, and the legal basis to suppress the evidence.

 Topic Hospital staffing and patients not being able to have visits therefore relyinging on Facetime

Introduction

• Summarize your need, target population, and setting (PO #1).
• Provide a high-level overview of your intervention plan (PO #4).
• Justify the importance of your need and intervention plan (PO #1).
• Provide a high-level overview of your implementation plan (PO #4).
• Provide a high-level over view of your evaluation plan (PO #4).

Reminder: these instructions are an outline. Your heading for this this section should be Problem Statement and not Part 1: Problem Statement.

Part 1: Problem Statement

Need Statement

• Analyze a health promotion, quality improvement, prevention, education or management need (PO #1).

Population and Setting

• Describe a target population and setting in which an identified need will be addressed (PO #4).

Intervention Overview

• Explain an overview of one or more interventions that would help address an identified need within a target population and setting (PO #3).

Comparison of Approaches

• Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting. (PO #5).

Initial Outcome Draft

• Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education or management need (PO #4).

Time Estimate

• Propose a rough time frame for the development and implementation of an intervention to address and identified need (PO #1).

Part 2: Literature Review

• Analyze current evidence to validate an identified need and its appropriateness within the target population and setting (PO #2).
• Evaluate and synthesize resources from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need (PO #7).

PART 3: INTERVENTION PLAN

Intervention Plan Components

• Define the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need (PO #4).
• Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components (PO #4).

Theoretical Foundations

• Evaluate theoretical nursing models, strategies from other disciplines, and health care technologies relevant to an intervention plan (PO #6).
• Justify the major components of an intervention by referencing relevant and contemporary evidence from the literature and best practices (PO #2).

Stakeholders, Policy, and Regulations

• Analyze the impact of stakeholder needs, health care policy, regulations, and governing bodies relevant to health care practice and specific components of an intervention plan (PO #7).

Ethical and Legal Implications

• Analyze relevant ethical and legal issues related to health care practice, organizational change, and specific components of an intervention plan (PO #1).

Part 4: Implementation Plan

Management and Leadership

• Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan (PO #5).
• Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs (PO #1).

Delivery and Technology

• Propose appropriate delivery methods to implement an intervention which will improve the quality of the project (PO #3).
• Evaluate the current and emerging technological options related to the proposed delivery methods (PO #6).

Stakeholders, Policy, and Regulations

• Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan (PO #5).
• Propose existing or new policy considerations that would support the implementation of an intervention plan (PO #7).

Timeline

• Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation (PO #1).

Part 5: Evaluation of Plan

• Define the outcomes that are the goal of an intervention plan (PO #4).
• Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need (PO #3).

Part 6: Discussion

Advocacy

• Analyze the nurse’s role in leading change and driving improvements in the quality and experience of care (PO #1).
• Explain how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan (PO #5).

Future Steps

• Explain how the current project could be improved upon to create a bigger impact in the target population as well as to take advantage of emerging technology and care models to improve outcomes and safety (PO #6).

Reflection on Leading Change and Improvement

• Reflect on how the project has impacted your ability to lead change in personal practice and future leadership positions (PO #1).
• Reflect on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into your personal practice to drive quality improvement in other contexts (PO #3).

Address Generally Throughout

• Integrate resources from diverse sources that illustrate support for all aspects of the project as appropriate throughout the final submission (PO #2).
• Clearly, concisely, and cohesively articulate a health care need, population, setting, stakeholders, supporting evidence, intervention, and evaluation (PO #6).
• Integrate writing feedback to improve the clarity and quality of final product.