WGU UOT TASK 1 ORGANIZATIONAL LEADERSHIP AND INTERPROFESSIONAL TEAM DEVELOPMENT

WGU UOT TASK 1 ORGANIZATIONAL LEADERSHIP AND INTERPROFESSIONAL TEAM DEVELOPMENT WGU UOT TASK 1 ORGANIZATIONAL LEADERSHIP AND INTERPROFESSIONAL TEAM DEVELOPMENT Permalink: https://nursingpaperessays.com/ wgu-uot-task-1-o…team-development / WGU Performance Assessment 12/8/19, 8(40 PM UOT2 — UOT TASK 1 ORGANIZATIONAL LEADERSHIP AND INTERPROFESSIONAL TEAM DEVELOPMENT — C158 PRFA — UOT2 COMPETENCIES 7006.01.01 : Leadership Concepts and Theories The graduate evaluates leadership practices that support accountability and integrity within an organization. WGU UOT TASK 1 Organizational Leadership And Interprofessional Team Development 7006.01.02 : Systems Theory and Change Theory The graduate relates systems theory and change theory to the design, delivery, and evaluation of healthcare. 7006.01.03 : Role Development and Effective Interprofessional Teams The graduate analyzes effective leadership strategies within the context of the interprofessional team. 7006.01.04 : Business and Economic Principles and Practices The graduate identifies the impact of business and economic principles and practices, and regulatory requirements on the provision of healthcare. 7006.01.05 : Contemporary Healthcare Leadership Issues The graduate analyzes the impact of contemporary healthcare trends and practices on the delivery of healthcare. INTRODUCTION Healthcare is a complicated system that includes unique economic processes, regulatory requirements, and quality indicators that are not found in traditional business settings. Therefore, developing unique skill sets relating to organizational leadership and interprofessional team development is essential for leaders within the healthcare industry at any level. As the complexity within the healthcare industry increases, it is important to understand the comprehensive approach to patient care management across the continuum and how the concepts of organizational leadership and team development support leaders in creating a patient-centric environment. The purpose of this assessment is to provide a framework through which you can experience and understand the unique leadership concepts within healthcare and understand the implications of business and regulatory requirements in providing patient-centered care. You will use a system theory or a change theory, self-assessment tools, and team development concepts to design a strategy to increase patient-centered care. Using leadership concepts and theories, you will ensure a sustainable model of healthcare delivery throughout the changing healthcare system that considers future trends, evidencehttps://tasks.wgu.edu/student/000263647/course/4200008/task/1083/overview Page 1 of 8 WGU Performance Assessment 12/8/19, 8(40 PM based practice, and regulatory expansion. WGU UOT TASK 1 Organizational Leadership And Interprofessional Team Development . For this assessment, you will use the attached “Patient-and Family-Centered Care Organizational SelfAssessment Tool,” to analyze how patient- and family-centered the healthcare setting is. This form will guide you in evaluating this healthcare setting for strengths and weaknesses in patient-centered care attributes. Based on your analysis, you will create a strategy to improve patient-family-centered care. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Professional Communications is a required aspect to pass this task. Completion of a spell check and grammar check prior to submitting your final work is strongly recommended. Note: Any information that would be considered confidential, proprietary, or personal in nature should not be included. Do not include the actual names or other personally identifiable information of people or stakeholders involved. Fictional names should be used. Also, agency-specific data, including any financial information, should not be included but should be addressed in a general fashion as appropriate. A. Analyze how business practices, regulatory requirements, and reimbursement impact patient-familycentered care within a healthcare organization. B. Complete the attached “Patient-and Family-Centered Care Organizational Self-Assessment Tool” (PFCC) for a healthcare organization. Note: The PFCC tool is a subjective tool used to assess the organization you have chosen. 1. Describe the healthcare setting you used in the PFCC. Note: Please include the type of facility, the services provided by the facility and the diverse ethnic groups cared for by the facility. 2. Using the completed PFCC tool, describe the strengths and weaknesses of the organization for each domain. C. Identify one area of improvement from the weaknesses identified in part B2. 1. Create a strategy to increase patient-centeredness in the organization by addressing the weakness from part C. a. Discuss how you would apply either system theory or change theory in the development of https://tasks.wgu.edu/student/000263647/course/4200008/task/1083/overview Page 2 of 8 WGU Performance Assessment 12/8/19, 8(40 PM your strategy to address the chosen weakness. Note: The strategy should include the development of a multi-disciplinary team and how patientfamily centered care can be improved. 2. Discuss the financial implications of implementing this strategy. 3. Discuss the methods you will use to evaluate the effectiveness of your strategy. D. Create a multidisciplinary team by identifying the following: • potential members that will assist you in implementing the identified strategy • The role of each team member 1. Discuss how cultural diversity within the team supports patient-centered, culturally competent care. 2. Using one of the leadership theories below, discuss the leadership style you would utilize in developing your team: • transactional leadership • transformational leadership • emotional leadership • traditional leadership 3. Discuss how the team will work together to implement the strategy to address the weakness identified in part C1. 4. Describe how the team will communicate the identified strategy and intended outcomes to the healthcare organization. 5. Describe a specific tool you could use to develop the team’s self-assessment skills. E. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized. RUBRIC ARTICULATION OF RESPONSE (CLARITY, ORGANIZATION, MECHANICS): NOT EVIDENT COMPETENT The candidate provides unsat- APPROACHING COMPETENCY isfactory articulation of The candidate provides weak quate articulation of response. response. articulation of response. The candidate provides ade- A. BUSINESS PRACTICES : NOT EVIDENT The analysis of how business APPROACHING COMPETENCY https://tasks.wgu.edu/student/000263647/course/4200008/task/1083/overview COMPETENT The analysis includes how busiPage 3 of 8 WGU Performance Assessment 12/8/19, 8(40 PM practices, regulatory require- The analysis does not include ness practices, regulatory re- ments, and reimbursement im- how business practices, regula- quirements, and reimbursement pact patient-centered care is tory requirements, or reim- impact patient centered care not provided or is fundamen- bursement impact patient-cen- within a healthcare tally unacceptable. tered care within a healthcare organization. organization. SELF-ASSESSMENT TOOL: NOT EVIDENT The completed PFCC is not APPROACHING COMPETENCY provided or is fundamentally Not applicable. COMPETENT The PFCC is complete. unacceptable. B1. SETTING DESCRIPTION: NOT EVIDENT COMPETENT The description of the health- APPROACHING COMPETENCY care setting is not provided or The description is missing in- picts the healthcare setting is fundamentally unacceptable. formation about the healthcare used for the PFCC, including the setting used for the PFCC, in- population served and facility cluding the population served, type. The description is clear facility type, or the community. and logical. The description thoroughly de- The description may be unclear or may contain some information that is impractical or illogical. WGU UOT TASK 1 Organizational Leadership And Interprofessional Team Development B2. STRENGTHS AND WEAKNESSES: NOT EVIDENT COMPETENT The description of the APPROACHING COMPETENCY strengths and/or weaknesses The description is missing at fies the strengths and/or weak- for each domain is not provided least one strength and/or nesses of the healthcare organi- or is fundamentally weakness of the healthcare or- zation for each domain using unacceptable. ganization for at least one do- the PFCC. The description is main. Or the description does clear and logical https://tasks.wgu.edu/student/000263647/course/4200008/task/1083/overview The description precisely identi- Page 4 of 8 WGU Performance Assessment 12/8/19, 8(40 PM not use the completed PFCC. The description may be unclear or may contain some illogical information about the strengths or weaknesses. AREA OF IMPROVEMENT: NOT EVIDENT COMPETENT The identification of 1 area of APPROACHING COMPETENCY improvement is not provided The identification area of im- tified from the weaknesses or is fundamentally provement is not relevant to identified in part B2. The selec- unacceptable. the weaknesses identified in tion is presented clearly and is part B2. The selection may be logical. An area of improvement is iden- unclear or contain information that is impractical or illogical. C1. IMPROVEMENT STRATEGY: NOT EVIDENT COMPETENT The strategy to increase pa- APPROACHING COMPETENCY tient-centeredness is not pro- The strategy is missing infor- tient-centeredness could be in- vided or is fundamentally mation about how patient-cen- creased, the strategy is relevant unacceptable. teredness could be increased, to the PFCC tool, and the strat- the strategy is not relevant to egy focuses on improving the the PFCC tool, or the strategy identified weakness. The strategy includes how pa- does not focus on improving the identified weakness. C1A. SYSTEM OR CHANGE THEORY : NOT EVIDENT COMPETENT The description of how the APPROACHING COMPETENCY candidate would apply a strate- The description is missing in- the candidate would apply the gy using system or change the- formation about how the can- strategy. The description in- ory is not provided or is funda- didate would apply the strate- cludes how the strategy would mentally unacceptable. gy. Or the description does not address the chosen weakness. include how the strategy would The description uses either sys- address the chosen weakness. tem theory or change theory. https://tasks.wgu.edu/student/000263647/course/4200008/task/1083/overview The description includes how Page 5 of 8 WGU Performance Assessment 12/8/19, 8(40 PM Or the description does not use either system theory or change theory. C2. FINANCIAL IMPLICATIONS: NOT EVIDENT COMPETENT The discussion of financial im- APPROACHING COMPETENCY plications is not provided or is The discussion is illogical or un- dresses the financial implica- fundamentally unacceptable. related to the strategy or is tions that the strategy may have missing information about how on the organization The discussion precisely ad- the financial implications may impact the organization. C3. METHODS: NOT EVIDENT COMPETENT The discussion of the methods APPROACHING COMPETENCY used to monitor the effective- The discussion is illogical or is clearly addresses how the ness of the strategy is not pro- missing information about how methods will be used to evalu- vided or is fundamentally the methods will be used to ate the effectiveness of the unacceptable. evaluate the effectiveness of strategy in increasing patient- the strategy in increasing pa- centered care. The discussion is logical, and tient-centered care. MULTIDISCIPLINARY TEAM: NOT EVIDENT COMPETENT The identification of team APPROACHING COMPETENCY members and their specific The identification of the multi- disciplinary team members and roles is not provided or is fun- disciplinary team members and their specific roles on the team damentally unacceptable. their specific roles on the team in assisting in implementing the in assisting in implementing the strategy is relevant and logical. The identification of the multi- strategy is unclear or unrelated to the strategy. D1. TEAM DIVERSITY : NOT EVIDENT APPROACHING COMPETENCY https://tasks.wgu.edu/student/000263647/course/4200008/task/1083/overview COMPETENT Page 6 of 8 WGU Performance Assessment 12/8/19, 8(40 PM The discussion of the impor- The discussion of the impor- The discussion logically ad- tance of cultural diversity with- tance of cultural diversity with- dresses the importance of cul- in the team is not provided or is in the team is missing informa- tural diversity within a team, in- fundamentally unacceptable. tion about representation or cluding representation and in- about how cultural diversity cluding how cultural diversity within the team supports pa- within a team supports patient- tient-centered, culturally com- centered, culturally competent petent care. care. COMPETENT The discussion of the leader- APPROACHING COMPETENCY ship style utilized to develop The discussion of the leader- style utilized in developing the the team is not provided or is ship style utilized in developing team uses one of the given lead- fundamentally unacceptable. the team is missing information ership theories and is relevant about the chosen leadership to implementing the identified theory or is missing informa- strategy. WGU UOT TASK 1 Organizational Leadership And Interprofessional Team Development D2.LEADERSHIP THEORIES : NOT EVIDENT The discussion of the leadership tion about how the leadership style is relevant to implementing the identified strategy. D3. IMPLEMENTATION OF STRATEGY: NOT EVIDENT COMPETENT The discussion of how the team APPROACHING COMPETENCY collaboratively implements the The discussion of how the team steps to collaboratively imple- strategy is not provided or is will collaboratively implement ment the strategy, including fundamentally unacceptable. the strategy is illogical or does team member and individual re- not include how the team will sponsibilities, and is relevant to work together or is not rele- the weakness identified in the vant to the weakness identified PFCC. The discussion clearly identifies in the PFCC. D4. COMMUNICATION TO ORGANIZATION: NOT EVIDENT COMPETENT The description of how the APPROACHING COMPETENCY team will communicate the The description is unclear or is will communicate the strategy https://tasks.wgu.edu/student/000263647/course/4200008/task/1083/overview The description of how the team Page 7 of 8 WGU Performance Assessment 12/8/19, 8(40 PM strategy and outcomes is not missing information about how and intended outcomes to the provided or is fundamentally the team will communicate the healthcare organization is logi- unacceptable. strategy or intended outcomes cal and clear. to the organization. D5. TOOLS FOR THE TEAM: NOT EVIDENT COMPETENT The description of the self-as- APPROACHING COMPETENCY sessment tool for the team is The description of the specific tool is provided and identifies not provided or is fundamen- tool is unrelated to or is miss- how the tool will help the team tally unacceptable. ing information about how the develop self-assessment skills. The description of the specific tool will help the team develop self-assessment skills. SOURCES: NOT EVIDENT COMPETENT The submission does not pro- APPROACHING COMPETENCY vide in-text citations and refer- The submission includes in-text citations and references and ences according to APA style. citations and references but demonstrates a consistent ap- does not demonstrate a consis- plication of APA style. The submission includes in-text tent application of APA style. SUPPORTING DOCUMENTS Patient-and Family-Centered Care Organizational Self-Assessment Tool.pdf https://tasks.wgu.edu/student/000263647/course/4200008/task/1083/overview Page 8 of 8 Running head: ORGANIZATIONAL LEADERSHIP Patient Family Centered Care Western Governors University Organizational Leadership and Interprofessional Team Development C158 Patient Family Centered Care 1 Organizational Leadership 2 Business Practices This section is asking for you to provide analysis that includes how (1) business practices, (2) regulatory requirements, and (3) reimbursement impact patient centered care within a healthcare organization. Make sure you tie these back to how they impact patient / family centered care. . A well developed paragraph for each is recommended. This section does not need to be specific to your organization. The business practices of today’s healthcare functions many working facets, which must meet specific guidelines when it comes to any patient care. A healthcare systems base its policy and practices on the DNV Accreditation policies and safety requirements, such as nurse to patient staffing ratios, the types of caregivers, the fulfillment of patient needs as measured by polling companies like Press Ganey, community relations, and adherence to state laws. These requirements are the basis with which healthcare organization functions. The patient and family centered care ideal is impacted by how these requirements are utilized. Patient and Family Centered Care Tool (PFCC) Please see attached document for completed PFCC Tool. (This allows the evaluator to know that you have uploaded the tool and to look at it in a separate attachment. The tool must be complete and attached.) Setting Description The description should thoroughly depict the healthcare setting used for the PFCC, including the population served and facility type. The description should be clear and logical. Consider facility size, types of care provided, age of facility, etc. This is the section in which Organizational Leadership 3 you are going to talk about your organization. Make sure you describe the community and the population that the facility serves. It does not have to be lengthy (1-2 paragraphs is sufficient). (Note: Because this task requires the creation of an interdisciplinary healthcare team, it is imperative that you choose a “healthcare facility” as your organization. If your place of employment does not meet this criteria, it is not a problem – you will just need to reach out to your assigned CM for assistance in determining the organization you will use. ) Strengths and Weaknesses of the Organization In this section you will identify and briefly describe the strength and weakness for each of the 11 domains from the PFCC tool. You may want to write a paragraph about each domain, using each domain as a subheading. Make sure the scores you gave the elements in the PFCC assessment tool match the narrative. If you rate all elements of one domain as a “5” you need to state, “no weaknesses identified”. You may want to create a table such as the one included below: Domain Leadership/Operations Mission, Vision, Values Advisors Quality Improvement Personnel Environment & Design Strength Weakness Organizational Leadership 4 Information/Education Diversity & Disparities Charting & Documentation Care Support Care Area of Improvement An area of improvement is identified from the weaknesses identified in part B2. The selection is presented clearly and is logical. You are to choose one element in one domain that you are going to choose to develop as your strategy. Improvement Strategy In this section you will provide a broad overview of the strategy you are going to use to address the area of improvement identified in section C above. WGU UOT TASK 1 Organizational Leadership And Interprofessional Team Development Patient- and Family-Centered Care Organizational Self-Assessment Tool Elements of Hospital-Based Patient- and Family-Centered Care (PFCC) and Examples of Current Practice with Patient and Family (PF) Partnerships Domain Element 1 Low to High Do not know Leadership / Operations Clear statement of commitment to Patient Family Centered Care and Patient/Family partnerships 1 2 3 4 x 5 Explicit expectation, accountability, measurement of Patient Family Centered Care 1 2 3 x 4 5 Patient/Family inclusion in policy, procedure, program, guideline development, Governing Board activities 1 2 x 3 4 5 Mission, Vision, Values Patient Family Centered Care included in Mission, Values, and/or Core Values 1 2 3 x 4 5 Patient/Family “friendly” Patient Bill of Rights and Responsibilities 1 2 3 4 5 x Advisors Patient/Family serve on hospital committees 1 x 2 3 4 5 Patient/Family participate in quality and safety rounds 1 2 x 3 4 5 Patient and family advisory councils 1 x 2 3 4 5 Quality Improvement Patient/Family voice informs strategic / operational aims/goals 1 2 3 x 4 5 Patients/Families active participants on task forces, QI teams 1 x 2 3 4 5 Patient/Family interviewed as part of walk-rounds 1 2 x 3 4 5 Patient/Family participate in quality, safety, and risk meetings 1 x 2 3 4 5 Patient/Family part of team attending IHI, NPSF, and other meetings 1 2 x 3 4 5 Personnel Expectation for collaboration with Patient/Family in job descriptions & Policies in Performance Appraisal Process 1 2 x 3 4 5 Patient/Family participate on interview teams, search committees 1 x 2 3 4 5 Patient/Family welcome new staff at new employee orientation 1 x 2 3 4 5 Staff/physicians prepared for & supported in Patient/Family Centered Care practice 1 2 3 4 5 x Environment And Design Patient/Family participate fully in all clinical design projects 1 x 2 3 4 5 Environment supports patient and family presence and participation as well as interdisciplinary collaboration 1 2 3 4 5 x 1 Codes: PFCC=Patient- and Family-Centered Care; PF=Patient and Family; PAS= Performance Appraisal System Institute for Healthcare Improvement and the National Initiative of Children’s Healthcare Quality, developed in partnership with the Institute for Family-Centered Care Page 1 Patient- and Family-Centered Care Organizational Self-Assessment Tool Elements of Hospital-Based Patient- and Family-Centered Care (PFCC) and Examples of Current Practice with Patient and Family (PF) Partnerships. WGU UOT TASK 1 Organizational Leadership And Interprofessional Team Development Domain Element 2 Low High Do not know Information / Education Web portals provide specific resources for Patient/Family 1 2 3 4 x 5 Clinician email access from PF is encouraged and safe 1 2 3 4 x 5 Patient/Family serve as educators/faculty for clinicians and other staff 1 2 3 4 x 5 Patient/Family access to / encouraged to use resource rooms 1 2 3 4 x 5 Domain Element 3 Low High Do not know Diversity & Disparities Careful collection and measurement; race / ethnicity / language 1 2 3 4 x 5 Patient/Family provided timely access to interpreter services 1 2 3 4 x 5 Navigator programs for minority and underserved patients 1 2 x 3 4 5 Educational materials at appropriate literacy levels 1 2 x 3 4 5 Charting and Documentation Patient/Family have full and easy access to paper/electronic record 1 2 3 4 x 5 Patient and family are able to chart 1 x 2 3 4 5 Care Support Families members of care team, not visitors, with 24/7 access 1 x 2 3 4 5 Families can stay, join in rounds & change of shift report 1 2 3 4 5 x Patient/Family find support, disclosure, apology with error and harm 1 x 2 3 4 5 Family presence allowed/ supported during rescue events 1 2 3 x 4 5 Patient/Family are able to activate rapid response systems 1 x 2 3 4 5 Patients receive updated medication history at each visit 1 2 3 4 x 5 2 Codes: PFCC=Patient- and Family-Centered Care; PF=Patient and Family; PAS= Performance Appraisal System 3 Codes: PFCC=Patient- and Family-Centered Care; PF=Patient and Family; PAS= Performance Appraisal System Institute for Healthcare Improvement and the National Initiative of Children’s Healthcare Quality, developed in partnership with the Institute for Family-Centered Care Page 2 Patient- and Family-Centered Care Organizational Self-Assessment Tool Elements of Hospital-Based Patient- and Family-Centered Care (PFCC) and Examples of Current Practice with Patient and Family (PF) Partnerships Domain Element 4 Low High Do Not Know Care Patient/Family engage with clinicians in collaborative goal setting 1 2 3 x 4 5 Patient/Family listened to, respected, treated as partners in care 1 2 3 x 4 5 Actively involve families in care planning and transitions 1 2 3 x 4 5 Pain is respectively managed in partnership with patient and family 1 2 3 x 4 5 4 Codes: PFCC=Patient- and Family-Centered Care; PF=Patient and Family; PAS= Performance Appraisal System Institute for Healthcare Improvement and the National Initiative of Children’s Healthcare Quality, developed in partnership with the Institute for Family-Centered Care Page 3 Organizational Leadership and Interprofessional Team Development Sample Business Practices The healthcare industry is ever-changing, and the latest focus is around patient-family centered care. Healthcare organizations are now working to the Triple Aim. The Triple Aim looks at improving the patient experience of care (including quality and satisfaction), improving the health of the community population and reducing the per capita cost of healthcare (Rousel, 2016). Patient-family centered care moves the patient and family to the forefront of the care team and allowing them to have an active role in the decision making of the patient’s care. This change works to improve the relationship between the physicians, care team, patient, and family and improve the patients overall care experience. Involving the patient and family in the care decision making supports the wellbeing of the patient physically but psychologically as well. Changes to policies and procedures including patient care protocols must be made to ensure the patient and family are an active part of the patients care. Some of these changes are more open and longer visitation hours and allowing a healthcare representative to stay with the patient 24/7 in the intensive care units. Patients and families are also given to opportunity to provide feedback on their healthcare experience. The hospitals use the feedback provided to continue to make changes and improve the care provided. WGU UOT TASK 1 Organizational Leadership And Interprofessional Team Development Regulatory bodies such as Centers for Medicare and Medicaid Services (CMS) and the Joint Commission (JACHO) as well as many others set healthcare standards and regulations to ensure that organizations provide safe care to patients. Many of these regulatory bodies have set requirements that the healthcare organization must include patient-family centered care as well as patient safety in their mission. In 2010, the Affordable Care Act was passed with the intention of providing more affordable and easier accessible care to all. With the passing of this act, healthcare organizations are now to pushed to provide safe, quality care while working to save costs at the same time. These regulatory bodies can also use the regulation and standards set to affect the reimbursements received based on the care provided to patients. Hospitals are no longer reimbursed solely on the quantity of care services they provide but also on the quality of services provided. CMS initiated the Value-Based Purchasing program that rewards healthcare organizations for the quality care they provide to Medicare patients. The HCAHPS (Hospital Consumer Assessment of Healthcare Providers and Systems) survey from CMS, is the first publicly reported survey of patients’ perspectives of hospital care. CMS publishes participating hospitals’ HCAHPS scores four times a year. The Patient Protection and Affordable Care Act includes HCAHPS in its measure used to calculate value-based incentive payments in the Hospital Value-Based Purchasing program (CMS, 2017). Patient and Family Centered Care Tool (PFCC) Please see separately attached document for completed PFCC Tool. Setting Description The health care setting is a local, not-for-profit general and acute care facility with 435 inpatient beds as well as 46 primary and specialty physician offices (CaroMont Health, 2019). This hospital is just off a busy interstate in a rapidly growing area. The facility is a Level III Trauma Center, has 27 critical care beds, several monitored-telemetry units, medical-surgical, a neurological unit, orthopedic unit, psychiatric unit for pediatric and adult patients and a pediatric ER. In 2018, Gaston County had a population of around 222,000 residents containing a diverse mix of ethnic groups from Caucasians, African Americans, and Hispanics with 94.6% being US citizens. In Gaston County, 84.1% of the population 25 years of age and older have a high school diploma or higher and 20.5% have a bachelor’s degree or higher. The median household income in 2017 was $46,626 with 15.1% of the population leaving at or below the national poverty level (Census, 2018). S trengths and Weaknesses of the Organization Domain Strength Weakness Leadership/Operations Commitment to the patient- and family-centered care is clearly stated with set expectations. The patient is always included in the development of policies and procedures but not always the family. Mission, Vision, Values Mission, Vision, Values promotes a collaborative approach to care for the entire community. Patient Bill of Rights clearly posted throughout the hospital for patients and families. Again, although the patient is at the forefront of the mission, vision the family is not always taken into account. Advisors Staff is encouraged to include patient and families in their beside rounding and shift report. Although there is one committee that includes the community, patients and families do not serve on most advisory councils at the hospital. Quality Improvement Patients and families are rounded on by unit leadership and input are considered for operational goals. WGU UOT TASK 1 Organizational Leadership And Interprofessional Team Development Patients and families are not active members of council meetings or quality improvement projects. Personnel Patient- and family-centered care is an expectation in all patient care job roles. The staff engages patients and families in care and education. Patients and families are not involved in the hiring or orientation process… Environment & Design The environment supports family presence during the hospital stay with open visitation hours. Patients and families do not typically participate in clinical design projects. Information/Education Patient web portals and resources are easy to navigate and email communication with providers is encouraged. Patient and families are not utilized to their fullest capabilities as educators on their specific conditions. Diversity & Disparities 24-hour access available for face to face interpreters using an application via iPad. Staff is not able to change the literacy level for education materials provided to patients and families. Charting & Documentation Patients and families have access to their records via “My Chart” and encouraged to review their records frequently. Patients can mark medications for removal via “My Chart” but can not chart in their patient record. Care Support Families can activate a rapid response if they feel immediate care is warranted. Families are often times no

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Greek Indian and Cuban Heritage Essay

Greek Indian and Cuban Heritage Essay ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Greek Indian and Cuban Heritage Essay People of Greek Heritage. People of Cuban Heritage. People of Hindu Heritage. Read chapter 11, 16 and 30 of the class textbook and review the attached PowerPoint presentations. Read Content chapter 30 in Davis Plus Online Website. Once done present an 800 words essay contracting the cultural and health care beliefs of the Greek, Cuban and Hindu heritage. Please note we are studying two oriental and one occidental heritage. In the essay mention how the Greek and Hindu heritage has influenced the Cuban heritage in term of health care beliefs. Greek Indian and Cuban Heritage Essay You must cite at least 3 evidence-based references no older than 5 years excluding the class textbook. A minimum of 800 words must be presented excluding the first and reference page. APA format, Times New Roman, 12 font cultural_nursing_ch16.pptx cultural_nursing_ch11.ppt cultural_nursing_ch33.ppt chapter_30.docx Chapter 30 People of Greek Heritage Irena Papadopoulos and Larry D. Purnell We wish to acknowledge Maria Athanasopoulou’s contribution in obtaining data that helped to update this chapter. Overview, Inhabited Localities, and Topography Overview This chapter presents two groups of people with Greek heritage. The first group refers to those people or their ancestors who emigrated from Greece. The second group originated in Cyprus. Both groups share the same history and have a common language and re- ligion. The Greek and Greek Cypriot diaspora is of considerable size and is spread to all continents and numerous countries. The largest Greek community outside Greece is in America; the largest Greek Cypriot community outside Greece is in Britain. Therefore, the main focus of this chapter is on the large Greek American community, with a secondary focus on the British Cypriot community. Although ge- ographic location and social context are important, many of the issues and principles discussed in this chapter can be applied to the broader diaspora. When the term American is used in this chapter, it refers to residents of both Canada and the United States. Greek Indian and Cuban Heritage Essay Greece, a small country in southern Europe with a climate similar to that of southern California, covers slightly more than 50,000 square miles (131,940 sq km) and has a population of over 10.7 million (CIA World Factbook, 2011a). The capital, Athens, has a popula- tion of 3.252 million. The population is 93 percent Greek and the rest other. Greece does not collect data on ethnicity (CIA World Factbook, 2011a). The land is very mountainous with small patches of fertile land separated by hills, mountains, and a plethora of small and medium-sized islands. The main crops are wheat, grapes, olives, cotton, and tobacco. Geopolitical boundaries have shifted dramatically over time. Greeks struggled under 400 years of Turkish rule, which ended in 1829. At that time, the Peloponnese, central Greece, and some of the Aegean Islands were freed. Later, Thessaly, Macedonia, Crete, the Ionian Islands, Epirus, Thrace, and the Dodecanese were incorporated into Greece’s boundaries. Greece joined the European Union in 1981. Cyprus, located in the most eastern part of the Mediterranean Sea, is a small mountainous island with an area of 3572 square miles (9251 sq km). The capital is Nicosia with a population of 240,000 people. The total population of Cypriots is 1,240,000 million of whom 77 percent are Greek Cypriots, 18 percent are Turkish Cypriots, and 5 percent other (CIA World Factbook, 2011b). Since the entry of Cyprus into the European Union, a significant increase of economic migrants and asylum seekers has been recorded (Cyprus Statistical Services, 2011). Cyprus has a rich history and culture, the result of many influences over 9000 years. Mycenean and Achaean Greeks settled in Cyprus around the 14th century B.C. After the Trojan War, legendary Greek heroes visited the island, where they were associated with the founding of great cities such as Salamis, Kourion, and Paphos. The Achaean Greeks had a profound and lasting influence on the culture of Cyprus, introducing their language, religion, and customs. After the death of Christ, St. Paul trav- eled to Cyprus, where he was joined by St. Barnabas and St. Mark. The island was the first country to have a Christian ruler when Sergius Paulus was converted. The Greek Orthodox Church stems from Cyprus. Cyprus gained its independence from Britain in 1960; however, the Constitution of the Republic of Cyprus proved unworkable, making a smooth imple- mentation impossible. Following episodes of ethnic conflict between Greek and Turkish Cypriots, Cyprus was divided in 1974 following the invasion of Turkey. Almost half the population was displaced, with Greek Cypriots settling in the south and west of the island and Turkish Cypriots settling in the north and east. The characteristics of members of the Greek and Greek Cypriot communities vary considerably accord- ing to the time of immigration (with earlier immi- grants being predominantly younger, rural males), the characteristics of the site of immigration (rural, 1 2 Aggregate Data for Cultural-Specific Groups island, or urban), the variant cultural characteristics (refer to chapter 1 in this book ), and the number of generations since initial immigration. Despite consid- erable temporal and geographic variation, several core themes are common to people who retain affiliation with a Greek community—emphasis on family, honor, religion, education, and Greek heritage. The core values of philotimo (honor and respect) and endropi (shame) are key when considering the experience of Greeks and Greek Cypriots. Although values of honor and shame are found in all societies, these attain immense importance among Mediterranean groups. Although philotimo is a characteristic of one’s family, community, and nation, it most centrally implies con- cern for other human beings. Philotimo is a Greek’s sense of honor and worth, derived from one’s self- image, reflected image (respect), and sense of pride. Philotimo is enhanced through courage, strength, fulfilling family obligations, competition with other people, hospitality, and right behavior. Shame results REFLECTIVE EXERCISE 30.1 Mr. Marios Stavrakis is a 49-year-old Greek who arrived in NewYork from Crete at the age of 21.After working very hard doing different jobs for a number of years he saved enough money with which he started a business with his best friend Mr. Soteris Ioannou, who is also his son’s godfather. As the busi- ness grew the partners spent less time with each other since each one had separate responsibilities within the company. About a year ago Mr. Stavrakis developed signs of depres- sion. His wife noticed that he was worried about something, was frequently anxious, and at the same time appeared to have less energy and vitality than usual.When he started ne- glecting the business he so much loved and had worked so hard to make successful, his wife insisted that he see a doctor. Mr. Stavrakis was prescribed antidepressants but took the medication infrequently and then he stopped it all together. His condition deteriorated and he began to obsessively talk about philotimo .When he eventually saw a psychiatrist he explained that he discovered that his best friend and business partner was making deals behind his back and that he was embezzling money from the company. He had suspected this some time ago but did not want to report his best friend to the police while at the same time he could not deal with his anger and disappointment as he felt totally betrayed by a man whom he trusted. from any conduct that is considered deviant. The sys- tem of honor and shame in the Mediterranean coun- tries derives from the complementary opposition of the sexes, the solidarity of the family, and the relation- ships of hostility and competition between unrelated or unconnected families. Heritage and Residence Today, Greeks in America are a composite of three immigrant groups: an older group who came before or just after World War I, a second group who arrived after the relaxation of immigration laws in the mid- 1960s and who constitute the main group in the Greek American community, and the American-born chil- dren and grandchildren of these immigrants. The earlier Greek immigrants congregated for the most part in the western states of Utah, Colorado, and Nevada, where they worked in mines and on railroad crews; in the New England states of New Hampshire, Massachusetts, and Connecticut, where they worked in shoe and textile factories; and in the large northern cities of Chicago, Detroit, Toledo, Milwaukee, Philadelphia, Buffalo, Cleveland, and New York, where they worked in factories or found jobs as shoe shiners or peddlers. The greatest proportion of Greeks in America contin- ues to live in the Northeast and the Midwest. Most live in large urban areas such as New York and Chicago. Whereas new immigrants still tend to gravi- tate toward the established Greek communities in cities, many Greeks in America have relocated to the suburbs (Moskos, 1989). The Greek communities in the United States and Canada are the biggest Greek diasporic communities. It is estimated that there are 1.2 million people of Greek heritage living in the United States and around 350,000 in Canada (Kitroef, 2009). Reasons for Migration and Associated Economic Factors Significant Greek migration occurred during the late 19th and early 20th centuries. During this period, mi- gration depleted the population of Greece by about one-fifth. Economic factors were largely responsible for this mass exodus. In the latter part of the 19th century, Greece suffered a major economic crisis resulting from a nearly complete failure of its major crop, currants; relatively heavy governmental taxation to sustain an army against hostilities with Turkey; and family pres- sure on fathers and brothers to supply a substantial dowry for unmarried women in the family. Before the 1880s, relatively few Greek immigrants entered the United States. It was not until the start of the 20th century that massive numbers of Greek immi- grants came to America. Greek Indian and Cuban Heritage Essay Between 1900 and 1920, almost 350,000 Greeks came to America, 95 percent of them men (Scourby, 1984). They came with dreams of economic opportunity in How has the belief about the importance of philotimo influenced the behavior of Mr. Stavrakis? Why was Mr. Stavrakis reluctant to report his friend to the police? What cultural values influenced his actions? Why did he not seek medical help and why was he eventually persuaded by his wife to see a doctor? America, hoping to make enough money to provide good dowries for their sisters and daughters and to be able to return to Greece with enough money to live comfortably in their villages. At the time, Greece was beleaguered by turbulent internal politics and was a difficult place for the average Greek peasant to earn a decent living. Most Greek migrants planned to stay in the United States for a short period of time, and one in four of them managed to achieve this. As the arrival of young Greek women—potential wives—post 1920s increased, a number of men decided to put more permanent roots in their host country. With growing communities, and the establishment of small family businesses, Greek migrants began to integrate into American society (Kitroef, 2009). Legislation passed in 1921 and 1924 transformed America’s open-door policy toward European immi- grants into a closed-door policy greatly affecting the number of Greek immigrants who came into the country. While in 1921, 28,000 Greek immigrants came to America, the next year, the quota of Greeks allowed into the country was reduced to 100. This was raised to 307 in 1929, and remained at that level for three decades (Moskos, 1989). Greek immigrants who had cared little about becoming American citizens saw citizenship as the only chance to bring other family members to America or to be able to return to America after visiting Greece. In addition, because fewer people were emigrating from Greece, member- ship in the Greek American community consisted of increasing numbers of American-born Greeks. During most of the 1930s, the number of Greeks returning to Greece exceeded the number coming to America (Moskos, 1989). Despite the economic down- turn in the United States, Greeks in America managed to invest a great deal of energy in their communities. Greek-language schools were started for their chil- dren, the Greek Orthodox Archdiocese centralized, and charitable organizations were established for the poor. When the Great Depression came, however, everyone in America was affected, including the Greek immigrants. Many businesses failed, jobs were lost, and fortunes disappeared. The Italian invasion of Greece in 1940 precipi- tated Greece’s entry into World War II and a great outpouring of support from the Greek American community for the home country. After America en- tered the war in 1941, the intermingling of Greek and American interests produced a combination of American patriotism with Greek ethnic pride, which underscored the great love that Greeks in America felt for both their home and their adopted countries. The immigration laws, however, kept the actual number of new Greek immigrants to a minimum until the 1950s (U.S. Immigration and Naturaliza- tion Service, 1993). Although the quota system was maintained, special legislation in 1953 allowed those who had been dis- placed by the war and those who wished to reunite with their families to enter America. In addition, countries were allowed to “borrow” on quotas for future years. As a result, approximately 70,000 Greeks entered the United States between World War II and 1965. During this time, the immigration laws dating from the 1920s were liberalized. This large influx rejuvenated the Greek American community’s ties to Greece and changed the composition of the Greek community from Greeks with American citizenship to Americans of Greek descent. By this time, the third generation of Greek Americans was being born. The Immigration Act of 1965 lifted the earlier restrictive quotas, allowing more Greeks to immigrate to America. Whereas the U.S. Census 2000 reported that 1,153,307 people of Greek descent lived in America, in 2006, 12,723 Greeks emigrated to the United States (Statistical Yearbook, 2006). The decline in Greek im- migration to the United States is attributed to several factors that are largely economic. Improvement of economic conditions in Greece has lessened the impe- tus to emigrate. Canada and Australia have more lenient visa requirements than the United States. Finally, with the entry of Greece into the European Union (EU) in 1981, Greeks were able to freely move within the EU, thus reducing the number of people emigrating to the United States to an estimated 2000 per year. Greece in the 21st century is changing from a country of outward emigration to one of inward immigration. Immigration for Greek Cypriots is a very old phe- nomenon (Panayides, 1988). This is exemplified by the figures from a survey published by the Ministry of Education in Cyprus and cited by the Cyprus High Commission in Britain (1986), which numbered the Cypriot population in London as 208 in 1911; 1059 in 1931; 10,208 in 1941; 41,898 in 1961; and 78,476 in 1964. The first major group of Greek Cypriots who emigrated to Britain arrived in the 1930s. Because Cyprus was a British colony, young men seeking employment made their way to Britain and primarily settled in the Camden Town and Soho areas of London but later spread to Islington, Hackney, and northward to Haringey. The second wave of emigration occurred in 1960 to 1961 when 25,000 Cypriots left for Britain when Cyprus became a republic. This number was reduced to less than 2000 a year after the Commonwealth Immigrants Act of 1962. The last wave of emigration occurred in 1974 following the troubles between the Turkish and the Greek Cypriots, when an estimated 50 percent of Cypriot people became refugees in their own country. By 1974, an estimated 120,000 Cypriots were in Britain, of whom five out of six were of Greek origin and the remainder of Turkish origin. People of Greek Heritage 3 4 Aggregate Data for Cultural-Specific Groups In 1986, the Cyprus High Commission reported that some 200,000 Cypriot-born people and descendants of Cypriots (Greek and Turkish) were living in Britain. In 1996, the Greek Orthodox Archdiocese in Great Britain reported that London alone was home to more than 250,000 Greek and Greek Cypriot people. These figures were derived from church attendance, numbers of wed- dings, baptisms, and funerals performed, as well as by the number of children attending the church-run and independent Greek schools. In addition to the London- based Greek Cypriot population, large communities are found in many other British cities, particularly Birmingham, Bristol, Manchester, Great Yarmouth, and Glasgow. The Greek and Greek Cypriot commu- nities in Great Britain continue to increase, and in 2011 they are estimated to be in excess of 300,000. Educational Status and Occupations Most early Greek and Greek Cypriot immigrants were poor men who had limited education. However, they had a very strong work ethic, determination, and eth- nic pride. Their achievements are evident in the schooling patterns of Greek immigrants and fostered by the competitive dimension of the Greek character. Greek children are expected to succeed in school. This attitude is fostered by an achievement orientation, high educational and occupational aspirations, a cohesive family unit that exhorts children to succeed, nationalistic identification with the cultural glories of ancient Greece, and private schools that teach the Greek language and culture (Marjoribanks, 1994). Typically, this pattern of achievement continues into adulthood and is reflected in career success. Most third-generation Greeks in America have at- tended college. During the 1965 immigration, Greeks coming to America included educated professionals and students in professional fields such as engineer- ing, medicine and surgery, and other academic areas (Moskos, 1989). A common theme (repeated so often it has become an archetype) is that of Greek parents who came from an impoverished land with no money or education. Lacking English language skills, most of these immi- grants had no recourse except to accept low-paying jobs as peddlers pushing carts and shoe shiners. Greek and Greek Cypriot men disliked working for others and considered it a violation of pride ( philotimo ). They were industrious and frugal and eventually saved enough money to start their own businesses, such as restaurants and cigar and candy stores (Lovell-Troy, 1990). In Britain, a number of Greek Cypriots estab- lished small clothing factories, and some opened food shops specializing in foods imported from Cyprus. Greek and Greek Cypriot people take pride in con- trolling their own businesses and have done very well economically. Initially, they sought these opportuni- ties to save money to return to their homeland, but the more successful they became, the more likely they were to remain in America and Britain. In America, Greek immigrants who earned only mar- ginal wages were more likely to return to Greece. This description represents the typical pattern in the eastern and northern parts of America. In the west, men worked on railroads and in mines and exhibited greater rates of marriage outside the Greek community because of their smaller numbers in these more-remote commu- nities. Often, once they had settled, worked hard, and acquired some capital, these Greeks too became entre- preneurs, opening shops and small businesses and even- tually acquiring American citizenship. In the United States, Greek immigrants attained middle-class status more rapidly than most of their fellow immigrants. As America grew more affluent in the 1920s, so did the Greek immigrants. During the 1950s, even more Greeks in America ascended into the middle class. American-born Greeks held mostly white-collar jobs, and many Greek immigrants owned small businesses. Professions such as engineering, medicine, pharmacy, scientific research, and teaching are favored by Greek Americans (Kunkelman, 1990). Second and subsequent generations of Greeks and Greek Cypriots continue to establish their own or run family businesses (Kapa Research, 2007), although more of them are currently entering professions such as medicine, accounting, and law. Communication Dominant Languages and Dialects Although all Greeks, whether in Greece, Cyprus, or the diaspora, use the same form of written Greek, regional and country variations in spoken Greek do exist. Diasporic Greek communities regard the reten- tion of the Greek language as an essential part of their Greek identity, so numerous efforts are continually being made to encourage second and subsequent generations to speak Greek. Papadopoulos and Pa- padopoulos (2000) surveyed young British-born Greeks and Greek Cypriots living in Britain to deter- mine how they defined themselves in terms of ethnic identity. Of the 94 people who responded, 87 defined themselves as British Greek/Greek Cypriots or just Greek/Greek Cypriots. Forty-six reported that they spoke Greek fluently, 35 spoke enough to “get by,” and 10 spoke “basic” Greek. Only three respondents reported not being able to speak any Greek. The spread of the Greek language is achieved by attending Greek-language schools, using Greek in the home, and regularly visiting Greece or Cyprus. Robins and Askoy (2001) argued that people of second and sub- sequent generations of any migrant community who are able to speak their mother tongue are more suc- cessful as they achieve greater cultural mobility. Knowledge of both Greek and English (or any other language, depending on the country of residence) en- ables people of Greek heritage to move through the cultural spaces both of their ancestors and of their adopted country. This is a helpful and nourishing process for both the individual and the collective. Cultural Communication Patterns Because Greeks and Greek Cypriots value warmth, expressiveness, and spontaneity, northern Europeans are often viewed as “cold” and lacking compassion. Protection of family members and maintenance of family solidarity tend to be foremost among their values. As a consequence, they are often friendly but somewhat superficial and distant with those considered “outsiders.” Greek and Greek Cypriot people tend to be expres- sive in both speech and gestures. They embrace family, friends, and others to indicate solidarity. Eye contact is generally direct, and speaking and sitting distances are closer than those of other European Americans. They gesture frequently with their hands while talk- ing. Whereas innermost feelings such as anxiety or de- pression are often shielded from outsiders, anger is expressed freely, sometimes to the discomfort of those from less-expressive groups. Greek Indian and Cuban Heritage Essay In health-care situations, patients often appear to be compliant in the presence of the health-care worker, but this may be only a superficial compliance, employed to ensure a smooth relationship. Greeks consider deeds to be much more important than what one says. Temporal Relationships Greeks and Greek Cypriots demonstrate a variety of temporal orientations. First, they are oriented to the past because they are highly conscious of the glories of ancient Greece. They are present oriented with re- gard to philotimo , family life, and situations involving family members. Finally, they tend to be future ori- ented with regard to educational and occupational achievements. Greek Americans differentiate between “Greek time,” which is used in family and social situations, and “American time,” which is used in business situa- tions. Greek time emphasizes participating in activities until they reach a natural breaking point, whereas American time emphasizes punctuality. Greek Indian and Cuban Heritage Essay Format for Names It is customary for honorific titles to be given to mem- bers of the community who are older people or oth- erwise respected. Terms such as Thia (aunt), Kyria (Mrs.), or Giagia (grandma) may be used. For Greeks and Greek Cypriots everywhere, having a Greek name is an important sign of their heritage. First names come either from the Bible, such as Maria and Petros (Peter), or from ancient Greek mythology and history, such as Eleni (Helen) and Alexandros (Alexander). Ideally, first daughters are named for the mother’s mother, and first sons after the father’s father. Follow- ing tradition, middle names are the first name of the father; thus, all children of Stavros might carry his first name as their middle name. In health-care situations, it is not appropriate to call older women or men by their first names. The prefix “Kyria” (Mrs) or “Kyrie” (Mr) should be used with the first name, for example, Kyria Maria or Kyrie Alexandre; the preferred mode of address is to use their surname preceded by Mr., Mrs., or Miss. Greek Indian and Cuban Heritage Essay Family Roles and Organization Head of Household and Gender Roles The father is considered the head of the household in Greek and Greek Cypriot families. However, the com- plexity of household dynamics is noted in the well- known folk phrase “the man is the head, but the wife is the neck that decides which way the head will turn.” This saying acknowledges the primacy of fathers in the public sphere and the strong influence of women in the private sphere. In recent years, increased recog- nition of a trend toward more equality in decision making has occurred. Most important, however, in consideration of gen- der roles are the complementary values of honor ( philotimo ) and shame ( endropi ). These core values tend to set the pattern for the family and for the enactment of gender roles. Although the educational levels of women have often matched those of their brothers in the past, women usually did not work out- side the home, particularly after they married. A woman may, however, have worked in her husband’s store or restaurant. Women of later generations who obtained professional degrees tended to work after their children were in school. The roles of husband and wife are characterized by mutual respect (a part- nership). However, their relationship is less signifi- cant than that of the family as a unit. Fathers are responsible for providing for the family, whereas women are responsible for management of the home and children. Traditionally, the cleanliness and order of the home reflect the moral character of the woman. Prescriptive, Restrictive, and Taboo Behaviors for Children and Adolescents Children are included in most family social activities and tend not to be left with babysitters. The child is the recipient of intense affection, helpful interventions, and strong admiration. The child may be disciplined through teasing, which is believed to “toughen” chil- dren and make them highly conscious of public opin- ion. The family environment has been identified as strongly pressuring for dependence and achievement. People of Greek Heritage 5 6 Aggregate Data for Cultural-Specific Groups REFLECTIVE EXERCISE 30.2 Mr. Andreas Georgiou was born in the United States in 1955. His parents had left Greece in 1952 to join his father’s brother, who had migrated a few years earlier.They both worked in his uncle’s small restaurant until they were able to open their own in partnership with his uncle.Andreas has two younger sisters. His parents spent whatever little time they had helping at the local Greek Orthodox Church and insisted that he and his sis- ters attend the Saturday Greek school. Andreas remembers his father saying,“We must never forget where we come from.” He also remembers how protective his parents were, particularly toward his sisters who, in his view, did not have the freedoms he had.“My parents always said that young women with sexual freedom have bad reputations and decent men do not want to marry them.” Both his sisters did well at school and were able to find good jobs and good husbands. He stud- ied art at the university and has his own printing business.Ten years ago,Andreas suffered from depression.“This started when I found out that my second child was severely disabled. I could not cope with it.We consulted numerous specialists searching for a cure.We prayed and prayed.At first,I could not speak about my son to anyone other than my closest family. I never shared my emotional turmoil with my work col- leagues, and this was a major stress for me. When I eventually had to share my ‘secret,’ they were all very understanding.” Greek Indian and Cuban Heritage Essay Today,Andreas was visiting his therapist for the last time.The therapist had helped him work through his self-blame, anxiety, and sadness. He has come to love his son for who he is. grades in high school. Adolescents in more-traditional families may experience stress as the differences in family and peer values precipitate family conflict. In fact, suppression of personal freedom by parents is a major risk factor for suicidal attempts among Greek and Greek Cypriot adolescent girls (Beratis, 1990). Additional areas of high stress for Greek adolescents include extreme dependence on the family, intense pressure for school achievement, and a lack of sexual education in the home. Family Goals and Priorities Greek and Greek Cypriot families tend to be very close. Within the family, members are expected to express unlimited respect, concern, and loyalty. Sym-betheri (in-laws) are considered first-degree relatives. Family solidarity is the context in which the values of honor and shame are measured. Prestige is connected to the idea that honor is not individualistic but collective. Because a person loses honor if kin act improperly, the honor of each family member is a matter of concern for all family members. Greek Indian and Cuban Heritage Essay Older people hold positions of respect within the Greek and Greek Cypriot communities. Their stories, whether as pioneers, veterans, or hard-working busi- nessmen, are well known throughout the community. Their notable deeds are heralded and documented in community histories, which are usually maintained by the Greek Orthodox churches in each local commu- nity. Treatment of the giagia (grandmother) and the pappou (grandfather) reflects the themes of closeness and respect emphasized in the family. Grandparents tend to participate fully in family activities. Families feel responsible for caring for their parents in old age, and children are expected to take in widowed parents. Failure to do so results in a sense of dishonor for the son and guilt for the daughter. If the older person is ill, living with the family is the first preference, fol- lowed by residential-care facilities. Although living alone is often the least-preferred residential pattern, many older people are choosing to live alone in their own home, supported by family, friends, and health- care providers. Older Greek and Greek Cypriot wid- ows and widowers, particularly those who speak little or no English, may experience social isolation if they do not have close contact with their children. An important role is that of fictive kin, termed koumbari (coparents), who serve as sponsors in either (or both) of two religious ceremonies: baptism and marriage. Ideally, the baptismal sponsor also serves as the sponsor of the child’s marriage. The relationship of sponsor is so important that families who are joined by this bond of fictive kinship are prohibited from intermarrying, although this is not always ad- hered to nowadays. The basis of social status and prestige is family philo- timo and cohesiveness. However, social status is also What cultural values drove Andreas’ parents after their migration to the United States? Why were his parents so protective toward their daughters? What cultural values might have led Andreas to feel so devastated that he tried to hide his son’s disabilities? The family goals of achievement are directed toward and internalized by the children. Greek American and British Greek Cypriot fami- lies stay intact longer than other American or British families because adolescents, particularly young women, tend to reside wi

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WGU C158 Patient and Family Centered Care

WGU C158 Patient and Family Centered Care WGU C158 Patient and Family Centered Care Permalink: https://nursingpaperessays.com/ wgu-c158-patient…ly-centered-care / See attachments. The PFCC tool is attached, use the selections to write the paper. The outlines is also attached to assist in answering all that is required. WGU C158 Patient and Family Centered Care. Please follow the rubric which is also attached. I also attach a sample paper to assist you. c158_instruction_and_rubric.pdf outlines__for_completing_c158.docx pfcc_tool.docx course_hero_c158_task_1 UOT TASK 1 ORGANIZATIONAL LEADERSHIP AND INTERPROFESSIONAL TEAM DEVELOPMENT INSTRUCTIONS WGU Performance Assessment 12/8/19, 8(40 PM UOT2 — UOT TASK 1 ORGANIZATIONAL LEADERSHIP AND INTERPROFESSIONAL TEAM DEVELOPMENT — C158 PRFA — UOT2 COMPETENCIES 7006.01.01 : Leadership Concepts and Theories The graduate evaluates leadership practices that support accountability and integrity within an organization. 7006.01.02 : Systems Theory and Change Theory The graduate relates systems theory and change theory to the design, delivery, and evaluation of healthcare. 7006.01.03 : Role Development and Effective Interprofessional Teams The graduate analyzes effective leadership strategies within the context of the interprofessional team. 7006.01.04 : Business and Economic Principles and Practices The graduate identifies the impact of business and economic principles and practices, and regulatory requirements on the provision of healthcare. 7006.01.05 : Contemporary Healthcare Leadership Issues The graduate analyzes the impact of contemporary healthcare trends and practices on the delivery of healthcare. WGU C158 Patient and Family Centered Care INTRODUCTION Healthcare is a complicated system that includes unique economic processes, regulatory requirements, and quality indicators that are not found in traditional business settings. Therefore, developing unique skill sets relating to organizational leadership and interprofessional team development is essential for leaders within the healthcare industry at any level. As the complexity within the healthcare industry increases, it is important to understand the comprehensive approach to patient care management across the continuum and how the concepts of organizational leadership and team development support leaders in creating a patient-centric environment. The purpose of this assessment is to provide a framework through which you can experience and understand the unique leadership concepts within healthcare and understand the implications of business and regulatory requirements in providing patient-centered care. You will use a system theory or a change theory, self-assessment tools, and team development concepts to design a strategy to increase patient-centered care. Using leadership concepts and theories, you will ensure a sustainable model of healthcare delivery throughout the changing healthcare system that considers future trends, evidencehttps://tasks.wgu.edu/student/000263647/course/4200008/task/1083/overview Page 1 of 8 WGU Performance Assessment 12/8/19, 8(40 PM based practice, and regulatory expansion. WGU C158 Patient and Family Centered Care . For this assessment, you will use the attached “Patient-and Family-Centered Care Organizational SelfAssessment Tool,” to analyze how patient- and family-centered the healthcare setting is. This form will guide you in evaluating this healthcare setting for strengths and weaknesses in patient-centered care attributes. Based on your analysis, you will create a strategy to improve patient-family-centered care. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Professional Communications is a required aspect to pass this task. Completion of a spell check and grammar check prior to submitting your final work is strongly recommended. . Note: Any information that would be considered confidential, proprietary, or personal in nature should not be included. Do not include the actual names or other personally identifiable information of people or stakeholders involved. Fictional names should be used. Also, agency-specific data, including any financial information, should not be included but should be addressed in a general fashion as appropriate. A. Analyze how business practices, regulatory requirements, and reimbursement impact patient-familycentered care within a healthcare organization. B. Complete the attached “Patient-and Family-Centered Care Organizational Self-Assessment Tool” (PFCC) for a healthcare organization. Note: The PFCC tool is a subjective tool used to assess the organization you have chosen. 1. Describe the healthcare setting you used in the PFCC. Note: Please include the type of facility, the services provided by the facility and the diverse ethnic groups cared for by the facility. 2. Using the completed PFCC tool, describe the strengths and weaknesses of the organization for each domain. C. Identify one area of improvement from the weaknesses identified in part B2. 1. Create a strategy to increase patient-centeredness in the organization by addressing the weakness from part C. a. Discuss how you would apply either system theory or change theory in the development of https://tasks.wgu.edu/student/000263647/course/4200008/task/1083/overview Page 2 of 8 WGU Performance Assessment 12/8/19, 8(40 PM your strategy to address the chosen weakness. WGU C158 Patient and Family Centered Care . Note: The strategy should include the development of a multi-disciplinary team and how patientfamily centered care can be improved. 2. Discuss the financial implications of implementing this strategy. 3. Discuss the methods you will use to evaluate the effectiveness of your strategy. D. Create a multidisciplinary team by identifying the following: • potential members that will assist you in implementing the identified strategy • The role of each team member 1. Discuss how cultural diversity within the team supports patient-centered, culturally competent care. 2. Using one of the leadership theories below, discuss the leadership style you would utilize in developing your team: • transactional leadership • transformational leadership • emotional leadership • traditional leadership 3. Discuss how the team will work together to implement the strategy to address the weakness identified in part C1. 4. Describe how the team will communicate the identified strategy and intended outcomes to the healthcare organization. 5. Describe a specific tool you could use to develop the team’s self-assessment skills. E. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized. RUBRIC ARTICULATION OF RESPONSE (CLARITY, ORGANIZATION, MECHANICS): NOT EVIDENT COMPETENT The candidate provides unsat- APPROACHING COMPETENCY isfactory articulation of The candidate provides weak quate articulation of response. response. articulation of response. The candidate provides ade- A. BUSINESS PRACTICES : NOT EVIDENT The analysis of how business APPROACHING COMPETENCY https://tasks.wgu.edu/student/000263647/course/4200008/task/1083/overview COMPETENT The analysis includes how busiPage 3 of 8 WGU Performance Assessment 12/8/19, 8(40 PM practices, regulatory require- The analysis does not include ness practices, regulatory re- ments, and reimbursement im- how business practices, regula- quirements, and reimbursement pact patient-centered care is tory requirements, or reim- impact patient centered care not provided or is fundamen- bursement impact patient-cen- within a healthcare tally unacceptable. tered care within a healthcare organization. organization. B. SELF-ASSESSMENT TOOL: NOT EVIDENT The completed PFCC is not APPROACHING COMPETENCY provided or is fundamentally Not applicable. COMPETENT The PFCC is complete. unacceptable. B1. SETTING DESCRIPTION: NOT EVIDENT COMPETENT The description of the health- APPROACHING COMPETENCY care setting is not provided or The description is missing in- picts the healthcare setting is fundamentally unacceptable. formation about the healthcare used for the PFCC, including the setting used for the PFCC, in- population served and facility cluding the population served, type. The description is clear facility type, or the community. and logical. The description thoroughly de- The description may be unclear or may contain some information that is impractical or illogical. B2. STRENGTHS AND WEAKNESSES: NOT EVIDENT COMPETENT The description of the APPROACHING COMPETENCY strengths and/or weaknesses The description is missing at fies the strengths and/or weak- for each domain is not provided least one strength and/or nesses of the healthcare organi- or is fundamentally weakness of the healthcare or- zation for each domain using unacceptable. ganization for at least one do- the PFCC. The description is main. Or the description does clear and logical https://tasks.wgu.edu/student/000263647/course/4200008/task/1083/overview The description precisely identi- Page 4 of 8 WGU Performance Assessment 12/8/19, 8(40 PM not use the completed PFCC. The description may be unclear or may contain some illogical information about the strengths or weaknesses. WGU C158 Patient and Family Centered Care C. AREA OF IMPROVEMENT: NOT EVIDENT COMPETENT The identification of 1 area of APPROACHING COMPETENCY improvement is not provided The identification area of im- tified from the weaknesses or is fundamentally provement is not relevant to identified in part B2. The selec- unacceptable. the weaknesses identified in tion is presented clearly and is part B2. The selection may be logical. An area of improvement is iden- unclear or contain information that is impractical or illogical. C1. IMPROVEMENT STRATEGY: NOT EVIDENT COMPETENT The strategy to increase pa- APPROACHING COMPETENCY tient-centeredness is not pro- The strategy is missing infor- tient-centeredness could be in- vided or is fundamentally mation about how patient-cen- creased, the strategy is relevant unacceptable. teredness could be increased, to the PFCC tool, and the strat- the strategy is not relevant to egy focuses on improving the the PFCC tool, or the strategy identified weakness. The strategy includes how pa- does not focus on improving the identified weakness. C1A. SYSTEM OR CHANGE THEORY : NOT EVIDENT COMPETENT The description of how the APPROACHING COMPETENCY candidate would apply a strate- The description is missing in- the candidate would apply the gy using system or change the- formation about how the can- strategy. The description in- ory is not provided or is funda- didate would apply the strate- cludes how the strategy would mentally unacceptable. gy. Or the description does not address the chosen weakness. include how the strategy would The description uses either sys- address the chosen weakness. tem theory or change theory. https://tasks.wgu.edu/student/000263647/course/4200008/task/1083/overview The description includes how Page 5 of 8 WGU Performance Assessment 12/8/19, 8(40 PM Or the description does not use either system theory or change theory. C2. FINANCIAL IMPLICATIONS: NOT EVIDENT COMPETENT The discussion of financial im- APPROACHING COMPETENCY plications is not provided or is The discussion is illogical or un- dresses the financial implica- fundamentally unacceptable. related to the strategy or is tions that the strategy may have missing information about how on the organization The discussion precisely ad- the financial implications may impact the organization. C3. METHODS: NOT EVIDENT COMPETENT The discussion of the methods APPROACHING COMPETENCY used to monitor the effective- The discussion is illogical or is clearly addresses how the ness of the strategy is not pro- missing information about how methods will be used to evalu- vided or is fundamentally the methods will be used to ate the effectiveness of the unacceptable. evaluate the effectiveness of strategy in increasing patient- the strategy in increasing pa- centered care. The discussion is logical, and tient-centered care. D. MULTIDISCIPLINARY TEAM: NOT EVIDENT COMPETENT The identification of team APPROACHING COMPETENCY members and their specific The identification of the multi- disciplinary team members and roles is not provided or is fun- disciplinary team members and their specific roles on the team damentally unacceptable. their specific roles on the team in assisting in implementing the in assisting in implementing the strategy is relevant and logical. The identification of the multi- strategy is unclear or unrelated to the strategy. D1. TEAM DIVERSITY : NOT EVIDENT APPROACHING COMPETENCY https://tasks.wgu.edu/student/000263647/course/4200008/task/1083/overview COMPETENT Page 6 of 8 WGU Performance Assessment 12/8/19, 8(40 PM The discussion of the impor- The discussion of the impor- The discussion logically ad- tance of cultural diversity with- tance of cultural diversity with- dresses the importance of cul- in the team is not provided or is in the team is missing informa- tural diversity within a team, in- fundamentally unacceptable. tion about representation or cluding representation and in- about how cultural diversity cluding how cultural diversity within the team supports pa- within a team supports patient- tient-centered, culturally com- centered, culturally competent petent care. care. COMPETENT The discussion of the leader- APPROACHING COMPETENCY ship style utilized to develop The discussion of the leader- style utilized in developing the the team is not provided or is ship style utilized in developing team uses one of the given lead- fundamentally unacceptable. the team is missing information ership theories and is relevant about the chosen leadership to implementing the identified theory or is missing informa- strategy. WGU C158 Patient and Family Centered Care D2.LEADERSHIP THEORIES : NOT EVIDENT The discussion of the leadership tion about how the leadership style is relevant to implementing the identified strategy. D3. IMPLEMENTATION OF STRATEGY: NOT EVIDENT COMPETENT The discussion of how the team APPROACHING COMPETENCY collaboratively implements the The discussion of how the team steps to collaboratively imple- strategy is not provided or is will collaboratively implement ment the strategy, including fundamentally unacceptable. the strategy is illogical or does team member and individual re- not include how the team will sponsibilities, and is relevant to work together or is not rele- the weakness identified in the vant to the weakness identified PFCC. The discussion clearly identifies in the PFCC. D4. COMMUNICATION TO ORGANIZATION: NOT EVIDENT COMPETENT The description of how the APPROACHING COMPETENCY team will communicate the The description is unclear or is will communicate the strategy https://tasks.wgu.edu/student/000263647/course/4200008/task/1083/overview The description of how the team Page 7 of 8 WGU Performance Assessment 12/8/19, 8(40 PM strategy and outcomes is not missing information about how and intended outcomes to the provided or is fundamentally the team will communicate the healthcare organization is logi- unacceptable. strategy or intended outcomes cal and clear. to the organization. D5. TOOLS FOR THE TEAM: NOT EVIDENT COMPETENT The description of the self-as- APPROACHING COMPETENCY sessment tool for the team is The description of the specific tool is provided and identifies not provided or is fundamen- tool is unrelated to or is miss- how the tool will help the team tally unacceptable. ing information about how the develop self-assessment skills. The description of the specific tool will help the team develop self-assessment skills. E. SOURCES: NOT EVIDENT COMPETENT The submission does not pro- APPROACHING COMPETENCY vide in-text citations and refer- The submission includes in-text citations and references and ences according to APA style. citations and references but demonstrates a consistent ap- does not demonstrate a consis- plication of APA style. The submission includes in-text tent application of APA style. SUPPORTING DOCUMENTS Patient-and Family-Centered Care Organizational Self-Assessment Tool.pdf https://tasks.wgu.edu/student/000263647/course/4200008/task/1083/overview Page 8 of 8 Running head: ORGANIZATIONAL LEADERSHIP Patient Family Centered Care Western Governors University Organizational Leadership and Interprofessional Team Development C158 Patient Family Centered Care 1 Organizational Leadership 2 Business Practices This section is asking for you to provide analysis that includes how (1) business practices, (2) regulatory requirements, and (3) reimbursement impact patient centered care within a healthcare organization. Make sure you tie these back to how they impact patient / family centered care. . A well developed paragraph for each is recommended. This section does not need to be specific to your organization. The business practices of today’s healthcare functions many working facets, which must meet specific guidelines when it comes to any patient care. A healthcare systems base its policy and practices on the DNV Accreditation policies and safety requirements, such as nurse to patient staffing ratios, the types of caregivers, the fulfillment of patient needs as measured by polling companies like Press Ganey, community relations, and adherence to state laws. These requirements are the basis with which healthcare organization functions. The patient and family centered care ideal is impacted by how these requirements are utilized. Patient and Family Centered Care Tool (PFCC) Please see attached document for completed PFCC Tool. (This allows the evaluator to know that you have uploaded the tool and to look at it in a separate attachment. The tool must be complete and attached.) Setting Description The description should thoroughly depict the healthcare setting used for the PFCC, including the population served and facility type. . The description should be clear and logical. Consider facility size, types of care provided, age of facility, etc. This is the section in which Organizational Leadership 3 you are going to talk about your organization. Make sure you describe the community and the population that the facility serves. It does not have to be lengthy (1-2 paragraphs is sufficient). (Note: Because this task requires the creation of an interdisciplinary healthcare team, it is imperative that you choose a “healthcare facility” as your organization. If your place of employment does not meet this criteria, it is not a problem – you will just need to reach out to your assigned CM for assistance in determining the organization you will use. ) Strengths and Weaknesses of the Organization In this section you will identify and briefly describe the strength and weakness for each of the 11 domains from the PFCC tool. You may want to write a paragraph about each domain, using each domain as a subheading. Make sure the scores you gave the elements in the PFCC assessment tool match the narrative. If you rate all elements of one domain as a “5” you need to state, “no weaknesses identified”. You may want to create a table such as the one included below: Domain Leadership/Operations Mission, Vision, Values Advisors Quality Improvement Personnel Environment & Design Strength Weakness Organizational Leadership 4 Information/Education Diversity & Disparities Charting & Documentation Care Support Care Area of Improvement An area of improvement is identified from the weaknesses identified in part B2. The selection is presented clearly and is logical. You are to choose one element in one domain that you are going to choose to develop as your strategy. Improvement Strategy In this section you will provide a broad overview of the strategy you are going to use to address the area of improvement identified in section C above. WGU C158 Patient and Family Centered Care Patient- and Family-Centered Care Organizational Self-Assessment Tool Elements of Hospital-Based Patient- and Family-Centered Care (PFCC) and Examples of Current Practice with Patient and Family (PF) Partnerships Domain Element 1 Low to High Do not know Leadership / Operations Clear statement of commitment to Patient Family Centered Care and Patient/Family partnerships 1 2 3 4 x 5 Explicit expectation, accountability, measurement of Patient Family Centered Care 1 2 3 x 4 5 Patient/Family inclusion in policy, procedure, program, guideline development, Governing Board activities 1 2 x 3 4 5 Mission, Vision, Values Patient Family Centered Care included in Mission, Values, and/or Core Values 1 2 3 x 4 5 Patient/Family “friendly” Patient Bill of Rights and Responsibilities 1 2 3 4 5 x Advisors Patient/Family serve on hospital committees 1 x 2 3 4 5 Patient/Family participate in quality and safety rounds 1 2 x 3 4 5 Patient and family advisory councils 1 x 2 3 4 5 Quality Improvement Patient/Family voice informs strategic / operational aims/goals 1 2 3 x 4 5 Patients/Families active participants on task forces, QI teams 1 x 2 3 4 5 Patient/Family interviewed as part of walk-rounds 1 2 x 3 4 5 Patient/Family participate in quality, safety, and risk meetings 1 x 2 3 4 5 Patient/Family part of team attending IHI, NPSF, and other meetings 1 2 x 3 4 5 Personnel Expectation for collaboration with Patient/Family in job descriptions & Policies in Performance Appraisal Process 1 2 x 3 4 5 Patient/Family participate on interview teams, search committees 1 x 2 3 4 5 Patient/Family welcome new staff at new employee orientation 1 x 2 3 4 5 Staff/physicians prepared for & supported in Patient/Family Centered Care practice 1 2 3 4 5 x Environment And Design Patient/Family participate fully in all clinical design projects 1 x 2 3 4 5 Environment supports patient and family presence and participation as well as interdisciplinary collaboration 1 2 3 4 5 x 1 Codes: PFCC=Patient- and Family-Centered Care; PF=Patient and Family; PAS= Performance Appraisal System Institute for Healthcare Improvement and the National Initiative of Children’s Healthcare Quality, developed in partnership with the Institute for Family-Centered Care Page 1 Patient- and Family-Centered Care Organizational Self-Assessment Tool. WGU C158 Patient and Family Centered Care Elements of Hospital-Based Patient- and Family-Centered Care (PFCC) and Examples of Current Practice with Patient and Family (PF) Partnerships Domain Element 2 Low High Do not know Information / Education Web portals provide specific resources for Patient/Family 1 2 3 4 x 5 Clinician email access from PF is encouraged and safe 1 2 3 4 x 5 Patient/Family serve as educators/faculty for clinicians and other staff 1 2 3 4 x 5 Patient/Family access to / encouraged to use resource rooms 1 2 3 4 x 5 Domain Element 3 Low High Do not know Diversity & Disparities Careful collection and measurement; race / ethnicity / language 1 2 3 4 x 5 Patient/Family provided timely access to interpreter services 1 2 3 4 x 5 Navigator programs for minority and underserved patients 1 2 x 3 4 5 Educational materials at appropriate literacy levels 1 2 x 3 4 5 Charting and Documentation Patient/Family have full and easy access to paper/electronic record 1 2 3 4 x 5 Patient and family are able to chart 1 x 2 3 4 5 Care Support Families members of care team, not visitors, with 24/7 access 1 x 2 3 4 5 Families can stay, join in rounds & change of shift report 1 2 3 4 5 x Patient/Family find support, disclosure, apology with error and harm 1 x 2 3 4 5 Family presence allowed/ supported during rescue events 1 2 3 x 4 5 Patient/Family are able to activate rapid response systems 1 x 2 3 4 5 Patients receive updated medication history at each visit 1 2 3 4 x 5 2 Codes: PFCC=Patient- and Family-Centered Care; PF=Patient and Family; PAS= Performance Appraisal System. WGU C158 Patient and Family Centered Care 3 Codes: PFCC=Patient- and Family-Centered Care; PF=Patient and Family; PAS= Performance Appraisal System Institute for Healthcare Improvement and the National Initiative of Children’s Healthcare Quality, developed in partnership with the Institute for Family-Centered Care Page 2 Patient- and Family-Centered Care Organizational Self-Assessment Tool Elements of Hospital-Based Patient- and Family-Centered Care (PFCC) and Examples of Current Practice with Patient and Family (PF) Partnerships Domain Element 4 Low High Do Not Know Care Patient/Family engage with clinicians in collaborative goal setting 1 2 3 x 4 5 Patient/Family listened to, respected, treated as partners in care 1 2 3 x 4 5 Actively involve families in care planning and transitions 1 2 3 x 4 5 Pain is respectively managed in partnership with patient and family 1 2 3 x 4 5 4 Codes: PFCC=Patient- and Family-Centered Care; PF=Patient and Family; PAS= Performance Appraisal System Institute for Healthcare Improvement and the National Initiative of Children’s Healthcare Quality, developed in partnership with the Institute for Family-Centered Care Page 3 Organizational Leadership and Interprofessional Team Development Example Paper Business Practices The healthcare industry is ever-changing, and the latest focus is around patient-family centered care. Healthcare organizations are now working to the Triple Aim. The Triple Aim looks at improving the patient experience of care (including quality and satisfaction), improving the health of the community population and reducing the per capita cost of healthcare (Rousel, 2016). Patient-family centered care moves the patient and family to the forefront of the care team and allowing them to have an active role in the decision making of the patient’s care. This change works to improve the relationship between the physicians, care team, patient, and family and improve the patients overall care experience. Involving the patient and family in the care decision making supports the wellbeing of the patient physically but psychologically as well. Changes to policies and procedures including patient care protocols must be made to ensure the patient and family are an active part of the patients care. Some of these changes are more open and longer visitation hours and allowing a healthcare representative to stay with the patient 24/7 in the intensive care units. Patients and families are also given to opportunity to provide feedback on their healthcare experience. The hospitals use the feedback provided to continue to make changes and improve the care provided. WGU C158 Patient and Family Centered Care Regulatory bodies such as Centers for Medicare and Medicaid Services (CMS) and the Joint Commission (JACHO) as well as many others set healthcare standards and regulations to ensure that organizations provide safe care to patients. Many of these regulatory bodies have set requirements that the healthcare organization must include patient-family centered care as well as patient safety in their mission. In 2010, the Affordable Care Act was passed with the intention of providing more affordable and easier accessible care to all. With the passing of this act, healthcare organizations are now to pushed to provide safe, quality care while working to save costs at the same time. These regulatory bodies can also use the regulation and standards set to affect the reimbursements received based on the care provided to patients. Hospitals are no longer reimbursed solely on the quantity of care services they provide but also on the quality of services provided. CMS initiated the Value-Based Purchasing program that rewards healthcare organizations for the quality care they provide to Medicare patients. The HCAHPS (Hospital Consumer Assessment of Healthcare Providers and Systems) survey from CMS, is the first publicly reported survey of patients’ perspectives of hospital care. CMS publishes participating hospitals’ HCAHPS scores four times a year. The Patient Protection and Affordable Care Act includes HCAHPS in its measure used to calculate value-based incentive payments in the Hospital Value-Based Purchasing program (CMS, 2017). Patient and Family Centered Care Tool (PFCC) Please see separately attached document for completed PFCC Tool. Setting Description The health care setting is a local, not-for-profit general and acute care facility with 435 inpatient beds as well as 46 primary and specialty physician offices (CaroMont Health, 2019). This hospital is just off a busy interstate in a rapidly growing area. The facility is a Level III Trauma Center, has 27 critical care beds, several monitored-telemetry units, medical-surgical, a neurological unit, orthopedic unit, psychiatric unit for pediatric and adult patients and a pediatric ER. In 2018, Gaston County had a population of around 222,000 residents containing a diverse mix of ethnic groups from Caucasians, African Americans, and Hispanics with 94.6% being US citizens. In Gaston County, 84.1% of the population 25 years of age and older have a high school diploma or higher and 20.5% have a bachelor’s degree or higher. The median household income in 2017 was $46,626 with 15.1% of the population leaving at or below the national poverty level (Census, 2018). WGU C158 Patient and Family Centered Care S trengths and Weaknesses of the Organization Domain Strength Weakness Leadership/Operations Commitment to the patient- and family-centered care is clearly stated with set expectations. The patient is always included in the development of policies and procedures but not always the family. Mission, Vision, Values Mission, Vision, Values promotes a collaborative approach to care for the entire community. Patient Bill of Rights clearly posted throughout the hospital for patients and families. Again, although the patient is at the forefront of the mission, vision the family is not always taken into account. Advisors Staff is encouraged to include patient and families in their beside rounding and shift report. Although there is one committee that includes the community, patients and families do not serve on most advisory councils at the hospital. Quality Improvement Patients and families are rounded on by unit leadership and input are considered for operational goals. Patients and families are not active members of council meetings or quality improvement projects. Personnel Patient- and family-centered care is an expectation in all patient care job roles. The staff engages patients and families in care and education. Patients and families are not involved in the hiring or orientation process… Environment & Design The environment supports family presence during the hospital stay with open visitation hours. Patients and families do not typically participate in clinical design projects. Information/Education Patient web portals and resources are easy to navigate and email communication with providers is encouraged. WGU C158 Patient and Family Centered Care Patient and families are not utilized to their fullest capabilities as educators on their specific conditions. Diversity & Disparities 24-hour access available for face to face interpreters using an application via iPad. Staff is not able to change the literacy level for education materials provided to patients and families. Charting & Documentation Patients and families have access to their records via

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IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPER

IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPER IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPER Permalink: https://nursingpaperessays.com/ ifsm305-stage-12…l-analysis-paper / ? Stage 1: Organizational Analysis and Requirements Overview Before you begin work on this assignment, be sure you have read the Case Study. Refer to the System Recommendation Report – Table of Contents – below to see where you are in the process of developing this report. As a professional medical consultant, you have been asked to conduct an analysis, develop a set of system requirements and propose an Electronic Health Records (EHR) system to improve the Midtown Family Clinic’s processes. This work will be completed in four stages, and each of these four stages will focus on one section of an overall System Recommendation Report to be delivered to the Midtown Family Clinic. The sections of the System Recommendation Report will be developed and submitted as four staged assignments. In stages 2, 3 and 4, you will also incorporate any feedback received when the previous stage is graded to improve the effectiveness of your overall report and then add the new section to your report. At the end of the course, you will submit a complete System Recommendation Report that includes all the sections and changes that resulted from previous feedback. A key to successful business writing is quality and conciseness rather than quantity. The sections are described below and the graphic that follows provides the detailed outline and Table of Contents for this report: Introduction – Provides background and sets the stage for the rest of the document. To be written and submitted as part of Stage 1. Section I: Organizational Analysis and Requirements (Stage 1) – The first step is to look at the organization and explain how an EHR system could benefit the Midtown Family Clinic’s processes. Section II: Data Sharing (Stage 2) – Next you will explain, the types of data that need to be shared with other organizations, and what data interchange standards should be used. Section III: Ethical, Legal and Regulatory Policy Issues (Stage 3) – Then you will analyze the ethical, legal and regulatory policy issues that impact the EHR solution for the Midtown Family Clinic. Section IV: System Recommendation (Stage 4) – Finally, you will identify a certified EHR system for the Midtown Family Clinic, and explain what improvements the Clinic can expect, how it meets the requirements, and what needs to be done to implement the system at the Clinic. ORDER A CUSTOMIZED PAPER HERE Conclusion – Summarizes the document. To be written and submitted as part of Stage 4. References – List of references. A separate page developed as part of Stage 1 with references added (in alphabetical order) as other sections are added to the report. Begin by creating a title page to include your name, course information and date; followed by a page break. On a separate page, create the Table of Contents, which you will update as you add the sections of the Report. Note that each section has its own introduction and summary. System Recommendation Report Table of Contents II. Organizational Analysis and Requirements (Stage 1) A. Introduction B. Strategic Use of Technology C. Components of an Information System D. Functional Requirements E. Summary IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPER A. Introduction B. Need to Share Data C. Types of Data to be Shared D. Data Interchange Standards E. Summary A. Introduction B. Table of Ethical, Legal and Regulatory Policy Issues C. Addressing the Most Difficult Issue D. Summary IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPER A. Introduction B. Proposed IT solution C. How the Proposed IT Solution Meets the Requirements D. Improvements from Proposed IT Solution E. Implementation Considerations F. Summary Conclusion (Stage 4) References System Recommendation Report (SRR), Section I – Organizational Analysis and Requirements Section I of the SRR document contains an organizational analysis and identifies ways in which an Electronic Health Record (EHR) system can help the Midtown Family Clinic to meet its strategic goals. The next step is to identify data and functional requirements for the EHR system. This analysis lays the ground work for the rest of SRR, as the recommendation for an EHR must support the Clinic’s strategic goals and meet its functional and data requirements. Stage 1 Assignment Instructions Using the case study, the overview above, Course Content readings, and external resources, develop your Introduction and Section I: Organizational Analysis and Requirements . Recommended lengths for each section are provided and you should be sure to include all pertinent information. Introduction– briefly describe (at a high level) the organization in the Case Study; provide a context for the rest of the document. (one to two paragraphs) I. Organizational Analysis and Requirements A. Introduction – Introduction to this section describing what is included. (3-4 sentences) B. Strategic Use of Technology – Using the Strategic Goals section of the Case Study, list three strategic goals that have been identified by the Midtown Family Clinic, and that can be supported with an EHR system. For each, explain how an EHR system can be used to support the goal . (Introductory sentence and list of three strategic goals with one to two strong sentences that explain how an EHR system would support the strategic goal and justify your position with specifics from the Case Study.) 1. Strategic Goal 1 and explanation: 2. Strategic Goal 2 and explanation: 3. Strategic Goal 3 and explanation: C. Components of an Information System – An information system is comprised of people, technology, processes (or organizational components), and data. Explain each of the following in relationship to an EHR system to support the Midtown Family Clinic: 1. People – List the people who would use the new EHR system by name and role, and identify two things that person needs (functions) the system to do to help them with their job. (Provide an introductory sentence for Section C, and a sentence on people followed by a list of the people who will use the system and their roles.) A . Person 1 and role, and two functions B . Person 2 and role, and two functions C . Person 3 and role, and two functions 2. Organizational Processes – list three processes that are used at the Clinic that would be supported by an EHR system and explain how the processes would be improved using an EHR system. (Provide an introductory sentence and list/explanation of three processes.) A . Process 1 and how it would be improved B . Process 1 and how it would be improved C . Process 1 and how it would be improved 3. Data – The new EHR system will need to collect, store and process data. An example of needed data is “Name of Patient.” The case study provides insight into the kinds of data that will be needed. First, insert an introductory opening sentence for this section. Then identify ten (10) critical data items for this EHR system solution. (Provide an introductory sentence and copy the table and insert information within.) Data Items Needed for EHR System 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. D. Functional Requirements – The next step is to identify the essential requirements for the EHR system. Review the processes and data items you listed above and create a list of ten (10) requirements. Each requirement is one sentence in length and addresses one thing the system must do. The requirements are documented in a table, as shown below. For a full requirement specification, there will be many requirements statements; you only need to provide ten. The requirements should be derived from the Case Study; an analyst should not “invent” requirements. (Provide an introductory sentence and copy the table and insert information within.) Functional Requirements 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. E. Summary – briefly summarize the content of this section and tie the information together for the reader. (3-4 sentences, IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPER) Formatting Your Assignment For academic writing, the writer is expected to write in the third person. In third person, the writer avoids the pronouns I, we, my, you, your, and ours. The third person is used to make the writing more objective by taking the individual, the “self,” out of the writing. This method is very helpful for academic writing, a form in which facts, not opinion, drive the tone of the text. Writing in the third person allows the writer to come across as unbiased and thus more informed. The Report is to be written for the Midtown Family Clinic, and reference should not be made by name to individuals who own or work in the Clinic. · Write a short concise paper: Use the recommendations provided in each area for length of response. Content areas should be double spaced; table entries should be single-spaced. It’s important to value quality over quantity. The body (Introduction to the report and Section I) of the assignment should not exceed 6 pages. · Ensure each section has an introductory sentence or two that sets the stage for the information to follow. ORDER A CUSTOMIZED PAPER HERE · Ensure that each of the tables is preceded by an introductory sentence that explains what is contained in the table, so the reader understands why the table has been included. · Use at least two resources with APA formatted citation and reference. Use at least one external reference and one from the course content. · Compare your work to the Assignment Instructions above and the Evaluation Criteria/Grading Rubric below to be sure you have met content and quality criteria. Do not overlook this step. Read your work out loud or have your computer read it to you. Fix the grammar and other areas identified. · Submit your paper as a Word document, or a document that can be read in Word. · Your submission filename should be as follows: Lastname_firstname_Stage_1 Stage 2: Sharing Data Overview Before you begin work on this assignment, be sure you have read the Case Study and reviewed the feedback received on your Stage 1 assignment. Refer to the System Recommendation Report Table of Contents below to see where you are in the process of developing this report. As a professional medical consultant, your next step in developing your recommendation for an EHR system is to determine what data will need to be shared with other organizations and how that data will be shared. System Recommendation Report Table of Contents Introduction (Stage 1) IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPERA. Introduction B. Organizational Strategy C. Strategic Use of Technology D. Components of an Information System E. Requirements F. Summary A. Introduction B. Need to Share Data C. Types of Data to be Shared D. Data Interchange Standards E. Summary A. Introduction B. Table of Ethical, Legal and Regulatory Policy Issues C. Addressing the Most Difficult Issue D. Summary A. Introduction B. Proposed IT solution IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPER C. How the Proposed IT Solution Meets the Requirements D. Improvements from Proposed IT Solution E. Implementation Considerations F. Summary Conclusion (Stage 4) References System Recommendation Report (SRR), Section II – Sharing Data Section II of the SRR document addresses the need for the Midtown Family Clinic to share data with other organizations. As part of analyzing the requirements for the new system, one step is to consider how that system will enable the Midtown Family Clinic to exchange electronic data with other health organizations – such as other providers, pharmacies, insurance companies, and even patients themselves. The case study mentions several of these. For this assignment you will select two types of external organizations and describe what kind of data would flow between the Midtown Family Clinic and those organizations and how that can be done effectively. Stage 2 Assignment Instructions The first step is to incorporate the feedback you received on your Stage 1 assignment, making any needed corrections or adjustments. For this assignment, you will add Section II of the System Recommendation Report (SRR). Using the case study, the overview above, Course Content readings, and external resources, develop your Section II on Sharing Data. Approximate lengths for each section are provided as a guideline; be sure to provide all pertinent information. Apply specific information from the case study to address each area listed below. II. Sharing Data A. Introduction – Introduction to this section describing what is included. (3-4 sentences) B. Need to Share Data – Review the Midtown Family Clinic Case Study and identify two types of external organizations (e.g., hospitals, nursing homes, rehabilitation centers, laboratories, pharmacies, health insurance providers, etc.) with which the Midtown Family Clinic needs to communicate and the purpose of the communication. (Introductory sentence and list of two external organizations and the purpose of their communication with the Midtown Family Clinic, providing specifics from the Case Study.) 1. External Organization #1 and purpose of communication. 2. External Organization #2 and purpose of communication. C. Types of Data to be Shared – In Stage 1, Section C.3., Data, you took an initial look at the types of data the new EHR system will process. But now we’re going to take that a step further and add a layer of complexity by considering the needs and requirements of different external organizations. Using the two external organizations you listed in Section A above, list five data items, or data elements, that would be shared with each external organization, and explain whether that information is going out from the Midtown Family Clinic or coming in from each of the two external organizations. Feel free to consult the list you developed for Section C.3 of your Stage 1 assignment. Some of these data elements may come from that list if they are appropriate for this purpose; however, other, different, data elements may be listed here. Note: For full credit , a different list of data elements should be provided for each organization (no duplicates in the table below, although data elements may be repeated from Section C.3). (Provide an introductory sentence and copy the table and insert information within.) Organization #1 (replace with your organization from above) Data Element or Item Data Goes TO/FROM Midtown Family Clinic 1. 2. 3. 4. 5. Organization #2 (replace with your organization from above) Data Element or Item Data Goes TO/FROM Midtown Family Clinic 1. 2. 3. 4. 5. D. Data Interchange Standards – Conduct some external research and identify a data interchange standard that would apply to the data that is exchanged with each external organization. The standard you select should apply to one or more of the data elements you listed above for each organization. Provide a brief description of what the standard is, what it requires, why it is important and how it applies to the data elements listed and the Midtown Family Clinic EHR system. Note: For full credit , two different data interchange standards are required. (There are some specific data interchange standards that apply to health data exchange; if the same standard applies to the data exchanged with both organizations, explain how it relates to each.) (Introductory sentence and list of two external organizations and the information shown about the Data Interchange Standard selected for each, providing specifics from the Case Study.) IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPER 1. External Organization #1 a. Data Interchange Standard and description b. What the Data Interchange Standard requires c. Why the Data Interchange Standard is important d. How the Data Interchange Standard applies to the data elements listed and the Midtown Family Clinic EHR system 2. External Organization #1 a. Data Interchange Standard and description b. What the Data Interchange Standard requires c. Why the Data Interchange Standard is important d. How the Data Interchange Standard applies to the data elements listed and the Midtown Family Clinic EHR system E. Summary – briefly summarize the content of this section and tie the information together for the reader. (3-4 sentences) Formatting Your Assignment For academic writing, the writer is expected to write in the third person. In third person, the writer avoids the pronouns I, we, my, you, your, and ours. The third person is used to make the writing more objective by taking the individual, the “self,” out of the writing. This method is very helpful for academic writing, a form in which facts, not opinion, drive the tone of the text. Writing in the third person allows the writer to come across as unbiased and thus more informed. The Report is to be written for the Midtown Family Clinic, and reference should not be made by name to individuals who own or work in the Clinic. · Include the Introduction and Section I, revised according to any feedback received, and add to it Section II. · Write a short concise paper: Use the recommendations provided in each area for length of response. Content areas should be double spaced; table entries should be single-spaced. It’s important to value quality over quantity. Section II should not exceed 4 pages. · Ensure that the table is preceded by an introductory sentence that explains what is contained in the table, so the reader understands why the table has been included. · Use at least two resources with APA formatted citation and reference. Use at least one external reference and one from the course content. · Compare your work to the Assignment Instructions above and the Evaluation Criteria/Grading Rubric below to be sure you have met content and quality criteria. Do not overlook this step. Read your work out loud or have your computer read it to you. Fix the grammar and other areas identified. · Submit your paper as a Word document, or a document that can be read in Word. · Your submission filename should be as follows: Lastname_firstname_Stage_2 IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPER Stage 3: Ethical, Legal and Regulatory Policy Issues Overview Before you begin work on this assignment, be sure you have read the Case Study and reviewed the feedback received on your Stage 2 assignment. Refer to the System Recommendation Report Table of Contents below to see where you are in the process of developing this report. As a professional medical consultant, your next step in developing your recommendation for an EHR system is to determine what ethical, legal and regulatory policy issues apply and how they will be addressed in the selection and use of the system. System Recommendation Report Table of Contents Introduction (Stage 1) A. Introduction B. Organizational Strategy C. Strategic Use of Technology D. Components of an Information System E. Requirements F. Summary A. Introduction B. Need to Share Data C. Types of Data to be Shared D. Data Interchange Standards E. Summary A. Introduction B. Table of Ethical, Legal and Regulatory Policy Issues C. Addressing the Most Difficult Issue D. Summary IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPER A. Introduction B. Proposed IT solution C. How the Proposed IT Solution Meets the Requirements D. Improvements from Proposed IT Solution E. Implementation Considerations F. Summary Conclusion (Stage 4) References System Recommendation Report (SRR), Section III – Ethical, Legal and Regulatory Policy Issues Section III of the System Recommendation Report (SRR) analyzes the ethical, legal, and regulatory policy issues that influence the selection of an EHR system and how it is used. For this assignment, you will identify the ethical, legal and regulatory policy issues related to health care information systems, explain the impact of the ethical, legal and regulatory policy issues on the selection and use of health care information systems, and describe how the ethical, legal and regulatory policy issues can be addressed in the development and use of EHR systems. This analysis leads into Section IV – System Recommendation section of the SRR (the Stage 4 assignment) that will propose an EHR solution to meet the Midtown Family Clinic’s organizational strategy and fulfill its operational needs. Below are a list of course resources and an example to assist you in completing Section III of the Report. Course Resources: The table below provides the sources for the definitions and explanations of the topics. You should use other resources as well, but be sure they apply to health care information technology implementations. IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPER Course Resources for Table of Ethical, Legal and Regulatory Policy Issues Topic Source of Definitions/Explanations (located in Course Content) 1 Safe Design Week 2: “Principles of Quality and Safety for HIT,” lecture b 2 Meaningful Use Week 2: “Introduction to Quality Improvement and HIT,” lecture a 3 Quality Improvement Week 2: “Introduction to Quality Improvement and HIT,” lecture b 4 Data Accuracy Week 3: “Data Quality Improvement” lecture a 5 Data Accessibility Week 3: “Data Quality Improvement” lecture a 6 Data Comprehensiveness Week 3: “Data Quality Improvement” lecture a 7 Data Consistency Week 3: “Data Quality Improvement” lecture b 8 Privacy Week 4: “Privacy, Confidentiality & Security,” lecture a Week 4: “Security,” lecture c 9 Confidentiality Week 4: “Privacy, Confidentiality & Security,” lecture a Week 4: “Security,” lecture c 10 Security Week 4: “Privacy, Confidentiality & Security,” lecture a 11 Individually Identifiable Health Information Week 4: “Privacy, Confidentiality & Security,” lecture a 12 Protected Health Information Week 4: “Privacy, Confidentiality & Security,” lecture c 13 HIPAA Privacy Rule Week 4: “Privacy, Confidentiality & Security,” lecture c Week 4: ” System Security Procedures and Standards,” lecture a 14 HIPAA Security Rule Week 4: “Privacy, Confidentiality & Security,” lectures c and d Week 4: ” System Security Procedures and Standards,” lecture a 15 Business Associate Contracts Week 4: “Privacy, Confidentiality & Security,” lectures c and d 16 Authentication Week 4: “Security,” lecture a 17 Authorization Week 4: “Security,” lecture a 18 Encryption Week 4: “Security,” lecture b 19 Technical Safeguards Week 4: ” System Security Procedures and Standards,” lecture b 20 Healthcare Ethical Principles Week 4: “Ethics and Professionalism,” lecture a Example: An example for a topic entry is provided below. Example from another industry: For example, for a fitness center that is adopting a new technology solution involving a kiosk for customers to use to pay for their membership at the gym, then for the Area of Accessibility, the following might be entered. Note the thorough explanation . ORDER A CUSTOMIZED PAPER HERE Topic Definition of Topic How it impacts and will be addressed in the selection and use of a system Accessibility Accessibility is the degree to which a product, device, service, or environment is available to as many people as possible. This includes accessibility to people with various impairments such as: cognitive, visual, hearing and /or dexterity issues. Since the customers will use the kiosk to pay their membership fees, it must be accessible to everyone, including those with some disabilities. The system will be required to give instructions in both written and audible forms. The system provides audio instructions and other tools for people with disabilities. As part of the implementation, these capabilities will be tested and front desk personnel will be trained to assist customers if needed. Stage 3 Assignment Instructions The first step is to incorporate the feedback you received on your Stage 2 assignment, making any needed corrections or adjustments. If you have not incorporated the feedback from your Stage 1 assignment, you should do so prior to submitting Stage 3. For this assignment, you will add Section III to Sections I and II of the System Recommendation Report (SRR). Using the case study, the overview above, Course Content readings, and external resources, develop your Section III on ethical, legal and regulatory policy issues. Approximate lengths for each section are provided as a guideline; be sure to provide all pertinent information. Apply specific information from the case study to address each area listed below. III. Ethical, Legal and Regulatory Policy Issues A. Introduction – Introduction to this section describing what is included. (3-4 sentences) B. Table of Ethical, Legal and Regulatory Policy Issues – The table below lists 20 topics related to ethical, legal and regulatory policy issues for healthcare IT systems. Each of these is defined in the course materials; the table above provides the sources where the definitions and explanations can be located. (Provide an introductory sentence and copy the table and insert information within.) For each topic, you willprovide: · a brief definition , a minimum of two sentences , in your own words · a brief explanation , a minimum of two sentences , of the impact of the topic or issue on the selection and use of the EHR system; and · a brief explanation , a minimum of two sentences , of how the topic or issue will be addressed in the development and use of the EHR system. DO NOT copy the definitions from the class resources or other sources, but use your own words and provide enough information to demonstrate your understanding of each topic. The “right” and “wrong” answers have to do with whether or not you correctly define each issue as it relates to an EHR technology solution and provide a well-supported explanation for how it will be accommodated. Your responses will be evaluated on whether they are applicable to an EHR solution, appropriately defined, adequately explained, and are appropriate to the Midtown Family Clinic. Table of Ethical, Legal and Regulatory Policy Issues Topic Definition of the Topic ( minimum 2 sentences for each, a definition in your own words) How the topic impacts and will be addressed in the selection and use of an EHR system ( minimum 4 sentences for each topic – 2 on impact and 2 on how addressed) IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPER 1 Safe Design 2 Meaningful Use 3 Quality Improvement 4 Data Accuracy 5 Data Accessibility 6 Data Comprehensiveness 7 Data Consistency 8 Privacy 9 Confidentiality 10 Security 11 Individually Identifiable Health Information 12 Protected Health Information 13 HIPAA Privacy Rule 14 HIPAA Security Rule 15 Business Associate Contracts 16 Authentication 17 Authorization 18 Encryption 19 Technical Safeguards 20 Healthcare Ethical Principles C. Addressing the Most Difficult Issue – Consider each of the 20 issues listed and choose the one that you believe will be the most difficult for the Midtown Family Clinic to implement. Explain why you selected the issue and what should be done to ensure it is properly addressed when the system is selected, implemented and used. Your response will be assessed on its applicability to the Case Study and how well you support your choice and explain what should be done. (A paragraph of five to six sentences.) D. Summary – briefly summarize the content of this section and tie the information together for the reader. (3-4 sentences) Formatting Your Assignment For academic writing, the writer is expected to write in the third person. In third person, the writer avoids the pronouns I, we, my, you, your, and ours. The third person is used to make the writing more objective by taking the individual, the “self,” out of the writing. This method is very helpful for academic writing, a form in which facts, not opinion, drive the tone of the text. Writing in the third person allows the writer to come across as unbiased and thus more informed. The Report is to be written for the Midtown Family Clinic, and reference should not be made by name to individuals who own or work in the Clinic. · Include Sections I and II revised according to any feedback received, and add to it Section III. · Keep your paper concise: Use the recommendations provided in each area for length of response. Content areas should be double spaced; table entries should be single-spaced. It’s important to value quality over quantity. Section III should not exceed 4 pages. · Ensure that the table is preceded by an introductory sentence that explains what is contained in the table, so the reader understands why the table has been included. · Use at least two resources with APA formatted citation and reference. Use at least one external reference and one from the course content. · Compare your work to the Assignment Instructions above and the Evaluation Criteria/Grading Rubric below to be sure you have met content and quality criteria. Do not overlook this step. Read your work out loud or have your computer read it to you. Fix the grammar and other areas identified. · Submit your paper as a Word document, or a document that can be read in Word. · Your submission filename should be as follows: Lastname_firstname_Stage_3 Stage 4: System Recommendation & Final System Recommendation Report Overview Before you begin work on this assignment, be sure you have read the Case Study, and reviewed the feedback received on your Stage 1, 2 and 3 assignments. Refer to the System Recommendation Report (SRR) Table of Contents below to see where you are in the process of developing this report. In this Stage 4 assignment, you will identify a certified Electronic Health Records (EHR) system for the Midtown Family Clinic and explain how it meets the requirements, how it will improve the processes at the Clinic, and what needs to be done to implement the system within the Clinic. You will add the Conclusion to the Report. In addition , you will provide a complete final System Recommendation Report incorporating feedback from earlier stages. System Recommendation Report Table of Contents Introduction (Stage 1) IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPER A. Introduction B. Organizational Strategy C. Strategic Use of Technology D. Components of an Information System E. Requirements F. Summary IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPER A. Introduction B. Need to Share Data C. Types of Data to be Shared D. Data Interchange Standards E. Summary , IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPER A. Introduction B. Table of Ethical, Legal and Regulatory Policy Issues C. Addressing the Most Difficult Issue D. Summary A. Introduction B. Proposed IT solution C. How the Proposed IT Solution Meets the Requirements D. Improvements from Proposed IT Solution IFSM305 -STAGE 1,2,3,4 ORGANIZATIONAL ANALYSIS PAPER E. Implementation Considerations F. Summary Conclusion (Stage 4) References System Recommendation Report (SRR), Section IV – System Recommendation Section IV of the System Recommendation Report will propose a certified Electronic Health Record (EHR) system to meet the Midtown Family Clinic’s strategy and meet its operational needs. In Section IV, you will also Identify and explain the improvements the system will bring and the high-level steps that will need to take place in order to implement the system you have proposed. For this assignment, you will add Section IV to Sections I, II and III, as outlined below. Stage 4 Assignment Instructions The first step is to incorporate the feedback you received on your Stage 3 assignment, making any needed corrections or adjustments. If you have not incorporated the feedback from your Stage 1 and Stage 2 assignments, you should do so prior to subm

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High Fidelity Simulation in Nursing Education Extensively Research Proposal

High Fidelity Simulation in Nursing Education Extensively Research Proposal ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON High Fidelity Simulation in Nursing Education Extensively Research Proposal I am retaking the Quantitative Methods course for the second time and my current research proposal matches the previous one which made the plagiarism report very high. I have the plagiarism report and I need a professional writer to re-do the work by rewording and bringing new references in order to make the plagiarism report go down to around 10%, with making sure everything is on the right track by following the syllabus, even though the current information is good and fit the goal of the research purpose, but since a change will be happening, re-checking the information after revising the content is very important. The current plagiarism report around 70%, but some of the information was permitted such as the survey and recruitment letter. etc. High Fidelity Simulation in Nursing Education Extensively Research Proposal ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON _final__yasir_s_research_proposal_hfs.docx originality_report.pdf safeassign_originality_report.pdf Use of High-Fidelity Simulation in Nursing Education More Extensively Research Proposal Yasir Alsalamah Daemen College NUR-603 Prof. Deborah Merriam Use of High-Fidelity Simulation in Nursing Education More Extensively There is a limited opportunity for nursing students to provide care and treatment in today’s complex and high-risk environment. Especially, cases that involve critical and emergency situations. The simulation, therefore, provides nursing students with the opportunity to utilize and apply their nursing skills in a safer environment. Students will be able to have learning opportunities and practicing scenarios for solving problems and practice decision making using human patient simulators in a student-centered environment in a non-threatening way (Bradshaw, 2016). The environment is sufficiently realistic for allowing suspension of disbelief so students can comfortably put theoretical knowledge into practice. The simulation process, therefore, equips the students with specific clinical skills by providing a way to improve clinical judgment, decrease errors and increase safety. Moreover, HSF is used to build a self-confident and productive environment for nurses to work. Only when nursing students have confidence in their abilities, they can shift focus to the needs of their patients and practice (Jessie et al. 2016). High Fidelity Simulation in Nursing Education Extensively Research Proposal Student’s ability in today’s high-risk complex healthcare settings to deliver quality care in a safe manner is limited due to the complex situations of client conditions that emerge in the middle of students’ medical rotations. High fidelity patient simulation (HFPS) equips the learners with the skills to practically relate nursing skills in a safe setting (Kaddoura, at. el, 2016). However, there is limited evidence about the efficacy of this approach in aiding starting nursing learners to acquire basic nurturing abilities. This research will focus and explore the level of students’ self-confidence after perceiving and implement HFPS into a practical course and its effectiveness on their practice. High Fidelity Simulation in Nursing Education Extensively Research Proposal Khalaila, 2014, defines simulation as a near representation of an actual life event, which can be presented through different methods such as computer software, case studies, written clinical scenarios, live actors, role-playing, games or manikins (Khalaila, 2014). As a method of teaching, role modeling can provide students with a wide range of worthwhile experiences. Role modeling has a potent influence on molding how students’ practice. As such this concept of learning engages in the principles of behavioral and social strategies of learning (Armstrong, 2008). High Fidelity Simulation in Nursing Education Extensively Research Proposal There is a valuable role for clinical instructors regarding students learning as they could either help or create difficulties regarding their student’s learning and self-efficacy (Rowbotham, 2015). Zapko et al. (2018) concluded that serial simulations and having students experience simulations more than once in consecutive years is a valuable method of clinical instruction. In addition, medium fidelity community based pediatric simulation could be used effectively among novice nursing students (Lubbers et al., 2017). Khalail (2014) established the use of simulations before and during nursing student’s first clinical practice to be a useful and effective learning strategy.High Fidelity Simulation in Nursing Education Extensively Research Proposal Utilizing simulation labs before as well as during the first clinical practice of nursing students is an essential and effective learning strategy in terms of increasing their self-confidence to practice nursing skills. Nursing educators should be aware of the high level of anxiety among nursing students during their first clinical practice and develop a program that could help in reducing students’ anxiety through high fidelity simulation labs (Khalail, 2014). High Fidelity Simulation in Nursing Education Extensively Research Proposal According to Al-Ghareeb et al., 2015, the use of simulation in nursing education and curricula is limited in Saudi Arabia due to its high cost and learning technique. Which leads to less and limited research conducted regarding the use of HFS in Saudi Arabia. That being said, the limited use of HFS might affects negativity on the nursing students when it comes to demonstrating their nursing skills in a confident way and self-oriented, which has reflected adverse outcomes on the healthcare system and the nursing professions in Saudi Arabia (Al-Ghareeb et al., 2015). This study will specifically be designed to target Saudi undergraduate who have not obtained their BSN and nursing registration in Saudi Arabia, regarding the benefits of utilizing HFS more extensively, and its positive impact on undergraduate Saudi nursing students. Study Concepts The main concept of the purposed study is to explore and investigate the level of self-confidence in Saudi nursing students regarding their practice and preparation for real-life situations, and clinical settings, as well as critical situations. That being said, nursing career is one of the hardest profession in comparison with other careers, due to the responsibilities that nurses have toward tier patients, not to mention stressful and critical situations that they face almost n daily basis, which required the nurses to be confident and calm regarding their job and responsibilities, which mostly comes with experiences and that is required by the nurse to go through in order to achieve the expected and desired level of self-confidence. The use of high-fidelity simulation lab in nursing practice has proven its effectiveness in terms of students’ learning. High-fidelity simulation increases knowledge and confidence, and students are more satisfied with simulation-based teaching in comparison to other methods. There is a valuable role for clinical instructors regarding students learning as they could either help or create difficulties regarding their student’s education and self-efficacy (Rowbotham, 2015). The benefit of simulation is to provide students with opportunities to practice their clinical and decision-making skills through various real-life situational experiences. It promotes skills acquisition, aids development of clinical judgment, and teaches students about complex clinical situations with lifelike examples (Jessie et al. 2016). Clinical educators can help or create difficulties regarding their students’ learning and self-efficacy (Rowbotham, 2015). High-fidelity simulation provides opportunities for clinical educators to be a positive role model. There is a need for nursing educators to implement HFS in nursing curricula, where its integration can bridge the gap. Social learning theory, which also called observational learning, is described as learning that takes place when an observer’s behavior or attitude changes after viewing the behavior of another. This modeling process can influence the generation of new behavior patterns and attitudes and enhance creativity (Leh, 2004). In this paper, the researcher has highlighted the importance of Bandura’s Social Learning Theory in nurse education and increasing self-efficacy. The finding of the current study will represent the current level of undergraduate Saudi nursing students regarding their level of self-confidence in practice with HFS, and this will play a significant role in the development of educational methodologies for educators. Also, this will support other studies that were done in Saudi Arabia that might aid reflectively on the importance of high-fidelity simulation labs in increasing students’ self-confidence. Purpose of the Study These study aims of the study is to determine and investigate the level of self-confidence in the practicing experience with HFS of Saudi undergraduate nursing students who are still in their BSN program. That being said, the goal of the study is to evaluate the level of self-confidence of Saudi nursing undergraduate students with their practice experiences with HFS, so that we could come out with new information and techniques of utilizing HFS in order to improve educational outcomes. Nursing programs and could be improved by using this finding, knowledge, and information that will be gathered and reported from the current study’s results and findings about the use of HFS and its effectiveness on the level of self-confidence in practice of Saudi undergraduate nursing students. For this research paper, the identified research question is: ” What is the impact of utilizing HFS on Saudi undergraduate nursing students regarding their level of self-confidence in practicing nursing skills”? Moreover, this paper will highlight the finding from the literature on the extensive use of high-fidelity simulation in nursing education. Also, the study aims to analyze the literature and studies on the use of simulation practice in nursing education and how HFS impacts nursing students in terms of their self-confidence, as well as to recommend avenues for further study. A nurse’s confidence in her/his ability is essential for excellent patient care. Only when nursing students have confidence in their abilities, they are able to shift focus to the needs of their patients. Shifting from their own needs to that of a patient is essential to be a safe and competent practitioner. A literature review will be conducted to examine the available research findings on the use of high-fidelity patient simulation in nursing education and its effects on student nurses’ self-efficacy and confidence in practice. Research Question The focus of the research study is to determine the impact of High-Fidelity Simulation in terms of increasing the level of self-confidence and efficacy in Saudi Undergraduate Nursing students who are in their BSN program. The results of the current research will aid in coming up with new literature and techniques that can support the use of HFS in order to improve education outcomes for nursing students in Saudi Arabia. The research question of this study will be as follows : ” What is the impact of utilizing HFS on Saudi undergraduate nursing students regarding their level of self-confidence in practicing nursing skills”? The Significance of The Study The results from this study will show the effects of using HFS on nurses during their undergraduate training in regards to their self-confidence and efficacy. The results can be applied in several ways. First, they can be used as a precursor to promote the integration of High-Fidelity Simulation in Saudi Arabia since at the moment the application is very minimal (Albagawi, 2019). Also, the study results can be used to show the best time in nursing training that HFS should be integrated and utilized to achieve maximum results. In a nutshell, the study results will be very key in promoting High Fidelity Simulation in Saudi Arabia which will be very beneficial to the overall industry in the country (Albagawi, 2019). On the bigger picture, the study results will also contribute to the vast growing literature about HFS and also future researchers can cite and reference it when doing more research in the field. Definition of the Terms The descriptions of the terms of this study are: Self-efficacy: Bandura (1997) defined self-efficacy as an individual judgment of how well one can implement courses of action required to deal with prospective situations. Also, self-confidence affects every area of human endeavor. According to Bandura (1997, p. 425), “If self-efficacy is lacking, people tend to behave ineffectually, even though they know what to do.” Novice Nurses Students: According to Benner’s (1984) definition of the novice and beginner nurse, there is an expectation of how the nurse will performing in certain situations without any previous experiences. Limitations Some limitations might be recognized while administering the study, as the small sample size of the participant which consisted of 30 nursing students. According to Gray, et al., (2017, p347-352) a minimum of 30 participants are required for a study with one variable in order to approach a normal distribution (Gray, et al., 2017, p.347-352). That being said, due to the small sample of the nursing population, the results of the current study cannot be generalized on the population of undergraduate Saudi nursing students, since there was limited access to the participants. Moreover, luck of reaching higher and well-respected Hospitals and Nursing colleges in Saudi Arabia in order to come out with greater findings of the study. High Fidelity Simulation in Nursing Education Extensively Research Proposal Theoretical Framework The Theoretical Framework for this study is Bandura’s social learning theory (1997) which hypothesizes that poeple receive and learn from one another through observation, imitation, and modeling. In this case, the skills are learned and acquired by inspecting others and seeing the outcomes of their performance. According to Bandura (1997), the five basics social cognitive abilities are the capacity to use the symbols, receiving by observation, forethought, self-regulation, and self-reflection. Bandura’s social learning theory (1997) also suggests and provides criteria for performing functions in the gathering of data and evaluating the data to achieve a decision. This is majorly achieved by giving attention to the events happening around the observer. For this reason, first element of Bandura’s social learning theory (1997) is attention. In this case, this postulates that observers learn by paying consideration concentration to the events occurring around them. This element finds its utilization in nursing in such a way that nurses learn by considering the clinical environment around them (Grusec, 1992). The scope of utilizing Bandura’s social learning theory (1997) in nursing practice and research is to develop confidence and self-efficacy in students and nurses. Besides, there are observation guides to recall when the observer retains the information either by visible or nominal representation (Lund, 2008). Bandura (1997) also hypothesized that the knowledge recalled must be put within fitting performance and this form the reproduction element of Bandura’s (1997) model. By retaining the information, the nursing undergraduates’ students and nurses elaborate touch of confidence and self-efficacy, while internalizing the knowledge and information (Masoudi, 2014). This selective memory can help them remember important clinical skills during their learning and practice. In any case, Bandura (1997) describes self-confidence as the belief one has in their capacity to perform an assigned duty successfully. High Fidelity Simulation in Nursing Education Extensively Research Proposal Bandura (1997) theorizes that self-efficacy is a significant determinant of self-regulation. He states that people gain a particular belief on their capacity to accomplish an objective based on how much work they need to put on this performance to accomplish it. For instance, a person that considers themselves incompetent in performing a particular task will be less confident and efficient as opposed to a person that believes that is good enough. Strong self-efficacy increases what a person can achieve. On the contrary, people with low self-efficacy believe conditions are more difficult than they are. In fact, according to Grusec (1992), self-efficacy is a strong predictor of accomplishments in life (Grusec, 1992). In many instances, nurses lose confidence in situations where the nurse is not aware of the clinical situation when they are presented to it for the first time. This action could come from the personal perspective of being incompetent in administering the situation. In other instances, loss of self-confidence can create anxiety and worry and this can influence negative belief and cause a career change (Dimitriadou–Panteka, et al, 2014). Bandura (1997) also defined verbal persuasions and physiological states that influenced a student’s confidence. In this case, Bandura’s (1997) theory of social learning develops confidence in nursing students in such a way that habits practiced during simulations make the learners accustomed to those events even before the actual practicing. Observational training happens by practicing each step (Jamshidi et al, 2016). Nursing students require retention skills to understand each step of the method combined with the motivation and the urge to complete it in the first year of clinical. Also, the internalization of the clinical situation must happen (Bandura 1997). Only when they have internalized and are confident about their knowledge and practice to achieve, can the person bypass anxiety and confusion while completing a duty (Jamshidi et al, 2016). Bandura’s (1997) theory of social learning will be utilized to the current research due to its Theoretical framework since it is based on observation, attention, retention, reproduction, and motivation. In this case, these factors influence not only the nurses’ confidence but also their self-efficacy regarding performing and achieving important and major nursing duties in a practical clinical environment. Design In this paper, a descriptive quantitative methodology will be adapted to determine the level of self-confidence in the practice of Saudi undergraduate nursing students. Also, a sample population of Saudi undergraduate nursing students will be included. The sample size of the population will comprise a minimum of 30 Saudi undergraduate students. According to Gray et al., a minimum of 30 participants are required for a study with one variable in order to approach a normal distribution (Gray, et al., 2017, p.347). Weaknesses will be identified while conducting this study included the sample size. The findings cannot be generalized to Saudi’s population of nursing students, as the access to the participants will be limited. The number of Saudi undergraduate nursing students who are practicing and experiencing HFS will be included in this research study. Moreover, the study will be conducted by a new researcher who has little experience in quantitative research. The strengths of the study would be guidance from a thesis committee chairperson who will provide direction and support to the new researcher to assist with the completion of the study. The researcher of the study will conduct a survey based on several assumptions during the conducting process of the research. Also, the study will be done at a Nursing private College in Saudi Arabia that utilizing high fidelity simulation extensively on their nursing program, and the data will be collected at the end of their clinical classes. Finally, the rating scale survey that will be used in this study will have no interpretation in its scale regarding students’ self-confidence. In other words, the survey that will be used in this study is a 10 Likert type measurement tool, which (1) means certain cannot do and (10) certain can do, without any interpretation of students self-confidence in the middle, what if a student select number (7) does that means good? That would be difficult to determine. The 10 Likert type measurement type tool entitle the Nursing Competency Self-Efficacy Scale (NCSES) was developed, validated and tested by experts in nursing research and practice. High Fidelity Simulation in Nursing Education Extensively Research Proposal Hypothesis The hypothesis for the research is ‘the use and training of undergraduate BSN nursing students in Saudi Arabia through HFS will improve their self-confidence and efficacy in their nursing Practice. The independent variable is High Fidelity Simulation while self-confidence and efficacy are the dependent variable. The hypothesis for the research is associative, simple, directional and research (Gray, Grove & Sutherland, 2017). In this case, it is associative because it is non-causative between the two variables and instead aims to investigate how the variables co-occur (Gray et al, 2017). Moreover, the research is simple because it compares two variables only while it is directional since it predicts that the use of HFS will have a positive effect on the self-confidence of Saudi nursing students. The hypothesis is also a research hypothesis since it asserts that there is a relationship between the variables in the research and, in our case, the relationship is simple, directional and associative (Gray et al, 2017). High Fidelity Simulation in Nursing Education Extensively Research Proposal Independent Variable Conceptual definition: High fidelity simulation is the independent variable of the purposed study. Fadi. M. et al., 2015, p,1, stated the definition of simulation as approximations to the reality that require trainees to react to problems or conditions as they would under genuine circumstances (Fad. M et al., 2015, p.1). The fidelity of a ‘simulation’ relates to how nearly it replicates the selected domain, and also how is it determined by the number of elements that are reproduced as well as the error between each component and the real world (Gaba, 2004, p.8). The positive impact of High-Fidelity Simulation has proven its effectiveness throughout the nursing history. According to Zapkoa, 2018, the National League for Nursing (NLN) has recommended the use of simulation in nursing as a significant teaching approach since it has been evaluated by NLN as the best educational practice for the learning and development of the nursing students (Zapkoa, 2018). Operational definition: The operational definition of the proposed study is to ascertain the impact of utilizing High Fidelity Simulation labs more extensive on undergraduate Saudi nursing students, by using HFS role-playings, briefings, clinical scenarios, observations, and demonstrations throughout the nursing program. There is a valuable role for clinical instructors regarding students learning as they could either help or create difficulties regarding their student’s learning and self-efficacy (Rowbotham, 2015). Zapko et al. (2018) concluded that serial simulations and having students experience simulations more than once in consecutive years is a valuable method of clinical instruction. In addition, Khalail (2014) established the use of simulations before and during nursing student’s first clinical practice to be a useful and effective learning strategy. Utilizing simulation labs before as well as during the first clinical practice of nursing students is an essential and effective learning strategy. Nursing educators should be aware of the high level of anxiety among nursing students during their first clinical practice and develop a program that could help in reducing students’ anxiety through high fidelity simulation labs (Khalail, 2014). Simulation is designed to optimize transference of knowledge and skills to practice sitting and it is not surprising that simulation labs give the nursing students the perfect learning environment as it provides them with the opportunity to immerse themselves in a realistic, dynamic, and complex situation which requires critical thinking and problem solving without harming any patients (Tuttici et al. 2016). Dependent Variable Conceptual definition: The dependent variable for the purposed study is to investigate and examine Saudi undergraduate nursing students regarding their self-efficacy and self-confidence in practicing nursing skills after their clinical and learning experience with HFS. Self-confidence is defined as the following: Self-efficacy : Bandura (1997) defined self-efficacy as an individual judgment of how well one can implement courses of action required to deal with prospective situations. Also, self-confidence affects every area of human endeavor. According to Bandura (1997, p. 425), “If self-efficacy is lacking, people tend to behave ineffectually, even though they know what to do.” Also, self-confidence in learning can develop as well as improve nursing students’ skills, attitudes, and knowledge regarding their educational development, progress, and clinical competency. This paper will be developed to answer the research question entitled, ” What is the impact of utilizing HFS on Saudi undergraduate nursing students regarding their level of self-confidence in practicing nursing skills”? Operational definition: The dependent variable of the proposed paper to investigate and examine Saudi undergraduate nursing students regarding their self-confidence and reducing anxiety using HFS based on a ten-point Likert scale. The range of scores will indicate the level of nursing students’ self-confidence with their clinical simulation activities. Human Rights Assurances A written letter of recruitment or consent will be created by the researcher. The ethical approval will be obtained from Daemen College’s Human Subjects Research Review Committee (HSRRC). Although the study will have a minimum risk on the study’s participants even if they scored low in their self-confidence rating scale, the IRB must examine and approve the study to ensure the minimum risk. The participants will only be asked regarding their learning with HFS besides demographics questions about their gender, age, and current position. There won’t be any personal information that will be required. Also, participants will be informed about how the risks of the study were minimized and maximized the benefits with a description of the study’s benefits and how they can improve the current evidence and practice. Also, the researcher will provide his contact and email so that the participants know whom to ask in case of any inquiries or questions (Gray, et al., 2017, p. 177-178). Moreover, the researcher will allow time between explaining the study and its purpose and signing the consent letter in order to provide the participants with sometime before the approval of the participants to allow them to think about their decisions before signing the form(Gray, et al., 2017, p. 177). There would not be any consent letter for the participants in order to make it easier for them, and the researcher will waive the consent letter in this study. The survey will be distributed equally using the SurveyMonkey website with a link to access the survey. The participants will be informed that their participation is voluntary, and they can withdraw at any time with no risk. Permission to recruit will be granted from the private college. The permission to access students for this study will be obtained as they will post the recruitment information, including the information letter (see Appendix A) with a link to the surveys on their official Facebook page. Emails will also be sent to recruit participants with the information letter (see Appendix A) containing the link to the surveys to enhance them to participate in the study. There will be also clarification on the survey. The 10 Likert type measurement type tool entitle “the Nursing Competency Self-Efficacy Scale” (NCSES) was developed, validated and tested by experts in nursing research and practice (see Appendix B), that the anonymity of all participants would be guaranteed. Participants will be fully aware that their participation in the study is entirely voluntary, and they could withdraw from the study whenever they felt uncomfortable during any time of the study without any penalty. Finally, there is an explanation to the participants regarding the confidentiality of the data, as the data will be stored in Microsoft Excel and Google Drive for only the purpose of the study and will be destroyed upon completion of the study. High Fidelity Simulation in Nursing Education Extensively Research Proposal Setting, Population, and Sample In this paper, a sample population of Saudi undergraduate nursing students will be included. The sample size of the population will comprise a minimum of 30 Saudi undergraduate students. According to Gray et al., a minimum of 30 participants are required for a study with one variable in order to approach a normal distribution (Gray, et al., 2017, p.347). For this study, a convenience, non-probability sampling technique will be adopted since there would not be an equal opportunity for every element of the population to be included in the study, as well as the results most likely not to be generalized or representative of the population (Merriam, D. 2020). High Fidelity Simulation in Nursing Education Extensively Research Proposal Participants will be recruited via a private nursing college in Saudi Arabia. A recruitment email contains the information letter as well as a direct link to the survey using SurveyMonkey, and the data/responses will be gathered from SurveyMonkey. The inclusion criteria for the study as the following: The students will be in their undergraduate nursing program (pre-licensure program); All participants will be above 18 years old; All participants must be able to communicate in the English language in both speaking and writing. While the exclusion criteria for this study will be as the following: Saudi nurses who have completed the program; Saudi students who have not experienced practicing with high fidelity simulation lab; Students who are not able to speak and write in the English language. There is more than one internal validity in this study. First, language communication, since the English language considers as a second language in Saudi Arabia. Second, the definition of self-confidence as it might be different from one student to another. The small sample size will affect the study in regard to external validity as it cannot be generalized to the whole population. In other words, in order for the results to represents the population, a larger sample size is required. However, strengths of the study would be such as guidance from a thesis committee chairperson who will provide direction and support to the new researcher to assist with the completion of the study. The researcher of the study will conduct a survey based on several assumptions during the conducting process of the research. Also, the study will be done at a Nursing private College in Saudi Arabia that utilizing high fidelity simulation extensively on their nursing program, and the data will be collected at the end of their clinical classes. Data Collection Method and Procedure Following IRB permission. Data collection will be occurred by a recruitment email that will be sent to the nursing participants from the Nursing Private College who will be recruited to participate in the study including a letter of information (see Appendix A) Participants will be asked to do demographic questions and the online questionnaire labeled “the Nursing Competency Self-Efficacy Scale” (NCSES), regarding their Self-confidence in learning tool while or after their experience with HFS during their undergraduate program (see Appendixes C and D). The rating scale survey that will be used in this study will have no interpretation in its scale regarding students’ self-confidence. In other words, the survey that will be used in this study is a 10 Likert type measurement tool, which (1) means certain cannot do and (10) certain can do, without a

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Discussion: healthcare management annotated

Discussion: healthcare management annotated ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: healthcare management annotated I’m studying for my Management class and don’t understand how to answer this. Can you help me study? Discussion: healthcare management annotatedDiscussion: healthcare management annotated HI, I UPLOADED MY INSTRUCTION FILE AND MY 8 SOURCES. YOU WILL NEED 12 SOURCES FOR THIS ASSIGNMENT. I ALREADY RESEARCH 8 SOURCES FOR YOU. YOU WILL NEED TO RESEARCH 4 SOURCES BY YOURSELF AND Sources can include books, article, monographs, websites and other documents. All sources should be substantial in length and content. All articles should come from appropriate professional journals. PLEASE LOOK AT ALL FILES WHICH I UPLOADED. I don’t know how many pages will have for this assignment. I think It will have more than 4 pages. PLEASE LET ME KNOW IF YOU HAVE ANY QUESTION. annotated_bibliography.docx sources.docx SOURCE #1 How patients’ use of social media impacts their interactions with healthcare professionals Author links open overlay panel A.Benetoli ab T.F.Chen a P.Aslani a Show more https://doi.org/10.1016/j.pec.2017.08.015 Get rights and content Highlights Patients were empowered by using social media for health-related purposes. Patients could participate more actively in the treatment decision-making processes. The use of social media by patients improved their relationship with their healthcare professionals. However overt or tacit opposition from healthcare professionals was reported. Abstract Introduction Patients are increasingly accessing online health information and have become more participatory in their engagement with the advent of social media (SM). This study explored how patients’ use of SM impacted their interactions with healthcare professionals (HCPs). Methods Focus groups (n = 5) were conducted with 36 patients with chronic conditions and on medication who used SM for health-related purposes. The discussions lasted 60–90 min, were audio-recorded, transcribed verbatim, and thematically analysed. Results Participants did not interact with HCPs on SM and were not expecting to do so as they used SM exclusively for peer interactions. Most reported improvement in the patient-HCP relationship due to increased knowledge, better communication, and empowerment . Participants supplemented HCP-provided information with peer interactions on SM, and prepared themselves for consultations. They shared online health information with HCPs, during consultations, to validate it and to actively participate in the decision-making. Although some participants reported HCP support for their online activities, most perceived overt or tacit opposition. Conclusion Participants perceived that their SM use positively impacted relationships with HCPs. They felt empowered and were more assertive in participating in decision-making. Practice implications HCPs should be aware of patients’ activities and expectations, and support them in their online activities. Previous article in issue Next article in issue Keywords Social media Patients Chronic conditions Decision-making Empowerment Healthcare professionals Introduction The Internet has increased access to a range of health-related information, and its evolution to Web 2.0 has provided a more participatory environment where users develop and disseminate online content. Web 2.0 has provided the technological foundation for the appearance of social media platforms [1] . Web 2.0 has allowed the development of easy-to-use and interactive platforms where individuals and communities share, co-create, discuss, and modify user-generated content (e.g. texts, images, audios, videos, games) employing mobile and web-based technologies [2] . Social media (SM), dubbed the “participative Internet” [3] , has therefore been enabled through the evolution of Web 2.0. Putting it simply, SM consists of a wide range of websites and applications whose content is created by Internet users [1] . It has provided a new venue for public communication, including health communication [4] . As a result, SM has turned out to be not only an emerging trend for patients seeking health information [5] , but also a venue for them to interact with one another. Online communities of patients with a shared health problem have become common [6] . Popular topics discussed include disease symptoms, prognosis, examinations and procedures, and treatments [7] . Besides getting additional useful information directly from peers [8] , online patients have also obtained social support for self-management of their chronic conditions [9] . It has been argued that patients’ access to online health information can impact their relationship with healthcare professionals (HCPs) [10] . As Web 2.0 and SM are dynamic communication technologies with increasing penetration in people’s daily lives, it is vital to keep abreast of changes in its use by patients. Additionally, it is important to fully comprehend how patients are accessing health services and interacting with their HCPs after engaging with peers on social media. Findings from the literature have revealed that patient participation in health-related discussions on SM and other online forums could have an impact on the patient-HCP relationship. Patients have felt empowered and confident with the knowledge and support obtained online [11] , [12] and consequently have asked more relevant questions and communicated better with HCPs [11] , [13] , [14] , [15] , [16] . However, on the flip side, it has been claimed that patients’ active participation in online health activities with peers could threaten HCP expertise in some cases [17] leading them to negatively react to patients’ online autonomous health activities. This in turn could have a disempowering effect on patients [18] . Patients have ended up looking for other health providers in response to a physician’s negative attitude or due to the recommendation of “good doctors” from peers [15] . Chiu and Hsieh [13] investigated how cancer patients wrote (and read) blogs about their condition and the impact of such activity on their illness experience. Cancer patients reconstructed their life story in the blog, articulated their expected end of life and how they wished to be remembered after death [13] . Using in-person and virtual focus groups, Rupert et al. [18] found that patients used online health communities or support groups to obtain information not provided by HCPs and discussed information obtained online with their clinicians, positively impacting the patient-HCP relationship [11] , [18] . An Australian study [17] employing interviews explored the use of online support groups by men with prostate cancer . It showed that the online environment allowed patients to share private information without the constraints imposed by face-to-face social interactions . However, medical specialists perceived this behaviour as a threat to their expert status and control over decision-making processes [17] . A recent review by Smailhodzic et al. [19] about the use of SM in healthcare incorporated studies dealing with patients’ use of SM and its influence on their relationship with HCPs. While recognizing the limited number of studies on this topic, the authors proposed that SM use by patients increased their empowerment leading to a more equalized power balance between patients and HCPs. Considering the relative novelty and relevance of the topic, further research is deemed necessary. A comprehensive understanding of patients’ use, perceptions, and opinions about the use of SM for health-related purposes is important in order to design services that meet their needs and expectations. Moreover, further research is necessary in order to better understand SM’s potential for supporting patient-HCP relationships [20] . Therefore, the aim of this research was to explore patients’ experiences, opinions and perceptions about their use of SM for health-related purposes. Specifically, the study objectives, reported here, were to determine the impact of these online activities on patients’ in-person healthcare services use and health decision-making behaviour; and its effect on patient-HCP relationships. Methods 2.1. Focus groups A qualitative approach was used to allow participants to articulate their experiences, and help elicit in-depth information from them [21] . Focus groups were chosen because they are an efficient way of gathering the views of several individuals simultaneously [22] , uncovering important constructs that may not be tapped through individual interviews [23] . A focus group guide (Appendix 1 in Supplementary materials) was developed to address the broad research aims. Findings pertaining to the questions on impact of SM on healthcare services use and healthcare professional interactions have been reported here. 2.2. Participants and recruitment 2.2.1. Inclusion criteria Participant inclusion criteria were: 1) adults with a chronic disease, 2) taking a medication for that disease, 3) had used SM for health-related purposes in the last 12 months, and 4) able to participate in the study without the assistance of a translator. 2.2.2. Recruitment All participants were recruited from the Sydney metropolitan area by a market research company. They received detailed verbal and written information about the study. Forty participants were recruited and thirty-six participated in the discussions. Each participant was reimbursed AUD$80 for their time and travel expenses. Discussion: healthcare management annotated 2.3. Data collection Five focus groups were conducted in three separate dedicated venues in Sydney, Australia. All participants provided written consent and completed a demographics questionnaire. Discussions lasted 60–90 min and were facilitated by PA, a female pharmacist and academic experienced in conducting focus groups. The discussions were guided by the focus group questions (Appendix 1 in Supplementary materials) and audio-recorded. Focus groups were conducted until data saturation [24] , which was at the conclusion of the fourth focus group. One additional focus group was conducted for validation purposes. 2.4. Data analysis Note taking during discussions and debriefing immediately after ensured that important information was not ignored and constituted a preliminary analysis [23] . Therefore the data analysis started during and in parallel with data collection [25] . All audio-recordings were transcribed verbatim and thematically analysed [26] . Thematic analysis was chosen as it is not aligned with a particular epistemological, philosophical, or theoretical approach and is a flexible tool to generate themes in qualitative research [26] . Repeated reading of notes and transcriptions afforded familiarity with the data. Transcriptions were then coded line-by-line, by AB, with the assistance of NVivo 11 ® (QSR International), and discussed with PA. Coding was open, not restricted by theoretical assumptions and was dynamic and iteratively developed throughout the analysis. An inductive approach [27] assured a data-driven analysis. Codes with a repeated pattern across the data were collated together and grouped into sub-themes and later assembled into overarching themes. Results A total of 36 participants ( Table 1 ) took part in the focus groups (n = 5). A wide range of chronic disease states (e.g. hypertension, depression, anxiety, cancer, arthritis , Crohn’s disease) was represented among the participants. Table 1. Participants’ demogra phics. Discussion: healthcare management annotated Characteristic Participants (n = 36) Sex Female 17 (47%) Male 19 (53%) Age Range 27–71 Mean ± SD 47.3 ± 10.2 Country of birth Australia 26 (72%) England 2 (5.5%) New Zealand 2 (5.5%) Other 6 (17%) Education Less than High School 3 (8%) High School 11 (30%) College or Technical Education (TAFE) a 6 (17%) Undergraduate 12 (33%) Postgraduate 2 (6%) Data missing 2 (6%) Employment status Full-time 18 (50%) Part-time 9 (25%) Home duties 3 (8%) Retired 2 (6%) Unemployed 4 (11%) Self-reported health status Excellent/very good 14 (39%) Fair 17 (47%) Poor/very poor 5 (14%) Three overarching themes related to the impact of SM in patients’ interactions with HCPs and health care services emerged from the analysis. Table 2 provides a sample of quotations illustrating such themes. Table 2. Overarching themes and respective quotation sample. Themes Illustrative quotations SM use and its impact on interactions with HCPs “I think, if you know the language and you’re familiar with concepts and closer to a level that a doctor understands or operates in, it’s a little bit easier, the interaction” [Focus group (FG)2, female participant (f)10] “I think if you prepare yourself for a session with the doctor, you know what exactly you want to ask; they can answer” [FG5, f31] Discussion: healthcare management annotated “I think they [HCPs] probably take you a bit more Discussion: healthcare management annotated seriously when you know your stuff, because they can’t fool you around, because they know that you have the answers” [FG2, f12] “I have questions mentally prepared, questions which I think are going to be pragmatic for me and kind of get the information directly from a professional” [FG5, m35] Decision-making process “I’ve gone to my doctor with the information. So, I don’t just take it literally until I get further into it and then I’ll decide or speak to the doctor about it” [FG4, f27] “I was like pretty helpless … other times just gets really confusing if I tell them my stuff and then they tell me other stuff” [FG3, m19] “I was on a discussion group on polycystic ovaries. And there was this talk about metformin. Well, that’s for diabetes. Where’s the connection? But some doctors had discovered that metformin worked really well for polycystic ovaries because are insulin resistant. So I went to my doctor with that and he gave me puzzled look. He said ‘give me a week and I’ll read up’. And within that week I went back and he immediately put me on it” [FG1, f8] “I was having a problem with a high blood pressure tablet. I was getting dizzy, sick. And I said to the doctor ‘there’s something wrong with me’. He said ‘just give it some time’. So I went on to the forum and people had the same problem. They said ‘tell your doctor he’s wrong and get off that, and tell him you want to try Drug XX or something else’ … then I went back to the doctor and I told him and he changed the medication. Perfect. But if I stayed with the doctor’s advice and never checked it myself, I’d feel sick all the time” [FG2, m13] SM use and its impact on healthcare services usage “I go to my doctor once a fortnight. I skipped the last two meetings. I was getting more online than I was in the office” [FG3, m20] “I have one [GP], but then … I would do research and come to idea that I have some problem … I would ask and insist on certain tests and then if she refused … I found few other doctors that are completely okay with that” [FG3, f16] “Maybe it saves you the trip to the doctor… because you’re informed and can go to the pharmacist” [FG5, m35] “I used SM to figure out who are the good doctors and who are the bad doctors” [FG5, m35] 3.1. SM use and its impact on interactions with HCPs No participant reported interacting with HCPs via SM. Only digital communication technology predating SM (e.g. chatroom) was used for communicating with HCPs. For example, non-government organisations like BeyondBlue (beyondblue.org.au) and Black Dog Institute (blackdoginstitute.org.au) were cited as useful online resources where psychologists and psychiatrists could be accessed for live chats. Participants received private counseling and referral to other services if needed. A private service named “Ask the Doctor” (askthedoctor.com), where patients could ask health-related questions, was also mentioned. No other online interactions with HCPs were reported. Most participants did not expect to interact with HCPs on any SM platforms they were using. In fact, they thought it would be strange if a HCP participated in online communities: “I probably would be quite dubious if somebody sort of popped up and messaged saying ‘hi, I’m a professor or I’m a brain surgeon’ … I would be wary” [FG1, f3]. However, some did expect that “undercover” HCP researchers could be among virtual community users. Interestingly, it was mentioned that not only HCPs’ credentials, but also the advice provided in these circumstances would be questionable since this service would be dissociated from a HCP’s regular workload and employment. Even though not interacting with HCPs on SM, participants reported that being active online improved their face-to-face relationship with HCPs. This effect was perceived to be due to their empowerment , manifested as improved health literacy and better communication. Participants stated that interactions with online peers helped them to better prepare and to articulate questions during consultations: “I think it helps also to ask your doctor the right questions because you understand your conditions better” [FG2, f12]. Some participants even hypothesised that HCPs would have a higher regard for well-informed patients; consequently providing better services for them. This improved interaction was perceived to facilitate participants to obtain more useful information from their doctors: “to make use of your time with your specialist, to ask the right questions … you’re going in armed with information so you can engage and get as much information” [FG2, f10]. They believed that improved communication and being better prepared for consultations meant more efficient consultations, especially as they are often short. Moreover, participants believed that HCPs, particularly specialists, did not have to spend time explaining basic information about the disease, prognosis, and treatment options because they were better informed. 3.1.1. Sharing information obtained online with HCPs Most participants tended to discuss the information obtained online with their HCPs, especially with their doctors. It was pointed out that verifying the validity of the information found online was an important activity performed by HCPs: “I read, take note, compare … then when I go see the doctor, I ask to get more clarity” [FG1, m1]. Similarly, pharmacists were mentioned as HCPs who could be accessed for double-checking online health information: “I tend to ask the professionals … I was with the pharmacist at the hospital, and I asked him about something. I talk to my chemist too” [FG1, f5]. However talking to pharmacists was problematic due to lack of privacy in the community pharmacy setting: “I tend to prefer my doctor because my pharmacist has a thousand people around with no privacy” [FG1, f3]. 3.1.2. Participants’ experiences and perceptions of HCPs reactions to their use of SM Some participants reported on their HCPs’ reactions when they visited them with health-related information found online or discussed in SM groups. The majority felt that HCPs did not appreciate that their patients were accessing online health information. In fact, some participants reported that some HCPs overtly expressed opposition: “I went to a sports injury physio, and when she talked about something she knows I want to check online, watch YouTube, then she tells me ‘don’t go to websites … don’t trust websites”’ [FG3, f17]. They believed that this opposition may be because HCPs were concerned about patients being more inquisitive: “maybe they feel that because we know what they’re going to talk about, we may ask more questions. I find doctor doesn’t really like you to ask questions” [FG3, f17]. In some cases, participants experienced hostility : “he rolls his eyes and goes ‘another one’s been to the Internet again”’ [FG2, m9]. Indifferent reactions were also reported. In general, several participants had the impression that HCPs do not support patients’ autonomous search for health information and participation in online forums and SM: “doctors don’t even like SM. I know one that hates it” [FG5, m36], “I think the [healthcare] professional people are very against it [SM]” [FG3, f17]. On the other hand, there were some participants who reported that HCPs were receptive to their online health-related activities. Patients’ increased knowledge about their condition and treatment options not only led them to be more assertive when interacting with HCPs but also sometimes changed the way HCPs approached them, i.e. HCPs were more interested in their comments and opinions. A few participants reported strong support from physicians for their online activities: “my doctor tells me to get whatever information I can and if I’m not sure about it, just give him a call” [FG3, m21]. With a few even reporting that doctors would recommend patients to go online to find ways of helping themselves, particularly when no actual treatment or procedure was indicated. This helped to establish a respectful and collaborative patient-HCP relationship. 3.2. Decision-making process SM had a significant role in fostering decision-making: “listen to another people’s thoughts if they’ve had the same experience … help me to make a decision” [FG3, f17]. Online engagement increased participants’ willingness to be actively engaged in therapeutic decision-making: “if you’ve got knowledge, then you can negotiate, suggest, and talk about it more successfully rather than just being told ‘this is what you’re going to take”’ [FG1, f5]. Several participants highlighted that decision-making was an agreement between the HCP and themselves and for most, discussing the information obtained online with HCPs before acting on it was the rule. However, a few expressed a firm resolve to follow what they themselves believed was right, regardless of HCPs’ opinions. Participants bringing and discussing online treatment information during consultations, influenced medication selection and initiation. A few participants reported that their doctors could be persuaded to change their treatment even though acknowledgment of the patient’s contribu tion was not always explicit: “they might change it [treatment] but they won’t tell you they’re changing it for that reason [information brought by patient]” [FG4, m23]. Discussion: healthcare management annotated Suggestions to discontinue or change medications due to side-effects were also common after participants had discussed these matters with online peers. Participants felt they could better discuss treatment options with their doctors and treatments could be modified as they would suggest new treatments according to what they had learnt on SM. Being knowledgeable about health, however, did not change participants’ reliance on HCPs. Most articulated that HCPs were the most trusted and well-trained people: “I want to be able to read and look, research, have all this knowledge. But you still got to go take it to people who do all that training” [FG1, f8]. Despite most participants acknowledging that their online activities empowered them for the decision making process, some participants felt frustrated in the decision-making process when doctors did not acknowledge their contribution by disregarding the information they were presenting. Moreover, the negative impact on patients’ ability to participate in the decision-making process was strongly felt when HCPs expressed hostility towards their online activities: “disempowers you pretty quickly” [FG1, m9]. 3.3. SM use and its impact on healthcare services usage The use of SM for health-related purposes seemed to influence the frequency with which healthcare services were accessed by the participants, though a clear trend was not established in this study. On the one hand, a few participants accessed fewer healthcare services since some of their health needs were met by the virtual peer interactions and the information obtained. But on the other hand, there were participants who increased their healthcare services use due to improved health knowledge . One participant even identified HCPs inclined to accept suggestions obtained from online sources. Accessing other health services was also mentioned. For example, a few participants reported that with the information obtained on SM they could get their health needs addressed by their community pharmacist rather than their doctor. It is important to note that the selection of health services, in particular HCPs, was influenced by online peer interactions as patients were seeking recommendations. While some participants preferred to obtain a HCP recommendation from strangers within large online forums or SM groups, others believed that recommendations from close friends on social networking sites were more appropriate and trustworthy: “sometimes I put out a message on my page saying, ‘I’m looking for a practitioner, has anyone got some good referrals?”’ [FG2, m11]. SM was used as a platform to post complaints about health services and the health system: “I use it for venting quite a lot about frustrations to do with access to services, stigma when it comes to using those services” [FG3, m21]. Discussion and conclusions This study has demonstrated an overall positive impact on the patient-HCP relationship due to patients’ use of SM as clearly articulated by the participants, and has provided new insights into the specific aspects of patient-HCP relationship. This study also corroborated previous research indicating that patients’ use of SM for health-related purposes positively influenced their relationship with HCPs [11] , [14] , [18] , [28] . Whilst previous research found that patients did not disclose their Internet activity during clinical visits [29] , this current study demonstrated that they did. Participants stated being open about their online sources when interacting with HCPs. Therefore it can be hypothesised that SM use by patients can increase their openness about online activity compared to other types of Internet sources. Furthermore, it is also possible that the increased use of the Internet for information, in general, and for health, specifically, has shifted the “societal norm” to patients being more likely to report seeking and finding health-related information on-line (Internet and SM). The findings presented here are in line with previous research that has shown that patients’ access to online health information tended to diminish the paternalistic approach to care experienced since patients were more prepared and able to participate and take more responsibility for their health outcomes [10] . The interactive environment provided by SM can help not only to consolidate knowledge that could have been acquired from traditional sources and websites, but also provides a more informal and user-friendly mechanism for information transmission, expanding the chances of obtaining further knowledge. Such improvements in patients’ knowledge and empowerment are therefore reflected in a new patient-HCP relationship. Therefore, it is possible that SM is providing more opportunities for patients to learn, especially to gain first-hand experiences and opinions from peers, which can also support better engagement with HCPs. Additionally, the study has shown that patients were not only resorting to online peer interactions to supplement information from HCPs as shown in the literature [18] , but also they were preparing themselves prior to clinical consultations. For this reason, the findings substantiate a prediction made in 2003 that one of the key features of the future patient would be to bring a list of questions to consultations [30] . Irrespective of how and when patients were seeking health-related information on SM platforms, the availability of SM and their online activities have transformed their health-related behaviour as demonstrated in this study. Online peer interactions increase patients’ health-related knowledge [15] because patients share both relevant health information and their own experiential stories [31] . Such increased knowledge has been conducive to patient empowerment [11] , [12] , [32] , which is then reflected in patients’ ability to better articulate doubts and concerns [33] and to actively participate in the decision-making process, particularly treatment choices. The findings corroborate previous studies that have reported improved patient-HCP communication when patients actively participate in online discussions [11] , [32] , [33] . This study also revealed that patients believed the improvements in patient-HCP relationship were due to patient empowerment and the higher regard from HCPs towards informed patients. This study, however, did not investigate if patients with a relatively good relationship with their HCPs would be the ones to perceive the most improvement. Therefore future studies should address this point. This study highlighted that despite the health information accessed online and the increasing online discussions among patients about health-related matters, HCPs remained a trusted source to validate information. This is in line with studies reporting that most patients or carers relay the information found online with their doctors [34] . Such approach seems to be an important component of the improved communication previously discussed and a vital element for patients’ participation in decision-making. It has been found that peer-to-peer online discussions provide patients with useful quality information [35] and by discussing this information with their clinicians patients were asserting themselves during consultations and influencing treatment decisions. Although this active role in imparting their own information can be interpreted as a sign of patients’ concern that HCPs may not be aware of the latest treatment breakthroughs [33] , it is most probable that patients are increasingly taking responsibility for their own health. Interestingly, participants’ perceptions of improved relationships with HCPs contrasted with most of them reporting overt or tacit HCP opposition to their online health-related activities. HCPs negatively reacting to patients presenting online information during consultations have been reported previously [29] . There may be several reasons explaining this behaviour. For example, it is known that HCPs struggle between paternalism and patient autonomy as they see their expertise and judgment undermined by online informed patients [36] . HCPs who may feel threatened in their expertise may react negatively during consultations with patients who bring online content [17] , [18] . Other reasons that may lead HCPs to express opposition include concern about misleading health information, improper use of health services (e.g. delayed visits), incorrect disease self-management [37] , and limited time [38] . Regardless of the underlying reasons, HCPs’ resistance to patients’ use of SM for health-related purposes was found to disempower patients, as also reported by other researchers [18] . Additionally, HCPs should be mindful that their opposition can lead to patients not only getting a second opinion, but even to change their healthcare provider [15] , [18] . As SM use might represent an important element in the evolving nature of the patient-HCP relationship [39] , it is thus suggested that HCPs should move to information exchange (dialogue) rather than transfer [40] , favouring a patient-centred interaction involving collaboration in obtaining and analysing the information [41] . As a result, patients’ contribution would be acknowledged strengthening their relationship with their HCP. Lastly, patients’ use of SM may impact healthcare services usage. This finding contrasts with a previous research reporting that Internet use by patients had no impact on healthcare services usage [42] . One explanation for this difference could be due to the interactive nature of SM having a more pronounced effect on patients than the use of regular websites and emails. Nevertheless, it is important to emphasize that the findings presented here prevent the establishment of a trend as it pointed to both directions: increased and decreased use of healthcare services. While some participants reported decreasing use of health services, others reported that peer interaction and more knowledge led th

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