MSN 6218 Assignment: Proposing Evidence-Based Change

MSN 6218 Assignment: Proposing Evidence-Based Change

MSN 6218 Assignment   Proposing Evidence-Based Change

 

Professional
Context

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

This
assignment provides an opportunity for you to examine a local or regional
health care issue from a global perspective. By successfully completing this
assignment, you will demonstrate your proficiency in the following course
competencies and assignment criteria:

Competency

1: Identify the challenges and opportunities facing health care.

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

Competency

2:Compare the effects of different health care finance models and policy
frameworks on resources and patient outcomes.

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

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

Competency

3: Evaluate the positive and negative influences of leaders on health care
processes and outcomes.

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

Competency

4: Develop proactive strategies to change the culture of the organization by
incorporating evidence-based practices.

Explain why
specific changes will lead to improved outcomes.

Competency

5: Communicate effectively with diverse audiences, in an appropriate form and
style consistent with applicable organizational, professional, and scholarly
standards.

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

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

Scenario

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

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

Instructions

Complete this
assignment in three steps:

Propose a
change to one aspect of your local or regional health care system or program
that would improve outcomes.

Conduct a
comparative analysis of different health care systems, focusing on that one
aspect of the system you are proposing to change.

Summarize your
proposed change and the results of your comparative analysis in a report to
executive leaders.

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

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

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

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

Choose one
of the following options for selecting the two systems or programs:

Option 1:
Select two systems at opposite ends of the scale in terms of desirable outcomes
for the issue reflected in your proposed change.

Option 2:
Select two systems that both produce positive outcomes but take unique or
innovative approaches to the problem.

Compare the
outcomes in each non-U.S. system with each other and with present outcomes in
your local or regional health care system.

Explain why
specific changes will lead to improved outcomes.

Determine
the financial and health implications associated with the proposed changes.

Address the
implications of making the changes.

Address the
implications of not making the changes.

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

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

Document
Format and Length

Use the
Summary Report Template, linked in the Resources. An APA Style Paper Tutorial
is also linked in the Resources to help you in writing and formatting your
report. If you would like to use a different template or document format for
your report, obtain prior approval from your instructor.

Your
summary report should be 4–5 pages in length, not including the title page and
references page.

Be sure to
apply correct APA formatting to all source citations and references.

Supporting
Evidence

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

Submission
Requirements

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

MSN 6218 Assignment   Proposing Evidence-Based Change Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.