NHS 6008 Executive Brief: Proposal of New Economic Opportunity

NHS 6008 Executive Brief Proposal of New Economic Opportunity

Professional Context

Master’s level health care practitioners are charged with
the responsibility of constantly scanning the external environment for shifts
in supply of and demand for services. Concurrently, leaders must examine
strategic fit with their organization’s directional strategy and determine if
adjustments need to be made for current service offerings, updates in
equipment, changes in staffing models, and a variety of other decisions. Each
decision that is proposed must be evaluated in terms of the health care setting
as a system, alignment with the mission and strategy, available internal
resources, potential contract and payer source implications, and the short- and
long-term economic effects at both the micro and macro levels.

Scenario

As an emerging health care leader, the senior management has
requested that you independently research and explore one of the economic
opportunities that may be available in your care setting. This may be offering
a new service line, working to improve a service line already offered, retiring
an outdated or unprofitable service line, or any other economic initiative that
you believe will be of benefit to your care setting in the short and long term.
One example of this is a recently launched partnership with a local bicycle
sharing company. Your care setting partners with them to host healthy community
events that offer free screenings for early detection of various health issues.
This helps fulfill some of your care setting’s preventive and healthy lifestyle
initiatives, while also potentially driving referrals to other services
provided by your care setting. You have been asked to submit your proposal in
the form of a 2–4 page executive summary that includes your proposed economic
initiative, supporting economic data, and an analysis of the proposal’s
benefits for your department and for the care setting overall.

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Instructions

You have been asked to ensure that your report addresses the
following. Note: The bullet points below correspond to grading criteria in the
scoring guide. Be sure your work is, at minimum, addressing each of the bullets
below. You may also want to read the scoring guide and the Guiding Questions:
Executive Brief: Proposal of New Economic Opportunity document to better
understand the performance levels that relate to each grading criterion:

Propose an economic initiative that presents an opportunity
for your care setting at both the micro (departmental, neighborhood) and macro
(organizational, community) levels, and that you believe will provide ethical
and culturally equitable improvements to the quality of care.

Analyze the supply and demand for your proposed economic
initiative within contexts relevant to your care setting.

Explain relevant economic and environmental data that
support your proposal and analysis.

Communicate your economic proposal in a logically structured
and concise manner, writing content clearly with correct use of grammar,
punctuation, and spelling.

Effectively support your proposal with relevant economic
data and scholarly sources, correctly formatting citations and references using
current APA style. NHS 6008 Executive Brief Proposal of New Economic Opportunity

Example assignment: You may use the assignment example,
linked in the Resources, to give you an idea of what a Proficient or higher
rating on the scoring guide would look like.

Submission Requirements

Length of paper: 2–4 double-spaced, typed pages. Your paper
should be succinct yet substantive.

APA formatting: Resources and citations are formatted
according to current APA style.

Resources: Cite a minimum of 3–5 authoritative and scholarly
resources. Be sure to include specific economic data and support as part of
your cited resources.

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.