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Assignment: Training Session for Policy Implementation

Assignment: Training Session for Policy Implementation


Employee training is vital as it improves staff engagement as well as increase the retention of workers for the benefit to the organization. At the health setting, training needs to be done in an effective way to optimize quality outcomes to patients (Bhavnani et al., 2017). This paper focuses on a discussion on the materials and activities utilized in a training for the implementation of new strategies at the Mercy Medical Center.

Training Strategies

The selected facility is not achieving the performance benchmarks related to patient safety due to a high nurse-to-patient ratio. This is mainly attributed to inadequate nursing staff which the sponsors to the facility need to address by employing additional nursing staff. In order to engage the stakeholders to accept the proposal, an evidence-based practice (EBP) description will be utilized during the training (Fix et al., 2018). This aims to provide valuable information on the need for recruiting staff to allow sponsors make decisions that is aimed at improving patient safety at the facility. An annotated agenda and outline of the developed two-hour training workshop is structured below;

The First 1 hour: Opening

  1. Presentation of the workshop and defining its objectives

In this initial stage, evidence that supports patient safety is described. The new process in which additional staffs will be recruited is elaborated to the sponsors so that they acquire information on the deficits of nurses at the facility. Besides, the stakeholders are briefed on the need for the training to encourage a positive attitude about the proposed change (Gershengorn, Kocher & Factor, 2014). This ensures that the proposed project is supported by the sponsors to help address unsafe high nurse-to-patient ratios at the Mercy Medical Center. Finally, a brief description is made on how the workshop will help in achieving the objectives of optimal care at the facility.

  1. Participant introductions and their expectations

The training session is organized for audiences such as project manager, training lead and the change management team (Bhavnani et al., 2017). The members of the team provide their names as well as their role in the project. Each member also outlines the outcomes they intend for the project. The members set the ground rules upon which the training is conducted.

  1. Logistics of training as outlined in the workshop site

The training forum offers an opportunity for the participants to experiment the objectives of the proposed project on addressing unsafe high nurse-to-patient ratio at the facility. Debriefing will be made to the audience to allow them brainstorm on the qualifications of the nursing staff required at the facility (Fix et al., 2018). Decisions on the timing needed for the training will also be shared so that the participants provide thoughts on the allotted time in each of these sessions. Finally, key issues related to multi-sensorial and interactive learning will be explored. This relates to how each of the training sessions are designed to enable participants comprehend the contents discussed.

The Second 1 Hour: Laying the Groundwork

  1. Mystery Facilitation Exercise

This aspect is designed to help trainees understand the facilitation as well as raise questions with regard to approaches used in the training. Case scenarios on patient safety arising from adequate nurse staffing will be used to enable trainees understand the benefit of the evidence-based practice (McArdle, 2015). In this method, misconceptions about the proposed EBP will be clarified to inculcate a positive attitude among the project sponsors.

  1. Review of key Facilitation Concepts

This entails a discussion about key facilitation concepts which ensures that trainees develop a better understanding about the multi-stakeholder dialogue (MSD) and the shared decisions about the processes of implementation. In this approach, trainer avails the SMART protocol documents to each of the trainees (Bhavnani et al., 2017). This ensures that each participant provide their reviews in addition to making notes about the changes they would see at the Mercy Medical Center with regard to nurse staffing. During this process, trainees may provide information about quality improvement initiatives on the recruitment of additional nurses that can optimize patient care at the facility (Gershengorn, Kocher & Factor, 2014). Besides, allowing staff to articulate new forms and provide reviews of the proposed changes will ensure that they take complete ownership of the project to facilitate its implementation.

Training Evaluation

The outcome of the competency for the trainers is evaluated through questions and answers (McArdle, 2015). The facilitator

Assignment Training Session for Policy Implementation

Assignment Training Session for Policy Implementation

asks the participants about their perception of the new processes of addressing patient safety. This is mainly achieved by providing questions to stakeholders to give them thoughts on how to conduct nurse staffing at the facility (Belisle, Rowsey & Dixon, 2016). Feedback from the participants enable the facilitator to analyze the confidence levels of the trainees in embracing the proposed change.

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Training Resources and Budget

Training resources for the project include the use of computers and overhead projectors to visualize contents discussed. Handouts on the type of nursing competencies required at the facility and the program outline will also be availed to the participants (Fix et al., 2018). Each of the trainee will be required to have a notebook and a pen for documenting the activities

Develop a training plan for one of the role groups in the organization that will be responsible for implementing practice guidelines under the new organizational policy you presented in Assessment 3. Prepare an agenda for a two-hour workshop, and summarize your strategies for working with this group, the expected outcomes of the training, and why you chose this group to pilot the change.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
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Training and educating those within an organization who will be responsible for implementing and working with changes in organizational policy is a critical step in ensuring that prescribed changes have their intended benefit. A leader in a health care profession needs to be able to apply effective leadership, management, and educational strategies to ensure that colleagues and subordinates will be prepared to do the work that is asked of them. This assessment offers you an opportunity to develop and implement such strategies.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•Competency 2: Analyze relevant health care laws and regulations and their applications and effects on processes within a health care team or organization. ◦Describe changes to policy or practice guidelines to be implemented in an organization.

•Competency 3: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations. ◦Identify training activities and materials that support learning and skill development, and prepare a specific group to successfully apply a new policy or practice guidelines to its work.
◦Justify the importance of an institutional policy or practice guidelines to improve the quality of care or outcomes related to a specific group.

•Competency 5: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces. ◦Develop strategies for engaging with a specific group to ensure buy in, support, and preparedness to implement changes in policy and practice guidelines.
◦Advocate for the importance of the role a specific group will play in implementing changes in policy and practice guidelines.

•Competency 6: Apply various methods of communicating with policy makers, stakeholders, colleagues, and patients to ensure that communication in a given situation is professional, clear, efficient, and effective. ◦Interpret complex policy considerations or practice guidelines for a specific group with respect and clarity.
◦Write clearly and logically, with correct use of grammar, punctuation, and spelling.
◦Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.


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Questions to Consider


As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
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When trying to implement a change in how people will be doing their work, it is important to ensure that they not only understand what they are expected to do and how they should go about it, but also to create buy in so that stakeholders willingly embrace policy, process, and practice changes.

Consider a group of health care workers, in your current or prospective organization, for which you might employ selected training strategies to address internal policy or practice changes.
•What training strategies would you use?
•How will these strategies help the target group implement the internal policy or practice changes?
•Have those training strategies been applied successfully in a similar context?
•How might these strategies help to create buy in and support from the group?


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Suggested Resources

Training Strategies for Policy Implementation

This study evaluated differences in the implementation and results achieved with a variety of strategies.

•Dannapfel, P., Poksinska, B., & Thomas, K. (2014). Dissemination strategy for lean thinking in health care. International Journal of Health Care Quality Assurance, 27(5), 391–404.

This resource is helpful for understanding the consequences of introducing change, how to best implement new procedures and techniques, and how to evaluate success and to improve the quality of patient care.

•Grol, R., Wensing, M., Eccles, M., & Davis, D. (Eds.). (2013). Improving patient care: The implementation of change in health care (2nd ed.). Somerset, England: Wiley-Blackwell.
◦Chapter 10, \”Development and Selection of Strategies for Improving Patient Care.\”
◦Chapter 11, \”Dissemination of Innovations.\”

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Engaging Specific Groups in Policy and Practice Change

This study evaluates how the ways in which health care employees conceptualize patient-centered care affects their implementation of transformational initiatives, and will be helpful in developing strategies for specific groups.

•Fix, G. M., VanDeusen Lukas, C., Bolton, R. E., Hill, J. N., Mueller, N., LaVela, S. L., & Bokhour, B. G. (2018). Patient-centred care is a way of doing things: How healthcare employees conceptualize patient-centred care. Health Expectations, 21(1), 300–307.

This article provides an example of specific group engagement by the American College of Cardiology (ACC), which convened a health care innovation summit to inform their ACC Health Policy Statement that intends to advocate, inform, and guide health care policies and programs related to new health care innovations.
•Bhavnani, S. P., Parakh, K., Atreja, A., Druz, R., Graham, G. N., Hayek, S. S., . . . Shah, B. R. (2017). 2017 roadmap for innovation—ACC health policy statement on healthcare transformation in the era of digital health, big data, and precision health. Journal of the American College of Cardiology, 70(21), 2696–2718.

This article discusses data displays and four quality improvement tools as strategies for change initiatives specific to hospital intensive care units.
•Gershengorn, H. B., Kocher, R., & Factor, P. (2014). Management strategies to effect change in intensive care units: Lessons from the world of business part II: Quality-improvement strategies. Annals of the American Thoracic Society, 11(3), 444–453.


Assessment Instructions

In this assessment, you will build on the policy presentation work you completed in Assessment 3.


Your policy proposal presentation secured buy in and support from the stakeholder group you addressed. They are enthusiastic about implementing your proposed policy and practice guidelines. In an effort to help ensure a smooth roll out and implementation of your proposal, senior leaders have asked you to create and lead a training session for one of the role groups in the organization that will beesponsible for enacting the new policy and practices.

In addition, senior leaders have asked you to develop and submit a training plan for review and approval before conducting the requested training session. They have also requested that you cite 2–4 credible sources that support your proposed training strategies, your intended approach to generating buy in and support from the group, and your plans for working with the group to facilitate implementation of the policy and practice changes.

As outcomes of this training session, participants are expected to:
•Understand the organizational policy and practice guidelines to be implemented.
•Understand the importance of the policy to improving health care quality or outcomes.
•Understand that, as a group, they are key to successful implementation.
•Possess the necessary knowledge and skills for successful implementation.

Training Plan Requirements

Note: The tasks outlined below correspond to grading criteria in the scoring guide.

As key elements of your training plan, senior leaders have asked that you:
•Develop strategies for engaging with the selected role group to ensure the group\’s buy in, support, and preparedness to implement the changes in policy and practice guidelines. In a brief summary: ◦Describe your evidence-based strategies for engaging with the group during the training session.
◦Explain how you will ensure the group\’s buy in, support, and preparedness.
◦Explain why you chose this group to pilot your proposal.

•Identify the training activities and materials needed support learning and skill development and to prepare the group to successfully apply the new policy or practice guidelines to their work. ◦Create an annotated agenda and outline for a two-hour training workshop.
◦Explain how each proposed activity and individual item of training material in your workshop will support learning and skill development.

•Describe the policy and practice guidelines changes to be implemented. ◦How will these changes affect the group\’s daily work routines and responsibilities?
◦What examples, activities, or materials could you provide to help illustrate or clarify the nature and scope of the changes in policy and practice guidelines?

•Justify the importance of the changes in policy or practice guidelines to improving the quality of care or outcomes that are related to this role group. ◦Why are these changes important?
◦How will these changes help improve the quality of care or outcomes?
◦How could you help to illustrate the importance of improved quality of care or outcomes for the role group you will be training?

•Advocate for the importance of the role the group will play in implementing the changes in policy and practice guidelines. ◦Why is the group\’s buy in and support important in implementing the changes?
◦Why is this group\’s work important in implementing the changes?
◦How could you help the group feel empowered by their involvement in implementing the changes?

•Interpret complex policy considerations or practice guidelines for the role group with respect and clarity. ◦Does your training plan clearly lay out the expected outcomes of training for this role group?

•Communicate your strategies for engaging and training the role group in a professional and persuasive manner. ◦Write clearly and logically, using correct grammar, punctuation, and mechanics.

•Integrate relevant sources to support your arguments, correctly formatting source citations and references using current APA style. ◦Did you cite an additional 2–4 credible sources to support your strategies for engaging and training the role group.

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