BSN 4012 Describe management and accountability tools and procedures used to manage health delivery services and patient outcomes

Write a 3–4 page evidence-based resourcing plan for one
component of the Heart Failure Clinic.

It is important for the nurse leader to have not only a
basic understanding of the budget process, but to understand how to work with
variances in staffing, patient loads, and supply costs in order to meet the
needs of the patients, without compromising the funding process of the clinic.

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

BSN 4012 Describe management and accountability tools and procedures used to manage health delivery services and patient outcomes

Competency 3: Apply management strategies and best practices
for health care finance, human resources, and materials allocation decisions to
improve health care delivery and patient outcomes.

Apply evidence-based management strategies and best
practices for resourcing health care services.

Describe management and accountability tools and procedures
used to manage health delivery services and patient outcomes.

Competency 4: Apply professional standards of moral,
ethical, and legal conduct in professional practice.

Apply legal and professional standards for resourcing
outpatient services.

Competency 5: Communicate in manner that is consistent with
the expectations of a nursing professional.

Write content clearly and logically, with correct use of
grammar, punctuation, mechanics, and current APA style.

BSN 4012 Describe management and accountability tools and procedures used to manage health delivery services and patient outcomes Reference

Kelly, P., & Tazbir, J. (2014). Essentials of nursing
leadership and management (3rd ed.). Clifton Park, NY: Delmar.

Competency Map

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Context

Health care delivery is a complex process and system that
includes multiple delivery sites such as hospitals, ambulatory-care centers,
private-provider offices, community-health facilities, home-care agencies, and
extended-care facilities. Managed care is a method used to reimburse or pay for
health care service. It includes more than just payment; it also controls the
delivery services. Health care reform has been undertaken for a variety of
reasons, not the least of which are access and health disparities issues.
Nursing within an organization is a critical component of health care delivery
and is an essential ingredient in patient outcomes (Kelly & Tazbir, 2014).

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Questions to Consider

To deepen your understanding, 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.

For the following questions, you may wish to review the
Brown, Bornstein, and Wilcox article “Partnership and Empowerment Program:
A Model for Patient-Centered, Comprehensive, and Cost-Effective Care,”
listed in the Unit Resources.

Who makes you accountable for the delegation that you use in
your organization, as well as on a state and national level?

Are there ways you could initiate greater collaboration with
the health care team by using delegation?

What is the purpose of the National Council of State Boards
of Nursing delegation decision-making tree?

What is the long-term implication related to health care
cost if the patient or patient population continues to have poor outcomes
related to cost containment?

How can you address cost within your organization, as a
nursing leader, and how is this related to patient outcomes?

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Resources

Suggested Resources

The following optional resources are provided to support you
in completing each assessment. They provide helpful information about the
topics in this unit. For additional resources, refer to the Research Resources
and Supplemental Resources in the left navigation menu of your courseroom.

Library Resources

The following resources are provided for you in the Capella
University Library and are linked directly in this course. These articles
contain content relevant to the topics and assessments that are the focus of
this unit.

Brown, C., Bornstein, E., & Wilcox, C. (2012).
Partnership and empowerment program: A model for patient-centered,
comprehensive, and cost-effective care. Clinical Journal of Oncology Nursing,
16(1), 15–17.

Rundio, A. (2012). The nurse manager’s guide to budgeting
& finance. Indianapolis, IN: Sigma Theta Tau International.

Cranmer, P., & Nhemachena, J. (2013). Ethics for nurses:
Theory and practice. Maidenhead, Berkshire, UK: Open University Press.

Pynes, J. E., Lombardi, D. N. (2011). Human resources
management for health care organizations: A strategic approach. San Francisco:
Jossey-Bass.

Simons, T., Leroy, H., Savage, G. T. (2013). Leading in
health care organizations: Improving safety, satisfaction, and financial
performance. Bingley, UK: Emerald Group.

Zelman, W. N., McCue, M. J., Glick, N. D., Thomas, M. S.
(2014). Financial management of health care organizations: An introduction to
fundamental tools, concepts, and applications (4th ed.). San Francisco:
Jossey-Bass.

SHOW LESS

Course Library Guide

A Capella University library guide has been created
specifically for your use in this course. You are encouraged to refer to the
resources in the BSN-FP4012 – Nursing Leadership and Management Library Guide
to help direct your research.

Internet Resources

Mensik, N. (2013). What nurses need to know about nurse
staffing today | Transcript. Retrieved from

American Nurses Association (ANA). (2015). Code of ethics
for nurses. Retrieved from
http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses.aspx

National Council of State Boards of Nursing (NCSBN). (n.d.).
Retrieved from https://www.ncsbn.org/index.htm

Joint Commission. (2015, January 12). Hospital outpatient
department. Retrieved from
http://www.jointcommission.org/hospital_outpatient_department

American Nurses Association (ANA). (n.d.). Scope of
practice. Retrieved from
www.nursingworld.org/EspeciallyForYou/AdvancedPracticeNurses/Scope-of-Practice-2

Bookstore Resources

The resources listed below are relevant to the topics and
assessments in this course. These resources are available from the Capella
University Bookstore. When searching the bookstore, be sure to look for the
Course ID with the specific –FP (FlexPath) course designation.

Kelly, P., & Tazbir, J. (2014). Essentials of nursing
leadership and management (3rd ed.). Clifton Park, NY: Delmar.

Chapters 8–10

Chapters 14–15.

Assessment Instructions

Preparation

Refer to the Capella library and the Internet for
supplemental resources to help you complete this assessment.

Instructions

Deliverable: Develop one component of an evidence-based
resourcing plan.

Scenario:

The hospital leadership team has already allocated the major
capital expenditures for the heart failure clinic, such as the facility, legal
services, IT, and security services. However, as a member of the nurse team,
you have been asked to develop one component of a resourcing plan for the next
leadership meeting.

You may use any combination of documents (for example, a
spreadsheet or a table) in addition to explanatory information to convey information
clearly and succinctly.

Choose one of the following:

Budget:

Apply evidence-based management strategies and best
practices for resourcing health care services.

Identify the business plan budget categories and
subcategories (not necessarily the actual cost) to establish a new clinic.

Start-up expenses.

Examine fixed and variable costs.

Capital budget items.

Examples: salary and benefits, staffing mix, specialized
equipment or materials, et cetera.

Contingency fund and parameters.

Apply legal and professional standards for resourcing
outpatient services.

Explain the alignment to best practices and professional
standards for cost effective outpatient services.

How will uninsured or underinsured patients be managed?

Describe management and accountability tools and procedures
used to manage health delivery services and patient outcomes.

What data resources and tools analyze costs, health
insurance, and hospitalization services?

How will billing be handled?

How will you determine if outpatient management is
cost-effective?

How does transparency impact the consumer?

Staffing Plan:

Apply evidence-based management strategies and best
practices for resourcing health care services.

Identify the disciplines and skill mix needed for
appropriate staffing.

Estimate staffing requirements by discipline and staffing
ratios (evidence-based).

Develop a sample staffing schedule.

How will you staff to meet corporate diversity goals or the
needs of diverse patients?

Explain how delegation, collaboration, negotiation will
affect staffing plan.

How does a union contract affect the staffing plan or
schedule?

Examine the Nurse Practice Act for your state.

How does the Nurse Practice Act affect your staffing plan?

Apply legal and professional standards for resourcing
outpatient services.

Align your staffing plan to best practices, the Nurse
Practice Act for your state, scope of practice, and the Joint Commission
standards for outpatients.

Describe management and accountability tools and procedures
used to manage health delivery services and patient outcomes.

How will you know if staffing is cost-effective?

How will you know if staffing mix or schedule impacts
patient outcomes?

Additional Requirements

Written communication: Written communication should be free
of errors that detract from the overall message.

APA formatting: Resources and in-text citations should be
formatted according to current APA style and formatting.

Length: The plan should be 3–4 pages in content length,
double-spaced.

Font and font size: Times New Roman, 12 point.

Number of resources: Support your plan with a minimum of
three peer-reviewed resources, in addition to professional standards.

BSN 4012 Describe management and accountability tools and procedures used to manage health delivery services and patient outcomes 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.