Control Mechanisms
Sample Answer for Control Mechanisms Included After Question
Description
Control Mechanisms
Part 1
Control Mechanisms in Health Services Organizations
Control mechanisms facilitate pathways that health care administrators might consider when deciding how to direct, adjust, and mobilize resources as they apply to day-to-day and business operations. Additionally, control mechanisms assist health care administrators in determining areas where opportunities for improvement might exist in order to facilitate enhanced business and health care delivery practices. As a current or future health care administrator, understanding how to interpret and modify control mechanisms is an essential skill that will contribute greatly to your decision making for enhancing process improvement.
For this Discussion, reflect on the Learning Resources for this week, and consider the findings in the Singer article. Then, select a control mechanism that is most appropriate for your HSO or an HSO with which you are familiar. Consider how this control mechanism might apply to promoting a culture of safety as a process improvement initiative in the HSO you selected.
(Singer article) Reducing Hospital Errors: Interventions that Build Safety Culture
Annual Review of Public Health
Vol. 34:373-396 (Volume publication date March 2013)
First published online as a Review in Advance on January 16, 2013
https://doi-org.ezp.waldenulibrary.org/10.1146/annurev-publhealth-031912-114439
Post a description of the control mechanism you selected and explain its relevance to your HSO. Then, explain how you as a current or future health care administrator might apply this control mechanism to promoting a culture of safety in your HSO; explain why you would apply the mechanism in this way.
References.
Part II
Design and Control in Quality Improvement Initiatives
For this Assignment, review Case 3, “Barriers to an Effective QI Effort,” in Chapter 11 of the text, Managing Health Services Organizations and Systems. Reflect on how you as a current or future health care administrator might address strategies to implement a quality improvement initiative. Consider the following questions: What considerations should you keep in mind to address quality? How does one measure quality and identify strategies to improve quality in an HSO? Then, review the Week 6 Case Questions document in this week’s Learning Resources to complete the Assignment.
The Assignment (2–4 pages):
- Complete the case questions presented.
- Be sure to provide support from the literature in completing the case questions.
Week 6 Case Questions
Design and Control in Quality Improvement Initiatives
Chapter 11, Case 3: “Barriers to an Effective QI Effort”
Questions:
- Use the principles of QI from Chapters 7 and 8 to outline a basic effort to improve quality in the ED.
- Identify some control measures that Lester could use.
- Longest, B. B., Jr., & Darr, K. J. (2014). Managing health services organizations and systems (6th ed.). Baltimore, MD: Health Professions Press.Chapter 11, “Controlling and Allocating Resources” (pp. 497–548)
| Excellent | Good | Fair | Poor | ||
| Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
|
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
|
| Total Points: 100 | |||||