MSN 6218 Assignment: Vila Health: Planning for Change

MSN 6218 Assignment: Vila Health: Planning for Change

Sample Answer for MSN 6218 Assignment: Vila Health: Planning for Change Included After Question

MSN 6218 Assignment  Vila Health  Planning for Change

Professional Context

To improve
health care outcomes within a community, leaders must understand the needs of
specific populations. In addition, it is important that leaders are able to
gather and present persuasive evidence to decision makers to obtain the
necessary funding and establish these needs as priorities for budget and
resource planning. Thus, proposed changes should support improved outcomes and
align with the current or needed health care policy.

This
assignment provides an opportunity for you to propose a community health care
change that builds on your work in the previous assignment. 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
the benefits of proposed health care system changes and its implications for a
community.

Competency

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

Describe
potential barriers to change in an organization or community.

Develop a
grant proposal and associated budget for a proposed change to an existing
health care system.

Competency

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

Develop a
strategy for helping organizational stakeholders understand and evaluate the
proposed changes to an existing health care system.

Develop
strategies for changing barriers into opportunities and resolving conflict.

MSN 6218 Assignment  Vila Health  Planning for Change
MSN 6218 Assignment  Vila Health  Planning for Change

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.

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: MSN 6218 Assignment: Vila Health: Planning for Change

Scenario

Your
community health assessment was well received by the executives at Vila Health.
Consequently, they have asked you to recommend a change in the community that
will improve health outcomes. They have also asked you to submit your
recommendation in a formal change proposal. You are confident that you can
present a strong case for change, including a financial plan, that will ensure the
success of this initiative.

Instructions

Complete
this assignment in two steps:

If you have
not already done so, complete the Vila Health: Planning for Change simulation.

Draft a
change proposal to justify your recommendation for improving the health of the
community and establish the change as a priority for the next budgetary cycle.
Consider the feasibility of your proposed change, in terms of overall scope,
funding, and time frame.

The change
proposal requirements outlined below, correspond to the grading criteria in the
scoring guide, 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: Vila Health: Planning for Change document 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
the benefits of proposed health care system changes and its implications for a
community.

Describe
potential barriers to change in an organization or community.

Develop
strategies for changing barriers into opportunities and resolving conflict.

Develop a
strategy for helping organizational stakeholders understand and evaluate the
proposed changes to an existing health care system.

Develop a
grant proposal and associated budget for a proposed change to an existing
health care system.

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

Your change
proposal should be 3–5 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 change proposal.

Submission Requirements

Proofread
your change proposal before you submit it, to minimize errors that could
distract readers and make it more difficult for them to focus on the substance
of your analysis.

 

A Sample Answer For the Assignment: MSN 6218 Assignment: Vila Health: Planning for Change

Title: MSN 6218 Assignment: Vila Health: Planning for Change

MSN 6218 Assignment  Vila Health  Planning for 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.