NHS 6008 Implementation Plan for a New Economic Opportunity

NHS 6008 Implementation Plan for a New Economic Opportunity

Professional Context

As a Master’s level health care practitioner you may be
expected to create budget and implementation plans to ensure that economic
opportunities for the organization are rolled out successfully and can be
sustained over multiple years. Additionally, it is important to be able to
envision how an economic initiative could be used for different contexts and
purposes to keep the investment a viable and positive asset to your
organization or care setting.

Scenario

The senior management members have sent you their thanks and
notes on your feasibility study for your proposed economic initiative. They
have determined that your proposal has the potential to benefit the
organization in both the short and long term. The last step in this process is
to complete a thorough implementation plan for your proposed initiative. This
plan will need to include a budget of relevant expected material, staffing, and
capital costs over the first five years of the initiative (see the Resources
for some examples and guides about budget planning), as well as projected
earnings from the initiative for the care setting. You must also include a plan
and timeline for rolling the initiative out, an analysis of how it may impact
other aspects of the care setting, an explanation how it can remain viable in
the face of environmental changes, and sufficient relevant supporting evidence.

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Instructions

In your 6–10 page plan, you have been asked to be sure to
address 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: Implementation Plan for a New Economic Opportunity document
to better understand the performance levels that relate to each grading
criterion:

Create a budget for relevant expected costs and earnings or
benefits over the first five years of your proposed economic initiative.

Propose a plan to roll out your economic initiative that
will enable your care setting to successfully implement it in an ethical and
culturally equitable way that will ensure achievement of quality or service
improvements.

Analyze how your proposed initiative, once implemented, may
impact other aspects of your care setting and ways in which negative impacts
could be mitigated.

Explain strategies you have integrated into your proposed
economic initiative that will ensure it can remain a viable asset to your care
setting in the face of dynamic environmental forces.

Justify the relevance and value of the quantitative and
qualitative economic, financial, and scholarly evidence you used to support
your recommendations throughout your plan.

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

Effectively support your plan and recommendations with
relevant economic data and scholarly sources, correctly formatting citations
and references using current APA style.

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.

Requirements

Length of paper: 6–10 double-spaced, typed pages (not
including title page and reference list). Your paper should be succinct yet
substantive.

Be sure to include a separate title page and reference list.

Your completed budget plan should be included as an appendix
within your final submission.

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.

Portfolio Prompt: You are required to save this learning NHS 6008 Implementation Plan for a New Economic Opportunity
activity to your e Portfolio.

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.