NUR 590 Topic 2 DQ 1 Compare two organizational readiness tools

Sample Answer for NUR 590 Topic 2 DQ 1 Compare two organizational readiness tools Included After Question

NUR 590 Topic 2 DQ 1 Compare two organizational readiness tools

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NUR 590 Topic 2 DQ 1

Compare two organizational readiness tools. Identify the tool you selected and explain why it is most appropriate for assessing your organization.

 

A Sample Answer For the Assignment: NUR 590 Topic 2 DQ 1 Compare two organizational readiness tools

Title: NUR 590 Topic 2 DQ 1 Compare two organizational readiness tools

The two organizational readiness tool that I had chosen are The Patient Assessment of Chronic Illness Care (PACIC) and the Organization Readiness Change Assessment (ORCA).  The organization’s readiness assessment for change is a crucial factor in the implementation phase of any given public health intervention (“Selecting A Tool”, n.d.). These tools can assist in evidenced-based practice (EBP) interventions. The Patient Assessment of Chronic Illness Care Questionnaire also known as PACIC is a tool that is used to make an evaluation of the perspective of the patient with regards to the receipt of patient care delivery in the 5 domains namely: activation, delivery system, goal setting, problem solving, and follow-up (Gensichen et al., 2011). PACIC tool can be used for conditions that incurable and illnesses that lasts for a prolonged period time. On the other hand, the ORCA tool has 4 main purposes: learning about the degree of motivation, assessment of organizational abilities, improvement of organizational capacities, and empowerment of organizations (Dearing, 2018).

 

The most appropriate tool for assessing my organization is the ORCA tool because it can help with identifying and monitoring of organizational strengths and weakness or an organization (“Organizational Readiness”, 2017).By using this tool in clinical settings which it was originally intended for, can help with providing support and success of EBP.

 

References NUR 590 Topic 2 DQ 1 Compare two organizational readiness tools

 

Dearing, J. (2018). Organizational readiness tools for global health intervention: A review. Frontiers In Public Health. https://doi.org/10.3389/fpubh.2018.00056

 

Gensichen J, Serras A, Paulitsch MA, Rosemann T, König J, Gerlach FM, Petersen JJ. (2011).The Patient Assessment of Chronic Illness Care questionnaire: Evaluation in patients with mental disorders in primary care. Community Ment Health J, 47(4):447-53. doi: 10.1007/s10597-010-9340-2.

 

“Organizational Readiness”. (2017). National Collaborating Centre for Methods and Tools. http://www.nccmt.ca/resources/search/187.

 

“Selecting A Tool”.(n.d.). National Collaborating Centre for Methods and Tools. https://www.nccmt.ca/knowledge-repositories/search/279

Organizational readiness assessments allow for change leaders and champions to assess key areas of organization structure, stability and culture in order to make an informed decision as to whether or not a change or improvement initiative is going to be successful, and the right intervention at the right time (HRSA, 2021). Upon comparison of two different examples of organizational readiness assessments designed for healthcare, there are certainly similarities but also differences that must be considered when selecting one that is right for a particular organization and initiative.

 

The Agency for Healthcare Research and Quality (AHRQ) has an evidence-based safety and teamwork communication program by the name of TeamSTEPPS. This evidence-based program has been around for 20 years, and is now an evidence-based intervention effective at improving perceptions of teamwork, communication and trust, as well as sound data supporting improved patient safety metrics in an organization (AHRQ, 2021). With this, a readiness assessment is highlighted as a key part of the process to ensure an organization is ready for TeamSTEPPS implementation. Utilizing the AHRQ TeamSTEPPS Readiness Assessment, areas of defined need, readiness for change in culture, time/resources/personnel, and sustainment of the change are assessed in a checklist format that is easy-to-use for any individual assessing whether or not this intervention is right for one’s organization (AHRQ, 2021).

 

Comparatively, the Maryland Healthcare Commission (2019) provides a tool for healthcare organizations interested in implementing a standardized telehealth program with aim to improve the safety, quality, fiscal stewardship and patient experience side of healthcare. The readiness assessment provided- includes core readiness, financial considerations, operations, staff engagement and patient readiness. Maryland Healthcare Commission highlights a toolkit they’ve created to guide the assessment of successful improvement of one’s healthcare system telehealth practices.

 

Upon comparison of these two organizational readiness assessments, I believe that both highlight similar high-level aims, such as resources, leadership support and current human culture and openness to change. However, due to the current state of my place of employment, the TeamSTEPPS organizational readiness assessment appears to be targeted toward our highlighted goals of patient safety and teamwork/communication among staff. With these key areas highlighted in the assessment, and a pre-survey attached to the AHRQ readiness assessment to gauge with sound validity and reliability the perceptions of the caregivers, I believe this would be best suited for my current organization.

 

 

References NUR 590 Topic 2 DQ 1 Compare two organizational readiness tools

 

US Department of Health and Human Services (2021). Readiness assessment & developing project aims. Https://www.hrsa.gov/sites/default/files/quality/toolbox/508pdfs/readinessassessment.pdf

 

Agency for Healthcare Research and Quality (2021). Readiness assessment. https://www.ahrq.gov/teamstepps/reaidness/index.html

 

Maryland Healthcare Commission (2019). Telehealth readiness assessment toolkit. https://mhcctelehealthtool.herokuapp.com

There are many challenges in improving the health of populations and one of the biggest challenges has to do with the delivery and utilization of the interventions that are being proposed (Dearing, 2018). When it comes to the delivery of the interventions, it incorporates more than one factor. The factors that are considered in the delivery of the interventions include communication, training, leadership, coordination, and management (Dearing, 2018). When it comes to change, organizational readiness needs to be assessed. Two tools that can be used to assess organizational readiness includes the Organizational Readiness to Change Assessment (ORCA) tool and the Organizational Readiness for Implementing Change (ORIC). As my organization is a Magnet facility and already supports and implements evidence-based practices, I chose the ORIC tool to discuss. The ORIC tool is the most appropriate for assessing my organizations readiness as this tool focuses on the readiness of the organizational members for implementing change. Being a Magnet facility, my organization has proven that they support nursing excellence and to determine if the team members are ready for change implementation, the ORIC tool would be ideal to evaluate this. When the organization’s readiness is high, the members are more likely to initiate and put forth greater effort for implementing change and on the flip side when the organization’s readiness is low, the team members are more than likely to view change as undesirable and may resist change (Shea et al., 2014). With my proposed evidence-based change, it does involve a fully engaged team which is even more of a reason to use the ORIC tool to help determine the team’s readiness for change and hopefully lead to a successful change implementation.

References: NUR 590 Topic 2 DQ 1 Compare two organizational readiness tools

Dearing, J. W. (2018). Organizational readiness tools for global health intervention: A review. Frontiers in Public Health, 6, 56. doi:10.3389/fpubh.2018.00056

 

Shea, C. M., Jacobs, S. R., Esserman, D. A., Bruce, K., & Weiner, B. J. (2014). Organizational readiness for implementing change: A psychometric assessment of a new measure. Implementation Science, 9, 7. doi:10.1186/1748-5908-9-7

There were so many great organizational readiness tools to use. The first tool I researched was the Discussion-Oriented Organizational Self-Assessment (DOSA) which provided a broad view assessment for an organization. The outline of the assessment offered discussion topics for each of the seven categories. The tool intended to evaluate the organizations capacity from a bird’s eye view (Resource Centre, 2018). The DOSA tool was a great option but I elected to search further for a more appropriate readiness tool.

Upon further research I found the Organizational Capacity Assessment Tool which offers a comprehensive and systematic approach for organizations to evaluate their organizational capacity in seven key areas. The key areas include governance, financial, operations, human resources, program management, project management and organizational sustainability. The tool utilizes the self-assessment approach for each of the key areas. The tool guides the organization but doesn’t dictate a plan, instead it assists with plan development. Therefore, the tool allows the organization to define what’s important to them and ultimately creates their own plan. The tool also provides guidance by offering assistance with next steps for ways to expand capacity (Learning Lab, 2016). The tool goes above and beyond to assess various aspects in greater detail that will offer a true reflection of my organization’s readiness. Currently, my organization is in the planning phase of a merger therefore a thorough assessment, such as Organizational Capacity Assessment, of my organization is vital to the overall process. In fact, the tool is so comprehensive I’m a little intimidated to use such a well-thought-out guide.

 

References NUR 590 Topic 2 DQ 1 Compare two organizational readiness tools

 

Resource Centre. (2018). Discussion-Oriented Organizational Self-Assessment (DOSA). https://resourcecentre.savethechildren.net/library/discussion-oriented-organizational-self-assessment-dosa

 

Learning Lab. (2016). Organizational Capacity Assessment. https://usaidlearninglab.org/library/organizational-capacity-assessment

Organizational readiness is a concept that many managers and practitioners omit while planning about organizational motivation and empowerment. Readiness is defined as the extent to which an organization is ready, both behaviorally and psychologically, to adopt and implement change or take a particular course of action (Dearing, 2018). The success or failure of an organization to implement a change process depends on how ready the organization is to do so. Therefore, readiness assessment is a critical element of public health as it measures the organizational capacity to utilize the new change (Dearing, 2018). There are many readiness assessment tools that organizations have adopted to measure their capacity to implement change. This discussion post will discuss the Organizational Capacity Assessment (OCA) Tool and Management and Organizational Stability Tool (MOST). On the one hand, OCA is a structured tool that allows organizations to self-assess their capacity and action plan intended to be utilized for improvement. On the other hand, MOST is a structured tool that enables organizations to assess their management performance in developing an action plan for improvement and monitoring progress (Management Sciences for Health, n.d.).

Comparing the two, I would select MOST for my organization because of the two fundamental advantages explained here. Firstly, MOST are easy to use, require little training, and can “identify changes in status over time” (Management Sciences for Health, n.d.). This tool would be applicable in a health organization where change is significantly rapid and little time is needed to adopt and implement these changes. Secondly, MOST allows organizations to diagnose and identify management priorities met for improvement within the shortest time possible (Management Sciences for Health, n.d.). This would help my organization adjust to changes swiftly as priorities are organized according to urgency, especially during a pandemic like a coronavirus, which keeps mutating from one

variant to another.

References NUR 590 Topic 2 DQ 1 Compare two organizational readiness tools

Dearing J. W. (2018). : A Review. Organizational Readiness Tools for Global Health

Intervention. Frontiers in Public Health, 6, 56. https://doi.org/10.3389/fpubh.2018.00056

Management Sciences for Health. n.d. Management And Organizational Sustainability Tool

(MOST). https://www.msh.org/resources/management-and-organizational-sustainability-tool-most

 

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NUR 590 Topic 2 DQ 1 Compare two organizational readiness tools 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.

Also Read: NUR 590 Topic 1 DQ 2 Explain the importance of a spirit of inquiry in an evidence-based culture