NUR 621 Topic 1 DQ 2 Your staff have come to you with several requests for new equipment for the nursing unit

NUR 621 Topic 1 DQ 2 Your staff have come to you with several requests for new equipment for the nursing unit

NUR 621 Topic 1 DQ 2 Your staff have come to you with several requests for new equipment for the nursing unit

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Your staff have come to you with several requests for new equipment for the nursing unit. How would you go about determining what is the most important request? What next steps would you take in regards to the operational budget and these requests?

 

Topic 1 DQ 2

In some work settings nurse managers have a high influence on the units budget, and are able to make request and changes based on the units needs (Penner, 2017). When nurses come with request for different supples the nurse manager must look at what is most important and help increase quality care in the patients. I would think that it should not only be up to the nurse manager on what equipment is needed over the other. First we should look at the cost of the equipment and see if there is extra money in the budget to pay for the asked equipment. I would then take this to our Unit Council so that the entire team has a say in what they feel they need first if the budget allows. Unit Council gives employees a say and is important for moral of the staff (Shiskowsky & Krugman, 2016). It takes the decision-making process from authorative to a shared process (Shiskowsky & Krugman, 2016). The nurse manager could also look into budget adjustments and cancel things that are not needed at this time in order to have the funds for the new equipment (Penner, 2017). Explaining cost to the council and what equipment can be afford now as apposed to the other ones to be budgeted for the following year, can help staff feel like they get a say in what they feel is needed first and what can wait.

NUR 621 Topic 1 DQ 2 Your staff have come to you with several requests for new equipment for the nursing unit
NUR 621 Topic 1 DQ 2 Your staff have come to you with several requests for new equipment for the nursing unit

References NUR 621 Topic 1 DQ 2 Your staff have come to you with several requests for new equipment for the nursing unit

Penner, S. J. (2017). Economics and financial management for nurses and nurse leaders (3rd ed.). Springer Publishing Company.

Shiskowsky, K., & Krugman, M. (2016, January 13). Jump-starting unit-based councils. American Nurse. https://www.myamericannurse.com/jump-starting-unit-based-councils/

RESPOND HERE (150 WORDS, 3 REFERENCES)

 

Staff have amazing ideas and always want the best for their patients, and bring products forward they have seen in other facilities, on social media sites or online they believe will increase the quality of patient care. A Capital purchase is a large purchase or special purchase that most likely has not been budgeted for in the annual budget. As indicated in our textbook many organizations create a special purchase budget, this is a budget created for special produces or programs that may occur during the year that are not planned (Penner, 2016).  Other times a capital budget is for long-term investments that are at high-cost Capital budgets can be large items from building to equipment for a unit. When a decision is being made for capital items to be purchased for a unit a nurse manager should receive input from staff to help triage the items to be purchased as well as involving the nurses in the grant writing process to create some ownership (Penner, 2016).  Many factors need to be taken into consideration when a capital purchase is being made, especially when finances are tight, this is where politics and great communication come in.

First the review of the product for quality, safety and cost effectiveness and if the purchase is very necessary for the functioning of the unit.

Second the reduce of impact on the unit and or return on investment should be investigated, is a capital item will save time, improve quality or have the ability to bill for the process can aid in offsetting the cost of the item.

Third a business case can be developed to present these factors to senior leadership on improvement this item will have for the organization.

Nurses should be included in the budgeting process; this helps prevent the manager from carrying the burden of saying no. Through Education to the staff of the process, what is entailed in the capital process as will involving them in the process. Helping nurses understand the magnitude of the capital process and expenditures can emphasize the need to nurses of the process and the implication this purchase can print is a leadership skill that helps serve the nurses and organization to how the process affects every aspect of the organization (Murray, 2017).

Murray, M. E. (2017, April 20). Budgeting, productivity, and costing out nursing. Nurse Key. https://nursekey.com/budgeting-productivity-and-costing-out-nursing/

Penner, S. J. (2016). Economics and financial management for nurses and nurse leaders, third edition (3rd ed.) [e-book]. Springer Publishing LLC.

REPLY

LH

 

RESPOND HERE (150 WORDS, 3 REFERENCES)

 

 

LATRICE

Hello class,

I would go about determining what the most important request was by determining if the request effects patient’s care and if it is detrimental to life. I would look at how often the equipment was used and if something else could be used as a substitute. I would investigate if purchasing the equipment was cost effective. “Three important activities in managing a budget are monitoring, investigation, and control. Monitoring involves carefully reviewing the budget report to identify any budget concerns by comparing the budgeted amount to actual performance, investigation examines events, processes, or staff performance that might be reasons for budget concerns, and determines whether the budget concern can be controlled, and budget control applies management strategies to address and resolve the budget concern that was identified in monitoring.” (Penner, 2016)

 

I would research all requests for equipment and compare usage, and demand. I would consider what could happen if the equipment was not available to determine if staff could go without it. Some equipment is considered a privilege. For example, to have an automated blood pressure cuff is a luxury because you can take a blood pressure manually. I would utilize a priority matrix. “Justifying a capital budget is using a priority matrix that helps identify the level of priority of a project or capital expenditure.” (Penner, 2016) The priority matrix is a simple grid incorporating the need or importance.

 

I would also check into using a rolling forecast for future operational budgets. Rolling forecasts increase agility. “You don’t just develop a plan and lock in on it, “You keep revisiting the plan as changes materialize.” (Eramo, 2021) I think that the rolling forecast would be very useful in todays time considering the pandemic. It is hard to make a budget when you can’t determine day to day infection rates. Rolling forecasts allow for error and enable you to add or substract from the budget depending on the need.

 

Eramo, L. (2021). 40% of hospitals reconsidering traditional budgeting amid pandemic: HFMA poll. Hfm (Healthcare Financial Management)75(3), 40–43.

 

Penner, S. (2016). Economics and financial management for nurses and nurse leaders (3rd ed.). Springer Publishing Company.

 

RESPOND HERE (150 WORDS, 3 REFERENCES)

 

Dec 8, 2021, 10:46 AM

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With the constant change in healthcare, advances in technology, evidence-based practice, the rise of new diseases, etc., there are times when equipment needs upgrading, changing, or warrants new additions to supplies in healthcare organizations. Priority should always be given to patient safety, patient satisfaction, and efficiency aligned with the organization’s vision, goals, and mission regarding equipment and resources for the day-to-day functioning healthcare units. With the above said, managers must balance the budget and the need for new equipment and resources. With the request of several new types of equipment from staff, the first thing this writer would do regarding the staff’s request is to look at the problems or issues the need for new equipment is causing and the rationales for the new equipment. Staff is the backbone of organizations, and as a manager, one must take staff’s requests into consideration and feedback from staff.  The next step is to prioritize the equipment into categories from the least to the most important. The third step is to look at the department’s budget to see if the request for new equipment can be accommodated or the budget can be adjusted to

reflect the new request based on past reports and new projections. As the textbook states, budgets are essential in managing healthcare resources and have three primary functions of monitoring, investigation, and control (Penner, 2017). After gathering the data needed to decide on the purchase of new equipment, this writer would have a staff meeting to discuss findings and the way forward with the decisions. Plans would also be made regarding future purchases of the lesser priority equipment, with follow-ups and staff updates through staff meetings.

Reference NUR 621 Topic 1 DQ 2 Your staff have come to you with several requests for new equipment for the nursing unit

 

Penner, S. J. (2017). Economics and Financial Management for Nurses and Nurse Leaders (3rd ed.). Springer Publishing Company. ISBN: 978-0-8261-6001-0

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 621 Topic 1 DQ 2 Your staff have come to you with several requests for new equipment for the nursing unit 

NUR 621 Topic 1 DQ 2 Your staff have come to you with several requests for new equipment for the nursing unit 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 Check Out: NUR 621 Topic 1 DQ 1 After your monthly review of your unit’s operational budget