Sample Answer for NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models Included After Question<\/strong><\/h2>\nNUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/p>\n
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/strong><\/a>\u00a0<\/span><\/p>\nTopic 5 DQ 2<\/strong><\/h2>\nExplain the role of the nurse leaders in implementing innovative care models<\/a>. Explain how innovative modes of care affect collaboration between advanced registered nurses and other stakeholders in the industry.<\/p>\n<\/h2>\nA Sample Answer For the Assignment: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/strong><\/h2>\nTitle: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/strong><\/h2>\nREPLY TO DISCUSSION<\/p>\n
JB<\/strong><\/h3>\nOct 31, 2022, 6:38 AM<\/p>\n
Read<\/strong><\/h3>\nHello class!<\/p>\n
Here is a great website with innovation units in place has a goal of creating a set of emerging best practices that can be shared and replicated across hospitals and the System:<\/p>\n
https:\/\/www.partners.org\/Innovation-And-Leadership\/Better-Together\/Nursing-Roles-Initiatives.aspx<\/a><\/p>\nTake care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
\n- \n
LG<\/strong><\/h3>\n<\/li>\n<\/ul>\nRead<\/strong><\/h3>\nDr. Buchanan, I found this website to be a wonderful resource. This is something I would like to not only contribute to, as they are a non-profit organization, but also be a part of. The innovation I read about is how they are building a bridge to teach patients how to access their health information online. They call this a three-tier approach because they are not just showing the patients how to use the online system to gain access to their health information, they are also providing each patient with a tablet. That isn\u2019t all, if the patient does not have access to wi-fi they are providing a device with \u201chot-spot\u201d capability. They share that if the patient has access to the information but doesn\u2019t know how to access it, it will not be enough, they need the device, and they need education on how to access it. Mass General Brigham goes even further and are translating into I think 6 languages so far. Their goal is to meet patients where they are and break down systemic barriers that many patients face. Thank you for sharing.<\/p>\n
Reference NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
About Us<\/em>. Mass General Brigham. (n.d.). Retrieved November 1, 2022, from https:\/\/www.massgeneralbrigham.org\/en\/about\/newsroom\/press-releases\/mass-general-brigham-launches-new-digital-health-initiatives<\/a><\/p>\nREPLY<\/p>\n
JB<\/strong><\/h3>\nRead<\/strong><\/h3>\nHello class:<\/p>\n
In response to growing nurse shortages and heightened attention to patient quality, any healthcare organizational leaders are developing and testing new care delivery models. These models strive to improve patient quality and satisfaction by engaging nurses and other healthcare professionals in different roles across the continuum of care. The nursing partners are accountable for the coordination of patient care with an emphasis on patient and organizational goal achievement of (1) improving the health of our patients, (2) developing and maintaining an improved and responsive health care system, and (3) lowering costs while delivering quality care.<\/p>\n
Have you seen this within your organization? Even just a few of the components of the model?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
\n- \n
SW<\/strong><\/h3>\n<\/li>\n<\/ul>\nOct 31, 2022, 1:35 PM<\/p>\n
Read<\/strong><\/h3>\nI have seen changes in our hospice agency due to short staffing. Specifically, there have been big changes in how we provide bereavement services to the families of our patients due to the shortage of social workers we have locally. Previously, we had several social workers who worked solely in our hospice grief center providing bereavement services to both families of hospice patients and community members. Since the pandemic began, we have only been able to provide bereavement services to families of hospice patients, not to community members. In the past several months, we have had to completely restructure our grief services and no longer have social workers who solely provide this service. Instead, we have lowered caseloads for our team social workers and are now asking them to provide ongoing bereavement support to families the hospice families they followed while their family members were hospice patients. This demonstrates the principle of developing an improved healthcare system, as bereavement services are something that Medicare requires all hospices provide to families. Despite staffing shortages, our agency has found a way to still provide this service. Unfortunately, bereavement services are not reimbursable by Medicare, they are just a service all hospices are expected to perform, so by using less staff to provide the same services we are actually able to cut overall costs. Our agency is hoping that this is only a temporary solution, as it is very taxing to both our social workers and nurses. The increased workload for social workers means that our nurses end up providing more psychosocial support to current families. While this is absolutely part of our nurses’ job descriptions, the trickle down of the increased workload is difficult for our agency nurses. In these unprecedented times of healthcare staffing all agencies must make changes to how they are delivering services, and this is just one example of a change our agency has had to make.<\/p>\n
REPLY<\/p>\n
JB<\/strong><\/h3>\nRead<\/strong><\/h3>\nClass:<\/p>\n
Interprofessional collaboration is defined as \u201cwhen multiple health workers from different professional backgrounds work together with patients, families, careers (caregivers), and Communities to deliver the highest quality of care\u201d (WHO, 2015, para 5). Despite the benefits of higher patient quality, optimizing patient outcomes by improving communication and teamwork, decreasing incidences of error, decrease cost of care, etc, there are many barriers to interprofessional collaboration. Can you name a few ways in which interprofessional collaboration is challenged?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
References: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
World Health Organization. (2015). Framework for action on interprofessional education & collaborative practice. http:\/\/apps.who.int\/iris\/bitstream\/10665\/70185\/1\/WHO_HRH_HPN_10.3<\/a>_eng.pdf.<\/a><\/p>\n <\/p>\n
REPLY<\/p>\n
\n- \n
CH<\/strong><\/h3>\n<\/li>\n<\/ul>\nOct 28, 2022, 7:54 PM<\/p>\n
Read<\/strong><\/h3>\nGiven historical hierarchies in healthcare, as well as the complications of gender inequality, nurses have had difficulties establishing true collaborative relationships with other healthcare specialties, especially physicians. Collaboration requires horizontal relationships, with all stakeholders respected as equals in the problem-solving process (Weberg, et al., 2019). There is also the issue of a lack of self-identity and professional responsibility seen in many nurses (Weberg, et al., 2019). Clarification will be required from the nursing profession in our unique viewpoint and need for input (Weberg, et al., 2019). Despite having many qualifications that give nurses perspective in patients’ care needs, many nurses feel inadequately equipped to cause real change and innovation in healthcare teams. Nursing leadership needs to create team environments that support innovation among nurses (O’Hara, et al., 2019).<\/p>\n
O\u2019Hara, S., Ackerman, M., Raderstorf, R., Kilbridge, J., Melnyk, B. (2022). Building and sustaining a culture of innovation in nursing academics, research, policy, and practice: Outcomes of the national innovation summit. Journal of Professional Nursing, 43 5-11\u00a0https:\/\/doi.org\/10.1016\/j.profnurs.2022.08.001<\/a><\/p>\n <\/p>\n
Weberg, D., Mangold, K., Porter-O’Grady, T., & Malloch, K. (2019).\u00a0Leadership in nursing practice: Changing the landscape of health care\u00a0<\/em>(3rd ed.). Jones & Bartlett Learning.<\/p>\n![\"NUR](\"http:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/03\/NUR-514-Topic-5-DQ-2-Explain-the-role-of-the-nurse-leaders-in-implementing-innovative-care-models-1-300x84.png\")
NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/figcaption><\/figure>\nREPLY<\/p>\n
\n- \n
IA<\/strong><\/h3>\n<\/li>\n<\/ul>\nOct 29, 2022, 3:07 AM<\/p>\n
Read<\/strong><\/h3>\nDr. B,<\/p>\n
Collaboration in health care<\/a> has been defined as the ability of every health care professional, to effectively clinch balancing roles within a team, work jointly, contribute to the obligations for problem-solving, and make the decisions required to prepare and carry out plans for patient care. Trust, respect, and cooperation are integral to the effectiveness of any team and teamwork is essential to a organization where its employees work for and together to accomplish a common goal (Busari, et al., 2017).<\/p>\nInterprofessional collaboration transpires when practitioners, patients, clients, families, and communities create and nurture interprofessional working relationships that enable optimal health outcomes. Collaborative models pull together diverse health care providers such as physicians, nurses, social workers, pharmacists, dietitians to deliver team-based care. Important factors can influence or discourage successful collaboration (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Barriers to collaboration include the method of communication. For example, some participants of health care collaboration have described utilizing electronic medical records (EMR) for charting for collaborative communication as challenging. This is because some of the charts by some professionals are not read by others. Also, some providers\u2019 notes may be kept from others confidentiality reasons. There is the need to find a balance between confidentiality and care (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Power inequities and dynamics is another barrier to collaboration. \u00a0Power inequities affect the voice of some professionals in the collaborative health care discourse. Physicians traditionally come in with power which could impact deliberations at many times (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Clarity of roles is also a challenge for collaboration. There is the need for clarity in the roles for professional teams while still preserving a sense of flexibility to look at team-specific needs. To maintain the professional integrity and traditional values of the various professional groups, clear role definitions are imperative while maintaining the required flexibility to ensure that the core role of patient advocacy is kept intact\u00a0(Ambrose-Miller & Ashcroft, 2016).<\/p>\n
The requirements of collaborative care in interprofessional health teams include leadership, mentoring, and the ability to guide decision making within the team. However, decision making in collaborative teams sometimes reveal old power dynamics in which professions that had traditionally wielded the most power in decision-making situations assume to maintain that role. This can affect the responsibility of the team to ensure quality care outcomes (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
References NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
Ambrose-Miller, W., & Ashcroft, R. (2016, February 29). Challenges faced by social workers as members of interprofessional collaborative health care teams.\u00a0Health and Social Work<\/em>, 101-109. doi:10.1093\/hsw\/hlw006<\/p>\n <\/p>\n
Busari, J. O., Moll, F. M., & Duits, A. J. (2017). Understanding the impact of interprofessional collaboration on the quality of care: a case report from a small-scale resource limited health care environment.\u00a0Journal of Multidisciplinary Healthcare, 10<\/em>, 227-234. doi:10.2147\/JMDH.S140042<\/p>\nClick here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/strong><\/a>\u00a0<\/span><\/p>\nNUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nScholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n\n\n- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n\n- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nApplication of Course Knowledge –<\/strong><\/p>\nDemonstrate 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<\/strong><\/td>\n\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nInteractive Dialogue<\/strong><\/p>\nReplies 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.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n\n\n- Exceeds minimum post requirements<\/li>\n
- 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.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n
\n\n- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n\n- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n\n- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n\nGrammar, Syntax, APA<\/strong><\/p>\nNote: 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.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n\n\n- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n<\/td>\n 0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n\nTotal Participation Requirements<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \nEarly Participation Requirement<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe 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.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nCheck Out Also:\u00a0 NUR 514 Topic 5 DQ 1 Review the American Nursing Informatics Association (ANIA) website and discuss the resources that you found there\u00a0<\/a><\/span><\/strong><\/h3>\n\u00a0<\/span><\/p>\nTopic 5 DQ 2: Accountable Care Organizations (ACOs)<\/span>\u00a0<\/span><\/h3>\nIn health practice, it is vital to reduce costs as much as possible while delivering maximum output. Achieving such outcomes requires innovativeness and much commitment from health care providers to providers to prioritize patient needs. As recommended under the Affordable Care Act, health care professionals and organizations should network to coordinate patient care and deliver care more efficiently. This networking is the defining element of accountable care organizations (ACOs) since ACOs comprise a group of health care providers coming together to provide coordinated, high-quality care to their Medicaid patients (CMS.gov, 2021). It is an approach where the provider and payer arrange to improve coordination between primary care providers and payers [public or private].<\/span>
Topic 5 DQ 2<\/strong><\/h2>\nExplain the role of the nurse leaders in implementing innovative care models<\/a>. Explain how innovative modes of care affect collaboration between advanced registered nurses and other stakeholders in the industry.<\/p>\n<\/h2>\nA Sample Answer For the Assignment: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/strong><\/h2>\nTitle: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/strong><\/h2>\nREPLY TO DISCUSSION<\/p>\n
JB<\/strong><\/h3>\nOct 31, 2022, 6:38 AM<\/p>\n
Read<\/strong><\/h3>\nHello class!<\/p>\n
Here is a great website with innovation units in place has a goal of creating a set of emerging best practices that can be shared and replicated across hospitals and the System:<\/p>\n
https:\/\/www.partners.org\/Innovation-And-Leadership\/Better-Together\/Nursing-Roles-Initiatives.aspx<\/a><\/p>\nTake care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
\n- \n
LG<\/strong><\/h3>\n<\/li>\n<\/ul>\nRead<\/strong><\/h3>\nDr. Buchanan, I found this website to be a wonderful resource. This is something I would like to not only contribute to, as they are a non-profit organization, but also be a part of. The innovation I read about is how they are building a bridge to teach patients how to access their health information online. They call this a three-tier approach because they are not just showing the patients how to use the online system to gain access to their health information, they are also providing each patient with a tablet. That isn\u2019t all, if the patient does not have access to wi-fi they are providing a device with \u201chot-spot\u201d capability. They share that if the patient has access to the information but doesn\u2019t know how to access it, it will not be enough, they need the device, and they need education on how to access it. Mass General Brigham goes even further and are translating into I think 6 languages so far. Their goal is to meet patients where they are and break down systemic barriers that many patients face. Thank you for sharing.<\/p>\n
Reference NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
About Us<\/em>. Mass General Brigham. (n.d.). Retrieved November 1, 2022, from https:\/\/www.massgeneralbrigham.org\/en\/about\/newsroom\/press-releases\/mass-general-brigham-launches-new-digital-health-initiatives<\/a><\/p>\nREPLY<\/p>\n
JB<\/strong><\/h3>\nRead<\/strong><\/h3>\nHello class:<\/p>\n
In response to growing nurse shortages and heightened attention to patient quality, any healthcare organizational leaders are developing and testing new care delivery models. These models strive to improve patient quality and satisfaction by engaging nurses and other healthcare professionals in different roles across the continuum of care. The nursing partners are accountable for the coordination of patient care with an emphasis on patient and organizational goal achievement of (1) improving the health of our patients, (2) developing and maintaining an improved and responsive health care system, and (3) lowering costs while delivering quality care.<\/p>\n
Have you seen this within your organization? Even just a few of the components of the model?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
\n- \n
SW<\/strong><\/h3>\n<\/li>\n<\/ul>\nOct 31, 2022, 1:35 PM<\/p>\n
Read<\/strong><\/h3>\nI have seen changes in our hospice agency due to short staffing. Specifically, there have been big changes in how we provide bereavement services to the families of our patients due to the shortage of social workers we have locally. Previously, we had several social workers who worked solely in our hospice grief center providing bereavement services to both families of hospice patients and community members. Since the pandemic began, we have only been able to provide bereavement services to families of hospice patients, not to community members. In the past several months, we have had to completely restructure our grief services and no longer have social workers who solely provide this service. Instead, we have lowered caseloads for our team social workers and are now asking them to provide ongoing bereavement support to families the hospice families they followed while their family members were hospice patients. This demonstrates the principle of developing an improved healthcare system, as bereavement services are something that Medicare requires all hospices provide to families. Despite staffing shortages, our agency has found a way to still provide this service. Unfortunately, bereavement services are not reimbursable by Medicare, they are just a service all hospices are expected to perform, so by using less staff to provide the same services we are actually able to cut overall costs. Our agency is hoping that this is only a temporary solution, as it is very taxing to both our social workers and nurses. The increased workload for social workers means that our nurses end up providing more psychosocial support to current families. While this is absolutely part of our nurses’ job descriptions, the trickle down of the increased workload is difficult for our agency nurses. In these unprecedented times of healthcare staffing all agencies must make changes to how they are delivering services, and this is just one example of a change our agency has had to make.<\/p>\n
REPLY<\/p>\n
JB<\/strong><\/h3>\nRead<\/strong><\/h3>\nClass:<\/p>\n
Interprofessional collaboration is defined as \u201cwhen multiple health workers from different professional backgrounds work together with patients, families, careers (caregivers), and Communities to deliver the highest quality of care\u201d (WHO, 2015, para 5). Despite the benefits of higher patient quality, optimizing patient outcomes by improving communication and teamwork, decreasing incidences of error, decrease cost of care, etc, there are many barriers to interprofessional collaboration. Can you name a few ways in which interprofessional collaboration is challenged?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
References: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
World Health Organization. (2015). Framework for action on interprofessional education & collaborative practice. http:\/\/apps.who.int\/iris\/bitstream\/10665\/70185\/1\/WHO_HRH_HPN_10.3<\/a>_eng.pdf.<\/a><\/p>\n <\/p>\n
REPLY<\/p>\n
\n- \n
CH<\/strong><\/h3>\n<\/li>\n<\/ul>\nOct 28, 2022, 7:54 PM<\/p>\n
Read<\/strong><\/h3>\nGiven historical hierarchies in healthcare, as well as the complications of gender inequality, nurses have had difficulties establishing true collaborative relationships with other healthcare specialties, especially physicians. Collaboration requires horizontal relationships, with all stakeholders respected as equals in the problem-solving process (Weberg, et al., 2019). There is also the issue of a lack of self-identity and professional responsibility seen in many nurses (Weberg, et al., 2019). Clarification will be required from the nursing profession in our unique viewpoint and need for input (Weberg, et al., 2019). Despite having many qualifications that give nurses perspective in patients’ care needs, many nurses feel inadequately equipped to cause real change and innovation in healthcare teams. Nursing leadership needs to create team environments that support innovation among nurses (O’Hara, et al., 2019).<\/p>\n
O\u2019Hara, S., Ackerman, M., Raderstorf, R., Kilbridge, J., Melnyk, B. (2022). Building and sustaining a culture of innovation in nursing academics, research, policy, and practice: Outcomes of the national innovation summit. Journal of Professional Nursing, 43 5-11\u00a0https:\/\/doi.org\/10.1016\/j.profnurs.2022.08.001<\/a><\/p>\n <\/p>\n
Weberg, D., Mangold, K., Porter-O’Grady, T., & Malloch, K. (2019).\u00a0Leadership in nursing practice: Changing the landscape of health care\u00a0<\/em>(3rd ed.). Jones & Bartlett Learning.<\/p>\nNUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/figcaption><\/figure>\nREPLY<\/p>\n
\n- \n
IA<\/strong><\/h3>\n<\/li>\n<\/ul>\nOct 29, 2022, 3:07 AM<\/p>\n
Read<\/strong><\/h3>\nDr. B,<\/p>\n
Collaboration in health care<\/a> has been defined as the ability of every health care professional, to effectively clinch balancing roles within a team, work jointly, contribute to the obligations for problem-solving, and make the decisions required to prepare and carry out plans for patient care. Trust, respect, and cooperation are integral to the effectiveness of any team and teamwork is essential to a organization where its employees work for and together to accomplish a common goal (Busari, et al., 2017).<\/p>\nInterprofessional collaboration transpires when practitioners, patients, clients, families, and communities create and nurture interprofessional working relationships that enable optimal health outcomes. Collaborative models pull together diverse health care providers such as physicians, nurses, social workers, pharmacists, dietitians to deliver team-based care. Important factors can influence or discourage successful collaboration (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Barriers to collaboration include the method of communication. For example, some participants of health care collaboration have described utilizing electronic medical records (EMR) for charting for collaborative communication as challenging. This is because some of the charts by some professionals are not read by others. Also, some providers\u2019 notes may be kept from others confidentiality reasons. There is the need to find a balance between confidentiality and care (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Power inequities and dynamics is another barrier to collaboration. \u00a0Power inequities affect the voice of some professionals in the collaborative health care discourse. Physicians traditionally come in with power which could impact deliberations at many times (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Clarity of roles is also a challenge for collaboration. There is the need for clarity in the roles for professional teams while still preserving a sense of flexibility to look at team-specific needs. To maintain the professional integrity and traditional values of the various professional groups, clear role definitions are imperative while maintaining the required flexibility to ensure that the core role of patient advocacy is kept intact\u00a0(Ambrose-Miller & Ashcroft, 2016).<\/p>\n
The requirements of collaborative care in interprofessional health teams include leadership, mentoring, and the ability to guide decision making within the team. However, decision making in collaborative teams sometimes reveal old power dynamics in which professions that had traditionally wielded the most power in decision-making situations assume to maintain that role. This can affect the responsibility of the team to ensure quality care outcomes (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
References NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
Ambrose-Miller, W., & Ashcroft, R. (2016, February 29). Challenges faced by social workers as members of interprofessional collaborative health care teams.\u00a0Health and Social Work<\/em>, 101-109. doi:10.1093\/hsw\/hlw006<\/p>\n <\/p>\n
Busari, J. O., Moll, F. M., & Duits, A. J. (2017). Understanding the impact of interprofessional collaboration on the quality of care: a case report from a small-scale resource limited health care environment.\u00a0Journal of Multidisciplinary Healthcare, 10<\/em>, 227-234. doi:10.2147\/JMDH.S140042<\/p>\nClick here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/strong><\/a>\u00a0<\/span><\/p>\nNUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nScholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n\n\n- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n\n- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nApplication of Course Knowledge –<\/strong><\/p>\nDemonstrate 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<\/strong><\/td>\n\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nInteractive Dialogue<\/strong><\/p>\nReplies 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.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n\n\n- Exceeds minimum post requirements<\/li>\n
- 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.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n
\n\n- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n\n- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n\n- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n\nGrammar, Syntax, APA<\/strong><\/p>\nNote: 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.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n\n\n- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n<\/td>\n 0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n\nTotal Participation Requirements<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \nEarly Participation Requirement<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe 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.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nCheck Out Also:\u00a0 NUR 514 Topic 5 DQ 1 Review the American Nursing Informatics Association (ANIA) website and discuss the resources that you found there\u00a0<\/a><\/span><\/strong><\/h3>\n\u00a0<\/span><\/p>\nTopic 5 DQ 2: Accountable Care Organizations (ACOs)<\/span>\u00a0<\/span><\/h3>\nIn health practice, it is vital to reduce costs as much as possible while delivering maximum output. Achieving such outcomes requires innovativeness and much commitment from health care providers to providers to prioritize patient needs. As recommended under the Affordable Care Act, health care professionals and organizations should network to coordinate patient care and deliver care more efficiently. This networking is the defining element of accountable care organizations (ACOs) since ACOs comprise a group of health care providers coming together to provide coordinated, high-quality care to their Medicaid patients (CMS.gov, 2021). It is an approach where the provider and payer arrange to improve coordination between primary care providers and payers [public or private].<\/span>
<\/h2>\nA Sample Answer For the Assignment: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/strong><\/h2>\nTitle: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/strong><\/h2>\nREPLY TO DISCUSSION<\/p>\n
JB<\/strong><\/h3>\nOct 31, 2022, 6:38 AM<\/p>\n
Read<\/strong><\/h3>\nHello class!<\/p>\n
Here is a great website with innovation units in place has a goal of creating a set of emerging best practices that can be shared and replicated across hospitals and the System:<\/p>\n
https:\/\/www.partners.org\/Innovation-And-Leadership\/Better-Together\/Nursing-Roles-Initiatives.aspx<\/a><\/p>\nTake care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
\n- \n
LG<\/strong><\/h3>\n<\/li>\n<\/ul>\nRead<\/strong><\/h3>\nDr. Buchanan, I found this website to be a wonderful resource. This is something I would like to not only contribute to, as they are a non-profit organization, but also be a part of. The innovation I read about is how they are building a bridge to teach patients how to access their health information online. They call this a three-tier approach because they are not just showing the patients how to use the online system to gain access to their health information, they are also providing each patient with a tablet. That isn\u2019t all, if the patient does not have access to wi-fi they are providing a device with \u201chot-spot\u201d capability. They share that if the patient has access to the information but doesn\u2019t know how to access it, it will not be enough, they need the device, and they need education on how to access it. Mass General Brigham goes even further and are translating into I think 6 languages so far. Their goal is to meet patients where they are and break down systemic barriers that many patients face. Thank you for sharing.<\/p>\n
Reference NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
About Us<\/em>. Mass General Brigham. (n.d.). Retrieved November 1, 2022, from https:\/\/www.massgeneralbrigham.org\/en\/about\/newsroom\/press-releases\/mass-general-brigham-launches-new-digital-health-initiatives<\/a><\/p>\nREPLY<\/p>\n
JB<\/strong><\/h3>\nRead<\/strong><\/h3>\nHello class:<\/p>\n
In response to growing nurse shortages and heightened attention to patient quality, any healthcare organizational leaders are developing and testing new care delivery models. These models strive to improve patient quality and satisfaction by engaging nurses and other healthcare professionals in different roles across the continuum of care. The nursing partners are accountable for the coordination of patient care with an emphasis on patient and organizational goal achievement of (1) improving the health of our patients, (2) developing and maintaining an improved and responsive health care system, and (3) lowering costs while delivering quality care.<\/p>\n
Have you seen this within your organization? Even just a few of the components of the model?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
\n- \n
SW<\/strong><\/h3>\n<\/li>\n<\/ul>\nOct 31, 2022, 1:35 PM<\/p>\n
Read<\/strong><\/h3>\nI have seen changes in our hospice agency due to short staffing. Specifically, there have been big changes in how we provide bereavement services to the families of our patients due to the shortage of social workers we have locally. Previously, we had several social workers who worked solely in our hospice grief center providing bereavement services to both families of hospice patients and community members. Since the pandemic began, we have only been able to provide bereavement services to families of hospice patients, not to community members. In the past several months, we have had to completely restructure our grief services and no longer have social workers who solely provide this service. Instead, we have lowered caseloads for our team social workers and are now asking them to provide ongoing bereavement support to families the hospice families they followed while their family members were hospice patients. This demonstrates the principle of developing an improved healthcare system, as bereavement services are something that Medicare requires all hospices provide to families. Despite staffing shortages, our agency has found a way to still provide this service. Unfortunately, bereavement services are not reimbursable by Medicare, they are just a service all hospices are expected to perform, so by using less staff to provide the same services we are actually able to cut overall costs. Our agency is hoping that this is only a temporary solution, as it is very taxing to both our social workers and nurses. The increased workload for social workers means that our nurses end up providing more psychosocial support to current families. While this is absolutely part of our nurses’ job descriptions, the trickle down of the increased workload is difficult for our agency nurses. In these unprecedented times of healthcare staffing all agencies must make changes to how they are delivering services, and this is just one example of a change our agency has had to make.<\/p>\n
REPLY<\/p>\n
JB<\/strong><\/h3>\nRead<\/strong><\/h3>\nClass:<\/p>\n
Interprofessional collaboration is defined as \u201cwhen multiple health workers from different professional backgrounds work together with patients, families, careers (caregivers), and Communities to deliver the highest quality of care\u201d (WHO, 2015, para 5). Despite the benefits of higher patient quality, optimizing patient outcomes by improving communication and teamwork, decreasing incidences of error, decrease cost of care, etc, there are many barriers to interprofessional collaboration. Can you name a few ways in which interprofessional collaboration is challenged?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
References: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
World Health Organization. (2015). Framework for action on interprofessional education & collaborative practice. http:\/\/apps.who.int\/iris\/bitstream\/10665\/70185\/1\/WHO_HRH_HPN_10.3<\/a>_eng.pdf.<\/a><\/p>\n <\/p>\n
REPLY<\/p>\n
\n- \n
CH<\/strong><\/h3>\n<\/li>\n<\/ul>\nOct 28, 2022, 7:54 PM<\/p>\n
Read<\/strong><\/h3>\nGiven historical hierarchies in healthcare, as well as the complications of gender inequality, nurses have had difficulties establishing true collaborative relationships with other healthcare specialties, especially physicians. Collaboration requires horizontal relationships, with all stakeholders respected as equals in the problem-solving process (Weberg, et al., 2019). There is also the issue of a lack of self-identity and professional responsibility seen in many nurses (Weberg, et al., 2019). Clarification will be required from the nursing profession in our unique viewpoint and need for input (Weberg, et al., 2019). Despite having many qualifications that give nurses perspective in patients’ care needs, many nurses feel inadequately equipped to cause real change and innovation in healthcare teams. Nursing leadership needs to create team environments that support innovation among nurses (O’Hara, et al., 2019).<\/p>\n
O\u2019Hara, S., Ackerman, M., Raderstorf, R., Kilbridge, J., Melnyk, B. (2022). Building and sustaining a culture of innovation in nursing academics, research, policy, and practice: Outcomes of the national innovation summit. Journal of Professional Nursing, 43 5-11\u00a0https:\/\/doi.org\/10.1016\/j.profnurs.2022.08.001<\/a><\/p>\n <\/p>\n
Weberg, D., Mangold, K., Porter-O’Grady, T., & Malloch, K. (2019).\u00a0Leadership in nursing practice: Changing the landscape of health care\u00a0<\/em>(3rd ed.). Jones & Bartlett Learning.<\/p>\nNUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/figcaption><\/figure>\nREPLY<\/p>\n
\n- \n
IA<\/strong><\/h3>\n<\/li>\n<\/ul>\nOct 29, 2022, 3:07 AM<\/p>\n
Read<\/strong><\/h3>\nDr. B,<\/p>\n
Collaboration in health care<\/a> has been defined as the ability of every health care professional, to effectively clinch balancing roles within a team, work jointly, contribute to the obligations for problem-solving, and make the decisions required to prepare and carry out plans for patient care. Trust, respect, and cooperation are integral to the effectiveness of any team and teamwork is essential to a organization where its employees work for and together to accomplish a common goal (Busari, et al., 2017).<\/p>\nInterprofessional collaboration transpires when practitioners, patients, clients, families, and communities create and nurture interprofessional working relationships that enable optimal health outcomes. Collaborative models pull together diverse health care providers such as physicians, nurses, social workers, pharmacists, dietitians to deliver team-based care. Important factors can influence or discourage successful collaboration (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Barriers to collaboration include the method of communication. For example, some participants of health care collaboration have described utilizing electronic medical records (EMR) for charting for collaborative communication as challenging. This is because some of the charts by some professionals are not read by others. Also, some providers\u2019 notes may be kept from others confidentiality reasons. There is the need to find a balance between confidentiality and care (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Power inequities and dynamics is another barrier to collaboration. \u00a0Power inequities affect the voice of some professionals in the collaborative health care discourse. Physicians traditionally come in with power which could impact deliberations at many times (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Clarity of roles is also a challenge for collaboration. There is the need for clarity in the roles for professional teams while still preserving a sense of flexibility to look at team-specific needs. To maintain the professional integrity and traditional values of the various professional groups, clear role definitions are imperative while maintaining the required flexibility to ensure that the core role of patient advocacy is kept intact\u00a0(Ambrose-Miller & Ashcroft, 2016).<\/p>\n
The requirements of collaborative care in interprofessional health teams include leadership, mentoring, and the ability to guide decision making within the team. However, decision making in collaborative teams sometimes reveal old power dynamics in which professions that had traditionally wielded the most power in decision-making situations assume to maintain that role. This can affect the responsibility of the team to ensure quality care outcomes (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
References NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
Ambrose-Miller, W., & Ashcroft, R. (2016, February 29). Challenges faced by social workers as members of interprofessional collaborative health care teams.\u00a0Health and Social Work<\/em>, 101-109. doi:10.1093\/hsw\/hlw006<\/p>\n <\/p>\n
Busari, J. O., Moll, F. M., & Duits, A. J. (2017). Understanding the impact of interprofessional collaboration on the quality of care: a case report from a small-scale resource limited health care environment.\u00a0Journal of Multidisciplinary Healthcare, 10<\/em>, 227-234. doi:10.2147\/JMDH.S140042<\/p>\nClick here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/strong><\/a>\u00a0<\/span><\/p>\nNUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nScholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n\n\n- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n\n- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nApplication of Course Knowledge –<\/strong><\/p>\nDemonstrate 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<\/strong><\/td>\n\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nInteractive Dialogue<\/strong><\/p>\nReplies 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.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n\n\n- Exceeds minimum post requirements<\/li>\n
- 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.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n
\n\n- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n\n- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n\n- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n\nGrammar, Syntax, APA<\/strong><\/p>\nNote: 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.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n\n\n- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n<\/td>\n 0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n\nTotal Participation Requirements<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \nEarly Participation Requirement<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe 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.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nCheck Out Also:\u00a0 NUR 514 Topic 5 DQ 1 Review the American Nursing Informatics Association (ANIA) website and discuss the resources that you found there\u00a0<\/a><\/span><\/strong><\/h3>\n\u00a0<\/span><\/p>\nTopic 5 DQ 2: Accountable Care Organizations (ACOs)<\/span>\u00a0<\/span><\/h3>\nIn health practice, it is vital to reduce costs as much as possible while delivering maximum output. Achieving such outcomes requires innovativeness and much commitment from health care providers to providers to prioritize patient needs. As recommended under the Affordable Care Act, health care professionals and organizations should network to coordinate patient care and deliver care more efficiently. This networking is the defining element of accountable care organizations (ACOs) since ACOs comprise a group of health care providers coming together to provide coordinated, high-quality care to their Medicaid patients (CMS.gov, 2021). It is an approach where the provider and payer arrange to improve coordination between primary care providers and payers [public or private].<\/span>
Title: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/strong><\/h2>\nREPLY TO DISCUSSION<\/p>\n
JB<\/strong><\/h3>\nOct 31, 2022, 6:38 AM<\/p>\n
Read<\/strong><\/h3>\nHello class!<\/p>\n
Here is a great website with innovation units in place has a goal of creating a set of emerging best practices that can be shared and replicated across hospitals and the System:<\/p>\n
https:\/\/www.partners.org\/Innovation-And-Leadership\/Better-Together\/Nursing-Roles-Initiatives.aspx<\/a><\/p>\nTake care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
\n- \n
LG<\/strong><\/h3>\n<\/li>\n<\/ul>\nRead<\/strong><\/h3>\nDr. Buchanan, I found this website to be a wonderful resource. This is something I would like to not only contribute to, as they are a non-profit organization, but also be a part of. The innovation I read about is how they are building a bridge to teach patients how to access their health information online. They call this a three-tier approach because they are not just showing the patients how to use the online system to gain access to their health information, they are also providing each patient with a tablet. That isn\u2019t all, if the patient does not have access to wi-fi they are providing a device with \u201chot-spot\u201d capability. They share that if the patient has access to the information but doesn\u2019t know how to access it, it will not be enough, they need the device, and they need education on how to access it. Mass General Brigham goes even further and are translating into I think 6 languages so far. Their goal is to meet patients where they are and break down systemic barriers that many patients face. Thank you for sharing.<\/p>\n
Reference NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
About Us<\/em>. Mass General Brigham. (n.d.). Retrieved November 1, 2022, from https:\/\/www.massgeneralbrigham.org\/en\/about\/newsroom\/press-releases\/mass-general-brigham-launches-new-digital-health-initiatives<\/a><\/p>\nREPLY<\/p>\n
JB<\/strong><\/h3>\nRead<\/strong><\/h3>\nHello class:<\/p>\n
In response to growing nurse shortages and heightened attention to patient quality, any healthcare organizational leaders are developing and testing new care delivery models. These models strive to improve patient quality and satisfaction by engaging nurses and other healthcare professionals in different roles across the continuum of care. The nursing partners are accountable for the coordination of patient care with an emphasis on patient and organizational goal achievement of (1) improving the health of our patients, (2) developing and maintaining an improved and responsive health care system, and (3) lowering costs while delivering quality care.<\/p>\n
Have you seen this within your organization? Even just a few of the components of the model?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
\n- \n
SW<\/strong><\/h3>\n<\/li>\n<\/ul>\nOct 31, 2022, 1:35 PM<\/p>\n
Read<\/strong><\/h3>\nI have seen changes in our hospice agency due to short staffing. Specifically, there have been big changes in how we provide bereavement services to the families of our patients due to the shortage of social workers we have locally. Previously, we had several social workers who worked solely in our hospice grief center providing bereavement services to both families of hospice patients and community members. Since the pandemic began, we have only been able to provide bereavement services to families of hospice patients, not to community members. In the past several months, we have had to completely restructure our grief services and no longer have social workers who solely provide this service. Instead, we have lowered caseloads for our team social workers and are now asking them to provide ongoing bereavement support to families the hospice families they followed while their family members were hospice patients. This demonstrates the principle of developing an improved healthcare system, as bereavement services are something that Medicare requires all hospices provide to families. Despite staffing shortages, our agency has found a way to still provide this service. Unfortunately, bereavement services are not reimbursable by Medicare, they are just a service all hospices are expected to perform, so by using less staff to provide the same services we are actually able to cut overall costs. Our agency is hoping that this is only a temporary solution, as it is very taxing to both our social workers and nurses. The increased workload for social workers means that our nurses end up providing more psychosocial support to current families. While this is absolutely part of our nurses’ job descriptions, the trickle down of the increased workload is difficult for our agency nurses. In these unprecedented times of healthcare staffing all agencies must make changes to how they are delivering services, and this is just one example of a change our agency has had to make.<\/p>\n
REPLY<\/p>\n
JB<\/strong><\/h3>\nRead<\/strong><\/h3>\nClass:<\/p>\n
Interprofessional collaboration is defined as \u201cwhen multiple health workers from different professional backgrounds work together with patients, families, careers (caregivers), and Communities to deliver the highest quality of care\u201d (WHO, 2015, para 5). Despite the benefits of higher patient quality, optimizing patient outcomes by improving communication and teamwork, decreasing incidences of error, decrease cost of care, etc, there are many barriers to interprofessional collaboration. Can you name a few ways in which interprofessional collaboration is challenged?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
References: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
World Health Organization. (2015). Framework for action on interprofessional education & collaborative practice. http:\/\/apps.who.int\/iris\/bitstream\/10665\/70185\/1\/WHO_HRH_HPN_10.3<\/a>_eng.pdf.<\/a><\/p>\n <\/p>\n
REPLY<\/p>\n
\n- \n
CH<\/strong><\/h3>\n<\/li>\n<\/ul>\nOct 28, 2022, 7:54 PM<\/p>\n
Read<\/strong><\/h3>\nGiven historical hierarchies in healthcare, as well as the complications of gender inequality, nurses have had difficulties establishing true collaborative relationships with other healthcare specialties, especially physicians. Collaboration requires horizontal relationships, with all stakeholders respected as equals in the problem-solving process (Weberg, et al., 2019). There is also the issue of a lack of self-identity and professional responsibility seen in many nurses (Weberg, et al., 2019). Clarification will be required from the nursing profession in our unique viewpoint and need for input (Weberg, et al., 2019). Despite having many qualifications that give nurses perspective in patients’ care needs, many nurses feel inadequately equipped to cause real change and innovation in healthcare teams. Nursing leadership needs to create team environments that support innovation among nurses (O’Hara, et al., 2019).<\/p>\n
O\u2019Hara, S., Ackerman, M., Raderstorf, R., Kilbridge, J., Melnyk, B. (2022). Building and sustaining a culture of innovation in nursing academics, research, policy, and practice: Outcomes of the national innovation summit. Journal of Professional Nursing, 43 5-11\u00a0https:\/\/doi.org\/10.1016\/j.profnurs.2022.08.001<\/a><\/p>\n <\/p>\n
Weberg, D., Mangold, K., Porter-O’Grady, T., & Malloch, K. (2019).\u00a0Leadership in nursing practice: Changing the landscape of health care\u00a0<\/em>(3rd ed.). Jones & Bartlett Learning.<\/p>\nNUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/figcaption><\/figure>\nREPLY<\/p>\n
\n- \n
IA<\/strong><\/h3>\n<\/li>\n<\/ul>\nOct 29, 2022, 3:07 AM<\/p>\n
Read<\/strong><\/h3>\nDr. B,<\/p>\n
Collaboration in health care<\/a> has been defined as the ability of every health care professional, to effectively clinch balancing roles within a team, work jointly, contribute to the obligations for problem-solving, and make the decisions required to prepare and carry out plans for patient care. Trust, respect, and cooperation are integral to the effectiveness of any team and teamwork is essential to a organization where its employees work for and together to accomplish a common goal (Busari, et al., 2017).<\/p>\nInterprofessional collaboration transpires when practitioners, patients, clients, families, and communities create and nurture interprofessional working relationships that enable optimal health outcomes. Collaborative models pull together diverse health care providers such as physicians, nurses, social workers, pharmacists, dietitians to deliver team-based care. Important factors can influence or discourage successful collaboration (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Barriers to collaboration include the method of communication. For example, some participants of health care collaboration have described utilizing electronic medical records (EMR) for charting for collaborative communication as challenging. This is because some of the charts by some professionals are not read by others. Also, some providers\u2019 notes may be kept from others confidentiality reasons. There is the need to find a balance between confidentiality and care (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Power inequities and dynamics is another barrier to collaboration. \u00a0Power inequities affect the voice of some professionals in the collaborative health care discourse. Physicians traditionally come in with power which could impact deliberations at many times (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Clarity of roles is also a challenge for collaboration. There is the need for clarity in the roles for professional teams while still preserving a sense of flexibility to look at team-specific needs. To maintain the professional integrity and traditional values of the various professional groups, clear role definitions are imperative while maintaining the required flexibility to ensure that the core role of patient advocacy is kept intact\u00a0(Ambrose-Miller & Ashcroft, 2016).<\/p>\n
The requirements of collaborative care in interprofessional health teams include leadership, mentoring, and the ability to guide decision making within the team. However, decision making in collaborative teams sometimes reveal old power dynamics in which professions that had traditionally wielded the most power in decision-making situations assume to maintain that role. This can affect the responsibility of the team to ensure quality care outcomes (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
References NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
Ambrose-Miller, W., & Ashcroft, R. (2016, February 29). Challenges faced by social workers as members of interprofessional collaborative health care teams.\u00a0Health and Social Work<\/em>, 101-109. doi:10.1093\/hsw\/hlw006<\/p>\n <\/p>\n
Busari, J. O., Moll, F. M., & Duits, A. J. (2017). Understanding the impact of interprofessional collaboration on the quality of care: a case report from a small-scale resource limited health care environment.\u00a0Journal of Multidisciplinary Healthcare, 10<\/em>, 227-234. doi:10.2147\/JMDH.S140042<\/p>\nClick here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/strong><\/a>\u00a0<\/span><\/p>\nNUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nScholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n\n\n- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n\n- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nApplication of Course Knowledge –<\/strong><\/p>\nDemonstrate 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<\/strong><\/td>\n\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nInteractive Dialogue<\/strong><\/p>\nReplies 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.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n\n\n- Exceeds minimum post requirements<\/li>\n
- 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.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n
\n\n- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n\n- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n\n- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n\nGrammar, Syntax, APA<\/strong><\/p>\nNote: 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.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n\n\n- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n<\/td>\n 0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n\nTotal Participation Requirements<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \nEarly Participation Requirement<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe 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.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nCheck Out Also:\u00a0 NUR 514 Topic 5 DQ 1 Review the American Nursing Informatics Association (ANIA) website and discuss the resources that you found there\u00a0<\/a><\/span><\/strong><\/h3>\n\u00a0<\/span><\/p>\nTopic 5 DQ 2: Accountable Care Organizations (ACOs)<\/span>\u00a0<\/span><\/h3>\nIn health practice, it is vital to reduce costs as much as possible while delivering maximum output. Achieving such outcomes requires innovativeness and much commitment from health care providers to providers to prioritize patient needs. As recommended under the Affordable Care Act, health care professionals and organizations should network to coordinate patient care and deliver care more efficiently. This networking is the defining element of accountable care organizations (ACOs) since ACOs comprise a group of health care providers coming together to provide coordinated, high-quality care to their Medicaid patients (CMS.gov, 2021). It is an approach where the provider and payer arrange to improve coordination between primary care providers and payers [public or private].<\/span>
Oct 31, 2022, 6:38 AM<\/p>\n
Read<\/strong><\/h3>\nHello class!<\/p>\n
Here is a great website with innovation units in place has a goal of creating a set of emerging best practices that can be shared and replicated across hospitals and the System:<\/p>\n
https:\/\/www.partners.org\/Innovation-And-Leadership\/Better-Together\/Nursing-Roles-Initiatives.aspx<\/a><\/p>\nTake care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
\n- \n
LG<\/strong><\/h3>\n<\/li>\n<\/ul>\nRead<\/strong><\/h3>\nDr. Buchanan, I found this website to be a wonderful resource. This is something I would like to not only contribute to, as they are a non-profit organization, but also be a part of. The innovation I read about is how they are building a bridge to teach patients how to access their health information online. They call this a three-tier approach because they are not just showing the patients how to use the online system to gain access to their health information, they are also providing each patient with a tablet. That isn\u2019t all, if the patient does not have access to wi-fi they are providing a device with \u201chot-spot\u201d capability. They share that if the patient has access to the information but doesn\u2019t know how to access it, it will not be enough, they need the device, and they need education on how to access it. Mass General Brigham goes even further and are translating into I think 6 languages so far. Their goal is to meet patients where they are and break down systemic barriers that many patients face. Thank you for sharing.<\/p>\n
Reference NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
About Us<\/em>. Mass General Brigham. (n.d.). Retrieved November 1, 2022, from https:\/\/www.massgeneralbrigham.org\/en\/about\/newsroom\/press-releases\/mass-general-brigham-launches-new-digital-health-initiatives<\/a><\/p>\nREPLY<\/p>\n
JB<\/strong><\/h3>\nRead<\/strong><\/h3>\nHello class:<\/p>\n
In response to growing nurse shortages and heightened attention to patient quality, any healthcare organizational leaders are developing and testing new care delivery models. These models strive to improve patient quality and satisfaction by engaging nurses and other healthcare professionals in different roles across the continuum of care. The nursing partners are accountable for the coordination of patient care with an emphasis on patient and organizational goal achievement of (1) improving the health of our patients, (2) developing and maintaining an improved and responsive health care system, and (3) lowering costs while delivering quality care.<\/p>\n
Have you seen this within your organization? Even just a few of the components of the model?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
\n- \n
SW<\/strong><\/h3>\n<\/li>\n<\/ul>\nOct 31, 2022, 1:35 PM<\/p>\n
Read<\/strong><\/h3>\nI have seen changes in our hospice agency due to short staffing. Specifically, there have been big changes in how we provide bereavement services to the families of our patients due to the shortage of social workers we have locally. Previously, we had several social workers who worked solely in our hospice grief center providing bereavement services to both families of hospice patients and community members. Since the pandemic began, we have only been able to provide bereavement services to families of hospice patients, not to community members. In the past several months, we have had to completely restructure our grief services and no longer have social workers who solely provide this service. Instead, we have lowered caseloads for our team social workers and are now asking them to provide ongoing bereavement support to families the hospice families they followed while their family members were hospice patients. This demonstrates the principle of developing an improved healthcare system, as bereavement services are something that Medicare requires all hospices provide to families. Despite staffing shortages, our agency has found a way to still provide this service. Unfortunately, bereavement services are not reimbursable by Medicare, they are just a service all hospices are expected to perform, so by using less staff to provide the same services we are actually able to cut overall costs. Our agency is hoping that this is only a temporary solution, as it is very taxing to both our social workers and nurses. The increased workload for social workers means that our nurses end up providing more psychosocial support to current families. While this is absolutely part of our nurses’ job descriptions, the trickle down of the increased workload is difficult for our agency nurses. In these unprecedented times of healthcare staffing all agencies must make changes to how they are delivering services, and this is just one example of a change our agency has had to make.<\/p>\n
REPLY<\/p>\n
JB<\/strong><\/h3>\nRead<\/strong><\/h3>\nClass:<\/p>\n
Interprofessional collaboration is defined as \u201cwhen multiple health workers from different professional backgrounds work together with patients, families, careers (caregivers), and Communities to deliver the highest quality of care\u201d (WHO, 2015, para 5). Despite the benefits of higher patient quality, optimizing patient outcomes by improving communication and teamwork, decreasing incidences of error, decrease cost of care, etc, there are many barriers to interprofessional collaboration. Can you name a few ways in which interprofessional collaboration is challenged?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
References: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
World Health Organization. (2015). Framework for action on interprofessional education & collaborative practice. http:\/\/apps.who.int\/iris\/bitstream\/10665\/70185\/1\/WHO_HRH_HPN_10.3<\/a>_eng.pdf.<\/a><\/p>\n <\/p>\n
REPLY<\/p>\n
\n- \n
CH<\/strong><\/h3>\n<\/li>\n<\/ul>\nOct 28, 2022, 7:54 PM<\/p>\n
Read<\/strong><\/h3>\nGiven historical hierarchies in healthcare, as well as the complications of gender inequality, nurses have had difficulties establishing true collaborative relationships with other healthcare specialties, especially physicians. Collaboration requires horizontal relationships, with all stakeholders respected as equals in the problem-solving process (Weberg, et al., 2019). There is also the issue of a lack of self-identity and professional responsibility seen in many nurses (Weberg, et al., 2019). Clarification will be required from the nursing profession in our unique viewpoint and need for input (Weberg, et al., 2019). Despite having many qualifications that give nurses perspective in patients’ care needs, many nurses feel inadequately equipped to cause real change and innovation in healthcare teams. Nursing leadership needs to create team environments that support innovation among nurses (O’Hara, et al., 2019).<\/p>\n
O\u2019Hara, S., Ackerman, M., Raderstorf, R., Kilbridge, J., Melnyk, B. (2022). Building and sustaining a culture of innovation in nursing academics, research, policy, and practice: Outcomes of the national innovation summit. Journal of Professional Nursing, 43 5-11\u00a0https:\/\/doi.org\/10.1016\/j.profnurs.2022.08.001<\/a><\/p>\n <\/p>\n
Weberg, D., Mangold, K., Porter-O’Grady, T., & Malloch, K. (2019).\u00a0Leadership in nursing practice: Changing the landscape of health care\u00a0<\/em>(3rd ed.). Jones & Bartlett Learning.<\/p>\nNUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/figcaption><\/figure>\nREPLY<\/p>\n
\n- \n
IA<\/strong><\/h3>\n<\/li>\n<\/ul>\nOct 29, 2022, 3:07 AM<\/p>\n
Read<\/strong><\/h3>\nDr. B,<\/p>\n
Collaboration in health care<\/a> has been defined as the ability of every health care professional, to effectively clinch balancing roles within a team, work jointly, contribute to the obligations for problem-solving, and make the decisions required to prepare and carry out plans for patient care. Trust, respect, and cooperation are integral to the effectiveness of any team and teamwork is essential to a organization where its employees work for and together to accomplish a common goal (Busari, et al., 2017).<\/p>\nInterprofessional collaboration transpires when practitioners, patients, clients, families, and communities create and nurture interprofessional working relationships that enable optimal health outcomes. Collaborative models pull together diverse health care providers such as physicians, nurses, social workers, pharmacists, dietitians to deliver team-based care. Important factors can influence or discourage successful collaboration (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Barriers to collaboration include the method of communication. For example, some participants of health care collaboration have described utilizing electronic medical records (EMR) for charting for collaborative communication as challenging. This is because some of the charts by some professionals are not read by others. Also, some providers\u2019 notes may be kept from others confidentiality reasons. There is the need to find a balance between confidentiality and care (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Power inequities and dynamics is another barrier to collaboration. \u00a0Power inequities affect the voice of some professionals in the collaborative health care discourse. Physicians traditionally come in with power which could impact deliberations at many times (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Clarity of roles is also a challenge for collaboration. There is the need for clarity in the roles for professional teams while still preserving a sense of flexibility to look at team-specific needs. To maintain the professional integrity and traditional values of the various professional groups, clear role definitions are imperative while maintaining the required flexibility to ensure that the core role of patient advocacy is kept intact\u00a0(Ambrose-Miller & Ashcroft, 2016).<\/p>\n
The requirements of collaborative care in interprofessional health teams include leadership, mentoring, and the ability to guide decision making within the team. However, decision making in collaborative teams sometimes reveal old power dynamics in which professions that had traditionally wielded the most power in decision-making situations assume to maintain that role. This can affect the responsibility of the team to ensure quality care outcomes (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
References NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
Ambrose-Miller, W., & Ashcroft, R. (2016, February 29). Challenges faced by social workers as members of interprofessional collaborative health care teams.\u00a0Health and Social Work<\/em>, 101-109. doi:10.1093\/hsw\/hlw006<\/p>\n <\/p>\n
Busari, J. O., Moll, F. M., & Duits, A. J. (2017). Understanding the impact of interprofessional collaboration on the quality of care: a case report from a small-scale resource limited health care environment.\u00a0Journal of Multidisciplinary Healthcare, 10<\/em>, 227-234. doi:10.2147\/JMDH.S140042<\/p>\nClick here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/strong><\/a>\u00a0<\/span><\/p>\nNUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nScholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n\n\n- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n\n- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nApplication of Course Knowledge –<\/strong><\/p>\nDemonstrate 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<\/strong><\/td>\n\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nInteractive Dialogue<\/strong><\/p>\nReplies 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.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n\n\n- Exceeds minimum post requirements<\/li>\n
- 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.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n
\n\n- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n\n- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n\n- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n\nGrammar, Syntax, APA<\/strong><\/p>\nNote: 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.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n\n\n- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n<\/td>\n 0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n\nTotal Participation Requirements<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \nEarly Participation Requirement<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe 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.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nCheck Out Also:\u00a0 NUR 514 Topic 5 DQ 1 Review the American Nursing Informatics Association (ANIA) website and discuss the resources that you found there\u00a0<\/a><\/span><\/strong><\/h3>\n\u00a0<\/span><\/p>\nTopic 5 DQ 2: Accountable Care Organizations (ACOs)<\/span>\u00a0<\/span><\/h3>\nIn health practice, it is vital to reduce costs as much as possible while delivering maximum output. Achieving such outcomes requires innovativeness and much commitment from health care providers to providers to prioritize patient needs. As recommended under the Affordable Care Act, health care professionals and organizations should network to coordinate patient care and deliver care more efficiently. This networking is the defining element of accountable care organizations (ACOs) since ACOs comprise a group of health care providers coming together to provide coordinated, high-quality care to their Medicaid patients (CMS.gov, 2021). It is an approach where the provider and payer arrange to improve coordination between primary care providers and payers [public or private].<\/span>
Take care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
- \n
- \n
LG<\/strong><\/h3>\n<\/li>\n<\/ul>\n
Read<\/strong><\/h3>\n
Dr. Buchanan, I found this website to be a wonderful resource. This is something I would like to not only contribute to, as they are a non-profit organization, but also be a part of. The innovation I read about is how they are building a bridge to teach patients how to access their health information online. They call this a three-tier approach because they are not just showing the patients how to use the online system to gain access to their health information, they are also providing each patient with a tablet. That isn\u2019t all, if the patient does not have access to wi-fi they are providing a device with \u201chot-spot\u201d capability. They share that if the patient has access to the information but doesn\u2019t know how to access it, it will not be enough, they need the device, and they need education on how to access it. Mass General Brigham goes even further and are translating into I think 6 languages so far. Their goal is to meet patients where they are and break down systemic barriers that many patients face. Thank you for sharing.<\/p>\n
Reference NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
About Us<\/em>. Mass General Brigham. (n.d.). Retrieved November 1, 2022, from https:\/\/www.massgeneralbrigham.org\/en\/about\/newsroom\/press-releases\/mass-general-brigham-launches-new-digital-health-initiatives<\/a><\/p>\n
REPLY<\/p>\n
JB<\/strong><\/h3>\n
Read<\/strong><\/h3>\n
Hello class:<\/p>\n
In response to growing nurse shortages and heightened attention to patient quality, any healthcare organizational leaders are developing and testing new care delivery models. These models strive to improve patient quality and satisfaction by engaging nurses and other healthcare professionals in different roles across the continuum of care. The nursing partners are accountable for the coordination of patient care with an emphasis on patient and organizational goal achievement of (1) improving the health of our patients, (2) developing and maintaining an improved and responsive health care system, and (3) lowering costs while delivering quality care.<\/p>\n
Have you seen this within your organization? Even just a few of the components of the model?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
- \n
- \n
SW<\/strong><\/h3>\n<\/li>\n<\/ul>\n
Oct 31, 2022, 1:35 PM<\/p>\n
Read<\/strong><\/h3>\n
I have seen changes in our hospice agency due to short staffing. Specifically, there have been big changes in how we provide bereavement services to the families of our patients due to the shortage of social workers we have locally. Previously, we had several social workers who worked solely in our hospice grief center providing bereavement services to both families of hospice patients and community members. Since the pandemic began, we have only been able to provide bereavement services to families of hospice patients, not to community members. In the past several months, we have had to completely restructure our grief services and no longer have social workers who solely provide this service. Instead, we have lowered caseloads for our team social workers and are now asking them to provide ongoing bereavement support to families the hospice families they followed while their family members were hospice patients. This demonstrates the principle of developing an improved healthcare system, as bereavement services are something that Medicare requires all hospices provide to families. Despite staffing shortages, our agency has found a way to still provide this service. Unfortunately, bereavement services are not reimbursable by Medicare, they are just a service all hospices are expected to perform, so by using less staff to provide the same services we are actually able to cut overall costs. Our agency is hoping that this is only a temporary solution, as it is very taxing to both our social workers and nurses. The increased workload for social workers means that our nurses end up providing more psychosocial support to current families. While this is absolutely part of our nurses’ job descriptions, the trickle down of the increased workload is difficult for our agency nurses. In these unprecedented times of healthcare staffing all agencies must make changes to how they are delivering services, and this is just one example of a change our agency has had to make.<\/p>\n
REPLY<\/p>\n
JB<\/strong><\/h3>\n
Read<\/strong><\/h3>\n
Class:<\/p>\n
Interprofessional collaboration is defined as \u201cwhen multiple health workers from different professional backgrounds work together with patients, families, careers (caregivers), and Communities to deliver the highest quality of care\u201d (WHO, 2015, para 5). Despite the benefits of higher patient quality, optimizing patient outcomes by improving communication and teamwork, decreasing incidences of error, decrease cost of care, etc, there are many barriers to interprofessional collaboration. Can you name a few ways in which interprofessional collaboration is challenged?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
References: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
World Health Organization. (2015). Framework for action on interprofessional education & collaborative practice. http:\/\/apps.who.int\/iris\/bitstream\/10665\/70185\/1\/WHO_HRH_HPN_10.3<\/a>_eng.pdf.<\/a><\/p>\n
<\/p>\n
REPLY<\/p>\n
- \n
- \n
CH<\/strong><\/h3>\n<\/li>\n<\/ul>\n
Oct 28, 2022, 7:54 PM<\/p>\n
Read<\/strong><\/h3>\n
Given historical hierarchies in healthcare, as well as the complications of gender inequality, nurses have had difficulties establishing true collaborative relationships with other healthcare specialties, especially physicians. Collaboration requires horizontal relationships, with all stakeholders respected as equals in the problem-solving process (Weberg, et al., 2019). There is also the issue of a lack of self-identity and professional responsibility seen in many nurses (Weberg, et al., 2019). Clarification will be required from the nursing profession in our unique viewpoint and need for input (Weberg, et al., 2019). Despite having many qualifications that give nurses perspective in patients’ care needs, many nurses feel inadequately equipped to cause real change and innovation in healthcare teams. Nursing leadership needs to create team environments that support innovation among nurses (O’Hara, et al., 2019).<\/p>\n
O\u2019Hara, S., Ackerman, M., Raderstorf, R., Kilbridge, J., Melnyk, B. (2022). Building and sustaining a culture of innovation in nursing academics, research, policy, and practice: Outcomes of the national innovation summit. Journal of Professional Nursing, 43 5-11\u00a0https:\/\/doi.org\/10.1016\/j.profnurs.2022.08.001<\/a><\/p>\n
<\/p>\n
Weberg, D., Mangold, K., Porter-O’Grady, T., & Malloch, K. (2019).\u00a0Leadership in nursing practice: Changing the landscape of health care\u00a0<\/em>(3rd ed.). Jones & Bartlett Learning.<\/p>\n
NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/figcaption><\/figure>\n REPLY<\/p>\n
- \n
- \n
IA<\/strong><\/h3>\n<\/li>\n<\/ul>\n
Oct 29, 2022, 3:07 AM<\/p>\n
Read<\/strong><\/h3>\n
Dr. B,<\/p>\n
Collaboration in health care<\/a> has been defined as the ability of every health care professional, to effectively clinch balancing roles within a team, work jointly, contribute to the obligations for problem-solving, and make the decisions required to prepare and carry out plans for patient care. Trust, respect, and cooperation are integral to the effectiveness of any team and teamwork is essential to a organization where its employees work for and together to accomplish a common goal (Busari, et al., 2017).<\/p>\n
Interprofessional collaboration transpires when practitioners, patients, clients, families, and communities create and nurture interprofessional working relationships that enable optimal health outcomes. Collaborative models pull together diverse health care providers such as physicians, nurses, social workers, pharmacists, dietitians to deliver team-based care. Important factors can influence or discourage successful collaboration (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Barriers to collaboration include the method of communication. For example, some participants of health care collaboration have described utilizing electronic medical records (EMR) for charting for collaborative communication as challenging. This is because some of the charts by some professionals are not read by others. Also, some providers\u2019 notes may be kept from others confidentiality reasons. There is the need to find a balance between confidentiality and care (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Power inequities and dynamics is another barrier to collaboration. \u00a0Power inequities affect the voice of some professionals in the collaborative health care discourse. Physicians traditionally come in with power which could impact deliberations at many times (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
Clarity of roles is also a challenge for collaboration. There is the need for clarity in the roles for professional teams while still preserving a sense of flexibility to look at team-specific needs. To maintain the professional integrity and traditional values of the various professional groups, clear role definitions are imperative while maintaining the required flexibility to ensure that the core role of patient advocacy is kept intact\u00a0(Ambrose-Miller & Ashcroft, 2016).<\/p>\n
The requirements of collaborative care in interprofessional health teams include leadership, mentoring, and the ability to guide decision making within the team. However, decision making in collaborative teams sometimes reveal old power dynamics in which professions that had traditionally wielded the most power in decision-making situations assume to maintain that role. This can affect the responsibility of the team to ensure quality care outcomes (Ambrose-Miller & Ashcroft, 2016).<\/p>\n
References NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/h3>\n
Ambrose-Miller, W., & Ashcroft, R. (2016, February 29). Challenges faced by social workers as members of interprofessional collaborative health care teams.\u00a0Health and Social Work<\/em>, 101-109. doi:10.1093\/hsw\/hlw006<\/p>\n
<\/p>\n
Busari, J. O., Moll, F. M., & Duits, A. J. (2017). Understanding the impact of interprofessional collaboration on the quality of care: a case report from a small-scale resource limited health care environment.\u00a0Journal of Multidisciplinary Healthcare, 10<\/em>, 227-234. doi:10.2147\/JMDH.S140042<\/p>\n
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models<\/strong><\/a>\u00a0<\/span><\/p>\n
NUR 514 Topic 5 DQ 2 Explain the role of the nurse leaders in implementing innovative care models Grading Rubric Guidelines<\/strong><\/h3>\n
\n\n
\n Performance Category<\/strong><\/td>\n 10<\/strong><\/td>\n 9<\/strong><\/td>\n 8<\/strong><\/td>\n 4<\/strong><\/td>\n 0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n \n Scholarliness<\/strong><\/p>\n Demonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n
\n - \n
- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n Performance Category<\/strong><\/td>\n \u00a010<\/strong><\/td>\n 9 <\/strong><\/td>\n 8 <\/strong><\/td>\n 4<\/strong><\/td>\n 0<\/strong><\/td>\n<\/tr>\n \n Application of Course Knowledge –<\/strong><\/p>\n 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<\/strong><\/td>\n
\n - \n
- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
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- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- 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<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n Performance Category <\/strong><\/td>\n \u00a05<\/strong><\/td>\n 4 <\/strong><\/td>\n 3 <\/strong><\/td>\n 2<\/strong><\/td>\n 0<\/strong><\/td>\n<\/tr>\n \n Interactive Dialogue<\/strong><\/p>\n 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.<\/strong><\/p>\n
(5 points possible per graded thread)<\/em><\/strong><\/td>\n
\n - \n
- Exceeds minimum post requirements<\/li>\n
- 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.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- 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<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n
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- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n \u00a0<\/strong><\/td>\n Minus 1 Point<\/strong><\/td>\n Minus 2 Point<\/strong><\/td>\n Minus 3 Point<\/strong><\/td>\n Minus 4 Point<\/strong><\/td>\n Minus 5 Point<\/strong><\/td>\n<\/tr>\n \n Grammar, Syntax, APA<\/strong><\/p>\n 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.<\/strong><\/p>\n
Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n
The source of information is the APA Manual 6th Edition<\/strong><\/td>\n
\n - \n
- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n <\/td>\n 0 points lost<\/strong><\/td>\n \u00a0<\/strong><\/td>\n \u00a0<\/strong><\/td>\n \u00a0<\/strong><\/td>\n -5 points lost<\/strong><\/td>\n<\/tr>\n \n Total Participation Requirements<\/strong><\/p>\n per discussion thread<\/em><\/strong><\/td>\n
The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \n Early Participation Requirement<\/strong><\/p>\n per discussion thread<\/em><\/strong><\/td>\n
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.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n Check Out Also:\u00a0 NUR 514 Topic 5 DQ 1 Review the American Nursing Informatics Association (ANIA) website and discuss the resources that you found there\u00a0<\/a><\/span><\/strong><\/h3>\n
\u00a0<\/span><\/p>\n
Topic 5 DQ 2: Accountable Care Organizations (ACOs)<\/span>\u00a0<\/span><\/h3>\n
In health practice, it is vital to reduce costs as much as possible while delivering maximum output. Achieving such outcomes requires innovativeness and much commitment from health care providers to providers to prioritize patient needs. As recommended under the Affordable Care Act, health care professionals and organizations should network to coordinate patient care and deliver care more efficiently. This networking is the defining element of accountable care organizations (ACOs) since ACOs comprise a group of health care providers coming together to provide coordinated, high-quality care to their Medicaid patients (CMS.gov, 2021). It is an approach where the provider and payer arrange to improve coordination between primary care providers and payers [public or private].<\/span>
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