BSN-FP4010 Assignment: Organizational Evaluation health Care Concerns Report Paper

BSN-FP4010 Assignment: Organizational Evaluation health Care Concerns Report Paper

BSN-FP4010 Assignment: Organizational Evaluation health Care Concerns Report Paper

Develop a 3–5-page report that explains how an organization serves the health care concerns and needs of a population. The report should identify gaps in the health care service, explain strategies to bridge the gaps, and describe potential barriers to those strategies.

Note: The assessments in this course build upon each other. You are strongly encouraged to complete them in sequence. Show Less By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

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• Competency 1: Explain the principles and concepts of disease prevention and health promotion for diverse and vulnerable populations.
  • Identify barriers to implementing evidence-based strategies to bridge gaps in the health care service provided by an organization to a vulnerable or diverse population.
• Competency 2: Develop evidence-based health promotion and disease prevention initiatives for diverse and vulnerable populations.
  • Identify gaps in the health care service provided by an organization to a vulnerable or diverse population.
  • Explain evidence-based strategies to bridge gaps in the health care service provided by an organization to a vulnerable or diverse population.
• Competency 3: Apply basic epidemiological concepts, data analysis methods, tools, and databases to determine the effectiveness of health promotion and disease prevention initiatives for diverse and vulnerable populations.
  • Explain how a health care organization serves the primary health care concerns of a vulnerable or diverse population.
• Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the health care professions.
  • Write content clearly and logically, with correct use of grammar, punctuation, APA formatting, and mechanics.

Competency Map

Check Your ProgressUse this online tool to track your performance and progress through your course.

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Also read: BSN-FP4010 Organizational Evaluation health Care Concerns Report Capella

Context

Pérez and Luquis (2014) stated, “Integrating cultural proficiency practices into the individual practices of health educators and public health organizational policies is a call to action” (p. 50). It is important for those in health care to be aware of the methods used to identify and evaluate the specific health care needs of individuals, communities, and populations, and to understand the meaning of health literacy as it pertains to the needs of a multicultural population or group. Show Less

With a growing diverse population, the incorporation of cultural and linguistic competence should be included into the planning, implementation, and evaluation of health education and promotion programs. “In this process, it is essential to employ theoretical models that describe and explain culture and related concepts (Pérez & Luquis, 2014, p. 165). Cultural constructs need to be applied to all health education, promotion, and prevention interventions targeting diverse communities (Pérez & Luquis, 2014).

Reference

Pérez, M. A., & Luquis, R. R. (2014). Cultural competence in health education and health promotion (2nd ed.). San Francisco, CA: Jossey-Bass.

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Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

What factors are most likely to affect health promotion and wellness for vulnerable and diverse populations?

How would you assess your own cultural competence?

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Resources

SUGGESTED RESOURCES

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Multimedia

Click the link provided below to view the following multimedia piece:

• Assessment Models in Public Health | Transcript.

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Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

• Gertner, E. J., Sabino, J. N., Mahady, E., Deitrick, L. M., Patton, J. R., Grim, M. K., … Salas-Lopez, D. (2010). Developing a culturally competent health network: A planning framework and guide. Journal of Healthcare Management, 55(3), 190–204.
• Soulé, I. (2014). Cultural competence in health care: An emerging theory. Advances in Nursing Science, 37(1), 48–60.
• Somerville, M. H., Seeff, L., Hale, D., & O’Brien, D. J. (2015). Hospitals, collaboration, and community health improvement. Journal of Law, Medicine & Ethics, 43(1), 56–59.
• McClimens, A., Brewster, J., & Lewis, R. (2014). Recognising and respecting patients’ cultural diversity. Nursing Standard, 28(28), 45–52.
• Henderson, S., Kendall, E., & See, L. (2011). The effectiveness of culturally appropriate interventions to manage or prevent chronic disease in culturally and linguistically diverse communities: A systematic literature review. Health and Social Care in the Community, 19(3), 225–249.
• Truong, M., Paradies, Y., & Priest, N. (2014). Interventions to improve cultural competency in healthcare: A systematic review of reviews. BMC Health Services Research, 14(1), 1–31.
• Dovidio, J. F., & Fiske, S. T. (2012). Under the radar: How unexamined biases in decision-making processes in clinical interactions can contribute to health care disparities. American Journal of Public Health, 102(5), 945–952.

Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4010 – Health Promotion and Disease Prevention in Vulnerable and Diverse Populations Library Guide to help direct your research.

Internet Resources

Access the following resource by clicking the link provided. Please note that URLs change frequently. Permissions for the following link has either been granted or deemed appropriate for educational use at the time of course publication.

• U.S. Department of Health and Human Services, Office of Minority Health. (n.d.). The National CLAS Standards. Retrieved from http://minorityhealth.hhs.gov/omh/browse.aspx?lvl=…

Bookstore Resources

The resource listed below is relevant to the topics and assessments in this course and is not required. Unless noted otherwise, this resource is available from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

Pérez, M. A., & Luquis, R. R. (Eds.). (2014). Cultural competence in health education and health promotion (2nd ed.). San Francisco, CA: Jossey-Bass.

Chapters 4 and 6.

Assessment Instructions

PREPARATION

Now that your team has a better understanding of the population served by the organization, you need to evaluate how able the organization is to serve the specific health care needs of the population identified in the Windshield Survey assessment.

• Use the Internet and the Capella library to locate at least three academic or professional resources to use in this assessment.
• Follow the same formatting instructions that you used in the Windshield Survey assessment. Your assessment should be done as a report for your team, using APA formatting for in-text citations and references.

REQUIREMENTS

In your organizational evaluation, complete the following:

• Describe the primary health concern for a vulnerable or diverse population.
• Explain how the organization currently serves this health care concern. Be sure you include information on how the organization communicates to the population.
• Identify gaps in the health care service provided to the population.
• Explain evidence-based strategies to bridge the gaps in health care service provided to the population.
• Identify any possible barriers to implementing your strategies.

ADDITIONAL REQUIREMENTS

Include a title page and reference page. The completed assessment should be 3–5 pages in length, not including the title page and reference page.

Reference at least three current scholarly or professional resources.

Use current APA format for citations and references.

Use Times New Roman font, 12 point.

Double space.

Assessment Instructions

Preparation

Your organization has seen an increase in the number of individuals using CAM, traditional medicine, holistic health, and spirituality. In addition to your work on the interdisciplinary team, you have been asked by your organization to prepare and deliver an educational session on CAM, traditional medicine, holistic health, and spirituality that can be used by all health care teams. How will you complete this task?

You should focus on these concepts as they pertain to your population (from the Windshield Survey assessment), but also in a broader sense. Use the Capella library and the Internet to look for recent research articles or information on these topics to use as supporting resources in your assessment.

Requirements 

For this assessment, prepare a PowerPoint presentation in which you:

• • Identify the topics you will cover in your educational plan.
  • Provide a list of resources your audience can use to further their understanding of CAM.
  • Explain why it is important for nurses and members of other health care teams to develop an understanding of CAM, traditional medicine, holistic health, and spirituality.
  • Examine any ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.
  • Describe how these forms of health care can affect a plan of action for individuals and populations.

Your presentation should include a slide with the title of your educational session, a slide with the topics that will be covered (your agenda), and a reference slide at the end. Use the notes section of each slide to provide additional information on each topic, along with supporting references. References and in-text citations must adhere to APA guidelines.

Additional Requirements 

• • Include a title slide and reference slide. The completed assessment should be 8–10 slides in length, not including the title slide and reference slide.
  • Reference at least three current scholarly or professional resources.
  • Use current APA format for references.
  • Be creative!

• Overview

Prepare a PowerPoint presentation of 8–10 slides that explains why an understanding of CAM and spirituality is important for members of health care teams; examines the ethical, legal, and financial principles related to CAM and spirituality; and describes how these forms of health care can impact plans of action.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.

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As a leader in the field of nursing, it is important for you to identify areas within your organization that may need to improve cultural competence, and to develop educational materials to assist in doing so.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Explain the principles and concepts of disease prevention and health promotion for diverse and vulnerable populations.
  • Describe how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations.
• Competency 2: Develop evidence-based health promotion and disease prevention initiatives for diverse and vulnerable populations.
  • Identify topics for an organizational education plan on CAM and spirituality.
  • Explain the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality.
• Competency 3: Apply basic epidemiological concepts, data analysis methods, tools, and databases to determine the effectiveness of health promotion and disease prevention initiatives for diverse and vulnerable populations.
  • Provide a list of resources to include in an organizational education plan on CAM and spirituality.
• Competency 4: Examine the ethical, legal, and economic factors related to health disparities in diverse and vulnerable populations.
  • Examine ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.
• Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the health care professions.
  • Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.
  • Correctly format citations and references using APA style.
    

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Professional Development Scoring Guide

Professional Development Scoring Guide Grading Rubric
Criteria	Non-performance	Basic	Proficient	Distinguished
Identify topics for an organizational education plan on CAM and spirituality.	Does not identify topics for an organizational education plan on CAM and spirituality.	Identifies topics for an organizational education plan on CAM, but does not include topics on spirituality.	Identifies topics for an organizational education plan on CAM and spirituality.	Identifies topics for an organizational education plan on CAM and spirituality, and explains why the topics are important to specific populations.
Provide a list of resources to include in an organizational education plan on CAM and spirituality.	Does not provide a list of resources to include in an organizational education plan on CAM and spirituality.	Identifies resources to include in an organizational education plan, but the resources are not professional or have no connection to CAM and spirituality.	Provides a list of resources to include in an organizational education plan on CAM and spirituality.	Provides a comprehensive list of resources to include in an organizational education plan on CAM and spirituality, and explains how they are relevant to the topics and useful to the target audience.
Explain the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality.	Does not explain the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality.	Explains the importance of continual development for health care professionals, but does not focus on the need to understand CAM, traditional medicine, holistic health, or spirituality.	Explains the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality.	Explains the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality in terms of individuals, populations, local and global communities.
Examine ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.	Does not examine ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.	Describes ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.	Examines ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.	Examines ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality; and how the principles impact organizations and local and global communities.
Describe how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations.	Does not describe how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations.	Describes how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations, but description is incomplete or does not consider all aspects.	Describes how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations.	Analyzes how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations by looking at each element individually and its relationship to individuals and populations.
Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.	Does not write content clearly and logically, with correct use of grammar, punctuation, and mechanics.	Writes content clearly and logically, but grammar, punctuation, and mechanics have frequent errors.	Writes content clearly and logically, with correct use of grammar, punctuation, and mechanics.	Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; and uses relevant evidence to support a central idea.
Correctly format citations and references using APA style.	Does not correctly format citations and references using APA style.	Inconsistently formats citations and references using APA style.	Correctly formats citations and references using APA style. Citations contain few errors.	Correctly formats citations and references using APA style. Citations are free from all errors.

• Questions to Consider 

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

• What types of CAM, traditional medicine, holistic healing, or spirituality have you observed in your nursing practice?
• How do these practices affect the health and wellness of the individuals who practice them? How do the practices affect your ability to provide health care to individuals who practice them?