These 7 Slides will be added onto the end of 18 page PowerPoint I will provide later thru email.
In each module in this course, your SLP assignments have built upon each other. For your SLP assignments have created an extensive PowerPoint presentation (PPT).
Remember, you have been named the Administrative Director at Trident International Hospital (TIH) and will be presenting your PPT to the Board of Directors at TIH for approval. TIH is restructuring to meet the current needs of their consumers.
There are several roles in a health care organization. Often, interdisciplinary teams are created to brainstorm or make important decisions. The key is to develop a team that will interact with one another effectively and being diverse views to the forefront.
We have discussed several types of departments/roles in health care organization, (e.g., inpatient, outpatient, clinical, non-clinical, etc.) For your Module 4 SLP you are to create an interdisciplinary team of 5 or 6 six individuals that will discuss and development an action plan for the restructuring of TIH. In 5 or 6 additional slides, you are to explain to the board the following:
Explain the importance of interdisciplinary teams
Identify 5 or 6 individuals (titles of roles) and corresponding departments (i.e. Title: Inpatient Admission Director; Department: Inpatient) that you recommend to be a part of an interdisciplinary team to assist with the restructuring of TIH.
Justify why these select individuals will be beneficial part of the team.
To conclude your PPT to the board of directors, you are to develop a new Vision and Mission of TIH. Your Vision and Mission should support or be interrelated with the selected 5 (five) of the pillars of success from Module 3.
At this point (with the continuation of slides from Module 1, 2, and 3 SLP), your total presentation should be at least 20-25 slides (not including the title and reference slide). Speaker notes are required.
SLP Assignment Expectations
Conduct additional research to gather sufficient information to support your responses.
Limit your response to a maximum of 25 slides (not including the title or reference slides).
Support your SLP with peer-reviewed articles, with at least 1-2 references. Use the following source for additional information on how to recognize peer-reviewed journals: http://www.angelo.edu/services/library/handouts/peerrev.php.
You may use the following source to assist in your formatting your assignment: https://owl.english.purdue.edu/owl/resource/560/01/.
For additional information on reliability of sources review the following source: https://www.edb.utexas.edu/petrosino/Legacy_Cycle/mf_jm/Challenge%201/website%20reliable.pdf.
Albrecht, G. L. (2014). Challenges in medical education: A social network approach to health. Eastern Mediterranean Health Journa.l 20(8), 217–8.
Collins, M. (2015). Training and Development in Health Care. Retrieved from https://hubpages.com/business/Training-and-Development-in-Health-Care
Columbia University CTL. (n.d.). Types of Teams. Retrieved from http://ccnmtl.columbia.edu/projects/sl2/mod03_multi_1b.html
Edmondson, A. C. (2015). The Kinds of Teams Health Care Needs. Retrieved from https://hbr.org/2015/12/the-kinds-of-teams-health-care-needs
Gabriel, J. G. & Farmer, P. C. (2009). Chapter 2. Developing a Vision and a Mission. Retrieved from http://www.ascd.org/publications/books/107042/chapters/developing-a-vision-and-a-mission.aspx
Gesme, D.H., Towle, E.L., & Wiseman, M. (2010).Essentials of Staff Development and Why You Should Care. Journal of Oncology Practice. 6(2), 104-106: doi: 10.1200/JOP.091089Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2835475/
Morton-Rias, D. (2017). The value of continued education for healthcare professionals. Retrieved from http://health-system-management.advanceweb.com/the-value-of-continued-education-for-healthcare-professionals/
Nagy, J. & Fawcett, S.B. (2017). An Overview of Strategic Planning or “VMOSA” (Vision, Mission, Objectives, Strategies, and Action Plans). Retrieved from http://ctb.ku.edu/en/table-of-contents/structure/strategic-planning/vmosa/main
Support Summaries. (n.d.). Do continuing education meetings and workshops improve professional practice and healthcare outcomes? Retrieved from http://www.supportsummaries.org/support-summaries/show/do-continuing-education-meetings-and–workshops-improve-professional-practice-and-healthcare-outcomesa.
Branton, A., Burt, A., Chiu, D., Christou, H., & Indran, M. (2014). Interdisciplinary collaboration in health care teams. Retrieved from https://www.youtube.com/watch?v=8IKx0KKeg0Y
MCHOnline. (2012). Medical Research and Education. Retrieved from https://www.youtube.com/watch?v=R_uzTezLYKM
Hofstrand, D. (2016). Vision and Mission Statements — a Roadmap of Where You Want to Go and How to Get There. Retrieved from https://www.extension.iastate.edu/agdm/wholefarm/pdf/c5-09.pdf
Josiah Macy Jr. Foundation. (n.d.). Continuing Education in the Health Professions: Improving Healthcare Through Lifelong Learning. Retrieved from http://macyfoundation.org/docs/macy_pubs/Macy_ContEd_1_7_08.pdf
OSHA. (n.d.). Education and Training. Retrieved from https://www.osha.gov/dsg/hospitals/education_training.html
Most health care organizations provide for the continuing educational needs of their caregivers and other members of the staff. These educational programs can be designed to refresh one’s professional competencies; develop new sets of competencies; prepare the staff for future developments within the organization and industry; and aid personnel in fully meeting the performance expectations of their current position. In addition to providing education to providers and staff, health care facilities also actively engage in patient health education. In the next section, there is a list of educational activities commonly provided to non-clinical personnel, clinical personnel, and patients.
Although not all health care facilities engage in “clinical research,” they all conduct various forms of research. Clinical research, which normally utilizes an experimental design, is typically conducted in Level I trauma centers—also referred to as academic medical centers. This research will be conducted to ascertain the efficacy of new treatment regimens, surgical techniques, and follow-up care. All health care organizations, inclusive of academic medical centers, routinely engage in research activities that relate to practice of quality assurance. These studies generally consume fewer resources; do not require the direct involvement of human subjects, and thus do not require formal Institutional Review Board (IRB) approval; can be conducted in a relatively short period; and the findings are generally useful in establishing “best practice,” isolating opportunities for improvement, establishing operational and clinical efficiency, and so forth. In the next section, a list of research methodologies commonly used within academic medical center and other health care facilities are listed.
The academic medical centers will have a Program Coordinator responsible for coordinating the activities of the medical/dental/podiatric residents as they rotate through the facility. This person will also work with personnel in HR and payroll to ensure that the residents are properly boarded to the facility and get paid for their services. The physicians who have joint appointments with affiliated medical schools will be instrumental in providing the medical residents with the training and supervision they require to be fully successful in their program. As previously mentioned, most health care facilities host a number of students from allied health programs. Frequently, these schools are in need of clinical staff to serve as qualified preceptors for their students. Like the physicians supporting medical residents in their program, the preceptors serve in a similar capacity for the other allied health programs. The schools will verify the credentialing and experience of the preceptors to ensure they meet the expectations of the program’s respective accrediting standards. Most clinical disciplines require classroom and practical training as part of the curricula, for example, nursing (LPN/LPV & RN), physical therapists, physical therapy assistants, occupational therapists, nursing assistants, medical assistants, phlebotomists, respiratory therapists, diagnostic professionals (lab techs, EKG techs, sonogram techs, radiology techs, etc.), pharmacists, pharmacy technicians, sleep study professionals, physician assistants, nurse practitioners and other advance practice nurses, dieticians, profusion specialists, psychologists, clinical social workers, and so forth. Not only do hospitals host clinical professions, but they also tend to be receptive to hosting programs that prepare individuals to serve in a variety of non-clinical environments. For example, health information management, health care management, medical billing and coding, engineering (project management), and health informatics. Whereas there is typically a dedicated department to support the medical residents, this setup does not normally exist in health care for other allied health and non-clinical programs. In these cases, the arrangements with the participating schools and the management of the students are coordinated through the facilities’ education & training departments. To support ongoing education and training activities within the facility, there are a number of key personnel who keep the clinical personnel, non-clinical personnel, and patients up-to-date on their educational needs. For example, the team will likely comprise patient health educators; nurse educators (specialists and generalists); floor nurses (educate patients and families; serve as preceptors); physicians (provide patient and family education; serve as preceptors); and other subject matter experts within the facility.
In terms of research, virtually any member of the clinical and non-clinical staff can be asked to engage in or participate in a form of research. In fact, many do not even realize that they are doing research. This is true of non-experimental research, but is not necessarily so for those engaging in experimental studies.
The following personnel are typically involved in experimental research at academic medical centers: epidemiologists, nurse researchers, physicians, statisticians, and other subject matter experts with expertise and experience in research (internal and from Colleges/Universities). The results of this research are typically funded in part or in whole from grants and in-kind contributions from the medical center or other entities. In addition to those actually engaging in the research, there is an internal committee known as the Institutional Research Board (IRB), which is responsible for ensuring that studies involving human subjects follow ethical standards in the treatment of these persons. There is also an office dedicated to support these studies. It monitors the studies’ progress, tracks funding sources, assists in the preparation of grants, and prepares required follow-up/progress reports to funding sources.
Interaction with Other Departments
Education and training activities have a direct impact across functional areas. As previously mentioned, these services are provided to clinical personnel, non-clinical personnel, and patients, and frequently depend on the support of subject matter experts (SME) from the various departments. The SMEs are often asked to share their expertise with others in the form of structured educational and training sessions for targeted audiences. The education and training departments depend on the other departments to share their educational needs. The education and training department then coordinates the delivery and evaluation of the training provided.
Research studies regardless of the methodology require the coordination and support of the various departments. This is particularly important in experimental studies, where controlling environmental factors may be crucial to the success or failure of the study.
It is important to note that there is a direct relationship between research and education. The research conducted in health care facilities can identify opportunities for improvement; isolate issues impacting operational and clinical efficiency; and establish best practices. This information can then be used to formulate educational programs intended to change outcomes for the better or capitalize on best practices by replicating them where appropriate.