value-based care

Introduction POWER POINT PRESENTATION !!!

Organizational leaders in healthcare focus on and develop innovative initiatives to achieve value-based care. Interdisciplinary teams assess organizational readiness and develop strategies for organizations to implement value-based care. In this task, you will demonstrate how an organizational leader might present these initiatives and strategies to key stakeholders.

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Scenario

You are an executive nurse leader in your organization tasked with developing a strategic action plan to implement value-based care.

You recently completed a clinical practice experience (CPE) that required you to fill out a “Value-Based Nursing Care Readiness Assessment” evaluating your organization’s current efforts to establish value-based care. As part of that CPE, you also identified strategies to implement value-based care.

(this part up top is most important)

Relying on your experiences and the knowledge you gained during your CPE, you will develop a multimedia presentation to inform key stakeholders of an action plan to achieve excellence through value-based patient care and to optimize reimbursement.

Requirements

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A. Create a multimedia presentation, including presenter notes for each slide, to inform key stakeholders about value-based care and present elements of an action plan.

Note: Presenter notes must be included for each slide to fully cover the level of explanation, analysis, and discussion necessary.

1. Provide an introduction (suggested length of 3–4 slides) to value-based care by doing the following:

a. Describe the elements of a value-based healthcare framework.

b. Explain the benefits of value-based care for patients and populations.

c. Describe the rationale for implementing value-based care in a healthcare organization.

2. Identify (suggested length 1–2 slides) a nursing role, using the “Nursing Programs Conceptual Model” web link as a guide.

a. Describe how the advanced professional nurse could facilitate the implementation of value-based care within the role identified.

3. Summarize (suggested length of 5–6 slides) evidence relevant to the topic of value-based healthcare from five peer-reviewed scholarly sources published within the past five years.

4. Describe (suggested length of 2–3 slides) two strategies to implement value-based healthcare, or if the organization has already implemented it, describe two strategies that were used.

a. Identify key stakeholders for each strategy.

b. Describe the role of each stakeholder for each strategy.

c. Identify specific methods to measure the effectiveness of each strategy.

5. Using the “Value-Based Nursing Care Readiness Assessment” completed in your CPE (see the attached document), discuss (suggested length of 4–7 slides) the organization’s readiness for change by doing the following:

a. Summarize each assessment area in the readiness assessment:

• defined need

• readiness for change

• leadership and management support

• time, resources, and personnel

• sustainment of the change

b. Discuss two organizational strengths.

c. Discuss two organizational opportunities for improvement.

d. Analyze your organization’s level of readiness to implement value-based care based on its readiness score.

e. Provide the completed “Value-Based Nursing Care Readiness Assessment” from your CPE.

Note: This should be an exact copy of your previously submitted readiness assessment. This is for evaluator reference.

B. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

C. Demonstrate professional communication in the content and presentation of your submission.

Nursing Programs Conceptual Model

General Nursing Policies

Nursing Programs Conceptual Model

Decorative image of the Nursing Programs Conceptual Model, further information provided in the table text below.

Conceptual Model, by nursing program

Nurse as Detective: The nurse uses clinical imagination coupled with nursing science to detect subtle changes and deviations from expected patterns of being to prevent or control adverse outcomes.

Nurse as Detective: The nurse uses clinical imagination coupled with nursing science to judge and determine the consequence of subtle changes and deviations from expected patterns of being to prevent or control adverse outcomes.

Nurse as Scientist: The nurse participates in scientific inquiry to inform healthcare decisions; and critiques, disseminates and implements evidence to influence practice.

Nurse as Scientist: The nurse uses translational science to influence healthcare decisions; to prescribe and implement best practice and broadly disseminate the findings.

Nurse as manager of the Healing Environment: The healing environment is global in nature and includes considerations of healthcare policy, finance and regulations. Acknowledging this, the nurse creates, coordinates, and advocates for a respectful, interdisciplinary environment that promotes optimal well-being and affirms the dignity of the human experience.

Nurse as manager of the Healing Environment: The healing environment is global in nature and includes social, cultural, political and economic influences. Acknowledging this, the nurse, as a member of the inter-professional community, influences public policy and promotes social justice in the human health experience.

Operational Definitions of the Concepts in the Model

The three concentric circles of Knowing, Doing and Being describe the progressive development of a nurse which begins with Knowing, progresses to Doing and culminates in Being.

Knowing refers to the acquisition of knowledge, information or understanding and extends to the integration of knowledge of the mind, body, environment, community, self, clients, and colleagues.

Doing describes the development of skills and abilities essential to the practice of nursing and the provision of care to patients, families, and communities. It is the demonstration of skillful and helpful ways of being with patients and includes tasks and processes nurses’ use in course of providing care.

Being a nurse describes the development of ‘habitus’ or habits of ethical comportment and the use of knowledge, skills and abilities in embodying the complex role and intuition of a patient-centered practitioner.

Model Elements

Compassionate Patient-centered care is the provision of holistic care with respect for values, preferences and needs of the patient, family, and community in the journey to well-being across the lifespan.

Evidence based practice is integrating “best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal healthcare” (QSEN, 2009).

Genomics and Genetics includes knowledge about the genetic basis of health and illness, the variables that impact the responses to genomic information and related ethical issues.

Informatics/Technology

Informatics is the engineering, storing, organizing and manipulation of data to support the provision of safe, effective quality care.

Technology is the continuously changing array of devices and software used for patient care.

Leadership/Education

Leadership is the process of identifying and prioritizing goals to achieve optimal quality outcomes.

Education is assessing learning needs and facilitating acquisition of knowledge, skills, and abilities.

Safety and Quality care minimizes risk of harm to patients, families, communities and providers through analyses of systems’ effectiveness and individual performance while continually measuring quality of care in terms of cost, structure, process, and outcomes.

Cultural competency is providing care that is acceptable to patients, families and communities from diverse cultural, ethnic, and social backgrounds.

Communication is effective interaction with patients, families, communities, professional colleagues, and other health care team members.

Teamwork and collaboration is effective engagement with nursing and interprofessional teams to foster open communication, mutual respect, and shared decision making to achieve quality patient care.

Professional/Legal/Ethical is effective decision-making and reflection within a framework of social justice and law, advocacy, and standards of practice to promote the common good.

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