DNP 825 Assignment Health Care System Components

DNP 825 Assignment Health Care System Components

Determine a work area in your organization that you would
like to use for assignments in this course.
Focusing on one area will help you organize your work for any future
assignment.

Construct a presentation using PowerPoints® and create a
twelve step project charter for your workflow redesign. This should be about a health care system
component (Example of a system component could be the admission process into an
emergency room) and frame the project in a quality-improvement modality by
establishing a plan for improvement. In your text book page 228-229 list the
twelve questions that must be answered for this assignment.

Construct a PowerPoint® presentation of a workflow design
for the same health care system component using appropriate Yourdon symbols and
conventions.

Include these steps to create your workflow redesign.

identify process to be mapped;

identify and involve individuals who perform the tasks;

map the current state; assess current state workflow;

identify opportunities for improvement;

identify data to measure redesign outcomes;

map future “to be” process; test new workflows and
processes;

train on new workflows and processes;

go live with the new workflows and processes;

and analyze data and refine workflows and processes

The PowerPoints® should include a title page, the twelve
step project charter and then your workflow redesign for the same health care
component, then a reference page.Key components of a well functioning health system
A well functioning health system responds in a balanced way to a population’s needs and expectations by:
improving the health status of individuals, families and communities
defending the population against what threatens its health
protecting people against the financial consequences of ill-health
providing equitable access to people-centred care
making it possible for people to participate in decisions affecting their health and health system.
Without strong policies and leadership, health systems do not spontaneously provide balanced responses
to these challenges, nor do they make the most efficient use of their resources. As most health leaders
know, health systems are subject to powerful forces and influences that often override rational policy
making. These forces include disproportionate focus on specialist curative care, fragmentation in a
multiplicity of competing programs, projects and institutions, and the pervasive commercialization of health
care delivery in poorly regulated systems. Keeping health systems on track requires a strong sense of
direction, and coherent investment in the various building blocks of the health system, so as to provide the
kind of services that produce results.
Leadership and governance
Each country’s specific context and history
shapes the way leadership and governance is
exercised, but common ingredients of good
practice in leadership and governance can be
identified. These include:
Ensuring that health authorities take
responsibility for steering the entire health
sector (not merely public sector service
delivery); and for dealing with future
challenges (including unanticipated events
or disasters) as well as with current
problems
Defining, through transparent and inclusive
processes, national health policies, strategy
and plan that set a clear direction for the
health sector, with:
• A formulation of the country’s
commitment to high level policy goals
(health equity, people-centeredness,
sound public health polices, effective
and accountable governance)
• A strategy for translating these policy
goals into its implications for financing,
human resources, pharmaceuticals,
technology, infrastructure and service
delivery, with relevant guidelines, plans
and targets
• Mechanisms for accountability and
adaptation to evolving needs
Effective regulation through a combination of
guidelines, mandates, and incentives,
backed up by legal measures and
enforcement mechanisms;
Effective policy dialogue with other sectors.
Mechanisms and institutional arrangements
to channel donor funding and align it to
country priorities.

Health information systems
Good governance is only possible with good
information on health challenges, on the broader
environment in which the health system operates,
and on the performance of the health system.
This specifically includes timely intelligence on:
Progress in meeting health challenges and
social objectives (particularly equity),
including but not limited to household
surveys, civil registration systems and
epidemiological surveillance

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Health financing, including through national
health accounts and an analysis of financial
catastrophes and of financial and other
barriers to health services for the poor and
vulnerable
Trends and needs for HRH; on consumption
of and access to pharmaceuticals; on
appropriateness and cost of technology; on
distribution and adequacy of infrastructure
Access to care and on the quality of services
provided.
This, in turn, requires a variety of institutional
mechanisms:
A national monitoring and evaluation plan
that specifies core indicators (with targets),
data collection and management, analyses
and communication and use
Arrangements to make information
accessible to all involved, including
communities, civil society, health
professionals and politicians
Health financing
Health financing can be a key policy instrument
to improve health and reduce health inequalities
if its primary objective is to facilitate universal
coverage by removing financial barriers to
access and preventing financial hardship and
catastrophic expenditure. The following can
facilitate these outcomes:
A system to raise sufficient funds for health
fairly
A system to pool financial resources across
population groups to share financial risks
A financing governance system supported
by relevant legislation, financial audit and
public expenditure reviews, and clear
operational rules to ensure efficient use of
funds
Human resources for health
The health workforce is central to achieving
health. A well performing workforce is one that is
responsive to the needs and expectations of
people, is fair and efficient to achieve the best
outcomes possible given available resources
and circumstances. Countries are at different
stages of development of their health workforce
but common concerns include improving
recruitment, education, training and distribution;
enhancing productivity and performance; and
improving retention. This requires:
Arrangements for achieving sufficient
numbers of the right mix (numbers, diversity
and competencies)
Payment systems that produce the right kind
of incentives
Regulatory mechanisms to ensure system
wide deployment and distribution in
accordance with needs
Establishment of job related norms,
deployment of support systems and enabling
work environments
Mechanisms to ensure cooperation of all
stakeholders ( such as health worker
advisory groups, donor coordination groups,
private sector, professional associations,
communities, client/consumer groups).
Essential medical products and
technologies
Universal access to health care is heavily
dependent on access to affordable essential
medicines, vaccines, diagnostics and health
technologies of assured quality, which are used
in a scientifically sound and cost-effective way.
Economically, medical products are the second
largest component of most health budgets (after
salaries) and the largest component of private
health expenditure in low and middle income
countries. Key components of a functioning
system are:
A medical products regulatory system for
marketing authorization and safety
monitoring, supported by relevant legislation,
enforcement mechanisms, an inspectorate
and access to a medical products quality
control laboratory
National lists of essential medical products,
national diagnostic and treatment protocols,
and standardized equipment per levels of
care, to guide procurement, reimbursement
and training
A supply and distribution system to ensure
universal access to essential medical
products and health technologies through
public and private channels, with focus on
the poor and disadvantaged
A national medical products availability and
price monitoring system
A national programme to promote rational
prescribing.
Service delivery
Health systems are only as effective as the
services they provide. These critically depend on:
Networks of close-to-client primary care,
organized as health districts or local area
networks with the back-up of specialized and
hospital services, responsible for defined
populations
Provision of a package of benefits with a
comprehensive and integrated range of
clinical and public health interventions, that
respond to the full range of health problems
of their populations, including those targeted
by the Millennium Development Goals
Standards, norms and guidance to ensure
access and essential dimensions of quality:
safety, effectiveness, integration, continuity,
and people -centeredness
Mechanisms to hold providers accountable
for access and quality and to ensure
consumer voice.

Excellent	Good	Fair	Poor
RESPONSIVENESS TO DISCUSSION QUESTION Discussion post minimum requirements: *The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.	8 (26.67%) – 8 (26.67%) Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.	7 (23.33%) – 7 (23.33%) Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.	6 (20%) – 6 (20%) Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.	0 (0%) – 5 (16.67%) Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.
CONTENT KNOWLEDGE	8 (26.67%) – 8 (26.67%) Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.	7 (23.33%) – 7 (23.33%) Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.	6 (20%) – 6 (20%) Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course	0 (0%) – 5 (16.67%) Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.
CONTRIBUTION TO THE DISCUSSION	8 (26.67%) – 8 (26.67%) Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.	7 (23.33%) – 7 (23.33%) Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature	6 (20%) – 6 (20%) Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.	0 (0%) – 5 (16.67%) Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas
QUALITY OF WRITING	6 (20%) – 6 (20%) Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.	5 (16.67%) – 5 (16.67%) Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.	4 (13.33%) – 4 (13.33%) Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.	0 (0%) – 3 (10%) Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.
Total Points: 30

Excellent

Good

Fair

Poor

RESPONSIVENESS TO DISCUSSION QUESTION

Discussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

8 (26.67%) – 8 (26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

7 (23.33%) – 7 (23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

6 (20%) – 6 (20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

0 (0%) – 5 (16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

CONTENT KNOWLEDGE

8 (26.67%) – 8 (26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

7 (23.33%) – 7 (23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

6 (20%) – 6 (20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

0 (0%) – 5 (16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

CONTRIBUTION TO THE DISCUSSION

8 (26.67%) – 8 (26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

7 (23.33%) – 7 (23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

6 (20%) – 6 (20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

0 (0%) – 5 (16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

QUALITY OF WRITING

6 (20%) – 6 (20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

5 (16.67%) – 5 (16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

4 (13.33%) – 4 (13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

0 (0%) – 3 (10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

Total Points: 30