14 Evaluation, Effectiveness, and Offender Recidivism
LEARNING OBJECTIVES
PART ONE: INTRODUCTION TO THE EVALUATION PROCESS
When examining any program, whether therapeutic or otherwise, one of the first questions asked by politicians, policy makers, program administrators, and government officials is, “Does the treatment program work?” In such a case, the underlying desire is to know if money spent on a program is money that is well spent. In such cases, treatment providers will often be required to provide some sort of empirical “evidence” that the program is effective. This is often referred to as evidence-based program delivery. Treatment providers are increasingly being asked to demonstrate the effectiveness of their programs, particularly when such programs are grant funded. In turn, many correctional treatment programs seek money from grant-generating agencies, and, when they have some sort of documented program success, they increase their odds of securing such funds.
However, before going further, we would like to make one observation regarding correctional counseling and research. We believe that programs are best evaluated by researchers who themselves are treatment providers. This is particularly true if the researcher has had specific experience with the type of population that is the subject of the program evaluation. Both authors have conducted grant-funded evaluation research of treatment programs and have also studied and/or worked in a variety of treatment fields. One author in particular has worked with most typologies of offenders who have been presented in this text and has also conducted numerous evaluative studies of treatment programs that provide services to those offenders. We believe that this is important because such a practitioner is able to make sense of data that may seem confusing, uncertain, or contradictory, simply because they understand how the program and/or process of treatment intervention works within a given agency and/or with a specific offender population. With this said, it is at this point that we now turn our attention to the notion of evaluation research.
Evaluation Research
For the purposes of this text, we will refer to the Center for Program Evaluation and Performance Management which is a clearinghouse on evaluative research offered through the Bureau of Justice Assistance (BJA). This source, available online and referenced in this text, provides the reader with a very good overview of the evaluation process and also provides a number of examples pertaining to the evaluation of criminal justice and treatment programs. Because this is a federal government website, the information therein is public domain. In addition, we believe that this site provides a very clear, succinct, and effective overview of evaluation research from the eyes of the practitioner. It is for these reasons that this chapter is constructed from much of the organization and structure of the BJA website, providing the basics.
14 Evaluation, Effectiveness, and Offender RecidivismLEARNING OBJECT.docxmoggdede
14 Evaluation, Effectiveness, and Offender RecidivismLEARNING OBJECTIVES
After reading this chapter, you will be able to:
· 1. Discuss the importance of evaluative research and the role of the independent evaluator.
· 2. Explain the importance of quantitative processes in determining if treatment programs are evidence based in their practice.
· 3. Explain how validity and reliability are important to the evaluation process.
· 4. Identify some standardized instruments and explain why they are beneficial to the evaluation of treatment programs.
· 5. Explain how evaluations of drug treatment programs and sex offender treatment programs might be conducted.
· 6. Identify some of the ethical considerations when conducting evaluative research in mental health settings.
· 7. Discuss how evaluation results can be used to improve treatment program processes and outcomes.PART ONE: INTRODUCTION TO THE EVALUATION PROCESS
When examining any program, whether therapeutic or otherwise, one of the first questions asked by politicians, policy makers, program administrators, and government officials is, “Does the treatment program work?” In such a case, the underlying desire is to know if money spent on a program is money that is well spent. In such cases, treatment providers will often be required to provide some sort of empirical “evidence” that the program is effective. This is often referred to as evidence-based program delivery. Treatment providers are increasingly being asked to demonstrate the effectiveness of their programs, particularly when such programs are grant funded. In turn, many correctional treatment programs seek money from grant-generating agencies, and, when they have some sort of documented program success, they increase their odds of securing such funds.
However, before going further, we would like to make one observation regarding correctional counseling and research. We believe that programs are best evaluated by researchers who themselves are treatment providers. This is particularly true if the researcher has had specific experience with the type of population that is the subject of the program evaluation. Both authors have conducted grant-funded evaluation research of treatment programs and have also studied and/or worked in a variety of treatment fields. One author in particular has worked with most typologies of offenders who have been presented in this text and has also conducted numerous evaluative studies of treatment programs that provide services to those offenders. We believe that this is important because such a practitioner is able to make sense of data that may seem confusing, uncertain, or contradictory, simply because they understand how the program and/or process of treatment intervention works within a given agency and/or with a specific offender population. With this said, it is at this point that we now turn our attention to the notion of evaluation research.Evaluation Research
For the purposes of this text, we will ...
Chapter 1 Evaluation and Social Work Making the ConnectionP.docxzebadiahsummers
Chapter 1 Evaluation and Social Work: Making the Connection
Page 4
Let’s begin by considering three important questions: 1. Is evaluation an important area of social work? 2. Is the evaluator role an important one for social workers? 3. How can evaluations help improve or enhance social work interventions? These questions may be your questions as you begin to read this book. They are questions that many social work students and practitioners have pondered. This book is about evaluation so the responses to the first two questions, in brief, will be no surprise to you. Yes, evaluation is an important area of social work. Further, the evaluator role is an important role for every social worker to prepare to assume. Some social workers will be evaluators of programs, and virtually every social worker will be an evaluator of their own practice. It’s like asking whether social workers need to know whether they are doing a good job, or asking them if they know whether their interventions are effective in helping their clients. The third question, asking how evaluation can help improve social work interventions, is the focus of this text.
The underlying theme driving the book is that evaluation is a vital element of any social work approach and is critical for ensuring that social work actually does work! A reassuring theme is that evaluation is a practice area that BSW and MSW students and practitioners alike can learn. Social workers and students wanting to maximize their impact in their jobs will find that the perspective, knowledge, ethics, and skills of evaluations covered in this book are a central component of practice and ensure that you will have a much greater impact on your clients’ well-being. This book provides the needed preparation for evaluation in both a comprehensive and a readable format. The primary emphasis is on the various kinds of small and mid-range formative evaluations that are often implemented at the local agency level; less emphasis is placed on the large, com-plex national and regional studies that may draw the most coverage under the title evaluation. These smaller formative evaluations are also the critical ones that social work students and graduates either are assigned or should consider taking on in their field placements and employment agencies. Such
Page 5
evaluations often are instrumental in determining whether the programs in which you are working will continue and possibly expand. Example of a Small, Formative Evaluation An agency that provides an anger management program to perpetrators of domestic violence offers a series of ten psychoeducational group sessions to help them manage their anger. The agency also conducts an evaluation of this program that is integral to it. An anger management scale is used to measure changes that occur in the participants’ anger after they have completed all ten sessions of a group program. Throughout the series, the specific items of the anger management scale (e.g., be.
SOCW 6530 wk 7 peer responses Respond to the blog posts of t.docxrronald3
SOCW 6530 wk 7 peer responses
Respond to the blog posts of three colleagues in one or more of the following ways:
Share an insight from having read your colleague’s posting.
Make a suggestion to your colleague’s post.
MUST RESPOND TO EACH ONE SEPARATELY CITE EVERYTHING AND FULL REFERENCES
PEER 1 Alicia Simpkin
Evaluation of How You Have Addressed Evaluation or How You Might Address Evaluation
Evaluation of a service is beneficial in determining how a program/service is being run and whether or not it is working the way it is supposed to. When someone evaluates a service, they gather information related to how the program is being run, such as whether it has worked properly, or whether things need to be changed (i.e. implemented or removed). Evaluation may be done through surveys or other measurements to determine the validity of such. This information gathered may be utilized as ‘evidence’ when defending the use of the service or program in practice. According to the text, when considering the use of evidence in practice, “practitioners generally first consider the proximal similarity of information and the trustworthiness of the source before directly translating research into their clinical practice” (Wharton & Bolland, 2012). Practitioners will determine whether the research can be trusted before moving forward with incorporating such into their future practice.
In my field placement, services are typically evaluated through client satisfaction surveys upon discharge, or one can determine how a program is being run through client progress. If the program is running the way it should, then client progress will reflect such. For example, sessions with clients often have a purpose, whether that is to identify their triggers and work through them, or offer resources and other information and encouragement that allows them to work towards achieving their goals, etc. If client notes reflect progress in their recovery and progress towards achieving their goals, then one is able to understand that the tools offered in the program are beneficial in client recovery. I would also address evaluation of the program through client satisfaction surveys, which would allow clients to address all concerns and share what has worked for them and what has not worked well.
References
Wharton, T. C., & Bolland, K. A. (2012). Practitioner Perspectives of Evidence-Based Practice. Families in Society: The Journal of Contemporary Social Services.
PEER 2
LaTiona Washington
An explanation of how you have addressed evaluation or how you might address evaluation in your field education experience
The evaluation focuses on the patient’s progress, goals, and if they need to be reevaluated (Scarnato, 2019). At Rolling Hills Hospitals (RHH), the term “Hospital” informs how the intent is to stabilize and discharge. Initially, it was difficult to determine evaluation at my agency. We assist the patient in creating long-term and short-term goals. Due to our se.
PAGE
1
QI Plan Part Three
QI Plan Part Three
Davis Health Care’s Quality Improvement Plan
To be able to effectively implement the quality improvement plan, the management of Davis Healthcare must be in a position to make a detailed illustration of the crtical steps to act as map that would guide the implementation team in starting and coordinating the project. This assignment will address areas of criteria and tasks with regards to the authority, structure and organization; communication, education; monitoring and revising; and regulation and accreditation patient identification should be treated with the seriousnes it deserves because failure to correctly identify patients may have far reaching consequences whereby a patient may undergo wrong procedures, transfusion errors may occur, a petient may be given errenous medication, and testing errors may also occur among other errors. The above areas will provide guidence in the implementation process so as to reduce errors associated with patient identity.
Criteria and Tasks
This section decsribes the authority structure, and organization of the implementaion of the quality implementation plan. The different roles of each group involved in the management and running of an healthcare organization will be described. Every professional project must have an implementation committee whose role is to oversee the implementation of the program. As is the case with most professional projects, this quality improvement plan will be implemented by an inplementing committee. However, different bodies involved in the plan within the healthcare organization, will play different roles.
Board of directors: The board of directors are have the responsibility of drafting policies of the organization. Equally, they are responsible for making decisions regarding the implementation structure and organization; communication, education; monitoring and revising; and regulation and accreditation patient identification Also, they provide oversight with regards to plans and projects of the organization.
Executive leadership:The executive leadership lias with the board to guide a culture of the organization aimed at spearheading improvements in the organization. The executive also directs the healthcare resources towards processes, structures of the organization as well as resources to monitor the healthcare systems, which in turn would ensure reduced patient identification errors.
Quality improvement committee:The role of the quality improvement comittee is to monitor this quality improvement plan, make observations on areas of improments and report to the board for action on quality issues. This committee also makes recommendations to the executive board with regards to the initaitives and policies aimed at improving the quality of the patient identification program. In addition, the committee ensures that the best practises on patient identification, are “shared with the staff” (Sadeghi, 201.
This document provides guidance on evaluating nutrition initiatives. It outlines key steps to developing an evaluation framework, including: defining objectives; selecting process, outcome and impact indicators; and choosing appropriate data collection methods. The summary should evaluate the intervention, not just describe it. An effective evaluation demonstrates the value of the initiative and whether objectives were achieved.
There needs to be a seperate response to each peers posting and it .docxOllieShoresna
The document discusses the differences between efficacy research and program evaluation. Efficacy research tests interventions in controlled environments to determine if they are effective, while program evaluation assesses whether an existing program is meeting client needs and achieving goals. Both make important contributions to the counseling field by providing evidence for effective interventions and insights into how to improve programs. One point discussed is that program evaluations require careful interpretation to avoid bias.
Physician Online Ratings: Consumerization of HealthcareTrustRobin
Consumers are using patient feedback from rating and review sites like Healthgrades, Vitals, Facebook and hundreds of other sources to help select a physician, the same way they would use reviews on TripAdvisor to find the best travel destination.
Moving towards transparency is vital in today’s world of healthcare consumerism.
Organizations must meet their patients’ need for accurate health and physician information that they can trust.
Program Evaluation Studies TK Logan and David Royse .docxstilliegeorgiana
Program Evaluation
Studies
TK Logan and David Royse
A
variety of programs have been developed to address social problems such
as drug addiction, homelessness, child abuse, domestic violence, illiteracy,
and poverty. The goals of these programs may include directly addressing
the problem origin or moderating the effects of these problems on indi-
viduals, families, and communities. Sometimes programs are developed
to prevent something from happening such as drug use, sexual assault, or crime.
These kinds of problems and programs to help people are often what allracts many
social workers to the profession; we want to be part of the mechanism through which
society provides assistance to those most in need. Despite low wages, bureaucratic red
tape, and routinely uncooperative clients, we tirelessly provide services tha t are invaluable
but also at various Limes may be or become insufficient or inappropriate. But without
conducting eva luation, we do not know whether our programs are helping or hurting,
that is, whether they only postpone the hunt for real solutions or truly construct new
futures for our clients. This chapter provides an overview of program evaluation in gen -
eral and outlines the primary considerations in designing program evaluations.
Evaluation can be done informally or formally. We are constantly, as consumers, infor-
mally evaluating products, services, and in formation. For example, we may choose not to
return to a store or an agency again if we did not evaluate the experience as pleasant.
Similarl y, we may mentally take note of unsolicited comments or anecdotes from clients and
draw conclusions about a program. Anecdotal and informal approaches such as these gen-
erally are not regarded as carrying scientific credibility. One reason is that decision biases
play a role in our "informal" evaluation. Specifically, vivid memories or strongly negative or
positive anecdotes will be overrepresented in our summaries of how things are evaluated.
This is why objective data are necessary to truly understand what is or is not working.
By contrast, formal evaluations systematically examine data from and about programs
and their outcomes so that better decisions can be made about the interventions designed
to address the related social problem. Thus, program evaluation involves the usc of social
research meLhodologies to appraise and improve the ways in which human services, poli-
ci~s, and programs are co nducted. Formal eva l.uation, by its very nature, is applied research.
Formal program evaluations attempt to answer the following general ques tion: Does
the p rogram work? Program evaluation may also address questions such as the following:
Do our clients get better? How does our success rate compare to those of other programs
or agencies? Can the same level of success be obtained through less expensive means?
221
222 PART II • QUANTITATIVE A PPROACHES: TYPES OF STUD IES
What is the expe ...
14 Evaluation, Effectiveness, and Offender RecidivismLEARNING OBJECT.docxmoggdede
14 Evaluation, Effectiveness, and Offender RecidivismLEARNING OBJECTIVES
After reading this chapter, you will be able to:
· 1. Discuss the importance of evaluative research and the role of the independent evaluator.
· 2. Explain the importance of quantitative processes in determining if treatment programs are evidence based in their practice.
· 3. Explain how validity and reliability are important to the evaluation process.
· 4. Identify some standardized instruments and explain why they are beneficial to the evaluation of treatment programs.
· 5. Explain how evaluations of drug treatment programs and sex offender treatment programs might be conducted.
· 6. Identify some of the ethical considerations when conducting evaluative research in mental health settings.
· 7. Discuss how evaluation results can be used to improve treatment program processes and outcomes.PART ONE: INTRODUCTION TO THE EVALUATION PROCESS
When examining any program, whether therapeutic or otherwise, one of the first questions asked by politicians, policy makers, program administrators, and government officials is, “Does the treatment program work?” In such a case, the underlying desire is to know if money spent on a program is money that is well spent. In such cases, treatment providers will often be required to provide some sort of empirical “evidence” that the program is effective. This is often referred to as evidence-based program delivery. Treatment providers are increasingly being asked to demonstrate the effectiveness of their programs, particularly when such programs are grant funded. In turn, many correctional treatment programs seek money from grant-generating agencies, and, when they have some sort of documented program success, they increase their odds of securing such funds.
However, before going further, we would like to make one observation regarding correctional counseling and research. We believe that programs are best evaluated by researchers who themselves are treatment providers. This is particularly true if the researcher has had specific experience with the type of population that is the subject of the program evaluation. Both authors have conducted grant-funded evaluation research of treatment programs and have also studied and/or worked in a variety of treatment fields. One author in particular has worked with most typologies of offenders who have been presented in this text and has also conducted numerous evaluative studies of treatment programs that provide services to those offenders. We believe that this is important because such a practitioner is able to make sense of data that may seem confusing, uncertain, or contradictory, simply because they understand how the program and/or process of treatment intervention works within a given agency and/or with a specific offender population. With this said, it is at this point that we now turn our attention to the notion of evaluation research.Evaluation Research
For the purposes of this text, we will ...
Chapter 1 Evaluation and Social Work Making the ConnectionP.docxzebadiahsummers
Chapter 1 Evaluation and Social Work: Making the Connection
Page 4
Let’s begin by considering three important questions: 1. Is evaluation an important area of social work? 2. Is the evaluator role an important one for social workers? 3. How can evaluations help improve or enhance social work interventions? These questions may be your questions as you begin to read this book. They are questions that many social work students and practitioners have pondered. This book is about evaluation so the responses to the first two questions, in brief, will be no surprise to you. Yes, evaluation is an important area of social work. Further, the evaluator role is an important role for every social worker to prepare to assume. Some social workers will be evaluators of programs, and virtually every social worker will be an evaluator of their own practice. It’s like asking whether social workers need to know whether they are doing a good job, or asking them if they know whether their interventions are effective in helping their clients. The third question, asking how evaluation can help improve social work interventions, is the focus of this text.
The underlying theme driving the book is that evaluation is a vital element of any social work approach and is critical for ensuring that social work actually does work! A reassuring theme is that evaluation is a practice area that BSW and MSW students and practitioners alike can learn. Social workers and students wanting to maximize their impact in their jobs will find that the perspective, knowledge, ethics, and skills of evaluations covered in this book are a central component of practice and ensure that you will have a much greater impact on your clients’ well-being. This book provides the needed preparation for evaluation in both a comprehensive and a readable format. The primary emphasis is on the various kinds of small and mid-range formative evaluations that are often implemented at the local agency level; less emphasis is placed on the large, com-plex national and regional studies that may draw the most coverage under the title evaluation. These smaller formative evaluations are also the critical ones that social work students and graduates either are assigned or should consider taking on in their field placements and employment agencies. Such
Page 5
evaluations often are instrumental in determining whether the programs in which you are working will continue and possibly expand. Example of a Small, Formative Evaluation An agency that provides an anger management program to perpetrators of domestic violence offers a series of ten psychoeducational group sessions to help them manage their anger. The agency also conducts an evaluation of this program that is integral to it. An anger management scale is used to measure changes that occur in the participants’ anger after they have completed all ten sessions of a group program. Throughout the series, the specific items of the anger management scale (e.g., be.
SOCW 6530 wk 7 peer responses Respond to the blog posts of t.docxrronald3
SOCW 6530 wk 7 peer responses
Respond to the blog posts of three colleagues in one or more of the following ways:
Share an insight from having read your colleague’s posting.
Make a suggestion to your colleague’s post.
MUST RESPOND TO EACH ONE SEPARATELY CITE EVERYTHING AND FULL REFERENCES
PEER 1 Alicia Simpkin
Evaluation of How You Have Addressed Evaluation or How You Might Address Evaluation
Evaluation of a service is beneficial in determining how a program/service is being run and whether or not it is working the way it is supposed to. When someone evaluates a service, they gather information related to how the program is being run, such as whether it has worked properly, or whether things need to be changed (i.e. implemented or removed). Evaluation may be done through surveys or other measurements to determine the validity of such. This information gathered may be utilized as ‘evidence’ when defending the use of the service or program in practice. According to the text, when considering the use of evidence in practice, “practitioners generally first consider the proximal similarity of information and the trustworthiness of the source before directly translating research into their clinical practice” (Wharton & Bolland, 2012). Practitioners will determine whether the research can be trusted before moving forward with incorporating such into their future practice.
In my field placement, services are typically evaluated through client satisfaction surveys upon discharge, or one can determine how a program is being run through client progress. If the program is running the way it should, then client progress will reflect such. For example, sessions with clients often have a purpose, whether that is to identify their triggers and work through them, or offer resources and other information and encouragement that allows them to work towards achieving their goals, etc. If client notes reflect progress in their recovery and progress towards achieving their goals, then one is able to understand that the tools offered in the program are beneficial in client recovery. I would also address evaluation of the program through client satisfaction surveys, which would allow clients to address all concerns and share what has worked for them and what has not worked well.
References
Wharton, T. C., & Bolland, K. A. (2012). Practitioner Perspectives of Evidence-Based Practice. Families in Society: The Journal of Contemporary Social Services.
PEER 2
LaTiona Washington
An explanation of how you have addressed evaluation or how you might address evaluation in your field education experience
The evaluation focuses on the patient’s progress, goals, and if they need to be reevaluated (Scarnato, 2019). At Rolling Hills Hospitals (RHH), the term “Hospital” informs how the intent is to stabilize and discharge. Initially, it was difficult to determine evaluation at my agency. We assist the patient in creating long-term and short-term goals. Due to our se.
PAGE
1
QI Plan Part Three
QI Plan Part Three
Davis Health Care’s Quality Improvement Plan
To be able to effectively implement the quality improvement plan, the management of Davis Healthcare must be in a position to make a detailed illustration of the crtical steps to act as map that would guide the implementation team in starting and coordinating the project. This assignment will address areas of criteria and tasks with regards to the authority, structure and organization; communication, education; monitoring and revising; and regulation and accreditation patient identification should be treated with the seriousnes it deserves because failure to correctly identify patients may have far reaching consequences whereby a patient may undergo wrong procedures, transfusion errors may occur, a petient may be given errenous medication, and testing errors may also occur among other errors. The above areas will provide guidence in the implementation process so as to reduce errors associated with patient identity.
Criteria and Tasks
This section decsribes the authority structure, and organization of the implementaion of the quality implementation plan. The different roles of each group involved in the management and running of an healthcare organization will be described. Every professional project must have an implementation committee whose role is to oversee the implementation of the program. As is the case with most professional projects, this quality improvement plan will be implemented by an inplementing committee. However, different bodies involved in the plan within the healthcare organization, will play different roles.
Board of directors: The board of directors are have the responsibility of drafting policies of the organization. Equally, they are responsible for making decisions regarding the implementation structure and organization; communication, education; monitoring and revising; and regulation and accreditation patient identification Also, they provide oversight with regards to plans and projects of the organization.
Executive leadership:The executive leadership lias with the board to guide a culture of the organization aimed at spearheading improvements in the organization. The executive also directs the healthcare resources towards processes, structures of the organization as well as resources to monitor the healthcare systems, which in turn would ensure reduced patient identification errors.
Quality improvement committee:The role of the quality improvement comittee is to monitor this quality improvement plan, make observations on areas of improments and report to the board for action on quality issues. This committee also makes recommendations to the executive board with regards to the initaitives and policies aimed at improving the quality of the patient identification program. In addition, the committee ensures that the best practises on patient identification, are “shared with the staff” (Sadeghi, 201.
This document provides guidance on evaluating nutrition initiatives. It outlines key steps to developing an evaluation framework, including: defining objectives; selecting process, outcome and impact indicators; and choosing appropriate data collection methods. The summary should evaluate the intervention, not just describe it. An effective evaluation demonstrates the value of the initiative and whether objectives were achieved.
There needs to be a seperate response to each peers posting and it .docxOllieShoresna
The document discusses the differences between efficacy research and program evaluation. Efficacy research tests interventions in controlled environments to determine if they are effective, while program evaluation assesses whether an existing program is meeting client needs and achieving goals. Both make important contributions to the counseling field by providing evidence for effective interventions and insights into how to improve programs. One point discussed is that program evaluations require careful interpretation to avoid bias.
Physician Online Ratings: Consumerization of HealthcareTrustRobin
Consumers are using patient feedback from rating and review sites like Healthgrades, Vitals, Facebook and hundreds of other sources to help select a physician, the same way they would use reviews on TripAdvisor to find the best travel destination.
Moving towards transparency is vital in today’s world of healthcare consumerism.
Organizations must meet their patients’ need for accurate health and physician information that they can trust.
Program Evaluation Studies TK Logan and David Royse .docxstilliegeorgiana
Program Evaluation
Studies
TK Logan and David Royse
A
variety of programs have been developed to address social problems such
as drug addiction, homelessness, child abuse, domestic violence, illiteracy,
and poverty. The goals of these programs may include directly addressing
the problem origin or moderating the effects of these problems on indi-
viduals, families, and communities. Sometimes programs are developed
to prevent something from happening such as drug use, sexual assault, or crime.
These kinds of problems and programs to help people are often what allracts many
social workers to the profession; we want to be part of the mechanism through which
society provides assistance to those most in need. Despite low wages, bureaucratic red
tape, and routinely uncooperative clients, we tirelessly provide services tha t are invaluable
but also at various Limes may be or become insufficient or inappropriate. But without
conducting eva luation, we do not know whether our programs are helping or hurting,
that is, whether they only postpone the hunt for real solutions or truly construct new
futures for our clients. This chapter provides an overview of program evaluation in gen -
eral and outlines the primary considerations in designing program evaluations.
Evaluation can be done informally or formally. We are constantly, as consumers, infor-
mally evaluating products, services, and in formation. For example, we may choose not to
return to a store or an agency again if we did not evaluate the experience as pleasant.
Similarl y, we may mentally take note of unsolicited comments or anecdotes from clients and
draw conclusions about a program. Anecdotal and informal approaches such as these gen-
erally are not regarded as carrying scientific credibility. One reason is that decision biases
play a role in our "informal" evaluation. Specifically, vivid memories or strongly negative or
positive anecdotes will be overrepresented in our summaries of how things are evaluated.
This is why objective data are necessary to truly understand what is or is not working.
By contrast, formal evaluations systematically examine data from and about programs
and their outcomes so that better decisions can be made about the interventions designed
to address the related social problem. Thus, program evaluation involves the usc of social
research meLhodologies to appraise and improve the ways in which human services, poli-
ci~s, and programs are co nducted. Formal eva l.uation, by its very nature, is applied research.
Formal program evaluations attempt to answer the following general ques tion: Does
the p rogram work? Program evaluation may also address questions such as the following:
Do our clients get better? How does our success rate compare to those of other programs
or agencies? Can the same level of success be obtained through less expensive means?
221
222 PART II • QUANTITATIVE A PPROACHES: TYPES OF STUD IES
What is the expe ...
Step 1 Engage Stakeholders The first step in the CD.docxdessiechisomjj4
Step 1: Engage Stakeholders
The first step in the CDC Framework approach to program evaluation is to engage the
stakeholders. Stakeholders are people or organizations that are invested in the program, are
interested in the results of the evaluation, and/or have a stake in what will be done with the
results of the evaluation. Representing their needs and interests throughout the process is
fundamental to good program evaluation.
Typical Stakeholders in Public Health
Key stakeholders for evaluations of public health programs fall into three major groups:
• Those involved in program operations: Management, program staff, partners, funding
agencies, and coalition members.
• Those served or affected by the program: Patients or clients, advocacy groups,
community members, and elected officials.
• Those who are intended users of the evaluation findings: Persons in a position to make
decisions about the program, such as partners, funding agencies, coalition members, and
the general public or taxpayers.
Clearly, these categories are not mutually exclusive; in particular, the primary users of
evaluation findings are often members of the other two groups, i.e., the program management or
an advocacy organization or coalition. While you may think you know your stakeholders well,
these categories help you to think broadly and inclusively in identifying stakeholders.
Potential Stakeholders in Public Health Programs
• Program managers and staff.
• Local, state, and regional coalitions interested in the public health issue.
• Local grantees of your funds.
• Local and national advocacy partners.
• Other funding agencies, such as national and state governments.
• State or local health departments and health commissioners.
• State education agencies, schools, and other educational groups.
• Universities and educational institutions.
• Local government, state legislators, and state governors.
• Privately owned businesses and business associations.
• Health care systems and the medical community.
• Religious organizations.
• Community organizations.
• Private citizens.
• Program critics.
• Representatives of populations disproportionately affected by the problem.
• Law enforcement representatives.
Introduction to Program Evaluation for Public Health Programs Page 13
Why Stakeholders are Important to an Evaluation
Stakeholders can help (or hinder) an evaluation before it is conducted, while it is being
conducted, and after the results are collected and ready for use. Because so many public health
efforts are complex and because public health agencies may be several layers removed from
frontline implementation, stakeholders take on particular importance in ensuring that the right
evaluation questions are identified and that evaluation results will be used to make a difference.
Stakeholders are much more likely to support the evaluation and act on the results and
recommendations if they are involved.
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CHAPTER
1
Research in Public and Nonprofit Programs
The Basics
What do you think of when you hear the word research? Do you imagine a scientist working in a lab, an economist surrounded by computers and graphs, or a scholar surrounded by a pile of books? You are right; each is conducting research. But research goes well beyond the work of a scientist, an economist, or a scholar. Research may describe what you do when you decide what computer to buy, what jobs to apply for, or what music to download. It also describes what effective managers and influential stakeholders do when they monitor a program’s performance, determine its effectiveness, and assess the experiences and opinions of its clients. With information gathered from research, managers monitor their programs, publicize their successes, and identify opportunities for program improvement. Stakeholders may use the information to decide what programs to support and what policies to advocate for. Just as you sometimes make decisions, organizations make some decisions quickly with little information. Sometimes, however, decisions are made after gathering as much information as possible and organizing it. This latter approach to research is the subject of this text. We define research as the systematic gathering and analysis of empirical information to answer a question.
RESEARCH AND EFFECTIVE MANAGEMENT
Research and effective organizations go hand in hand. They both depend on openness, accountability, and a commitment to learning and change. Openness or transparency is a key organizational and research value, which adds to an organization’s reputation. Stakeholders want to know how an organization uses its resources. They want information on what the organization does and what it has achieved. Information on a program’s performance, its effectiveness, and how it is perceived all contribute to transparency. You, your staff, or a contractor may conduct research to gather information. Whoever conducts the research is expected to disclose what information they gathered, whom they gathered it from, and how they analyzed it. With full disclosure, management teams have the information they need to decide if and how they can act on the research findings.
Accountability may be thought of as an attribute of transparency. An accountable organization is open and produces evidence that it is meeting stakeholder expectations. Donors, funders, and clients may all want confirmation that a program is well managed and achieving results. You may collect data on a program’s clients, activities, services, and results. Information on clients and activities documents that the program reaches the target population and provides appropriate services. You can link the information on clients and activities to data that can be linked to results. .
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CHAPTER
1
Research in Public and Nonprofit Programs
The Basics
What do you think of when you hear the word research? Do you imagine a scientist working in a lab, an economist surrounded by computers and graphs, or a scholar surrounded by a pile of books? You are right; each is conducting research. But research goes well beyond the work of a scientist, an economist, or a scholar. Research may describe what you do when you decide what computer to buy, what jobs to apply for, or what music to download. It also describes what effective managers and influential stakeholders do when they monitor a program’s performance, determine its effectiveness, and assess the experiences and opinions of its clients. With information gathered from research, managers monitor their programs, publicize their successes, and identify opportunities for program improvement. Stakeholders may use the information to decide what programs to support and what policies to advocate for. Just as you sometimes make decisions, organizations make some decisions quickly with little information. Sometimes, however, decisions are made after gathering as much information as possible and organizing it. This latter approach to research is the subject of this text. We define research as the systematic gathering and analysis of empirical information to answer a question.
RESEARCH AND EFFECTIVE MANAGEMENT
Research and effective organizations go hand in hand. They both depend on openness, accountability, and a commitment to learning and change. Openness or transparency is a key organizational and research value, which adds to an organization’s reputation. Stakeholders want to know how an organization uses its resources. They want information on what the organization does and what it has achieved. Information on a program’s performance, its effectiveness, and how it is perceived all contribute to transparency. You, your staff, or a contractor may conduct research to gather information. Whoever conducts the research is expected to disclose what information they gathered, whom they gathered it from, and how they analyzed it. With full disclosure, management teams have the information they need to decide if and how they can act on the research findings.
Accountability may be thought of as an attribute of transparency. An accountable organization is open and produces evidence that it is meeting stakeholder expectations. Donors, funders, and clients may all want confirmation that a program is well managed and achieving results. You may collect data on a program’s clients, activities, services, and results. Information on clients and activities documents that the program reaches the target population and provides appropriate services. You can link the information on clients and activities to data that can be linked to results. .
Data Analysis and Quality Improvement Initiative Proposal .docxwhittemorelucilla
Data Analysis and Quality Improvement Initiative Proposal
Details
Attempt 1Evaluated
Attempt 2Evaluated
Attempt 3Available
Toggle Drawer
Overview
Prepare an 8–10-page data analysis and quality improvement initiative proposal based on a health issue of professional interest to you. The audience for your analysis and proposal is the nursing staff and the interprofessional team who will implement the initiative.
"A basic principle of quality measurement is: If you can't measure it, you can't improve it" (Agency for Healthcare Research and Quality, 2013).
Health care providers are on an endless quest to improve both care quality and patient safety. This unwavering commitment requires hospitals and care givers to increase their attention and adherence to treatment protocols to improve patient outcomes. Health informatics, along with new and improved technologies and procedures, are at the core of virtually all quality improvement initiatives. The data gathered by providers, along with process improvement models and recognized quality benchmarks, are all part of a collaborative, continuing effort. As such, it is essential that professional nurses are able to correctly interpret, and effectively communicate information revealed on dashboards that display critical care metrics.
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Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. 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 your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Reflect on QI initiatives focused on measuring and improving patient outcomes with which you are familiar.
How important is the role of nurses in QI initiatives?
What quality improvement initiatives have made the biggest difference? Why?
When a QI initiative does not succeed as planned, what steps are taken to improve or revise the effort?
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Resources
Required Resources
MSN Program Journey
Please review this guide for your degree program. It can help you stay on track for your practicum experience, so you may wish to bookmark it for later reference.
MSN Program Journey
|
Transcript
.
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Assessment Instructions
Preparation
In this assessment, you will propose a quality improvement (QI) initiative proposal based on a health issue of professional interest to you. The QI initiative proposal will be based on an analysis of dashboard metrics from a health care facility. You have one of two options:
Option 1
If you
have access
to dashboard metrics related to a QI initiative proposal of interest to you:
Analyze data from the health care facility to identify.
I need the follwoing assignmentThe project is the creation of a w.docxnatishahaen
I need the follwoing assignment:
The project is the creation of a white paper.
Much of what happens in healthcare is about understanding the expectations of the many departments and personnel within the organization. Reimbursement drives the financial operations of healthcare organizations; each department affects the reimbursement process regarding timelines and the amount of money put into and taken out of the system. However, if departments do not follow the guidelines put into place or do not capture the necessary information, it can be detrimental to the reimbursement system.
An important role for patient financial services (PFS) personnel is to monitor the reimbursement process, analyze the reimbursement process, and suggest changes to help maximize the reimbursement. One way to make this process more efficient is by ensuring that the various departments and personnel are exposed to the necessary knowledge.
For your final project, you will assume the role of a supervisor within a PFS department and develop a white paper in which the necessary healthcare reimbursement knowledge is outlined.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules One, Three, and Five.
In this assignment, you will demonstrate your mastery of the following course outcomes:
†
Analyze the impacts of various healthcare departments and their interrelationships on the revenue cycle
†
Compare third-party payer policies through analysis of reimbursement guidelines for achieving timely and maximum reimbursements
†
Analyze organizational strategies for negotiating healthcare contracts with managed care organizations
†
Critique legal and ethical standards and policies in healthcare coding and billing for ensuring compliance with rules and regulations
†
Evaluate the use of reimbursement data for its purpose in case and utilization management and healthcare quality improvement as well as its impact on
pay for performance incentives
Prompt
You are now a supervisor within the patient financial services (PFS) department of a healthcare system. It has been assigned to you to write a white paper to educate other department managers about reimbursement. This includes how each specific department impacts reimbursement for services, which in turn impacts the healthcare organization as a whole. The healthcare system may include hospitals, clinics, long-term care facilities, and more. For now, your boss has asked you to develop a draft of this paper for the hospital personnel only; in the future, there may be the potential to expand this for other facilities.
In order to complete the white paper, you will need to choose a hospital. You can choose one that you are familiar with or create an imaginary one. Hospitals vary in size, location, and focus.
Becker’s Hospital Review
has an excellent .
Quality circles originated in Japan after World War II and were inspired by W. Edwards Deming. Quality circles involve voluntary small groups of 6-12 employees who meet regularly to identify improvements in their work area. In healthcare, quality circles are used to (1) identify outstanding features of care, (2) identify obstacles to change, and (3) identify the need for more research. Examples of using quality circles in healthcare include reducing hospital-acquired infections, improving job satisfaction, and enhancing communication.
CHAPTER SIXTEENUnderstanding Context Evaluation and MeasuremeJinElias52
CHAPTER SIXTEEN
Understanding Context: Evaluation and Measurement in Not-for-Profit Sectors
Dale C. Brandenburg
Many individuals associated with community agencies, health care, public workforce development, and similar not-for-profit organizations view program evaluation akin to a visit to the dentist’s office. It’s painful, but at some point it cannot be avoided. A major reason for this perspective is that evaluation is seen as taking money away from program activities that perform good for others, that is, intruding on valuable resources that are intended for delivering the “real” services of the organization (Kopczynski & Pritchard, 2004). A major reason for this logic is that since there are limited funds available to serve the public good, why must a portion of program delivery be allocated to something other than serving people in need? This is not an unreasonable point and one that program managers in not-for-profits face on a continuing basis.
The focus of evaluation in not-for-profit organization has shifted in recent years from administrative data to outcome measurement, impact evaluation, and sustainability (Aspen Institute, 2000), thus a shift from short-term to long-term effects of interventions. Evaluators in the not-for-profit sector view their world as the combination of technical knowledge, communication skills, and political savvy that can make or break the utility and value of the program under consideration. Evaluation in not-for-profit settings tends to value the importance of teamwork, collaboration, and generally working together. This chapter is meant to provide a glimpse at a minor portion of the evaluation efforts that take place in the not-for-profit sector. It excludes, for example, the efforts in public education, but does provide some context for workforce development efforts.
CONTRAST OF CONTEXTS
Evaluation in not-for-profit settings tends to have different criteria for the judgment of its worth than is typically found in corporate and similar settings. Such criteria are likely to include the following:
How useful is the evaluation?
Is the evaluation feasible and practical?
Does the evaluation hold high ethical principles?
Does the evaluation measure the right things, and is it accurate?
Using criteria such as the above seems a far cry from concepts of return on investment that are of vital importance in the profit sector. Even the cause of transfer of training can sometimes be of secondary importance to assuring that the program is described accurately. Another difference is the pressure of time. Programs offered by not-for-profit organizations, such as an alcohol recovery program, take a long time to see the effects and, by the time results are viewable, the organization has moved on to the next program. Instead we often see that evaluation is relegated to measuring the countable, the numbers of people who have completed the program, rather than the life-changing impact that decreased alcohol abuse has on ...
This document outlines a program evaluation for a transitional care program. It discusses using a mixed methods approach, gathering both quantitative and qualitative data to evaluate the program. The data will be analyzed and used to develop recommendations to improve or continue the program. Interviews, surveys, and focus groups will provide information on how well the program is operating and its level of success. The evaluation findings will be used by various stakeholders to refine strategies and guide effective service delivery.
Data Analysis Quality Improvement Initiative Proposal.docxstudywriters
This document provides instructions for a 8-10 page data analysis and quality improvement initiative proposal. Students are asked to analyze existing dashboard metrics from a healthcare facility to identify an area for improvement. They must then outline a quality improvement proposal that defines the issue, proposes strategies for improvement, and establishes interprofessional roles and responsibilities. Effective communication strategies between the interprofessional team must also be addressed. The goal is for students to apply data analysis skills and evidence-based practices to propose an initiative that enhances patient outcomes, cost-effectiveness, work-life quality, and interprofessional collaboration.
Hello, I need assistance with the following I need assistance.docxisaachwrensch
Hello, I need assistance with the following:
I need assistance with the following, would you be able to assist?
The project is the creation of a white paper.
Much of what happens in healthcare is about understanding the expectations of the many departments and personnel within the organization. Reimbursement drives the financial operations of healthcare organizations; each department affects the reimbursement process regarding timelines and the amount of money put into and taken out of the system. However, if departments do not follow the guidelines put into place or do not capture the necessary information, it can be detrimental to the reimbursement system.
An important role for patient financial services (PFS) personnel is to monitor the reimbursement process, analyze the reimbursement process, and suggest changes to help maximize the reimbursement. One way to make this process more efficient is by ensuring that the various departments and personnel are exposed to the necessary knowledge.
For your final project, you will assume the role of a supervisor within a PFS department and develop a white paper in which the necessary healthcare reimbursement knowledge is outlined.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules One, Three, and Five.
In this assignment, you will demonstrate your mastery of the following course outcomes:
†
Analyze the impacts of various healthcare departments and their interrelationships on the revenue cycle
†
Compare third-party payer policies through analysis of reimbursement guidelines for achieving timely and maximum reimbursements
†
Analyze organizational strategies for negotiating healthcare contracts with managed care organizations
†
Critique legal and ethical standards and policies in healthcare coding and billing for ensuring compliance with rules and regulations
†
Evaluate the use of reimbursement data for its purpose in case and utilization management and healthcare quality improvement as well as its impact on
pay for performance incentives
Prompt
You are now a supervisor within the patient financial services (PFS) department of a healthcare system. It has been assigned to you to write a white paper to educate other department managers about reimbursement. This includes how each specific department impacts reimbursement for services, which in turn impacts the healthcare organization as a whole. The healthcare system may include hospitals, clinics, long-term care facilities, and more. For now, your boss has asked you to develop a draft of this paper for the hospital personnel only; in the future, there may be the potential to expand this for other facilities.
In order to complete the white paper, you will need to choose a hospital. You can choose one that you are familiar with or create an imaginary one. Hospitals var.
1INTERPERSONAL RELATIONS2 1 Aggression and Violence.docxfelicidaddinwoodie
1
INTERPERSONAL RELATIONS
2
1: Aggression and Violence
Aggression is, “an act or behavior that intentionally hurts another person, either physically or psychologically” (Matsumoto & Juang, 2008, p. 389). While some expressions of aggression are universal, cross-cultural differences exist in the type and level of aggression that are considered to be legally or socially sanctioned. There have been multiple reasons proposed by theorists to explain these cultural differences in the type (verbal, physical, etc.) and level of aggression expressed across cultures.
For this Discussion,review this week’s Learning Resources. Select a culture and consider how this culture expresses aggression.
With these thoughts in mind:
a brief description of the culture you selected. Provide an example of a behavior that may be perceived as aggressive by culture you selected and explain why. Then, provide an example of a behavior that may be perceived as aggressive across most cultures and explain why. Finally explain how socially sanctioned violence is acceptable within certain cultures. Support your responses using the Learning Resources and the current literature.
.
Reference:
Matsumoto, D., & Juang, L. (2008). Culture and psychology (4th ed.). Belmont, CA: Thomson Wadsworth.
2: Attribution
“Not only do people bolster beliefs in their ability to control in response to successful control of an event but also they hold an unwarranted belief that they can control chance events,” states Yamaguchi (Matsumoto (Ed.), 2001, pp. 226–227) in the course text. While members of all cultures have the goal of protecting self-image following failures, differences exist among cultures in terms of the attributions made for the failure and success of a task. Thus, while the self-serving bias is universally applied, the specific attributions made differ cross-culturally. In some cultures, it is assumed that failure is attributable to situational factors while others assume dispositional factors.
Differences also exist in how the failure or success of another individual is attributed. Consider the relevance of attributions for success and failure for the scholar-practitioner working in a multicultural environment or in a global company. How would knowledge of how individuals’ attribute their own or others failure impact a team, classroom, or organization?
For this Discussion, imagine that a group of business people from two different cultures (one from a collectivistic culture and another from an individualistic culture) work together on a business project, and at the end, the project fails. Consider how people from individualistic and collectivistic cultures respond to failure and the factors to which they would most likely attribute their failures.
With these thoughts in mind:
a brief comparison of the similarities and differences of attribution styles in individualistic and collectivistic cultures. Then provide an example of a group situation in which a proj ...
The document discusses conducting an objective, credible, and fair program evaluation by employing internal and external advisors to align with professional evaluation standards, as well as using multiple data collection methods to increase validity and understanding per Fitzpatrick's advice. It also notes the importance of the evaluator examining their own biases to mitigate against bias in the formal evaluation process and ensuring evaluation reports are not distorted in presentation. The document recommends following the American Evaluation Association's Guiding Principles for program evaluations.
Methods Of Program Evaluation. Evaluation Research Is OfferedJennifer Wood
This document discusses different approaches to evaluation research and program evaluation. It provides examples of different types of evaluation research, such as problem analysis, evidence-based policy, and evidence generation. It also discusses publication bias in medical informatics evaluation research and evaluates the training evaluation process for a dinner event. Key aspects of performance evaluations and the challenges associated with the performance evaluation process are outlined as well. Different participant-oriented approaches to evaluation like participatory evaluation, developmental evaluation, and empowerment evaluation are also presented.
The document discusses evaluation of health programs. It defines evaluation as the systematic acquisition and assessment of information to provide useful feedback. The main goals of evaluation are to influence decision-making and policy formulation through empirically-driven feedback. Formative evaluation assesses needs and implementation, while summative evaluation determines outcomes, impacts, costs and benefits. Evaluation questions, methods, and frameworks are described to establish program merit, worth and significance based on credible evidence from stakeholders. Standards ensure evaluations are useful, feasible, proper and accurate.
Provider profiling creates a 3600 profile of a Provider, which details valuable performance information about their practice like care-gaps, cost of care and average quality outcomes (based on member claim history). It also benchmarks providers against their peers to provide an overall rank and rating group (1-3 stars). This document attempts to describe approach towards provider profiling.
Running head HEALTH SERVICES IN RELATION TO ENVIRONMENTAL ANALY.docxcharisellington63520
Running head: HEALTH SERVICES IN RELATION TO ENVIRONMENTAL ANALYSIS 1
HEALTH SERVICES IN RELATION TO ENVRIRONMENTAL ANALYSIS 8
Health Services In Relation to Environmental Analysis
Dr. Mountasser Kadrie
July 27, 2014
As a manager in Ford Rehabilitation centre, I have encountered several challenges in both external environment and internal environment that have greatly challenged the increasing demands of my patients’ services as well as failure of the reimbursements of funds by the insurance providers. Environmental conditions normally affect human health in varied means. Interactions between the environment and human health usually lead to very complex ethical queries that are related to health policy decisions. There are various factors in the environment that can lead to risks and the same time benefits. They include genetically modified plants, nanotechnology, bio fuels and other technology. There is a body of evidence that have emerged saying that environment can affect the health of human being and at the same time human health can have impact to the environment.
The external factors are factors in the environment that cannot be controlled by an organization. There are several external factors that affect many health organizations; these factors include political conditions, government policies and regulations, technological environment and social environment. In my organization the two key external factors affecting my company are the social environment and technological environment. Social factors have developed challenge in the Ford rehabilitation centre. This is because many patient customers have varied and different types of beliefs which make the relations in the health centre challenged. It have become problematic to deal with some patients since it is difficult to know the type of services they need based on where they have come from. Various patients have diverse transformation in attitude towards health care. The patients are however very demanding in my organization because each one of them needs to be handled differently based on community variations. In order to curb this, as manager I have decided to implement several programs that will promote cooperation between my patients as well amendments that will bring in suitable services to each patient. Implementation of this programs will enable my organization to continue being indispensible and financially stable despite the social challenges affecting the availability of patients in the organization.
Another external factor in the environment that will have a great impact in my company is technological environment. Implementation of more advanced methods to serve my customers is likely to improve patients’ attendance and this will boost the compan.
Deliver a 5–7-page analysis of an existing quality improveme.docxvickeryr87
Deliver a 5–7-page analysis of an existing quality improvement initiative at your workplace. The QI initiative you choose to analyze should be related to specific disease, condition, or public health issue of personal or professional interest to you.
Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—each group talking among themselves about results and enhancements. Because nurses are critical to the delivery of high-quality, efficient health care, it is essential that they develop the proficiency to review, evaluate performance reports, and be able to effectively communicate outcome measures related to quality initiatives. The nursing staff's perspective and the need to collaborate on quality care initiatives are fundamental to patient safety and positive institutional health care outcomes.
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Context
The purpose of the report is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics. Nurses and other health professionals with specializations and/or interest in the condition, disease, or the selected issue are your target audience.
Toggle Drawer
Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. 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 your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Show More
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Resources
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
Nursing Masters (MSN) Research Guide
can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Capella Resources
Capella provides a thorough selection of online resources to help you understand APA style and use it effectively.
APA Module
.
Show More
Assessment Instructions
Preparation
You have been asked to prepare and deliver an analysis of an existing quality improvement initiative at your workplace. The QI initiative you choose to analyze should be related to a specific disease, condition, or public health issue of personal or professional interest to you. The purpose of the report is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics.
Your target audience consists of .
OverviewPrepare an 8 page data analysis and quality improvement .docxkarlhennesey
Overview
Prepare an 8 page data analysis and quality improvement initiative proposal based on a health issue of professional interest to you. The audience for your analysis and proposal is the nursing staff and the interprofessional team who will implement the initiative.
"A basic principle of quality measurement is: If you can't measure it, you can't improve it" (Agency for Healthcare Research and Quality, 2013).
Health care providers are on an endless quest to improve both care quality and patient safety. This unwavering commitment requires hospitals and care givers to increase their attention and adherence to treatment protocols to improve patient outcomes. Health informatics, along with new and improved technologies and procedures, are at the core of virtually all quality improvement initiatives. The data gathered by providers, along with process improvement models and recognized quality benchmarks, are all part of a collaborative, continuing effort. As such, it is essential that professional nurses are able to correctly interpret, and effectively communicate information revealed on dashboards that display critical care metrics.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 2: Plan quality improvement initiatives in response to routine data surveillance.
· Outline a QI initiative proposal based on a selected health issue and supporting data analysis.
· Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
· Analyze data to identify a health care issue or area of concern.
· Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work-life quality.
· Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work-life quality.
· Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
· Apply effective communication strategies to promote quality improvement of interprofessional care.
· Communicate evaluation and analysis in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Assessment Instructions
Preparation
In this assessment, you will propose a quality improvement (QI) initiative proposal based on a health issue of professional interest to you. The QI initiative proposal will be based on an analysis of dashboard metrics from a health care facility. You have one of two options:
Option 1
If you have access to dashboard metrics related to a QI initiative proposal of interest to you:
· Analyze data from the health care facility to identify a health care issue or area of concern. You will need access to reports and data related to care quality and patient safety. If you work in hospital setting, contact the quality management ...
Healthcare ReimbursementI need help on the following assignment C.docxCristieHolcomb793
Healthcare Reimbursement
I need help on the following assignment: Create a white paper. I have coompleted the first part and can provide it to you for help on the second part of the paper.
Much of what happens in healthcare is about understanding the expectations of the many departments and personnel within the organization. Reimbursement drives the financial operations of healthcare organizations; each department affects the reimbursement process regarding timelines and the amount of money put into and taken out of the system. However, if departments do not follow the guidelines put into place or do not capture the necessary information, it can be detrimental to the reimbursement system.
An important role for patient financial services (PFS) personnel is to monitor the reimbursement process, analyze the reimbursement process, and suggest changes to help maximize the reimbursement. One way to make this process more efficient is by ensuring that the various departments and personnel are exposed to the necessary knowledge.
For your final project, you will assume the role of a supervisor within a PFS department and develop a white paper in which the necessary healthcare reimbursement knowledge is outlined.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules One, Three, and Five.
In this assignment, you will demonstrate your mastery of the following course outcomes:
†
Analyze the impacts of various healthcare departments and their interrelationships on the revenue cycle
†
Compare third-party payer policies through analysis of reimbursement guidelines for achieving timely and maximum reimbursements
†
Analyze organizational strategies for negotiating healthcare contracts with managed care organizations
†
Critique legal and ethical standards and policies in healthcare coding and billing for ensuring compliance with rules and regulations
†
Evaluate the use of reimbursement data for its purpose in case and utilization management and healthcare quality improvement as well as its impact on
pay for performance incentives
Prompt
You are now a supervisor within the patient financial services (PFS) department of a healthcare system. It has been assigned to you to write a white paper to educate other department managers about reimbursement. This includes how each specific department impacts reimbursement for services, which in turn impacts the healthcare organization as a whole. The healthcare system may include hospitals, clinics, long-term care facilities, and more. For now, your boss has asked you to develop a draft of this paper for the hospital personnel only; in the future, there may be the potential to expand this for other facilities.
In order to complete the white paper, you will need to choose a hospital. You can choose one that you are familiar with or create an i.
Case Study RubricCriterionStrongAverageWeakInt.docxdrennanmicah
Case Study Rubric
Criterion
Strong
Average
Weak
Introduction / Primary Problem, Issue or Question Identification
States the case objective and clearly defines the problem, issue or question
Minimally describes the case, includes only the problem, issue or question
Bypasses the introduction and moves directly to commentary on the case
Understanding of Primary Problem, Issue or Question
Identifies and demonstrates a sophisticated understanding of the primary issues and or problems in the case study
Identifies and demonstrates an accomplished understanding of most of the issues/problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study
Analysis and Evaluation of Issues/Problems
Presents an insightful and thorough analysis of all identified problems, issues or questions; includes all necessary calculations
Presents a thorough analysis of most of the problems, issues or questions identified; missing some necessary calculations
Presents a superficial or incomplete analysis of some of the identified problems, issues or questions; omits necessary calculations
Recommendations on Effective
Solution
s/Strategies
Supports diagnosis and opinions with convincing arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
. Recommendations logically supported
Supports diagnosis and opinions with limited reasoning and evidence; presents a one‐sided argument; demonstrates little engagement with ideas presented. Illogical recommendations
Little or no action suggested, and/or ineffective or disconnected solutions proposed to the issues in the case study. No attempt at logical support for recommendations
Links to Course Readings and Additional Research
Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and identifies all sources of information
Makes appropriate but vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited sources
Makes ineffective connections or shows no connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete information and sources
Writing Mechanics and Formatting Guidelines
Demonstrates a clear understanding of the audience for the case. Utilizes formatting, clarity and structure to enable the audience to readily see and understand recommended actions. Writing is logical, grammatically correct, spelling is error free
Demonstrates a limited understanding of the audience for the case. Ineffective structuring of response making it difficult to readily see and understand recommended actions. Writing shows poor logic, grammatical and spelli.
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
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Step 1 Engage Stakeholders The first step in the CD.docxdessiechisomjj4
Step 1: Engage Stakeholders
The first step in the CDC Framework approach to program evaluation is to engage the
stakeholders. Stakeholders are people or organizations that are invested in the program, are
interested in the results of the evaluation, and/or have a stake in what will be done with the
results of the evaluation. Representing their needs and interests throughout the process is
fundamental to good program evaluation.
Typical Stakeholders in Public Health
Key stakeholders for evaluations of public health programs fall into three major groups:
• Those involved in program operations: Management, program staff, partners, funding
agencies, and coalition members.
• Those served or affected by the program: Patients or clients, advocacy groups,
community members, and elected officials.
• Those who are intended users of the evaluation findings: Persons in a position to make
decisions about the program, such as partners, funding agencies, coalition members, and
the general public or taxpayers.
Clearly, these categories are not mutually exclusive; in particular, the primary users of
evaluation findings are often members of the other two groups, i.e., the program management or
an advocacy organization or coalition. While you may think you know your stakeholders well,
these categories help you to think broadly and inclusively in identifying stakeholders.
Potential Stakeholders in Public Health Programs
• Program managers and staff.
• Local, state, and regional coalitions interested in the public health issue.
• Local grantees of your funds.
• Local and national advocacy partners.
• Other funding agencies, such as national and state governments.
• State or local health departments and health commissioners.
• State education agencies, schools, and other educational groups.
• Universities and educational institutions.
• Local government, state legislators, and state governors.
• Privately owned businesses and business associations.
• Health care systems and the medical community.
• Religious organizations.
• Community organizations.
• Private citizens.
• Program critics.
• Representatives of populations disproportionately affected by the problem.
• Law enforcement representatives.
Introduction to Program Evaluation for Public Health Programs Page 13
Why Stakeholders are Important to an Evaluation
Stakeholders can help (or hinder) an evaluation before it is conducted, while it is being
conducted, and after the results are collected and ready for use. Because so many public health
efforts are complex and because public health agencies may be several layers removed from
frontline implementation, stakeholders take on particular importance in ensuring that the right
evaluation questions are identified and that evaluation results will be used to make a difference.
Stakeholders are much more likely to support the evaluation and act on the results and
recommendations if they are involved.
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CHAPTER
1
Research in Public and Nonprofit Programs
The Basics
What do you think of when you hear the word research? Do you imagine a scientist working in a lab, an economist surrounded by computers and graphs, or a scholar surrounded by a pile of books? You are right; each is conducting research. But research goes well beyond the work of a scientist, an economist, or a scholar. Research may describe what you do when you decide what computer to buy, what jobs to apply for, or what music to download. It also describes what effective managers and influential stakeholders do when they monitor a program’s performance, determine its effectiveness, and assess the experiences and opinions of its clients. With information gathered from research, managers monitor their programs, publicize their successes, and identify opportunities for program improvement. Stakeholders may use the information to decide what programs to support and what policies to advocate for. Just as you sometimes make decisions, organizations make some decisions quickly with little information. Sometimes, however, decisions are made after gathering as much information as possible and organizing it. This latter approach to research is the subject of this text. We define research as the systematic gathering and analysis of empirical information to answer a question.
RESEARCH AND EFFECTIVE MANAGEMENT
Research and effective organizations go hand in hand. They both depend on openness, accountability, and a commitment to learning and change. Openness or transparency is a key organizational and research value, which adds to an organization’s reputation. Stakeholders want to know how an organization uses its resources. They want information on what the organization does and what it has achieved. Information on a program’s performance, its effectiveness, and how it is perceived all contribute to transparency. You, your staff, or a contractor may conduct research to gather information. Whoever conducts the research is expected to disclose what information they gathered, whom they gathered it from, and how they analyzed it. With full disclosure, management teams have the information they need to decide if and how they can act on the research findings.
Accountability may be thought of as an attribute of transparency. An accountable organization is open and produces evidence that it is meeting stakeholder expectations. Donors, funders, and clients may all want confirmation that a program is well managed and achieving results. You may collect data on a program’s clients, activities, services, and results. Information on clients and activities documents that the program reaches the target population and provides appropriate services. You can link the information on clients and activities to data that can be linked to results. .
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CHAPTER
1
Research in Public and Nonprofit Programs
The Basics
What do you think of when you hear the word research? Do you imagine a scientist working in a lab, an economist surrounded by computers and graphs, or a scholar surrounded by a pile of books? You are right; each is conducting research. But research goes well beyond the work of a scientist, an economist, or a scholar. Research may describe what you do when you decide what computer to buy, what jobs to apply for, or what music to download. It also describes what effective managers and influential stakeholders do when they monitor a program’s performance, determine its effectiveness, and assess the experiences and opinions of its clients. With information gathered from research, managers monitor their programs, publicize their successes, and identify opportunities for program improvement. Stakeholders may use the information to decide what programs to support and what policies to advocate for. Just as you sometimes make decisions, organizations make some decisions quickly with little information. Sometimes, however, decisions are made after gathering as much information as possible and organizing it. This latter approach to research is the subject of this text. We define research as the systematic gathering and analysis of empirical information to answer a question.
RESEARCH AND EFFECTIVE MANAGEMENT
Research and effective organizations go hand in hand. They both depend on openness, accountability, and a commitment to learning and change. Openness or transparency is a key organizational and research value, which adds to an organization’s reputation. Stakeholders want to know how an organization uses its resources. They want information on what the organization does and what it has achieved. Information on a program’s performance, its effectiveness, and how it is perceived all contribute to transparency. You, your staff, or a contractor may conduct research to gather information. Whoever conducts the research is expected to disclose what information they gathered, whom they gathered it from, and how they analyzed it. With full disclosure, management teams have the information they need to decide if and how they can act on the research findings.
Accountability may be thought of as an attribute of transparency. An accountable organization is open and produces evidence that it is meeting stakeholder expectations. Donors, funders, and clients may all want confirmation that a program is well managed and achieving results. You may collect data on a program’s clients, activities, services, and results. Information on clients and activities documents that the program reaches the target population and provides appropriate services. You can link the information on clients and activities to data that can be linked to results. .
Data Analysis and Quality Improvement Initiative Proposal .docxwhittemorelucilla
Data Analysis and Quality Improvement Initiative Proposal
Details
Attempt 1Evaluated
Attempt 2Evaluated
Attempt 3Available
Toggle Drawer
Overview
Prepare an 8–10-page data analysis and quality improvement initiative proposal based on a health issue of professional interest to you. The audience for your analysis and proposal is the nursing staff and the interprofessional team who will implement the initiative.
"A basic principle of quality measurement is: If you can't measure it, you can't improve it" (Agency for Healthcare Research and Quality, 2013).
Health care providers are on an endless quest to improve both care quality and patient safety. This unwavering commitment requires hospitals and care givers to increase their attention and adherence to treatment protocols to improve patient outcomes. Health informatics, along with new and improved technologies and procedures, are at the core of virtually all quality improvement initiatives. The data gathered by providers, along with process improvement models and recognized quality benchmarks, are all part of a collaborative, continuing effort. As such, it is essential that professional nurses are able to correctly interpret, and effectively communicate information revealed on dashboards that display critical care metrics.
Show More
Toggle Drawer
Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. 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 your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Reflect on QI initiatives focused on measuring and improving patient outcomes with which you are familiar.
How important is the role of nurses in QI initiatives?
What quality improvement initiatives have made the biggest difference? Why?
When a QI initiative does not succeed as planned, what steps are taken to improve or revise the effort?
Toggle Drawer
Resources
Required Resources
MSN Program Journey
Please review this guide for your degree program. It can help you stay on track for your practicum experience, so you may wish to bookmark it for later reference.
MSN Program Journey
|
Transcript
.
Show More
Assessment Instructions
Preparation
In this assessment, you will propose a quality improvement (QI) initiative proposal based on a health issue of professional interest to you. The QI initiative proposal will be based on an analysis of dashboard metrics from a health care facility. You have one of two options:
Option 1
If you
have access
to dashboard metrics related to a QI initiative proposal of interest to you:
Analyze data from the health care facility to identify.
I need the follwoing assignmentThe project is the creation of a w.docxnatishahaen
I need the follwoing assignment:
The project is the creation of a white paper.
Much of what happens in healthcare is about understanding the expectations of the many departments and personnel within the organization. Reimbursement drives the financial operations of healthcare organizations; each department affects the reimbursement process regarding timelines and the amount of money put into and taken out of the system. However, if departments do not follow the guidelines put into place or do not capture the necessary information, it can be detrimental to the reimbursement system.
An important role for patient financial services (PFS) personnel is to monitor the reimbursement process, analyze the reimbursement process, and suggest changes to help maximize the reimbursement. One way to make this process more efficient is by ensuring that the various departments and personnel are exposed to the necessary knowledge.
For your final project, you will assume the role of a supervisor within a PFS department and develop a white paper in which the necessary healthcare reimbursement knowledge is outlined.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules One, Three, and Five.
In this assignment, you will demonstrate your mastery of the following course outcomes:
†
Analyze the impacts of various healthcare departments and their interrelationships on the revenue cycle
†
Compare third-party payer policies through analysis of reimbursement guidelines for achieving timely and maximum reimbursements
†
Analyze organizational strategies for negotiating healthcare contracts with managed care organizations
†
Critique legal and ethical standards and policies in healthcare coding and billing for ensuring compliance with rules and regulations
†
Evaluate the use of reimbursement data for its purpose in case and utilization management and healthcare quality improvement as well as its impact on
pay for performance incentives
Prompt
You are now a supervisor within the patient financial services (PFS) department of a healthcare system. It has been assigned to you to write a white paper to educate other department managers about reimbursement. This includes how each specific department impacts reimbursement for services, which in turn impacts the healthcare organization as a whole. The healthcare system may include hospitals, clinics, long-term care facilities, and more. For now, your boss has asked you to develop a draft of this paper for the hospital personnel only; in the future, there may be the potential to expand this for other facilities.
In order to complete the white paper, you will need to choose a hospital. You can choose one that you are familiar with or create an imaginary one. Hospitals vary in size, location, and focus.
Becker’s Hospital Review
has an excellent .
Quality circles originated in Japan after World War II and were inspired by W. Edwards Deming. Quality circles involve voluntary small groups of 6-12 employees who meet regularly to identify improvements in their work area. In healthcare, quality circles are used to (1) identify outstanding features of care, (2) identify obstacles to change, and (3) identify the need for more research. Examples of using quality circles in healthcare include reducing hospital-acquired infections, improving job satisfaction, and enhancing communication.
CHAPTER SIXTEENUnderstanding Context Evaluation and MeasuremeJinElias52
CHAPTER SIXTEEN
Understanding Context: Evaluation and Measurement in Not-for-Profit Sectors
Dale C. Brandenburg
Many individuals associated with community agencies, health care, public workforce development, and similar not-for-profit organizations view program evaluation akin to a visit to the dentist’s office. It’s painful, but at some point it cannot be avoided. A major reason for this perspective is that evaluation is seen as taking money away from program activities that perform good for others, that is, intruding on valuable resources that are intended for delivering the “real” services of the organization (Kopczynski & Pritchard, 2004). A major reason for this logic is that since there are limited funds available to serve the public good, why must a portion of program delivery be allocated to something other than serving people in need? This is not an unreasonable point and one that program managers in not-for-profits face on a continuing basis.
The focus of evaluation in not-for-profit organization has shifted in recent years from administrative data to outcome measurement, impact evaluation, and sustainability (Aspen Institute, 2000), thus a shift from short-term to long-term effects of interventions. Evaluators in the not-for-profit sector view their world as the combination of technical knowledge, communication skills, and political savvy that can make or break the utility and value of the program under consideration. Evaluation in not-for-profit settings tends to value the importance of teamwork, collaboration, and generally working together. This chapter is meant to provide a glimpse at a minor portion of the evaluation efforts that take place in the not-for-profit sector. It excludes, for example, the efforts in public education, but does provide some context for workforce development efforts.
CONTRAST OF CONTEXTS
Evaluation in not-for-profit settings tends to have different criteria for the judgment of its worth than is typically found in corporate and similar settings. Such criteria are likely to include the following:
How useful is the evaluation?
Is the evaluation feasible and practical?
Does the evaluation hold high ethical principles?
Does the evaluation measure the right things, and is it accurate?
Using criteria such as the above seems a far cry from concepts of return on investment that are of vital importance in the profit sector. Even the cause of transfer of training can sometimes be of secondary importance to assuring that the program is described accurately. Another difference is the pressure of time. Programs offered by not-for-profit organizations, such as an alcohol recovery program, take a long time to see the effects and, by the time results are viewable, the organization has moved on to the next program. Instead we often see that evaluation is relegated to measuring the countable, the numbers of people who have completed the program, rather than the life-changing impact that decreased alcohol abuse has on ...
This document outlines a program evaluation for a transitional care program. It discusses using a mixed methods approach, gathering both quantitative and qualitative data to evaluate the program. The data will be analyzed and used to develop recommendations to improve or continue the program. Interviews, surveys, and focus groups will provide information on how well the program is operating and its level of success. The evaluation findings will be used by various stakeholders to refine strategies and guide effective service delivery.
Data Analysis Quality Improvement Initiative Proposal.docxstudywriters
This document provides instructions for a 8-10 page data analysis and quality improvement initiative proposal. Students are asked to analyze existing dashboard metrics from a healthcare facility to identify an area for improvement. They must then outline a quality improvement proposal that defines the issue, proposes strategies for improvement, and establishes interprofessional roles and responsibilities. Effective communication strategies between the interprofessional team must also be addressed. The goal is for students to apply data analysis skills and evidence-based practices to propose an initiative that enhances patient outcomes, cost-effectiveness, work-life quality, and interprofessional collaboration.
Hello, I need assistance with the following I need assistance.docxisaachwrensch
Hello, I need assistance with the following:
I need assistance with the following, would you be able to assist?
The project is the creation of a white paper.
Much of what happens in healthcare is about understanding the expectations of the many departments and personnel within the organization. Reimbursement drives the financial operations of healthcare organizations; each department affects the reimbursement process regarding timelines and the amount of money put into and taken out of the system. However, if departments do not follow the guidelines put into place or do not capture the necessary information, it can be detrimental to the reimbursement system.
An important role for patient financial services (PFS) personnel is to monitor the reimbursement process, analyze the reimbursement process, and suggest changes to help maximize the reimbursement. One way to make this process more efficient is by ensuring that the various departments and personnel are exposed to the necessary knowledge.
For your final project, you will assume the role of a supervisor within a PFS department and develop a white paper in which the necessary healthcare reimbursement knowledge is outlined.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules One, Three, and Five.
In this assignment, you will demonstrate your mastery of the following course outcomes:
†
Analyze the impacts of various healthcare departments and their interrelationships on the revenue cycle
†
Compare third-party payer policies through analysis of reimbursement guidelines for achieving timely and maximum reimbursements
†
Analyze organizational strategies for negotiating healthcare contracts with managed care organizations
†
Critique legal and ethical standards and policies in healthcare coding and billing for ensuring compliance with rules and regulations
†
Evaluate the use of reimbursement data for its purpose in case and utilization management and healthcare quality improvement as well as its impact on
pay for performance incentives
Prompt
You are now a supervisor within the patient financial services (PFS) department of a healthcare system. It has been assigned to you to write a white paper to educate other department managers about reimbursement. This includes how each specific department impacts reimbursement for services, which in turn impacts the healthcare organization as a whole. The healthcare system may include hospitals, clinics, long-term care facilities, and more. For now, your boss has asked you to develop a draft of this paper for the hospital personnel only; in the future, there may be the potential to expand this for other facilities.
In order to complete the white paper, you will need to choose a hospital. You can choose one that you are familiar with or create an imaginary one. Hospitals var.
1INTERPERSONAL RELATIONS2 1 Aggression and Violence.docxfelicidaddinwoodie
1
INTERPERSONAL RELATIONS
2
1: Aggression and Violence
Aggression is, “an act or behavior that intentionally hurts another person, either physically or psychologically” (Matsumoto & Juang, 2008, p. 389). While some expressions of aggression are universal, cross-cultural differences exist in the type and level of aggression that are considered to be legally or socially sanctioned. There have been multiple reasons proposed by theorists to explain these cultural differences in the type (verbal, physical, etc.) and level of aggression expressed across cultures.
For this Discussion,review this week’s Learning Resources. Select a culture and consider how this culture expresses aggression.
With these thoughts in mind:
a brief description of the culture you selected. Provide an example of a behavior that may be perceived as aggressive by culture you selected and explain why. Then, provide an example of a behavior that may be perceived as aggressive across most cultures and explain why. Finally explain how socially sanctioned violence is acceptable within certain cultures. Support your responses using the Learning Resources and the current literature.
.
Reference:
Matsumoto, D., & Juang, L. (2008). Culture and psychology (4th ed.). Belmont, CA: Thomson Wadsworth.
2: Attribution
“Not only do people bolster beliefs in their ability to control in response to successful control of an event but also they hold an unwarranted belief that they can control chance events,” states Yamaguchi (Matsumoto (Ed.), 2001, pp. 226–227) in the course text. While members of all cultures have the goal of protecting self-image following failures, differences exist among cultures in terms of the attributions made for the failure and success of a task. Thus, while the self-serving bias is universally applied, the specific attributions made differ cross-culturally. In some cultures, it is assumed that failure is attributable to situational factors while others assume dispositional factors.
Differences also exist in how the failure or success of another individual is attributed. Consider the relevance of attributions for success and failure for the scholar-practitioner working in a multicultural environment or in a global company. How would knowledge of how individuals’ attribute their own or others failure impact a team, classroom, or organization?
For this Discussion, imagine that a group of business people from two different cultures (one from a collectivistic culture and another from an individualistic culture) work together on a business project, and at the end, the project fails. Consider how people from individualistic and collectivistic cultures respond to failure and the factors to which they would most likely attribute their failures.
With these thoughts in mind:
a brief comparison of the similarities and differences of attribution styles in individualistic and collectivistic cultures. Then provide an example of a group situation in which a proj ...
The document discusses conducting an objective, credible, and fair program evaluation by employing internal and external advisors to align with professional evaluation standards, as well as using multiple data collection methods to increase validity and understanding per Fitzpatrick's advice. It also notes the importance of the evaluator examining their own biases to mitigate against bias in the formal evaluation process and ensuring evaluation reports are not distorted in presentation. The document recommends following the American Evaluation Association's Guiding Principles for program evaluations.
Methods Of Program Evaluation. Evaluation Research Is OfferedJennifer Wood
This document discusses different approaches to evaluation research and program evaluation. It provides examples of different types of evaluation research, such as problem analysis, evidence-based policy, and evidence generation. It also discusses publication bias in medical informatics evaluation research and evaluates the training evaluation process for a dinner event. Key aspects of performance evaluations and the challenges associated with the performance evaluation process are outlined as well. Different participant-oriented approaches to evaluation like participatory evaluation, developmental evaluation, and empowerment evaluation are also presented.
The document discusses evaluation of health programs. It defines evaluation as the systematic acquisition and assessment of information to provide useful feedback. The main goals of evaluation are to influence decision-making and policy formulation through empirically-driven feedback. Formative evaluation assesses needs and implementation, while summative evaluation determines outcomes, impacts, costs and benefits. Evaluation questions, methods, and frameworks are described to establish program merit, worth and significance based on credible evidence from stakeholders. Standards ensure evaluations are useful, feasible, proper and accurate.
Provider profiling creates a 3600 profile of a Provider, which details valuable performance information about their practice like care-gaps, cost of care and average quality outcomes (based on member claim history). It also benchmarks providers against their peers to provide an overall rank and rating group (1-3 stars). This document attempts to describe approach towards provider profiling.
Running head HEALTH SERVICES IN RELATION TO ENVIRONMENTAL ANALY.docxcharisellington63520
Running head: HEALTH SERVICES IN RELATION TO ENVIRONMENTAL ANALYSIS 1
HEALTH SERVICES IN RELATION TO ENVRIRONMENTAL ANALYSIS 8
Health Services In Relation to Environmental Analysis
Dr. Mountasser Kadrie
July 27, 2014
As a manager in Ford Rehabilitation centre, I have encountered several challenges in both external environment and internal environment that have greatly challenged the increasing demands of my patients’ services as well as failure of the reimbursements of funds by the insurance providers. Environmental conditions normally affect human health in varied means. Interactions between the environment and human health usually lead to very complex ethical queries that are related to health policy decisions. There are various factors in the environment that can lead to risks and the same time benefits. They include genetically modified plants, nanotechnology, bio fuels and other technology. There is a body of evidence that have emerged saying that environment can affect the health of human being and at the same time human health can have impact to the environment.
The external factors are factors in the environment that cannot be controlled by an organization. There are several external factors that affect many health organizations; these factors include political conditions, government policies and regulations, technological environment and social environment. In my organization the two key external factors affecting my company are the social environment and technological environment. Social factors have developed challenge in the Ford rehabilitation centre. This is because many patient customers have varied and different types of beliefs which make the relations in the health centre challenged. It have become problematic to deal with some patients since it is difficult to know the type of services they need based on where they have come from. Various patients have diverse transformation in attitude towards health care. The patients are however very demanding in my organization because each one of them needs to be handled differently based on community variations. In order to curb this, as manager I have decided to implement several programs that will promote cooperation between my patients as well amendments that will bring in suitable services to each patient. Implementation of this programs will enable my organization to continue being indispensible and financially stable despite the social challenges affecting the availability of patients in the organization.
Another external factor in the environment that will have a great impact in my company is technological environment. Implementation of more advanced methods to serve my customers is likely to improve patients’ attendance and this will boost the compan.
Deliver a 5–7-page analysis of an existing quality improveme.docxvickeryr87
Deliver a 5–7-page analysis of an existing quality improvement initiative at your workplace. The QI initiative you choose to analyze should be related to specific disease, condition, or public health issue of personal or professional interest to you.
Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—each group talking among themselves about results and enhancements. Because nurses are critical to the delivery of high-quality, efficient health care, it is essential that they develop the proficiency to review, evaluate performance reports, and be able to effectively communicate outcome measures related to quality initiatives. The nursing staff's perspective and the need to collaborate on quality care initiatives are fundamental to patient safety and positive institutional health care outcomes.
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Context
The purpose of the report is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics. Nurses and other health professionals with specializations and/or interest in the condition, disease, or the selected issue are your target audience.
Toggle Drawer
Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. 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 your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Show More
Toggle Drawer
Resources
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
Nursing Masters (MSN) Research Guide
can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Capella Resources
Capella provides a thorough selection of online resources to help you understand APA style and use it effectively.
APA Module
.
Show More
Assessment Instructions
Preparation
You have been asked to prepare and deliver an analysis of an existing quality improvement initiative at your workplace. The QI initiative you choose to analyze should be related to a specific disease, condition, or public health issue of personal or professional interest to you. The purpose of the report is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics.
Your target audience consists of .
OverviewPrepare an 8 page data analysis and quality improvement .docxkarlhennesey
Overview
Prepare an 8 page data analysis and quality improvement initiative proposal based on a health issue of professional interest to you. The audience for your analysis and proposal is the nursing staff and the interprofessional team who will implement the initiative.
"A basic principle of quality measurement is: If you can't measure it, you can't improve it" (Agency for Healthcare Research and Quality, 2013).
Health care providers are on an endless quest to improve both care quality and patient safety. This unwavering commitment requires hospitals and care givers to increase their attention and adherence to treatment protocols to improve patient outcomes. Health informatics, along with new and improved technologies and procedures, are at the core of virtually all quality improvement initiatives. The data gathered by providers, along with process improvement models and recognized quality benchmarks, are all part of a collaborative, continuing effort. As such, it is essential that professional nurses are able to correctly interpret, and effectively communicate information revealed on dashboards that display critical care metrics.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 2: Plan quality improvement initiatives in response to routine data surveillance.
· Outline a QI initiative proposal based on a selected health issue and supporting data analysis.
· Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
· Analyze data to identify a health care issue or area of concern.
· Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work-life quality.
· Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work-life quality.
· Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
· Apply effective communication strategies to promote quality improvement of interprofessional care.
· Communicate evaluation and analysis in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Assessment Instructions
Preparation
In this assessment, you will propose a quality improvement (QI) initiative proposal based on a health issue of professional interest to you. The QI initiative proposal will be based on an analysis of dashboard metrics from a health care facility. You have one of two options:
Option 1
If you have access to dashboard metrics related to a QI initiative proposal of interest to you:
· Analyze data from the health care facility to identify a health care issue or area of concern. You will need access to reports and data related to care quality and patient safety. If you work in hospital setting, contact the quality management ...
Healthcare ReimbursementI need help on the following assignment C.docxCristieHolcomb793
Healthcare Reimbursement
I need help on the following assignment: Create a white paper. I have coompleted the first part and can provide it to you for help on the second part of the paper.
Much of what happens in healthcare is about understanding the expectations of the many departments and personnel within the organization. Reimbursement drives the financial operations of healthcare organizations; each department affects the reimbursement process regarding timelines and the amount of money put into and taken out of the system. However, if departments do not follow the guidelines put into place or do not capture the necessary information, it can be detrimental to the reimbursement system.
An important role for patient financial services (PFS) personnel is to monitor the reimbursement process, analyze the reimbursement process, and suggest changes to help maximize the reimbursement. One way to make this process more efficient is by ensuring that the various departments and personnel are exposed to the necessary knowledge.
For your final project, you will assume the role of a supervisor within a PFS department and develop a white paper in which the necessary healthcare reimbursement knowledge is outlined.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules One, Three, and Five.
In this assignment, you will demonstrate your mastery of the following course outcomes:
†
Analyze the impacts of various healthcare departments and their interrelationships on the revenue cycle
†
Compare third-party payer policies through analysis of reimbursement guidelines for achieving timely and maximum reimbursements
†
Analyze organizational strategies for negotiating healthcare contracts with managed care organizations
†
Critique legal and ethical standards and policies in healthcare coding and billing for ensuring compliance with rules and regulations
†
Evaluate the use of reimbursement data for its purpose in case and utilization management and healthcare quality improvement as well as its impact on
pay for performance incentives
Prompt
You are now a supervisor within the patient financial services (PFS) department of a healthcare system. It has been assigned to you to write a white paper to educate other department managers about reimbursement. This includes how each specific department impacts reimbursement for services, which in turn impacts the healthcare organization as a whole. The healthcare system may include hospitals, clinics, long-term care facilities, and more. For now, your boss has asked you to develop a draft of this paper for the hospital personnel only; in the future, there may be the potential to expand this for other facilities.
In order to complete the white paper, you will need to choose a hospital. You can choose one that you are familiar with or create an i.
Similar to 14 Evaluation, Effectiveness, and Offender RecidivismLEARNIN.docx (20)
Case Study RubricCriterionStrongAverageWeakInt.docxdrennanmicah
Case Study Rubric
Criterion
Strong
Average
Weak
Introduction / Primary Problem, Issue or Question Identification
States the case objective and clearly defines the problem, issue or question
Minimally describes the case, includes only the problem, issue or question
Bypasses the introduction and moves directly to commentary on the case
Understanding of Primary Problem, Issue or Question
Identifies and demonstrates a sophisticated understanding of the primary issues and or problems in the case study
Identifies and demonstrates an accomplished understanding of most of the issues/problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study
Analysis and Evaluation of Issues/Problems
Presents an insightful and thorough analysis of all identified problems, issues or questions; includes all necessary calculations
Presents a thorough analysis of most of the problems, issues or questions identified; missing some necessary calculations
Presents a superficial or incomplete analysis of some of the identified problems, issues or questions; omits necessary calculations
Recommendations on Effective
Solution
s/Strategies
Supports diagnosis and opinions with convincing arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
. Recommendations logically supported
Supports diagnosis and opinions with limited reasoning and evidence; presents a one‐sided argument; demonstrates little engagement with ideas presented. Illogical recommendations
Little or no action suggested, and/or ineffective or disconnected solutions proposed to the issues in the case study. No attempt at logical support for recommendations
Links to Course Readings and Additional Research
Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and identifies all sources of information
Makes appropriate but vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited sources
Makes ineffective connections or shows no connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete information and sources
Writing Mechanics and Formatting Guidelines
Demonstrates a clear understanding of the audience for the case. Utilizes formatting, clarity and structure to enable the audience to readily see and understand recommended actions. Writing is logical, grammatically correct, spelling is error free
Demonstrates a limited understanding of the audience for the case. Ineffective structuring of response making it difficult to readily see and understand recommended actions. Writing shows poor logic, grammatical and spelli.
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
Case Study Scenario Part 3IntroductionThis media piece exp.docxdrennanmicah
Case Study Scenario Part 3
Introduction
This media piece explains four ethical theories in order to prepare you for the Unit 3 assignment,
Case Study Resolution
. This media piece also includes parts 1 and 2 of the case study videos for your review.
Part 3
Deontology
The ethical position to do what is right out of duty or obligation. It is often called rule-based ethics.
Deontology has been described as "absolutist," "universal," and "impersonal" (Kant, 1785/1959). It prioritizes absolute obligations over consequences. In this moral framework, ethical decision making is the rational act of applying universal principles to all situations irrespective of specific relations, contexts, or consequences. This reflects Immanuel Kant's conviction that ethical decisions cannot vary or be influenced by special circumstances or relationships. Rather, a decision is "moral" only if a rational person believes the act resulting from the decision should be universally followed in all situations. For Kant, respect for the worth of all persons was one such universal principle. A course of action that results in a person being used simply as a means for others' gains would ethically unacceptable.
With respect to deception in research, from a deontological perspective, since we would not believe it moral to intentionally deceive individuals in some other context, neither potential benefits to society nor the effectiveness of participant debriefing for a particular deception study can morally justify intentionally deceiving persons about the purpose or nature of a research study. Further, deception in research would not be ethically permissible since intentionally disguising the nature of the study for the goals of research violates the moral obligation to respect each participant's intrinsic worth by undermining individuals' right to make rational and autonomous decisions regarding participation (Fisher & Fyrberg, 1994).
Utilitarianism
The ethical position depends on the consequences of the action with the goal being producing the most good.
Utilitarian theory prioritizes the consequences (or utility) of an act over the application of universal principles (Mill, 1861/1957). From this perspective, an ethical decision is situation specific and must be governed by a risk-benefit calculus that determines which act will produce the greatest possible balance of good over bad consequences. An "act utilitarian" makes an ethical decision by evaluating the consequences of an act for a given situation. A "rule utilitarian" makes an ethical decision by evaluating whether following a general rule in all similar situation would create the greater good. Like deontology, utilitarianism is impersonal: It does not take into account interpersonal and relational features of ethical responsibility. From this perspective, psychologists' obligations to those with whom they work can be superseded by an action that would produce a greater good for others (Fisher, 1999).
A ps.
Case Study RubricYour case study will be assessed as follows•.docxdrennanmicah
The document discusses Chevron Corporation's evolution of IT infrastructure to better support its global energy operations. It describes how Chevron uses Supervisory Control and Data Acquisition (SCADA) systems and sensors to monitor and optimize operations at its refineries. It also discusses Chevron's use of enterprise applications like SAP ERP and its move to cloud computing and business-focused web services. Finally, it outlines Chevron's vision for future infrastructure including increased use of mobility, analytics, and social media.
Case study RubricCriterionOutstanding 3.75Very Good 3 .docxdrennanmicah
Case study Rubric
Criterion
Outstanding 3.75
Very Good 3
Good 2.5
Unacceptable 1
Score
Completeness
Complete in all respects; reflects all requirements
Complete in most respects; reflects most requirements
Incomplete many respects; reflects few requirements
Incomplete in most respects; does not reflect requirements
Understanding
Demonstrates excellent understanding of the topic(s) and issue(s)
Demonstrates an accomplished understanding of the topic(s) and issue(s)
Demonstrates an acceptable understanding of the topic(s) and issue(s)
Demonstrates an inadequate understanding of the topic(s) and issue(s)
Analysis
Presents an insightful and through analysis of the issue (s) identified
Presents a thorough analysis of most of the issue(s) identified
Presents a superficial analysis of some of the issue(s) identified
Presents an incomplete analysis of the issue(s) identified.
Evaluation
Makes appropriate and powerful connections between the issue(s) identified and the concept(s) studied
Makes appropriate connections between the issue(s) identified and the concept(s) studied
Makes appropriate but somewhat vague connections between the issue(s) identified and the concept(s) studied
Makes little or no connection between the issue(s) identified and the concept(s) studied.
Opinion
Supports opinion with strong arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
Supports opinion with reasons and evidence; presents a fairly balanced view; interpretation is both reasonable and objective
Supports opinion with limited reasons and evidence; presents a somewhat one-sided argument
Supports opinion with few reasons and little evidence; argument is one-sided and not objective.
Recommendations
Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts studied
Presents specific, realistic and appropriate recommendation supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation with little, if any, support from the information and the concepts studied.
Grammar and Spelling
Minimal spelling and grammar errors
Some spelling and grammar errors
Noticeable spelling and grammar errors
Unacceptable number of spelling and grammar errors
APA guidelines
Uses APA guidelines accurately and consistently to cite sources
Uses APA guidelines with minor violations to cite sources
Reflects incomplete knowledge of APA guidelines
Does not use APA guidelines
Total
.
CASE STUDY RUBRIC MICROBIOLOGY For the Case Study assig.docxdrennanmicah
CASE STUDY RUBRIC MICROBIOLOGY
For the Case Study assignment the current pathogen selections may be requested by sending
an email to your instructor!
Assigned Case Study Problem:
You will create a case study for a microbial infection selected from the current pathogen list. Your case
study will be assembled using a detailed rubric (see below). Upon completion, you will submit your
case study to the Blackboard gradebook in Unit 5 and to SafeAssign.
How to create a case study
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your
chance to show that you understand the key teaching points about a microbe and to communicate
these points in a written format.
What information belongs in my case study?
Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information
Chart (see below). The left-hand heading in the chart suggests the type of information requested for the
pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be
sure to include two discussion questions (and provide complete answers) that you can incorporate
into your case study (place them at the end of your write-up). These questions should help connect your
case to other material in the course. For example, what other microbes have an A-B toxin? What other
viruses are transmitted by fecal-oral spread?
How much information should I provide for my case study?
For the Case Study, you are asked to provide at least the information requested in the chart below. The
boxed questions are suggestions for the minimum amount of information within each category. The
more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access
Medicine, Google Scholar, NCBI, WebMD, etc. to find the information. For example, if you perform a
Google search using the name of the pathogen and the word ‘vaccine’, you will find information on
current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
Case Study Information Chart
Typical Case What does a typical case look like? Use the standard format for a
patient presentation with chief complaint (CC), history of present illness
(HPI), key physical exam details (PE), lab findings, signature signs, and
any other important findings.
Description of the infectious
agent
If it is a bacterium, how is it classified? If it is a virus, what kind of
nucleic acid does it have? Does it target specific cellular types
(tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it
only be grown in a specific type of media? How is it distinguished from
other members of the species? Does the pathogen have a significant
history with humans or animals?
Epidemiology What do you feel are the most important points about the
epidemiology of the disease? Incidence? Portal of entry? Source? Is it a
normal microb.
Case Study Rubric Criteria / Score
Distinguished
Competent
Basic/Pass
Poor
Failing
Content Knowledge
20
18
15
13
0
Case is addressed expansively in reference to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions but does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is addressed but does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is not addressed and/or does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Use of Evidence
10
9
8
6
0
Ideas are supported with evidence and demonstrate a clear understanding of the research and theory behind the topic.
Ideas are somewhat supported with evidence to demonstrate a basic understanding of the research and theory behind the topic.
Ideas are not fully supported with evidence and demonstrate some confusion about the research and theory that support the case study topic.
Ideas are not fully supported with evidence and lack understanding of the research and theory behind the topic.
Ideas are not supported with evidence.
Writing
10
9
8
6
0
Assignment is well written and well organized. Mechanics (spelling and punctuation) and grammar are excellent.
Assignment is well written and well organized and contains few minor errors in mechanics and/or grammar.
Assignment is well written and well organized but contains some minor errors in mechanics and/or grammar.
Assignment is not clear and/or lacks organization and/or contains several errors in mechanics and/or grammar.
Assignment lacks evidence of clear, organized scholarly writing and needs extensive additional work to meet assignment needs.
Standard Writing Style
6
5
4.5
4
0
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style and contains few minor formatting errors.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style but contains some minor formatting errors.
Assignment does not provide either in-text citations (where appropriate) or reference sources and/or contains several formatting errors.
Timeliness
4
3.5
3
2.5
0
*Students who initiate communication regarding individual circumstances for lateness will be graded at instructor’s discretion.
Assignment submitted on time.
Assignment submitted one day late.
Assignment submitted two days late.
Assignment submitted three days late.
Assig.
Case Study ReflectionWrite a 4-5 page paper. Your written assi.docxdrennanmicah
Case Study Reflection
Write a 4-5 page paper. Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Pocket Guide to APA Style to ensure that in- text citations and reference list are correct. Submit your assignment to the Dropbox by the end of this Unit.
In 2007 San Francisco began its Healthy San Francisco Plan designed to provide health care for all San Francisco citizens. In 2007, it was estimated that San Francisco had 82,000 uninsured citizens. Under the plan, all uninsured citizens residing in San Francisco can seek care at the city's public and private clinics and hospitals. The basic coverage includes lab work, x-rays, surgery, and preventative care. The city plans to pay for this $203 million coverage by rerouting the $104 million the city currently spends treating the uninsured in the emergency rooms, mandating business contributions, and requiring income-adjusted enrollment fees. The plan requires all businesses with more than 20 employees to contribute a percentage toward the plan. Many business owners consider this a burden and warn they will not stay in the city. The Mayor sees universal health access a moral obligation for the city.
Take one of the following positions.
San Francisco has an obligation to provide its citizens with health access.-OR-
San Francisco does not have an obligation to provide its citizens with health access.
Discuss the following in your assignment
:
What is the government's role in regulating healthy and unhealthy behavior?
Has the balance between personal freedom and the government's responsibility to provide health and welfare of its citizens been eroded? Why or why not?
.
Case Study Questions (Each question is worth 6 marks)1. Defi.docxdrennanmicah
Case Study Questions (Each question is worth 6 marks)
1. Define the term ‘gastronomy’ and provide some examples to demonstrate your understanding.
2. What benefits and opportunities exist for the local indigenous community of the Dja Dja Wurrung Clans with Bendigo newly designated as a creative city of gastronomy?
3. How may the regional city of Bendigo incorporate gastronomy into its destination branding? Provide some examples.
4. Discuss some potential issues and considerations associated with using gastronomy in destination branding activities.
5. Outline some potential creative network collaborations which may result from Bendigo now being admitted to the Creative Cities Network.
.
Case Study Reorganizing Human Resources at ASP SoftwareRead the.docxdrennanmicah
Case Study: Reorganizing Human Resources at ASP Software
Read the ASP Software case (Anderson, 2005a) and consider the following questions:
How does the client feel about how the change has been managed at this point?
How do you think the management team or employees feel?
What has McNulty done well in managing the change to this point?
What could she have done differently?
What intervention strategy and intervention activities would you recommend to McNulty?
How would you structure these activities?
What roles would McNulty, the management team, and the consultant play?
.
Case Study Report Rubric CriterionWeakAverageStrongIdent.docxdrennanmicah
Case Study Report Rubric
Criterion
Weak
Average
Strong
Identification of Main Issues/Problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study.
Identifies and demonstrates an accomplished understanding of most of the issues/problems.
Identifies and demonstrates a sophisticated understanding of the main issues/problems in the case study.
Analysis and Evaluation of Issues/Problems
Presents a superficial or incomplete analysis of some of the identified issues; omits necessary calculations.
Presents a thorough analysis of most of the issues identified; missing some necessary calculations.
Presents an insightful and thorough analysis of all identified issues/problems; includes all necessary calculations.
Recommendations on Effective
Solution
s/Strategies
Little or no action suggested and/or inappropriate solutions proposed to the issues in the case study.
Supports diagnosis and opinions with limited reasoning and evidence; presents a somewhat one-sided argument; demonstrates little engagement with ideas presented.
Supports diagnosis and opinions with strong arguments and well-documented evidence; presents a balanced and critical view; interpretation is both reasonable and objective.
Links to Course Readings and Additional Research
Makes inappropriate or little connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete research and documentation.
Makes appropriate but somewhat vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited research.
Makes appropriate and powerful connections between identified issues/ problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and documents all sources of information.
Writing Mechanics and Formatting Guidelines
Writing is unfocused, rambling, or contains serious errors; poorly organized and does not follow specified guidelines.
Occasional grammar or spelling errors, but still a clear presentation of ideas; lacks organization.
Demonstrates clarity, conciseness and correctness; formatting is appropriate and writing is free of grammar and spelling errors.
Staffing at The King Company
Kevin Tu has managed staffing at King since the early years when the company had less than 100 employees. Tu runs a tight ship and manages the department with only one other recruiter and an administrative assistant, who maintains all job postings, including a telephone employment hotline and the company’s job line web site. Tu is well-respected across the organization for his strict adherence to ensuring equity in hiring and job placement that goes well beyond equal opportunity requirements.
Tu recently completed an aggressive hiring drive at major universities, hiring several new en.
Case Study Project (A) Hefty Hardware - Be sure to address each .docxdrennanmicah
Case Study Project (A) Hefty Hardware - Be sure to address each question in the Case study, and explain your rationale thoroughly. Be sure you saved your file with your full name, and title of this project. Example:
Jason Karp Case Studies A. Details
: You will be given a case study to solve from the textbook. While your responses will vary, properly documenting your response from valid resources is a requirement. This assignment requires you to use proper citations and references from the textbook and alternate sources. Thoughtful opinions/research based on the literature, and from the textbook are necessary, so be sure to review the chapter prior to completing these activities. This task is like a research paper, so please take your time when preparing your responses. Separating each case study with a title and proper formatting is
essential
so that I can read and follow your paper. A one (1) page response is NOT - NOT going to earn you maximum points. The Case Study response will be submitted on the assigned due date from the past weeks (s
ee submission due dates and rubric
)
. The Dropbox will close after the due date and late submission will not be accepted.
Case study projects are NOT posted on the discussion board, they are submitted as an assignment.
Case study text from text book :
MINI CASE
Delivering Business Value with IT at Hefty Hardware2
"IT is a pain in the neck," groused cheryl O'Shea, VP of retail marketing, as she
slipped into a seat at the table in the Hefty Hardware executive dining room, next to her colleagues. “It’s all technical mumbo-jumbo when they talk to you and I still don’t know if they have any idea about what we’re trying to accomplish with our Savvy Store program. I keep explaining that we have to improve the customer experience and that we need IT’s help to do this, but they keep talking about infrastructure and bandwidth and technical architecture, which is all their internal stuff and doesn’t relate to what we’re trying to do at all! They have so many processes and reviews that I’m not sure we’ll ever get this project off the ground unless we go outside the company.”"You have got that right", agreed Glen vogel, the COO. " I really like my IT account manager, Jenny Henderson. She sits in on all our strategy meetings and seems to really understand our business, but that’s about as far as it goes. By the time we get a project going, my staff are all complaining that the IT people don’t even know some of our basic business functions, like how our warehouses operate. It takes so long to deliver any sort of technology to the field, and when it doesn’t work the way we want it to, they just shrug and tell us to add it to the list for the next release! Are we really getting value for all of the millions that we pour into IT?”
“Well, I don’t think it’s as bad as you both seem to believe,” added Michelle Wright, the CFO. “My EA sings the praises of the help desk and the new ERP system we put in last y.
Case Study Proposing a Data Gathering Approach at TLG Solutions (.docxdrennanmicah
TLG is looking to improve their data gathering approach. A proposed solution is to survey customers about their product and service experiences to gather feedback. They could also analyze online customer reviews and implement a customer relationship management system to track interactions over time to better understand customer needs.
Case Study Project Part I Declared JurisdictionTemplate Sta.docxdrennanmicah
Case Study Project Part I: Declared Jurisdiction
Template Statement of Action Research Intent
The (Memphis Shelby County, Tennessee United States) will be examined to determine the current status of economic development. The resources for this study initially will come from public administrator generated information. The data will be assessed using S.W.O. T. Analysis. “Smart” Action Research will then be conducted to determine what specific economic development strategies may be employed to address areas of concern required for enhancing economic development prospects in the above jurisdiction. Using published scholarly resources and pertinent analytics, the action research efforts will turn to identifying options available to decision makers. This action research will result in a final report that provides both the criteria by which economic developments strategies may be weighed and a discussion of recommended actions, each uniquely assembled to improve the economic prospects for (Memphis Shelby County, Tennessee United States).
PADM 530
Case Study Project Part 2: Economic Development Analysis and Proposal Instructions
You will submit an Economic Development Analysis and Proposal Plan, consisting of 15-20 pages, not including the title page, abstract, or reference page. In order to complete this assignment, you must choose a specific locale that you want to use for your case study. You may wish to select the community in which you currently live or a hometown as the focus of this report. A case must be a “bounded system” with definable parameters (Stake, 1995). Thus, you must choose a locale that you can define and limit. For example, you should not use New York City. Its size is far beyond what you will be able to accomplish in this course. Likewise, you would not want to choose Huston, Idaho, as it is far too small to have a need for a cohesive economic development plan. In this assignment, you will target the specific situations found in an American city, town, or county. This assignment will require that you address the following six specific areas:
Locale
When choosing your locale, make sure that you will be able to find demographic and economic information. You will want to choose an area with which you are familiar or an area where there is obvious need. Attempt to pick a city or a town that is not extremely large (i.e., New York City, however, Staten Island could be a viable project). Choosing wisely will make your research more focused so that you can complete the research by the time the course has finished.
Economic Situation
You must detail the specific economic situation facing this location. For example, if you were to choose Flint, MI, you would have to discuss the impact of the auto industry moving away from the city and the subsequent economic and social conditions of the city. How has the economic shift impacted the city and how has the city responded in the last 30 years? Additionally, what initiatives.
Case Study Proposing a Data Gathering Approach at TLG Solutions.docxdrennanmicah
TLG is looking to improve their data gathering approach. A proposed solution is to survey customers about their product and service experiences to gather feedback. They could also analyze online customer reviews and implement a customer relationship management system to track interactions over time to better understand customer needs.
Case Study Peer Comments In each case study, you are expected.docxdrennanmicah
Case Study Peer Comments:
In each case study, you are expected to respond to at least two peers’ postings in the classroom. Comments should add new information to the discussion or provide an assessment of your peer's posting. Peer comments are due by Sunday midnight
Mary Post:
#2: To obtain the necessary transportation capabilities in a short timeframe, what type of software purchase option should myIoT pursue? Explain.
The software purchase option that myIoT, Inc. should pursue would be a SaaS application. This is an Internet based service where the software is accessed online and there is no need to have it installed on site. This is a less expensive option than purchasing software and licenses, and it allows access to the outside vendors. It is also cheaper than hosted software. Based on the cloud location, the setup time is faster, which is what myIoT needs for a two-month turnaround.
#3: What types of technology implementation challenges might myIoT face? How can these risks be minimized?
Application integration would pose a challenge. Since there is a short time-frame, ensuring all partners are “up and running” could be their biggest issue. There will need to be a training period for all that access the data. Should any of their vendors not have the same capabilities, this could throw off their entire operation. Also, due to the variety of systems organizing and sharing information might be a problem. MyIot would need to work with its supply chain partners and vendors to ensure they are all capable using the chosen TMS and begin to implement it right away. This will allow extra time to make changes and enforce training sessions.
Desmond Post
2. To obtain the necessary transportation capabilities in a short timeframe, what type of software purchase option should myIoT pursue? Explain.
My Iot should pursue a well designed TMS software system. This system specializes in planning the flow of materials across the supply chain. It's the core of routing, rating, and, executing shipments across multiple modes tracking, load tracing, and freight settlement. The capabilities and scope of TMS expands the software to a much more integrative system. It provides support for transportation strategic, tactical, and operational planning, as well as delivery execution, in transit visibility and performance evaluation. TMS also supports appointment scheduling, metrics monitoring, and freight bill auditing.
3. Whats types of technology implemenation challenges might my iot face? How can these risks be minized?
My Iot could potentially loose time in wages, delay of shipment, and possibly loose business with customers, but these risks could be minimized by implementing better planning, develop training within your team, create effective structure and monitor the technology program by following these simple steps below to correct system and human error as they occur:
· Secure the commitment of senior management
· Remember .
Case Study ProblemLeadership appears as a popular agenda it.docxdrennanmicah
Case Study Problem:
Leadership appears as a popular agenda item in police executive training. Go to Google and search “police executive training courses.” Other than the Covey program discussed in this chapter, what are the other programs that are offered for police chiefs? What are the topic areas assigned under the heading of “leadership”? Be sure to use the graduate case study format.
attached is graduate study case analysis format
.
Case Study Planning for GrowthKelly’s Sandwich Stop is one of t.docxdrennanmicah
Case Study: Planning for Growth
Kelly’s Sandwich Stop
is one of the best-known and most loved sandwich concessions in town. In business for about five years, she sells sandwiches and other lunch items made from locally produced food from her mobile food trailer. Kelly’s passion and talent for creating reliably fresh, tasty lunch fare popular among a business clientele (largely employees and shoppers) has made her small enterprise a booming success.
In the last year, Kelly added a bicycle-towed concession that travels to different strategic locations in town, selling her popular sandwiches to customers who work beyond walking distance of
Kelly’s Sandwich
Stop
. She now has a total of four employees, all part-time, working both concessions. Because she caters to urban customers, her concessions operate on week days from 10 am to 2 pm. To promote word-of-mouth advertising, Kelly uses Facebook to publish her daily menus and the locations of the bicycle concession.
As a sole proprietor, Kelly has been pleased with her lunch business success. Now it’s time to get serious about the future of her business. In the short and medium term, she wants to see it grow into a potentially more lucrative enterprise, implementing a greater variety of food products and services, and increasing her competitive edge in the region. Ever the ardent entrepreneur, Kelly’s long-term dream is to develop her creative, health-conscious culinary skills and services into a wider clientele outside the region.
An opportunity has arisen to lease restaurant space about 10 miles away from her trailer concession location, close to a mall and the suburbs and nearer to her local food producers. Kelly has jumped at the chance. While she has hired professional business consultants to help her set up the space, design the menu, and implement the opening of the restaurant, she must also consider the short- and long-term financial, HR, and management needs of such an expansion. Kelly is particularly sensitive to her relationship to her customers, employees, and the community.
Directions for paper below:
In this paper, students will analyze and discuss small business growth in terms of growth strategy, business forms, short and medium term goals, financing assistance, organizational structure and staffing needs, customers and promotion, and ethics and social responsibility. Students are expected to apply business and management concepts learned in our course.
By completing this assignment, students will meet the outcome(s):
identify the critical business functions and how they interact in order to position the organization to be effective in the current business environment;
explain the importance of the integration of individuals and systems to organizational effectiveness;
describe the ethical and social responsibilities that confront a business.
Required Elements of the Final Project:
Read critically and analyze the case below,
Planning for Growth
;
Review the project descripti.
Case Study People v. Smith, 470 NW2d 70, Michigan Supreme Court (19.docxdrennanmicah
The document discusses the case of People v. Smith, where the Michigan Supreme Court ruled on whether a juvenile defendant's prior convictions could be used to sentence them as an adult. It asks for a summary of the case facts, issue, and ruling, as well as an overview of the importance of expunging juvenile records. Finally, it inquires about a state's juvenile expungement laws and criteria for transferring juveniles to adult court.
Case Study OneBMGT 464 Portfolio Activity TwoPurposeIn thi.docxdrennanmicah
Case Study One:
BMGT 464 Portfolio Activity Two
Purpose:
In this case the committee is looking to see how you can apply communication skills to obtain the maximum job performance of the employee in each of the short scenarios. After reading each short case, prepare answers to the questions for the upcoming search committee interview to review.
Outcomes:
The students will demonstrate understanding of the following outcomes:
· How to manage, organize, and lead employees;
· To identify the organizational theory related to increasing job performance to raise company effectiveness;
· How to communicate effectively to affect change or motivation; and
· Writing for persuasiveness.
Scenarios and Questions:
After reading each short case, prepare answers to the questions for the upcoming search committee interview to review.
1) “RLI Home Builds a Castle on Communication”
Since the outset the owner Ralph Lorean has prided himself on focusing the culture of the company on excellent customer service. Managers know that a culture like this would only work if the company’s employees enjoyed their work and the company. He wanted to build a company where every employee felt they owned the castle. Ralph believed that communication was essential to making an employee feel a part of the group, so he often said that he never wanted employees to “read about their company in the media and learn something new.”
Because RLI is international in scope it is possible that on any given day or time two thirds of its 2,000 employees are outside an office. To conquer the communication this problem imposes Ralph is surveying his managers to see if they think a new, but very expensive, “dashboard” intranet system would be worth the expenditure. The system would ensure optimal communication strategies allowing every employee remote access from wherever they are. Regardless, of location every employee can share information on the dashboard from their cell phone. However, it does not offer a “SKYPE” feature. Management has sent a short questionnaire to you asking the following questions:
A) How would the new tool influence job performance positively in RLI?
B) Could dependence on a program which does not permit access to verbal or face to face communications hinder job performance in a global setting? If so why?
C) If the dashboard was only presented in English would this be a factor in its intracompany success?
D) One of the biggest reasons suggested for purchasing the system is that it allows information to flow both from top down to bottom up. Do you see this as possible if the company is not structured in a similar way? If so why, if not why not?
2) Email Over All! Richard Burton is one of the production supervisors at Lighting R Us a branch of RLI. Richard supervises 25 employees and has been performing well in this same job for 5 years. Burton wants a promotion in the foreseeable future but feels it unlikely. Burton is always “on”. He has 24/7 email access, texts al.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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14 Evaluation, Effectiveness, and Offender RecidivismLEARNIN.docx
1. 14 Evaluation, Effectiveness, and Offender Recidivism
LEARNING OBJECTIVES
PART ONE: INTRODUCTION TO THE EVALUATION
PROCESS
When examining any program, whether therapeutic or
otherwise, one of the first questions asked by politicians, policy
makers, program administrators, and government officials is,
“Does the treatment program work?” In such a case, the
underlying desire is to know if money spent on a program is
money that is well spent. In such cases, treatment providers will
often be required to provide some sort of empirical “evidence”
that the program is effective. This is often referred to as
evidence-based program delivery. Treatment providers are
increasingly being asked to demonstrate the effectiveness of
their programs, particularly when such programs are grant
funded. In turn, many correctional treatment programs seek
money from grant-generating agencies, and, when they have
some sort of documented program success, they increase their
odds of securing such funds.
However, before going further, we would like to make one
observation regarding correctional counseling and research. We
believe that programs are best evaluated by researchers who
themselves are treatment providers. This is particularly true if
the researcher has had specific experience with the type of
population that is the subject of the program evaluation. Both
authors have conducted grant-funded evaluation research of
treatment programs and have also studied and/or worked in a
variety of treatment fields. One author in particular has worked
with most typologies of offenders who have been presented in
this text and has also conducted numerous evaluative studies of
treatment programs that provide services to those offenders. We
believe that this is important because such a practitioner is able
2. to make sense of data that may seem confusing, uncertain, or
contradictory, simply because they understand how the program
and/or process of treatment intervention works within a given
agency and/or with a specific offender population. With this
said, it is at this point that we now turn our attention to the
notion of evaluation research.
Evaluation Research
For the purposes of this text, we will refer to the Center for
Program Evaluation and Performance Management which is a
clearinghouse on evaluative research offered through the Bureau
of Justice Assistance (BJA). This source, available online and
referenced in this text, provides the reader with a very good
overview of the evaluation process and also provides a number
of examples pertaining to the evaluation of criminal justice and
treatment programs. Because this is a federal government
website, the information therein is public domain. In addition,
we believe that this site provides a very clear, succinct, and
effective overview of evaluation research from the eyes of the
practitioner. It is for these reasons that this chapter is
constructed from much of the organization and structure of the
BJA website, providing the basics of evaluation research along
with our own insights as to how that information is useful to
correctional counselors.
Evaluation is a systematic and objective method for testing the
success (or failure) of a given program. The primary purpose of
conducting evaluative research is to determine if the
intervention program is achieving its stated goals and
objectives. In the field of correctional counseling, this is
actually very important. It is the observation of the first author
of this text that, in many cases, treatment programs provide
their services but are not truly aware of whether they have
actually “fixed” their clients; this is an important point to
address. Treatment agencies must be able and willing to
demonstrate the effectiveness of their program’s intervention
and this effectiveness should be expressed in quantitative terms.
A failure to do so consists of negligence on the part of the
3. agency and also leads to a potential public safety problem.
Indeed, if the program does not truly work to reform offenders
but the treatment staff continue to operate as if it does,
offenders who are risks to public safety will just continue to
enter society unchanged and just as dangerous or problematic as
before.
Often, counselors and other personnel primarily geared toward
offering therapeutic services do not necessarily understand the
purpose of evaluative research. In addition, it is not uncommon
for such practitioners to also discount the contributions of an
evaluator, claiming that the evaluator cannot possibly know
(better than themselves) whether clients are “getting better,” so
to speak. However, this is often based on intuition on the part of
the therapist and is also not grounded in objective and detached
observation. Evaluative research seeks to look at the process
and outcome of correctional counseling in an objective and
detached measure to determine the objective truth as to the
efficacy of a given program.
All too often, treatment staff may provide anecdotal evidence
and/or selected cases of success. This should be avoided as this
is not sufficient to demonstrate effectiveness and as too much is
left to interpretation. Rather, it is important that evaluations of
therapeutic programs be conducted by persons who are neutral
and detached from the delivery of therapeutic services and it is
also important that quantitative as well as qualitative measures
be included in that evaluation. Qualitative measures are those
that are not numerical in nature and are based more on the
context and circumstances of the observation. For instance,
clinical case notes, open-ended interviews, and therapist
observations would be examples of qualitative observations. On
the other hand, quantitative measures are those that have a
numerical quantity attached to them. Quantitative measures are
those derived from standardized instruments that provide a
numerical value to the information gathered from a client.
Working with an Outside Evaluator
One of the first issues that agencies will need to consider is
4. whether to use an evaluation expert and whether that person can
be from within the agency or whether they should instead come
outside of the agency being evaluated. If the agency has funding
available, it is recommended that they find a trained and
experienced evaluator; such a person can be of great assistance
to the treatment program throughout the evaluation process.
However, it should be noted that agencies and agency staff must
be receptive to the efforts of the evaluator. In many cases,
agency staff may be defensive and/or guarded when providing
information or records. In such cases, it is imperative that
agency leadership ensure that hindrances to data collection and
the communication of client outcomes be sufficiently addressed.
Regardless of whether the evaluator is from within or outside
the agency, it is important that a trained and qualified evaluator
be identified and secured. A failure to achieve this basic
ingredient of the evaluation process will mean that counselors,
clinicians, and perhaps clients, will “feel” as if the treatment
regimen is working but they will not be able to provide any type
of evidence-based support for their opinions. Obviously, this is
not scientifically sound nor is it convincing to any potential
skeptic who might examine the agency. Lastly, a qualified
evaluator should have experience in evaluating treatment
programs and, ideally, should have experience in evaluating
treatment programs similar to the one operated by the agency in
question. The evaluator should also attempt to balance the needs
and concerns of various decision makers with the need for
objectivity while conducting the evaluation.
Once it has been determined that the agency is ready for
evaluation and who the evaluator will be, the process of
developing an evaluation plan begins. Basically, an evaluation
plan describes the process that will be used to conduct an
evaluation of the treatment program (Bureau of Justice
Assistance, 2008). According to the BJA (2008), key elements
of an evaluation plan that should be addressed are (1)
determining the target audience for the evaluation and the
dissemination of its results; (2) identifying the evaluation
5. questions that should be asked; (3) determining how the
evaluation design will be developed; (4) deciding the type of
data to be collected, how that data will be collected, and by
whom; and (5) articulating the final products of the report that
will be produced.
Lastly, the evaluation plan should detail the roles of various
individuals who will contribute to the evaluation process; these
individuals include the evaluator, the agency management,
treatment staff, clients, family members of clients, and any
other persons impacted by the research.
Likewise, an ideal evaluator will have had experience in
delivery of therapeutic services that are the same or similar to
those provided by the agency. This is important because it
provides the evaluator with additional insight behind the data
that is generated. Such insight can lead to a particularly useful
blend of observations that dwell betwixt the world of the
clinical practitioner and the academic researcher; this is the
strongest and most useful type of evaluative research that can
be produced.
Quantitative Evaluation of a Drug Treatment Program
An example of an evaluation plan that uses both quantitative
and qualitative aspects of measurement is provided in the
following evaluation description. This information consists of
an evaluation model that the first author designed while
working as an evaluator at a local drug treatment facility. This
evaluation design demonstrates how the treatment staff and the
evaluator may both provide observations, but it is the use of
standardized instruments and collection methods that serve as
the primary data used to determine client progress. (The use of
standardized tools will be discussed later in this chapter.)
Further, this example demonstrates that measures, to be
effective, must be taken over a long period of time and among
many different sources (i.e., agency staff, the evaluator, and/or
family and friends of the client). It is in this manner that a
composite profile of the client’s overall progress is developed.
A. Evaluative Methods. This research design will follow a
6. simple time-series design with repeated measures over the
period of the grant-funded period. It is expected that the
evaluative design will allow the agency to address all related
program outcome questions as well as process questions, as
required by this grant-funding opportunity. During the grant-
funded period, weekly staff observations will be conducted to
track client progress through the use of an evaluative rubric that
is based on the basic tenets of operant conditioning strategies.
When observing client progress, staff will ensure that their
noted input is structured in such a manner as to optimize
measurability while including contextual, subjective, and
qualitative data that is deemed clinically useful or relevant.
Further, staff will be required to provide a list of intervention
techniques and behavior management tools that utilize each of
the four categories.
B. Data Collection Instruments. In addition, several pretest and
post-test measures will be taken to assess both the subject’s
recovery from alcohol or drug abuse and to assess their
improvement in their other co-occurring mental health
diagnoses. In addition to quantitative assessments of both of
these areas of client outcome, semistructured qualitative client
observations will be conducted by various staff at the pretest
and post-test stages. One of these forms of interview is known
as the Addiction Severity Index (ASI) and is commonly used in
treatment facilities all over the United States. This will serve as
an initial data collection process on clients and it is expected
that this data will be more useful to treatment staff than to those
having research objectives.
Four other measurement scales will be utilized at intake and at
discharge (three months) of the first phase of treatment. These
scales are as follows: The Drug Abuse Screening
Test (Skinner, 1995), which is a widely recognized scale
providing a quantitative index of the degree of problems related
to drug and/or alcohol dependency. The Substance Abuse Subtle
Screening Instrument (SASSI) is a screening measure that
provides interpretations of client profiles and aids in developing
7. hypotheses that clinicians or researchers may find useful in
understanding persons in treatment. The Behaviors, Attitudes,
Drinking, & Driving Scale (BADDS) will be administered at
intake, program completion, and the three-month follow-up
period. The BAADS is an evidence-based pre- and post-test
psychological questionnaire that measures attitudes, behaviors,
and intervention effectiveness related to impaired driving.
Optionally, the Maryland Addictions Questionnaire (Western
Psychological Services) may be given at intake. This scale
determines severity of addiction; the motivation of the client;
the risk of relapse; and treatment complications related to
cognitive difficulties, anxiety, or depression. When and where
feasible, these scales will likewise be utilized with clients at the
6-month, 9-month, and 12-month periods for subjects in
treatment.
In addition, weekly observations will be conducted by staff and
these observations will be provided in weekly case notes. Staff
at the facility will specifically focus on observable and
behavioral elements of the client’s progress as this is
considered a better method of judging the client’s progress than
are deductions that are made from the client’s self-proclaimed
introspective work. The staff at the facility are already
accustomed to this approach of case review and will simply
restrict their observations (particularly those placed in writing)
to that which is observed through overt client behavior without
any inference being drawn beyond what is clearly observable
and thus measurable. This should not be a problem since the
state of Louisiana already encourages this type of reference
when compiling case notes and client progress evaluations.
Further, the Substance Abuse Relapse
Assessment (Psychological Assessment Resources) will be
administered to subjects at the 3-, 6-, 9-, and 12-month periods.
This instrument is a structured interview developed for use by
substance abuse treatment professionals to help recovering
individuals recognize signs of relapse (Psychological
Assessment Resources). Likewise, staff will conduct follow-up
8. interviews during this period of time to provide an overall GAF
scale rating for prior clients during the 3-, 6-, 9-, and 12-month
period of the study. This will provide an additional metric (ratio
data) measure during the aftercare stages of treatment. Staff
will also be asked to rank the degree of success (on a scale from
1 to 100) that clients have made in reaching their original goals
that were self-contracted in their plan of change. Staff will rank
client success in goal achievement during the 4th, 7th, and 13th
months of the study.
Upon completion of phase one, measures will also be taken at
the close of the 4th, 7th, and 13th months through an informal
survey of friends and family to determine if the subject is
engaging in self-management strategies that were taught during
phase one. These individuals will also be asked to rank the
degree of success (on a scale from 1 to 100) that clients have
made in reaching their original goals that were self-contracted
in their plan of change. The information from these surveys will
be triangulated with the information obtained from staff using
the GAF checklist to provide a multidimensional view of the
subject’s progress. Further, subjects themselves will be asked to
rank the degree of success (on a scale from 1 to 100) that they
have made in reaching their original goals that were self-
contracted in their plan of change during phase one. Subjects
will rank their success in goal achievement during the 4th, 7th,
and 13th months of the study.
In addition, agency cultural competence will be assessed using
the Agency Cultural Competence Checklist, ACCC (Dana,
Behn, & Gonwa, 1992). Specifically, the ACCC is an instrument
that is designed to assess social service agency cultural
competence with racial and ethnic minority groups. This
checklist screens for both general cultural competence
throughout the agency and culture-specific content within the
assessment and intervention categories of that same agency.
This instrument will be provided to staff members and to clients
as a means of generating input on the adequacy of services in
meeting minority needs and/or issues of faith or spirituality.
9. C. Human Subjects Research—Procedures and Protocols. All
procedures as outlined by the Louisiana Office for Addictive
Disorders and the Louisiana Association of Substance Abuse
Counselors and Training (LASACT) will be followed when
administering therapeutic services to clients. All procedures
required by the Human Subjects Review Board of the University
of Louisiana at Monroe will be followed as well. In addition,
data collection/records keepers will ensure that all data is coded
and completely unidentifiable by the researchers or by others
viewing the records. The primary investigator will analyze the
entered data coded by the data collection/records keepers but
will not be familiar with either the physical hardcopy data
sources nor will he or she have identifiable contact with or
knowledge of the clients of each facility who will be the
subjects for this study. It should be noted that Dr. Hanser is a
Licensed Addictions (LAC) and a Licensed Professional
Counselor (LPC) in the State of Louisiana and therefore has a
very good understanding of legal and ethical issues related to
addictions treatment and therapeutic interventions while also
having a strong grasp of research ethics pertaining to human
subject’s safety and confidentiality.
Types of Data Collection
The evaluation plan just noted is a bit detailed but was designed
to obtain a blend of different measures and to increase
accountability among treatment staff to ensure that they focus
on the outcomes of their efforts. This blend of different
measures can come in several means but generally fall within
four categories that include direct observation, the use of
interviews, surveys and questionnaires, and official records. A
description of each category was obtained from the BJA and is
presented below:
· 1.Direct Observation: Obtaining data by on-site observation
has the advantage of providing an opportunity to learn in detail
how the project works, the context in which it exists, and what
its various consequences are. However, this type of data
collection can be expensive and time consuming. Observations
10. conducted by program staff, as opposed to an outside evaluator,
may also suffer from subjectivity.
· 2.Interviews: Interviews are an effective way of obtaining
information about the perceptions of program staff and clients.
An external evaluator will usually conduct interviews with
program managers, staff members, and clients to obtain their
perceptions of how well the program functions. Some of the
disadvantages with conducting interviews are that they tend to
be time consuming and costly. Further, interviews tend to
produce subjective information.
· 3.Surveys and Questionnaires: Surveys of clients can provide
information on attitudes, beliefs, and self-reported behaviors.
An important benefit of surveys is that they provide anonymity
to respondents, which can reduce the likelihood of biased
reporting and increase data validity. There are many limitations
that are associated with surveys and questionnaires, including
the reading level of the client and cultural bias. However, the
use of standardized instruments provides a number of benefits
because they have been tested to ensure at least a modicum of
validity and reliability. The use of standardized surveys,
questionnaires, and instruments enhances the baseline data that
is initially collected and this then adds to the strength of the
evaluation. More information on standardized instruments will
be provided later in this chapter.
· 4.Official Records: Official records and files are one of the
most common sources of data for criminal justice evaluations.
Arrest reports, court files, and prison records all contain much
useful information for assessing program outcomes. Often these
files are automated, making accessing these data easier and less
expensive.
Regardless of the types of data-gathering process that is
ultimately used, evaluators tend to conduct two general types of
agency evaluation: program outcome evaluation and process
evaluation. Program outcome evaluation entails an ongoing
collection of data to determine if a program is successfully
meeting its goals and objectives. In many cases, these measures
11. address project activities and services delivered. Some
examples of performance measures might include the following:
the number of clients served, changes in attitude, and rates of
recidivism. These types of evaluations tend to measure the
overall outcome of the projects. Effective treatment programs
produce positive outcomes among clients. As would be
expected, these programs generate client change while they
participate in the program, and, in the most successful
programs, client progress continues even after the client is
discharged from a particular treatment regimen. Areas of
evaluation that might be used to demonstrate outcome
effectiveness might include any of the following:
· 1. Cognitive ability (improvements in recall and/or overall
testing scores or times)
· 2. Emotional/affective functioning (such as anxiety and
depression)
· 3. Pro-social attitudes and/or values (such as improved
empathy, honesty, etc.)
· 4. Education and vocational training progress (traditional
achievement tests)
· 5. Behavior (evidenced by observable behaviors).
Process evaluations focus on the implementation of the program
and its day-to-day operations. Typically, process evaluations
address specific processes or procedures that are routinely done
within the agency. In many cases, process evaluation refers to
assessment of the effects of the program on clients while they
are in the program, making it possible to assess the institution’s
intermediary goals. Process evaluation examines aspects of the
program such as:
· 1. The type of services provided
· 2. The frequency of services provided
· 3. Client attendance in individual or group counseling sessions
· 4. The number of clients who are screened, admitted,
reviewed, and discharged
· 5. The percentage of clients who successfully complete
treatment.
12. Sex Offender Treatment Programs (SOTP): The Importance of
Evaluation
One type of treatment program and treatment population who
warrants routine assessment and evaluation would be sex
offender treatment programs and the clients of these programs.
The evaluation of these programs is quite naturally important
because sex offenders have generated a high level of public
concern. Determining whether treatment programs do indeed
“work” or whether they do not do so is paramount to
determining whether this population should be given treatment
in lieu of simple incarceration. Further, effective evaluation
allows programs to improve their implementation. Due to public
safety concerns associated with sex offenders, effective
evaluation has become a very important element in designing
treatment programs for these programs.
Sex offender treatment programs entail a variety of approaches
that are used to prevent convicted sex offenders from
committing future sex offenses. Students should refer
to Chapter 12 on sex offender treatment programs when
considering the evaluation of such programs. As one may recall,
these approaches include different types of therapy, community
notification, and standardized assessments (Bureau of Justice
Assistance, 2008). Given the high level of denial among sex
offenders, it is important that assessment and evaluation
components are able to measure both latent as well as manifest
aspects of sex offender progress in treatment. In other words,
the skilled evaluator will keep in mind that this population is
inherently very manipulative and will need to ensure that their
evaluation model is able to detect deceit and manipulation from
data provided by these offenders.
Evaluations for sex offender treatment programs in prison are
likely to have some differences from those in the community,
particularly since public safety concerns are greater for those
who are in the community. While some scales and processes
will remain the same in both settings, evaluators in community-
based settings will also need to consult with family and
13. friends of the sex offender much more frequently than in a
prison setting. The reasons for this are simply because such
individuals are likely to have more direct observations of the
offender, their behavior, and their apparent commitment to the
treatment regimen.
Typically, there are three common therapeutic approaches to
treating sex offenders. These approaches include (1) cognitive-
behavioral approach, which focuses on changing thinking
patterns related to sexual offending and changing deviant
patterns of sexual behavior, (2) psychoeducational approach,
which focuses on increasing offenders’ empathy for the victim
while also teaching them to take responsibility for their sexual
offenses, and (3) pharmacological approach, which uses
medication to reduce sexual response. As one may recall
in Chapter 12, the primary types of treatment are cognitive-
behavioral in approach but many may use psychoeducational
aspects as well. The pharmacological approach has not been
discussed in this text and will generally not be an area of
intervention that will require substantial input from the
correctional counselor. It is for this reason that, when
discussing evaluation, we focus our attention on efforts to
evaluate cognitive-behavioral and psychoeducational
interventions.
Beyond the treatment staff, the supervision of sex offenders—
and the evaluation of sex offender treatment programs—should
include all parties who are involved with the case management
of the sex offender, including law enforcement, corrections,
victims (when appropriate), the court, and so on. All of these
personnel can provide very useful information that may not be
readily apparent to the evaluator. The key for the evaluator is to
understand the one vantage point that each party provides from
which he or she can view the sex offender treatment and/or
supervision process. It is the composite picture, made up of the
full range of individual observations, that should be used by the
evaluator. Each party individually can provide valuable
information in assessing the effectiveness and efficacy of the
14. sex offender treatment program and supervision strategies
(Bureau of Justice Assistance, 2008). Collectively, these parties
provide a multifaceted view of the offender’s progress.
Further, as was noted in Chapter 12, sex offenders are very
manipulative, and even skilled therapists (and community
supervision officers) may have difficulty discerning whether
such an offender is making genuine and sincere progress.
Because of this, it is important for the evaluator to get a
comprehensive “snapshot” of the offender that is
multidimensional in scope. The use of numerous observations
and the comparison of those observations help to ferret out
faulty data provided to the evaluator, whether the faulty data
was provided deliberately (such as from the sex offender
himself or herself) or accidentally/unknowingly from various
personnel working with the offender. Naturally, the more
comprehensive and the more accurate the evaluation, the more
likely that agencies can refine their processes. Refined
processes lead to more effective treatment and this then leads to
increased public safety if the sex offender ceases recidivism due
to effective treatment. Thus, the evaluator is a primary player in
improving community safety through agency assistance in
optimizing their service delivery.
As with our earlier example of an evaluative design for a
substance abuse treatment organization, the use of standardized
assessment instruments with sex offenders can greatly improve
the validity and reliability of the evaluation. Standardized tools
are more effective than “home grown” surveys and
questionnaires because, as we noted in the previous subsection,
they have been tested to ensure that they are valid and reliable
in providing treatment planning information for counselors and
security criteria for correctional administrators and supervision
staff. Thus, standardized assessment tools tend to increase the
likelihood of treatment efficacy and also better identify sex
offenders who are at a heightened risk of recidivism (Bureau of
Justice Assistance, 2008). A more in-depth discussion on the
use of standardized instruments in the evaluation process will
15. be provided in part two of this chapter. For now, we simply
wish to note their constructive use when conducting
evaluations.
Beyond the use of standardized data-gathering tools, evaluators
tend to also address a number of specific areas of concern for
publicly operated sex offender treatment programs. These areas
of attention, as noted by the BJA (2008), include the following:
· 1. Attrition in sex offender programs with the hope of
increasing the number of offenders who complete treatment
· 2. Identification of offense characteristics that predict
treatment failure
· 3. Development of processes to better track high-risk sex
offenders
· 4. Continual improvement of the validity and reliability of
screening and assessment instruments that are used
· 5. Improving interventions for specific categories of sex
offenders to improve one-size-fits-all treatment orientations.
When conducting evaluations of sex offender treatment
programs, there are a number of program outcome measures that
may be utilized. The program outcome measures noted below
are among those that are more common and provide
administrators with a general idea of what their program
processes produce upon completion of the program:
· 1. Proportion of reconvictions for sexual offenses
· 2. Change in treatment motivation
· 3. Change in treatment engagement
· 4. Increase in offender emotional health or adjustment
· 5. Decrease in pro-offending attitudes
· 6. Decrease in inappropriate sexual drive
· 7. Decrease in aberrant sexual arousal and sexual fantasies.
In addition, process measures provide an understanding of the
day-to-day operations of the treatment program. These types of
measures aid clinical supervisors and agency administrators in
determining specific areas of treatment that work well while
identifying those areas that need some type of modification or
improvement. Some of the common process measures examined
16. include the following:
· 1. Number of face-to-face contacts between treatment provider
and sex offender
· 2. Number of meetings between the sex offender, therapist,
and probation officer
· 3. Number of visits by probation officers to the home of the
sex offender
· 4. Number of urine screenings for drugs/alcohol
· 5. Number of medication-induced side effects
· 6. Level of community supervision received.
Lastly, the BJA (2008) has noted that there are numerous sex
offender studies with different methodological problems such as
small sample sizes, the lack of equivalence among control and
experimental groups, and the use of low quality assessment
scales. Despite this, some sex offender studies have provided
evidence that suggests that treatment programs used today are
more effective than those used in the 1980s and 1990s. Of
interest is the fact that evaluations that have compared different
therapeutic approaches have consistently demonstrated that
cognitive-behavioral treatment approaches hold particular
promise for reducing sex offender recidivism (Bureau of Justice
Assistance, 2008).
As discussed in Chapter 12, cognitive-behavioral treatment with
sex offenders is often provided in a group setting that focuses
on cognitive distortions, denial of the offense while in
treatment, deviant sexual thoughts and arousal, and a lack of
empathy for victims. These programs lend themselves well to
evaluation due to their clear processes of implementation and
the ease by which those processes can be defined and quantified
for research purposes. However, the ultimate litmus test of
success is whether the sex offender recidivates, particularly
through the commission of another sex offense. It is in this
regard that cognitive-behavioral programs tend to demonstrate
very good program outcome results because these programs tend
to have more frequent and more significant reductions in
recidivism than most other interventions that exist.
17. SECTION SUMMARY
Evaluative research is very important to treatment agencies
since it is this process (and this process alone) that allows
correctional counseling programs to operate as evidence-based
programs. The use of internal evaluation is what ensures that
counseling processes are in a state of continued refinement and
improvement. This means that the evaluator, in many respects,
must act in an independent fashion when conducting data
collection and the research that will evaluate the agency.
Likewise, the ideal evaluator is one who not only has sufficient
credentials in research and statistical analysis but also has
experience and expertise with the specific type of treatment
program that is being evaluated. This will ensure that the
evaluator will have a good contextual understanding of the
dynamics within the agency and/or the challenges that tend to
be encountered in a given area of treatment service. In addition,
the evaluator should strive to have a cordial and warm rapport
with agency staff, but it is their task to operate in a neutral and
detached manner when determining quantitative outcomes for
the agency.
When designing the evaluation plan, five key elements should
be addressed. These five elements are as follows: (1)
determining the target audience for the evaluation and the
dissemination of its results; (2) identifying the evaluation
questions that should be asked; (3) determining how the
evaluation design will be developed; (4) deciding the type of
data to be collected, how that data will be collected, and by
whom; and (5) articulating the final products of the report that
will be produced. This last element is what will be most
important to the treatment program or facility since this will be
the document that will determine whether the agency is viewed
as a success or a failure (or neither).
Lastly, evaluators must provide measures for both processes and
outcomes within the agency. Process measures are related to the
day-to-day operations within the agency, such as techniques
used in group therapy, number of sessions provided, or number
18. of weeks that the client is in treatment. Outcome measures
examine the final product once the program has been completed
and might include the behavior of the client, emotional stability
of the client, or a client’s educational achievement while in the
treatment program. In addition, an example of an evaluation
project for a drug treatment program and for a sex offender
treatment program were discussed. These examples
demonstrated several key aspects of evaluation, such as the use
of standardized instruments (discussed in more detail in part
two of this chapter), the use of outcome and process measures
in evaluation, and the need for treatment and evaluative
personnel to work in a collaborative fashion. Lastly, drug
treatment is one of the most often encountered forms of
treatment provided within the correctional setting while sex
offenders are one of the most manipulative offenders whom
correctional counselors will encounter. It is for these reasons
that examples were provided for the evaluation of programs
addressing these types of clinical challenges.
LEARNING CHECK
1.
Cognitive behavioral approaches have great deal of empirical
research that supports their effectiveness with sex offenders.
· a.True
· b.False
2.
Outcome measures examine the day-to-day operations of
treatment programs.
· a.True
· b.False
3.
Direct observation, interviews, surveys and questionnaires, and
official records are the four primary means by which data are
collected for evaluation projects.
· a.True
· b.False
4.
19. The Addiction Severity Index (ASI) is commonly used in
treatment facilities all over the United States.
· a.True
· b.False
5.
Change in treatment motivation has been identified as a
program outcome useful for many sex offender treatment
programs.
· a.True
· b.False
PART TWO: CONSIDERATIONS IN FORMING THE
EVALUATIVE DESIGN
The specific approach that a researcher may use to evaluate an
agency may depend on a number of different factors. The needs
of the agency, required reporting to grant funding agencies,
ethical limitations, financial limitations with the research,
process and outcome considerations, and feasibility of
completing the research may all prove to be important factors in
formulating the ultimate evaluative design. These initial
considerations are very important and they will be instrumental
in determining the appropriate approach in evaluation. Further,
for many treatment programs (particularly those that are grant
funded), the results of research projects can be very important
in determining if programs continue to exist. Consider, as an
example, that research related to the effectiveness of juvenile
boot camp programs has tended to show that juvenile boot camp
programs do not provide long-lasting changes in behavior of
delinquent youth. These youth, once released, still tend to
return to their criminal behaviors once they are returned to their
old environments.
When such findings emerge, questions related to the accuracy of
the results may also be generated. This is also just as true when
we find that programs work exceptionally well. In such cases,
we must be able to clearly demonstrate that our findings have
been produced by the phenomenon that we believe have served
as the causal factors. Consider again our example of the
20. juvenile boot camp observation. How do we know if it is the
structure of the juvenile boot camp intervention that is flawed?
Could it be that juvenile boot camps are well designed and
successful but some other spurious factors were causing
recidivism among these youth? How do we determine and
distinguish between these different potential explanations for
juvenile recidivism after finishing a boot camp program?
Answers to these questions can only be provided if we ensure
that two primary constructs exist within our research. These
constructs are known as validity and reliability.
Validity in Evaluative Research
Validity describes whether an instrument actually measures the
construct or factor that we have intended to measure. For many
students, it may seem strange that one could not know if they
are measuring what they intend to measure; however, the mental
health and counseling fields often are tasked with measuring
concepts that cannot be readily and physically seen. For
instance, the measurement of attitudes may be quite difficult,
particularly if a client is deliberately being deceptive. In
addition, some clinical disorders may consist of symptoms that
also exist with other disorders, thereby making it difficult to
distinguish the disorder that is actually being measured.
Further, some disorders may frequently coexist with other types
of disorders, being so commonly connected that medications
prescribed for one may be similar or identical to those
prescribed for the other. An example of this would be the
disorders of anxiety and depression. In many cases,
psychiatrists may prescribe identical medications for both
disorders. Further, it is frequent for persons with one of these
disorders to also present with the other. Distinguishing whether
a client engages in a behavior due to anxiety responses or
depressive/affective responses may be important from a clinical
perspective. Therefore, whatever measure the treatment program
use it is important that it correctly and accurately discern
between these two disorders if the desire is to optimize
treatment outcomes. Though these two disorders may coexist,
21. they are actually quite different from one another and
individualized treatment plans must correctly distinguish
between such clinical nuances if effective treatment outcomes
are to be expected. Thus, the process used to distinguish
between disorders must be valid; it must correctly measure the
correct disorder that it is intended to measure without
convoluted outcomes, thereby correctly providing for clinical
diagnoses.
This type of clinical example can become even more important
and even more complicated when other constructs, such as low
self-esteem, are also added into the therapeutic equation.
Indeed, many persons with low self-esteem suffer from either
minor depression, anxiety, or both. The question then becomes
“what is first, the low self-esteem followed by depression
and/or anxiety or the existence of depression and/or anxiety
with corresponding low self-esteem?” In order to correctly
answer this question, one must be able to correctly identify
between both clinical disorders as well as the general construct
of low self-esteem. Only a valid measure will be able to do this.
What is more, this measure must be very sensitive to underlying
differences between disorders and constructs that have many
latent interconnections; this further complicates the ability to
achieve valid measurements but also demonstrates why this is
all the more important. In theory, if you address the primary
issue first, the other issues will tend to also subside on an
exponential basis.
Though there are many more examples of clinical and
nonclinical situations where invalid measures may be
mistakenly used by researchers, we provide this example to
demonstrate the complexity associated with distinguishing valid
results in correctional treatment. We also provide this example
to demonstrate why it is so important to correctly discern
among various disorders and behavioral constructs. This is even
more critical to public safety when behavioral symptoms
include violent and/or medically risky behaviors. Therefore, it
is important that evaluators of mental health programs ensure
22. that their measures are valid and it is important for clinicians
being evaluated to remain receptive to the requests of evaluators
to provide exacting and detailed specificity as to observed
symptoms, clinical impressions, and other aspects that the
counselor may use to generate his or her own clinical judgments
in treatment.
Reliability in Evaluative Research
Reliability is a concept that describes the accuracy of a measure
which in turn describes the accuracy of a study. As an example,
consider again an evaluation where measurements of client
anxiety are taken. A reliable measure would provide a measure
that accurately reflects the level of anxiety and this measure
would consistently be provided over time and throughout
multiple measures if interventions were not provided. This
measure is reliable when it reflects the true level of anxiety that
the client experiences accurately and on a consistent basis. The
ability to gauge the level or intensity of a mental health
symptom (such as anxiety) correctly and consistently over
multiple measurement points makes a process reliable. It is
important to clarify that the consistent reporting of results, in
and of itself, is not the only consideration in determining
reliability. Rather, it is also the ability to provide a measure
that also correctly determines the modulation of that symptom.
For example, a measure may consistently demonstrate that a
client has low levels of anxiety when, in fact, they suffer from
high levels of anxiety. Since the person does, in fact, suffer
from anxiety this measure is valid; it is expected that anxiety is
being measured and the instrument does indeed measure
symptoms of anxiety. However, the instrument is not reliable
because it consistently provides a measure that underrates the
level of anxiety that the client consistently experiences.
Consistently inaccurate measures cannot be considered reliable.
Validity and reliability are absolutely critical to conducting
evaluative research; without them the research is essentially
useless. Research in the field of correctional counseling is
particularly important due to the implications that may emerge
23. related to public safety and the continuation of programs.
Therefore, the role of evaluators in treatment programs is one
that is very important, both within the lone treatment facility
and when making determinations for the funding of programs
throughout a state or the nation. But the question then emerges,
how do we ensure that the outcomes that are produced are, in
fact, valid and reliable? One effective means of obtaining valid
and reliable data would be to use standardized instruments that
have been specifically designed to ensure that client
information meets acceptable criteria with both constructs.
The Basics of Standardized Treatment Planning and Risk
Assessment Instruments
As has been noted, the use of standardized instruments can add
strength to any evaluation design. These instruments have been
tested through a variety of processes and statistical analyses to
ensure their validity and reliability, when properly used. It is
the last part of the prior sentence—when properly used—that is
important to note for correctional counselors. Many counselors
who have the traditional graduate level education in counseling
(this includes correctional counselors) will tend to have only
one course that deals specifically with testing and assessment.
Further, these programs often only require one class in research
methods and, as is customary among counseling programs
throughout the United States, there will be no specific course in
statistics. This is because many counseling programs are
designed to train therapists, not researchers.
On the other hand, the field of psychology tends to consistently
require at least one research methods course, a separate
statistics course, and will also have at least one (or more)
courses in testing and assessment. Even with this increased
emphasis on statistics and testing processes, persons with only a
master’s degree in psychology are not able to practice without
obtaining some sort of supervision from a Ph.D. level
psychologist. This is despite the fact that counselors with
master’s degree in counseling as well as advanced internships
and practicum are licensed to conduct therapeutic services.
24. These counselors are typically not qualified to
conduct psychological testing on their own without additional
training and, even then, there are limits to the types of tests that
they may legally administer.
For laypersons and for paraprofessionals, the training in testing
is even less than what is obtained by licensed counselors. In
some treatment settings, paraprofessionals may conduct the
majority of the day-to-day work, and they may even be required
to read and utilize the results from standardized tests when
performing their job. Naturally, these persons are not able to
administer, score, or interpret such tests. They typically will
simply use the results from an appraisal or evaluative specialist
as a tool in treatment planning.
The reason for describing the credentials involved with the use
of standardized tests is to demonstrate that few mental health
professionals are able to administer, score, and interpret these
tests without a doctoral level education. Further, many
correctional treatment settings do not have full-time clinical
psychologists and/or counselors who are qualified to conduct
test administration. Thus, correctional counselors tend to not be
well grounded in an understanding of the basic characteristics
of a sound and empirically designed standardized instrument,
particularly one with psychometric properties. This is an
important point to note and this is precisely why we have
included a brief overview of those characteristics of a valid and
reliable testing mechanism.
Before proceeding further, students should understand that
standardized tests tend to be used for two key purposes in
correctional counseling: treatment planning and security
classification. As has been noted in earlier chapters
(specifically Chapters 1 through 3), correctional counselors
must not only attend to therapeutic concerns of offenders who
are clients, but they must also consider public safety when
determining the prognosis of their clients. In other words, they
must be concerned as to whether their clients will cause
additional harm in society once they are released from a
25. correctional facility and/or from community supervision.
Because of this, correctional counselors will sometimes deal
with standardized assessment tools that serve both a treatment
planning and a security classification purpose.
Thus, it is useful for correctional counselors (and especially
treatment evaluators) to understand some of the common
principles associated with standardized treatment planning and
classification instruments. A failure to understand these basic
statistical and/or methodological considerations can lead to the
misuse of these instruments among clinicians. James Austin
(2006) provides six basic suggestions for correctional treatment
professionals who may wish to know whether their instruments
are effective. Many of Austin’s comments have to do with the
methodology that was used to construct the testing instrument,
which then relates to the validity and reliability of that given
instrument. Thus, knowing these basic concepts can help
correctional counselors to ensure that instruments that they use
and/or integrate into their treatment planning are appropriate
and this also can ensure that correctional counselors use those
instruments appropriately in their day-to-day operation.
According to Austin (2006), the following points should be
considered when utilizing standardized form for treatment
planning, classification, and/or evaluative purposes:
· 1.Selected Standardized Instruments Must Be Tested on Your
Correctional Population and Separately Normed for Males and
Females. Austin (2006) notes that when assessment tools are
tested on the offender populations in one area of the nation,
they may not be as relevant to offenders in another area. For
example, consider the state of California as compared to the
state of Nebraska. It is likely that the offender populations in
each state will differ, one from the other. Because of this,
treatment programs and treatment program evaluators should
use instruments that are essentially normed on—or tailored to—
the characteristics of offender populations that are similar to
those that they work with. Austin (2006) points out that “in
research terms this issue has to do with the ‘external validity’
26. of the instrument and the ability to generalize the findings of a
single study of the instrument to other jurisdictions” (p. 1).
Therefore, if an instrument is normed on an offender population
that is substantially different from the one that the evaluator is
assessing, it is likely that the assessment and the evaluation
outcomes will not be as accurate (Hanser, 2009).
Further, male and female offenders differ in both their treatment
needs and security concerns. Characteristics associated with
criminal behavior and prognoses for treatment tend to differ
between male and female offenders (Hanser, 2009). Because of
this, standardized instruments should be different for male and
female offenders or instruments should have built-in
mechanisms that are designed to differentiate between both
populations; but in many cases separate instruments are not
used and typically used instruments do not sufficiently
differentiate between the needs of male and female offenders.
To be reliable, assessment tools must give appropriate weight to
gender differences among offenders, both in treatment planning
and in the evaluative process (Hanser, 2009). Austin (2006)
comments further that “recidivism and career criminal studies
consistently show that females are less involved in criminal
behavior, are less likely to commit violent crimes and are less
likely to recidivate after being placed on probation or parole”
(p. 1).
· 2.Interrater Reliability Tests Must Be Conducted with
Instruments that Are Selected. Austin (2006) states that both an
interraterreliability test and validity test must be completed by
independent researchers prior to using a test for treatment
planning, assessment, or evaluation. Further, these reliability
and validity safeguards should be assured by researchers who
accrue no monetary or political benefit when determining
whether a standardized test is reliable and/or valid
(Austin, 2006; Hanser, 2009). In simple terms, interrater
reliability has to do with the consistency of the results that are
obtained from an instrument. Interrater reliability should
consistently yield the same outcomes regardless of the person
27. who has conducted the test of the instrument (Hanser, 2009).
This is very important for evaluative research and resounds the
points made earlier in our previous subsection regarding
reliability in the evaluation design.
· 3.A Validity Test Must Be Conducted. As with evaluative
designs, the instruments used in those designs must also be
valid. As has been explained earlier, validity ensures that the
instrument is actually measuring what the evaluator and/or
correctional counselor believe is being measured. As we noted
in our example with valid measures of anxiety (see our earlier
subsection), instruments can provide measures that correlate
with a given issue but the cause of that correlation may be due
to some unknown factor (Hanser, 2009).
· 4.The Instruments Must Allow for Dynamic and Static Risk
Factors. Students should recall from Chapter 3 the distinctions
between dynamic and static risk factors. Dynamic risk factors
include characteristics such as age, marital status, and custody
level (Hanser, 2006, 2009). The key commonality among
dynamic risk factors is that they can and do change over time.
Static risk factors include characteristics such as age at first
arrest, crime seriousness, and prior convictions. Once
established, these characteristics do not fluctuate over time
(Hanser, 2006, 2009). Both of these factors are important for
treatment planning while the offender is on supervision, risk
prediction during release from incarceration, and in evaluating
offender outcomes in treatment programs. For example, one
author of this text who is also an independent evaluator for a
drug treatment center for female offenders sought to determine
if age had a significant correlation with various aspects of
treatment success. In this case, a dynamic risk factor was
utilized to analyze offender outcomes. In addition, this same
evaluator sought to determine if the number of prior convictions
was significantly correlated with treatment success; this is an
example where a static risk factor was used to evaluate client
treatment outcomes.
· 5.Instruments Must Be Compatible with the Skill Level of
28. Treatment Staff. As was discussed earlier, different treatment
staff will tend to have different levels of credentialing (i.e.,
laypersons, paraprofessionals, counselors and psychologists
with master’s degrees, counselors with doctorate degrees and
specific training in psychometrics, and clinical psychologists
with doctorate degrees). The level of credential can be
important since this determines whether a person may be
qualified to administer a specific test. Indeed, the accuracy of
an assessment instrument can be just as dependent upon the
skill of the person administering the tool as is its construction.
It is not enough for a clinician and/or evaluator to use a well-
developed instrument, but they must also have sufficient
training in statistical analysis, research design, and testing
processes and they must have adequate training before they can
properly administer many standardized tests. Naturally, some
tests are more complicated than others and it is because of this
that different tests may require different levels of credentialed
qualifications.
In addition, evaluators must have experience administering
those instruments or instruments similar to those that they use.
Training or education alone is not sufficient; there is simply no
replacement for the skill and familiarity that is acquired through
the process of repetitive administration of a given instrument.
The importance of these qualifications cannot be overstated.
Further, many evaluative efforts may not always include
standardized instruments as they can be costly to purchase, they
may entail high costs in obtaining qualified personnel, and the
process can be complicated and demanding. However, these
costs and drawbacks do not offset the value that is added to an
evaluative design for those agencies who truly wish to improve
their service delivery and the treatment outcomes of clients in
their programs. The importance of professional qualifications is
often evidenced by the fact that companies such as Western
Psychological Services (WPS) and Psychological Assessment
Resources (PAR), two well-known companies that copyright and
sell standardized instruments, require persons ordering such
29. instruments to provide proof of their credentials, training,
and/or experience with similar instruments.
· 6.The Assessment Instrument Must Have Face
Validity. Lastly, the instrument and the process of assessment
must be understood and recognized as credible by treatment
staff and clients of the program that is being evaluated. Indeed,
instruments that are only understood by academics will not be
widely accepted by most treatment staff and such instruments
can often confuse offenders who, in many cases, do not have
well-developed reading skills. Further, if the instrument is
perceived as being too “bookish” in nature and not applicable to
the realities of the “street,” so to speak, clients are likely to
view the instrument as artificial and sterile, not really being
able to probe the true reality of what an offender may (or may
not) experience (Hanser, 2009). With this in mind, students
should understand that a lack of “face validity” means that the
instrument is not recognized as valid on its face, or at initial
glance, by those who judge its ability to assess or appraise a set
of characteristics (Hanser, 2009).
Ethics in Evaluation
Ethics refers to what is right and wrong in relation to human
conduct. This is a vital component to any research endeavor and
should be taken seriously. At no time should human subjects be
placed in undue harm while attempting to carry out a research
project. One of the best ways to ensure ethical standards is to be
open and honest with participants. Each component of the
research design should be clearly explained to all participants.
And, participants should be given the opportunity to freely
choose whether to consent or refuse to participate in the study.
In addition, great care should be taken to ensure that the
identity of each participant remain anonymous. Three ethical
principles were established by the Department of Health,
Education, and Welfare in 1979 aimed at protecting human
subjects and eliminating human rights violations:
· 1. Respect for persons—treating persons as autonomous agents
and protecting those with diminished autonomy;
30. · 2. Beneficence—minimizing possible harms and maximizing
benefits;
· 3. Justice—distributing benefits and risks of research fairly
(Schutt, 2006, p. 81).
All research proposals should be reviewed by the appropriate
Institutional Review Board (IRB). The primary purpose of the
IRB is to ensure that ethical standards clearly resonate in all
facets of the proposal and risk to human subjects is minimal.
Especially, when conducting human subject research, IRB
approval is critical. In fact, some research projects may require
IRB approval from multiple agencies. In addition, we strongly
recommend that students visit the APA’s website on “Ethical
Principles of Psychologists and Code of Conduct.” In particular,
evaluators should take heed of Section 8 on “Research and
Publication,” which notes that participants (particularly agency
clients in treatment) informed consent must be provided. The
following is list of points paraphrased from requirements noted
by the American Psychiatric Association (2009) that should be
communicated to clients in treatment who are part of the
evaluation process:
· 1. The purpose of the evaluation, the procedures involved, and
the duration of the evaluative process
· 2. The voluntary nature of participation in the research and
their right to cease participation at any time that they desire
· 3. Any potential consequences of declining or withdrawing
· 4. Possible risks, discomfort, or adverse effects involved (if
any) with participation
· 5. Potential benefits to the client and/or the agency that the
evaluative research might produce
· 6. The general limits of confidentiality (students should refer
back to Chapter 2 for additional information on confidentiality)
· 7. Any incentives provided to get clients to participate
· 8. Information on their rights and notice of a contact person to
who questions can be directed regarding the evaluation process.
Reviewing Evaluation Findings
Once the evaluator has designed and implemented the
31. evaluation process within a treatment agency, it is not enough
for that person to simply “crunch numbers” and provide
statistical reports. Rather, they must communicate the outcome
of the evaluation and provide feedback and/or suggestions to
treatment personnel so that they can refine their techniques and
approach. Creation of this feedback loop is critical; without it,
the evaluation simply sits stale and useless within the treatment
agency. Because evaluators must interpret and explain their
findings, it is important for the evaluator to have worked as
treatment provider, if at all possible. This allows the evaluator
to understand the nuances and unspoken complications in
providing therapeutic services. Without such insight, evaluators
are limited to a one dimensional understanding of the treatment
process, being restricted to the limitations of their data when
interpreting results.
Beyond the process of collecting data and conducting analyses,
evaluators are often trusted by treatment programs to provide
interpretations and to produce conclusions resulting from their
analysis. Along with this, evaluators may provide
recommendations that are based on the findings. The evaluator,
in providing such recommendations, will usually discuss the
outcome with agency supervisors. In such cases, correctional
counselors would be well served to heed the information
provided by evaluators since their analysis is likely to be free of
the subjective impressions that counselors tend to form of
clients and their clinical situation. This is not to say that, in all
cases, the evaluator’s interpretation of treatment effectiveness
is more accurate than the therapist’s who work in a given
treatment facility. Rather, it is to say that the evaluator’s
observations can serve as a good counterbalance to subjective
observations of program staff. This is perhaps one of the best
means by which clinicians can optimize their interventions and,
in the process, establish their treatment program as being
evidence-based in nature.
Incorporating the Evaluation Research Findings into Therapy
The primary goal of evaluation research is to enhance the
32. services provided to offenders. We need to know what is
working and what types of interventions are able to enact
meaningful change and help keep offenders out of future contact
with the criminal justice system. This is a critical component
for creating and maintaining credibility of the counseling
profession in working with offenders. Criminal justice is a
discipline that frequently sees the theoretical pendulum swing
from tougher incarceration policies to those more focused on
rehabilitation and counseling. In order for counseling to remain
viable we need to strive toward implementing practices that are
theoretically sound and able to adapt to the peculiarities of
individuals within the offender population and their particular
needs.
Relapse and recidivism are concepts that generally represent
different disciplines but are inextricably connected. In
counseling we use relapse to signify an individual’s
reengagement in problem behavior. In criminal justice we use
recidivism to describe the process of committing a criminal act
that brings an individual back into the justice system. From the
perspective of correctional counseling these concepts are best
viewed as part of a singular process, meaning that, generally,
offenders who recidivate are going to be offenders who have
also relapsed into some type of problem behavior. Indeed,
further proof of the interchangeable nature of these terms is
seen in recent grant Requests for Proposals (RFPs) released by
SAMHSA, where specific grant projects call for programs that
simultaneously address substance abuse relapse and criminal
recidivism.
Correctional counselors will eventually select a style of
counseling that most suits their own personality and expertise.
The selected style of counseling should be one that allows each
counselor to operate from his or her authentic self. In addition
to each counselor’s individual knowledge of his or her
particular therapeutic modality it is very important that
counselors listen to offenders as they share their own reasons
for relapse and recidivism. The offender’s self-reported
33. reasons for engaging in the behavior that led to his or her arrest
is rich information for the counselor to explore. It may be that
there are intricacies within a story that are unique to an
offender and require specialized interventions that aim to
reframe cognitions and alter behavior. Self-reported data also
provide a good source of validating information that may have
been captured in standardized instruments used by many
facilities at intake. Common standardized assessment
instruments measure an offender’s levels of depression, anxiety,
and trauma. These initial assessment instruments and self-report
data usually provide a baseline from which subsequent
counseling services can be gauged in regard to whether an
offender’s psychological and emotional outlook is improving
(Figure 14.1).
Creating a Feedback Loop in Therapy
The process of refining one’s method of counseling should be
constant. Much of the refinement should be based on both
quantitative and qualitative information gained from the process
of interacting with offenders and delivering treatment. When the
data collection process adheres to acceptable standards of
scientific investigation, the data produced should be relied upon
heavily to “drive” future counseling sessions. In essence, the
entire process of counseling offenders is best viewed as a
circular phenomenon that mirrors the process of scientific
inquiry. We begin with a distressed offender and begin the
attempt to understand the particulars of the distress. We then
proceed to the implementation of counseling techniques in an
effort to reduce the distress. During this process we are
constantly evaluating whether the treatment is effective. If the
offender shows signs of improvement based on an intervention
we will likely continue with subsequent application. If the
offender does not seem to be responding well, or improving, it
may be that we need to adjust our methods of intervention and
then reassess after a reasonable period of time. This process
continues until the offender is deemed suitable to proceed
without further treatment.
34. FIGURE 14.1 The Means by which Data Collection and
Evaluation Create Feedback Loops that Impact Agency
Interventions.
Improving Therapy: A Final Note
The best counselors are personally congruent; they are authentic
and provide realness in which discussions and disclosures are
meaningful. Counselors who are not authentic will likely hide
behind the delivery of scripted techniques and sanitized
disclosure incapable of prompting genuine exchange able to
heal old wounds. Counselors must be aware of their own
psychological and emotional needs. Our own ability to attend to
these needs in professional settings models our ability and
willingness to make changes and can be very beneficial to
offenders. Change is frightening for all human beings. But,
imagine the level of trepidation for those offenders who have
never had the opportunity to observe another person take the
risk of disclosing personal information in hopes of a better life.
Counselors have the opportunity to be meaningful change agents
for many of the offenders they encounter. Whether the change
will be meaningful and lasting, however, will in large part hinge
on the counselor’s own psychological and emotional depth. This
is precisely why counselors should take every opportunity to
engage in training aimed at enhancing their own self-
understanding. A guiding question that should always be on the
mind of counselors is: “Would I be willing to do what I am
asking the offender to do?”
Indeed, the process of obtaining continued education is one that
is mandated by most all ethical governing bodies within the
counseling field. This is because the field of counseling
(including correctional counseling) is always changing and
improving. Therefore, when correctional counselors pursue
further education throughout their careers, they are the
benefactors of evaluative research that determines those
approaches that “work” from those that do not. This is a
continual improvement process where one utilizes an approach,
35. tests that approach, gets results from the test of the approach,
and based on the findings modifies future intervention
approaches. Simply put, counselors must make a point to stay
abreast of such research and to grow along with their discipline.
To fail to do so produces a serious shortcoming in their
competency to provide services and also shows professionally
negligence. Further still, this failure would also be a failure to
our client’s welfare. Thus research is important since it guides
us on how our field and our own individual careers should
develop. In essence, we are all a work in progress and the best
treatment professional is one who knows that they never stop
growing, both personally and professionally. To fail to do so
would essentially mean that we have decided to stop caring.
Nothing could be more contradictory to the spirit, point, and
purpose of the counseling profession.
SECTION SUMMARY
When conducting evaluative research, there are a number of
issues to consider prior to starting the actual evaluation. First
and foremost, the evaluator must consider issues related to the
validity and reliability of the research that is conducted.
Without addressing these two important concepts, the evaluation
of the treatment program is likely to have no useful outcome.
One way to facilitate valid and reliable data collection is to use
standardized instruments. Gaining data from clients and staff
through the use of standardized instruments can ensure that at
least a minimal degree of validity and reliability is inherent to
the data that is obtained. However, the simple use of these
instruments does not, in and of itself, ensure that the evaluation
will automatically be successful. The evaluator and relevant
agency staff must be trained on the use of these instruments. If
these instruments are not used properly, the evaluation will
consist of essentially useless information.
Further, ethics in research should be given a priority,
particularly in regard to the boundaries of confidentiality,
ensuring that clients have informed consent prior to
participating in the evaluation process. Once the evaluator has
36. considered the validity and reliability of the evaluation design
and once they have ensured that ethical safeguards are in place,
they should proceed with the evaluative process. When
completing the evaluation, they should provide feedback to
treatment staff (particularly supervisory clinical staff) to
disseminate the results of their findings. Further, evaluators
should work with treatment staff and administrators to integrate
findings within the processes of the agency’s day-to-day
operations. It is in this manner that feedback loops are built so
that the evaluative process can further aid and support the
continual refinement of treatment interventions.
LEARNING CHECK
1.
Relapse and recidivism are two concepts that should not be
considered related.
· a.True
· b.False
2.
Validity is the ability to get consistent measurements.
· a.True
· b.False
3.
Reliability describes the accuracy of a measure.
· a.True
· b.False
4.
The primary goal of evaluation research is to refine treatment
program efforts aimed at rehabilitating offenders.
· a.True
· b.False
5.
It is not necessary for correctional counselors to understand
evaluation research.
· a.True
· b.False
CONCLUSION
37. Research and assessment of correctional counseling programs is
vital. It is through this process that we are able to identify
program strengths and weaknesses that serve to inform the
literature. It is also through the evaluative process that we are
able to determine if our programs actually work to improve
relapse and recidivism rates among offenders. Afterall, if these
programs simply “feel good” but, in reality, provide little actual
and observable benefit to society in general and the offender in
particular, their usefulness is questionable. It is important that
agencies engage in earnest and sincere evaluation and that the
use of evidence-based approaches is emphasized. By being
evidence based, agencies provide means of demonstrating their
positive impact on society and, due to the evidence that they
produce, provide the means by which other agencies can
replicate their practices.
It is important for correctional counselors to understand the
importance of evaluative research and to understand that the
role of the evaluator is one that is helpful. Indeed, the best
evaluator is one who has also worked in the treatment field,
particularly in the same field that is being subjected to their
evaluation. Such evaluators usually are more in tune with the
processes that they evaluate and they are also better able to
interpret and explain outcomes that are observed. Such
evaluators also tend to be effective in explaining their results to
agency staff and demonstrating how future interventions can be
optimized.
Further, it is important that evaluation designs ensure for both
validity and reliability. Where validity ensures that one is
measuring what one intends to measure, reliability ensures that
the measure is accurate in intensity and/or degree of measure
and that the measurement consistently provides these accurate
measures over time. In the field of correctional counseling,
issues that are evaluated require that specific attention is given
to the validity and reliability of the evaluation process. The use
of standardized instruments helps to facilitate this process since
they have been tested for their ability to provide valid and
38. reliable data. Presuming the evaluator ensures that appropriate
methodological principles are used, evaluations that use
standardized instruments will typically be superior to those that
do not.
Lastly, ethics in research should be maintained by the evaluator.
Just as with correctional counselors, the issue of confidentiality
is important. Clients should be provided full consent as to the
nature of the study and their rights when participating in
research. Though clients will have likely been apprised of their
rights to confidentiality during their initial entry into the
treatment program, research evaluators should also cover these
parameters with clients to ensure that they understand their role,
the nature of the research, and their own right to autonomy.
This is an important issue, particularly in cases where clients
are court mandated. Beyond the participation of clients, agency
staff should be encouraged to participate. In such cases,
evaluators can integrate information from staff to provide a
more multifaceted appraisal of the processes involved within
the treatment facility. Further, staff will ultimately be
participants and recipients of the evaluative output since
agencies will usually find it necessary to consider changes and
modifications to their programs as evaluations of their
effectiveness are provided. It is in this manner, through the
incorporation of evaluative data, that agencies can continually
refine and improve their services and become evidence-based
treatment providers in the truest sense of the term.
Essay Questions
· 1. Why is evaluative research important to improving
correctional counseling processes?
· 2. Discuss the purpose of evaluation research. What might be
some consequences of not conducting evaluation research?
· 3. Why are standardized instruments considered particularly
valuable in evaluative research? What are some necessary
characteristics of standardized assessment tools?
· 4. Discuss the various ethical principles related to conducting
research with offenders. What are some of the recommendations
39. noted by the American Psychological Association?
Treatment Planning Exercise
For this exercise, you will need to consider your readings in this
chapter as they apply to prior readings from Chapter 8 on
Substance Abuse Counseling and Co-occurring Disorders and
from Chapter 9 on Youth Counseling and Juvenile Offenders.
Your assignment is as follows:
You are a researcher and a correctional counselor who has
recently been hired by the community supervision system in
your area. You have been asked to design and evaluate a
treatment program for adolescent substance abusers that has
been implemented within one of the larger cities in your state.
Specifically, you are asked to examine how various aspects of
social learning theory may lead to learned substance abuse
within families of origin and within juvenile peer groups. With
this in mind, you must then explain how various treatment
options might best address domestic battering issues with this
population. The program that you will evaluate uses all of the
interventions listed in Chapter 8 and you are free to select any
theoretical orientation that you desire from Chapters 5, 6,
or 7 of this text. Lastly, you will need to provide a clear
methodology for testing and evaluating your proposed program,
including such factors as validity and reliability of your study
as well as the validity and reliability of your assessment
instruments (if any), the use of control and experimental groups,
as well as ethical issues that might be involved with conducting
such research.
Bibliography
American Psychiatric Association (2000). Diagnostic and
statistical manual of mental disorders. Arlington, VA: American
Psychiatric Association.
Austin, J. (2006). How much risk can we take? The misuse of
risk assessment in corrections. Federal Probation, 20(2).
Retrieved
from: http://www.uscourts.gov/fedprob/September_2006/risk.ht
ml#basics.
40. Belenko, S. (2001). Research on Drug Courts: A Critical
Review. 2001 Update. New York: National Center on Addiction
and Substance Abuse. Retrieved
from: www.drugpolicy.org/docUploads/2001drug-courts.pdf.
Bureau of Justice Assistance. (2008). Center for program
evaluation and performance measurement. Washington, DC:
Bureau of Justice Assistance. Retrieved
from: http://www.ojp.usdoj.gov/BJA/evaluation/index.html.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and
Quasi-Experimental Designs for Research.Boston, MA:
Houghton Mifflin Company.
Center for Substance Abuse Treatment. (2005). Substance
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DHHS Publication No. (SMA) 05-4056. Rockville, MD:
Substance Abuse and Mental Health Services Administration.
Dana, R. H., Behn, J. D., & Gonwa, T. (1992). A checklist for
the examination of cultural competence in social service
agencies. Research of Social Work Practice, 2, 220–233.
Hanser, R. D. (2006). Special needs offenders in the
community. Upper Saddle River, NJ: Prentice Hall.
Hanser, R. D. (2009). Community corrections. Belmont, CA:
Sage Publications.
Lempert, R. O., & Visher, C. A. (Eds.). (1987). Randomized
field experiments in criminal justice agencies: Workshop
proceedings. Washington, DC: National Research Council.
McCollister, K. E., & French, M. T. (2001). The economic cost
of substance abuse treatment in criminal justice settings. Miami,
FL: University of Miami. Retrieved
from: www.amityfoundation.com/lib/libarch/CostPrisonTreatme
nt.pdf.
Mire, S. M., Forsyth, C., & Hanser, R. D. (2007). Jail diversion:
Addressing the needs of offenders with mental illness and co-
occurring disorders. Journal of Offender Rehabilitation, 45(1/2),
19–31.
National Institute of Justice. (1992). Evaluating Drug Control
41. and System Improvement Projects: Guidelines for Projects
Supported by the Bureau of Justice Assistance.
Schutt, R. K. (2006). Investigating the social world: The
process and practice of research (5th ed.). Thousand Oaks, CA:
Pine Forge Press.
65.8% Results of plagiarism analysis from 2019-01-14 17:38
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lesson-treat-employees-well-and-the-company-does-well/
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ORGANIZATIONAL ISSUE 2
Organizational issue
Walmart tops the list of the world largest retailers
whose reputation has grown
immensely following its unique characteristics among them
large stores, low prices and great
tactics of bargaining with manufactures. Walmart sales are
estimated to be three percent of the
[0]
entire United States economy. Despite this success, Walmart has
had a few organizational issues
[0]
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efficiency. Human resource management
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44. stands out as the major issue in the general management of the
firm. In terms of organizational
[0]
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compared to other like firms. (2). To
[0]
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administration of its employees
due to concerns associated with discrimination and low
remuneration.
[0]
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strategies which have led ,
to growth of low concerns in the well-being of its workforce.
The management has lessened their
[0]
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contributes dearly to the attainment of the
company's objectives. For instance, the company has
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[0]
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[0]
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45. [0]
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[0]
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between the employees and the
management.
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47. labor force motivation has gone down affecting the efficiency of
the firm. The issue of poor HR
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management has created problems in the business
activities optimization due to massive
criticism which hinders the efficiency considering the
fierce competition in the industry.
Employee's turnover has risen immensely following resignations
which have stalled the course
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In the recent past, many retail shops have gone online
a move that has rendered the
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environment very competitive. The criticism that Walmart has
faced have robbed them a quit a
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customers (1). The online market has
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customers are not satisfied, they seek
alternatives immediately. Low motivation in the Walmart's
labor force has contributed vastly to
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48. this situation. Again, the increased turnover has steered hiring
of supervisors with insufficient
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managerial know-how which affects the overall running of the
business. In addition, increased
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employees turnover caused by resignation has affected
the labor force training program. The
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employees which prompt the company
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https://archive.org/stream/hospitalsasylums03unse/hospitalsasyl
ums03unse_djvu.txt
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55. Professor Dr. Wanda Tillman
[6]
COM510
Strayer University
January 21, 2018
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ORGANIZATIONAL ISSUE 2
Organizational issue
Walmart is one of the largest retailers in the world with a whose
reputation has grown
immensely due to various reasons among them large
stores, low prices and great tactics of
bargaining with manufactures. Walmart sales are estimated to
be 3 % of the entire United States
[3]
56. economy. Despite this success, the organization has had a few
organizational issues that have
[1]
been affecting its reputation and efficiency. One of the key
challenges is lies in the management
[1]
of human resource. In terms of organizational size, Walmart
tops the list with the highest number
[4]
of employees across the world (2). To start with, the company
management has had a rough road
[3]
with the management of its employees due to issues
related to discrimination and low
remuneration.
[0]
Over the past few years, the company has been keen on
expansion strategies and has
since neglected the welfare of its workforce. The management
has lessened their attention and
[0]
appreciation which ought to be directed to their employees who
play a great role in the success
of the company. For instance, the company has
discriminated women against taking the top
[11]
57. managerial positions in the organization structure. The company
management team is made up of
[1]
72 % men while women take the remaining 28%. Nonetheless,
female employees receive wages
[7]
that are 6% less as compared to their male
counterparts. The top management has been less
[0]
concerned in resolving these issues which have led to serious
wrangles between the employees
and the management.
[0]
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59. effectiveness in addressing this issue,
[1]
the labor force motivation has gone down which in turn affects
the productivity of the firm. The
[5]
issue of poor human resource management has led to
the problem in the optimization of the
business due to massive criticism which hinders the
efficiency of the firm considering the
competitive environment that it running in. There has been an
increased employee's turnover as
[0]
a result of resignation which has stalled the process of growth
and expansion overseas.
In the past few years, many retail shops have gone
online and this has rendered the
[0]
environment very competitive. The criticism that Walmart
has faced in the recent years have
[1]
robbed them a quit a great number of customers due to issues of
dissatisfied customers (1). The
[0]
online market has offered a variety of alternatives and once
customers are not satisfied, they seek
alternatives immediately. This has been as a result of
60. low motivation in the Walmart's labor
[5]
force. Again, the increased turnover has resulted in the hiring
of supervisors with little or no
[3]
managerial know-how which affects the general
provision of services. In addition, increased
[10]
employees turnover caused by resignation has affected the
provision of human resource training.
[3]
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