This document provides information about the "Lean Management For Healthcare" professional course offered from May 18-25, 2019. The one-week course provides 40 hours of instruction on applying lean management principles in healthcare settings. Attendees will be organized into teams to collaborate on exercises and select a process improvement project. Course topics will include creating lean models, establishing metrics and process maps, identifying value-added and non-value added steps, eliminating waste, and mapping improved processes. The course is taught by experienced healthcare faculty and includes case studies and presentations from alumni. Upon completion, attendees will receive a certificate and academic credits. The $1,500 fee includes materials and lunch.
An introductory overview of the basic concepts of Healthcare Quality, a starter for beginners.
Prepared in 2014 for the new staff of the Quality Management Department in King Saud University Medical City in Riyadh as a part of their capacity building plan.
Acknowledgments:
*Dr. Magdy Gamal Yousef, MBBCh, MS, CPHQ - for his contribution in the scientific content
**Ms. Maram Baksh, MS, CPHQ - for the design of the full HCQ capacity building plan in KSUMC
Quality and safety improvement leads directly to
better patient outcomes, improves operational productivity,
increases patient and staff satisfaction, and reduces costs.
This unique program is designed to advance quality and
safety in your organization.
Government ministries, hospitals, health systems,
and universities are working with Joint Commission
International® ( JCI) to bring evidence-based education
to staff through JCI’s Health Care Quality Management
& Patient Safety Diploma Program.
Presentation Title: The Art and Science of Employee Engagement through Health Coaching
Program Description Employers are increasingly focused on lifestyle coaching as the core of robust and scalable employee wellness programs. Employers are also increasingly aware that the most effective wellness interactions have little impact if the employees are not engaged in the programs and resources available to them. As companies continue to invest in worksite health and wellness programs with an eye towards making wellness more convenient and impactful for employees, the lack of employee engagement remains an industry challenge. This webinar will address a best practice model for member engagement, lifestyle program design and delivery methods, and health coaching training and development. Finally, a case study of how onsite health coaching can supercharge employee engagement in health and wellness programs will be reviewed.
Learning Objectives:
•Participants will be able to identify best practices in member engagement, program design, and training delivery methods.
•Participants will understand how to overcome engagement barriers in the workplace.
•Participants will recognize how onsite coaching “done right” can supercharge engagement in health coaching, wellness, and health management programs.
An introductory overview of the basic concepts of Healthcare Quality, a starter for beginners.
Prepared in 2014 for the new staff of the Quality Management Department in King Saud University Medical City in Riyadh as a part of their capacity building plan.
Acknowledgments:
*Dr. Magdy Gamal Yousef, MBBCh, MS, CPHQ - for his contribution in the scientific content
**Ms. Maram Baksh, MS, CPHQ - for the design of the full HCQ capacity building plan in KSUMC
Quality and safety improvement leads directly to
better patient outcomes, improves operational productivity,
increases patient and staff satisfaction, and reduces costs.
This unique program is designed to advance quality and
safety in your organization.
Government ministries, hospitals, health systems,
and universities are working with Joint Commission
International® ( JCI) to bring evidence-based education
to staff through JCI’s Health Care Quality Management
& Patient Safety Diploma Program.
Presentation Title: The Art and Science of Employee Engagement through Health Coaching
Program Description Employers are increasingly focused on lifestyle coaching as the core of robust and scalable employee wellness programs. Employers are also increasingly aware that the most effective wellness interactions have little impact if the employees are not engaged in the programs and resources available to them. As companies continue to invest in worksite health and wellness programs with an eye towards making wellness more convenient and impactful for employees, the lack of employee engagement remains an industry challenge. This webinar will address a best practice model for member engagement, lifestyle program design and delivery methods, and health coaching training and development. Finally, a case study of how onsite health coaching can supercharge employee engagement in health and wellness programs will be reviewed.
Learning Objectives:
•Participants will be able to identify best practices in member engagement, program design, and training delivery methods.
•Participants will understand how to overcome engagement barriers in the workplace.
•Participants will recognize how onsite coaching “done right” can supercharge engagement in health coaching, wellness, and health management programs.
The Board's role in leading for quality and safety - a regional approach and programme - Lesley Massey, Director of the Advancing Quality Alliance (AQuA)
Presentation from the Patient Safety Collaborative launch event held in London on 14 October 2014
More information at http://www.nhsiq.nhs.uk/improvement-programmes/patient-safety/patient-safety-collaboratives.aspx
PurposeThe purpose of this assignment is to identify nursing carTakishaPeck109
Purpose
The purpose of this assignment is to identify nursing care models utilized in today's various health care settings and enhance your knowledge of how models impact the management of care and may influence delegation. You will assess the effectiveness of models and determine how you would collaborate with a nurse leader to identify opportunities for improvement to ensure quality, safety and staff satisfaction.
Course Outcomes
Completion of this assignment enables the student to meet the following course outcomes.
CO1: Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO2)
CO2: Implement patient safety and quality improvement initiatives within the context of the interprofessional team through communication and relationship building. (PO3)
CO3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO7)
CO4: Apply concepts of leadership and team coordination to promote the achievement of safe and quality outcomes of care for diverse populations. (PO4)
CO6: Develop a personal awareness of complex organizational systems and integrate values and beliefs with organizational mission. (PO7)
CO7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and/or system-wide practice improvements that will improve the quality of healthcare delivery. (PO2, and 3)
CO8: Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO8)
Read your text, Finkelman (2016), pp- 111-116.
You are required to complete the assignment using the template.
Observe
staff in delivery of nursing care provided. Practice settings may vary depending on availability.
Identify
the model of nursing care that you observed. Be specific about what you observed, who was doing what, when, how and what led you to identify the particular model
Review
and summarize one scholarly resource (not your textbook) related to the nursing care model you observed in the practice setting.
Review
and summarize one scholarly resource (not including your text) related to a nursing care model that is
different
from the one you observed in the practice setting.
Discuss
the nursing care model from step #6, and how it could be implemented to improve quality of nursing care, safety and staff satisfaction. Be specific.
Summarize this experience/assignment and what you learned about the two nursing care models.
Submit your completed worksheet no later than 11:59 p.m. MT on Sunday by the end of Week 5.
References and important information:
Week5 leader Examplar Audio Transcript
After working a number of years in home health, I made the decision to return to the acute care setting and accepted a ...
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Course Overview
Lean Management For Healthcare
Since the 1990’s, Healthcare organizations have increasingly
relied on lean management to achieve measurable quality
in day to day work. The Course “Lean Management For
Healthcare” is based on American Meridian University’s
graduate degree curricula and emphasizes practical ways
to achieve measurable quality. Course attendees receive 40
hours of in-class instructions over a one-week period as well
as faculty guidance and real- life examples demonstrating
how to apply lean management. Attendees are organized
into several teams and collaborate on discussion and team
exercises. Each Team selects a process for improvement
through lean management as the course capstone project.
The Course includes case studies and guest Alumni speakers
from St. George Hospital University Medical Center, Hammoud
Hospital University Medical Center, New Mazloum Hospital
and Centre Hospitalier Du Nord.
Daily Agenda
Saturday: May 18
9:00-11:00 AM: Course Meeting
11:00-11:15 AM: Break
11:15 AM-1:00 PM: Course Meeting
1:00-2:00 PM: Lunch Break
2:00-4:00 PM: Course Meeting
4:00-4:15 PM: Break
4:15-5:00 PM: Course Meeting
Monday – Thursday: May 20-23
2:00-3:45:PM: Course Meeting
3:45-4:00 PM: Break
4:00-00-6:00 PM: Course Meeting
6:00-6:30 PM: Break
6:30-8:00 PM Course Meeting
Friday: May 24 No Course Meeting (Field Work)
Saturday: May 25
1:00 PM-2:00 PM: Lunch Break
2:00 PM-4:00 PM: Team Presentations
4:00PM-5:00PM: Graduation Ceremony
Course Highlights
The course is taught by the senior faculty member
complemented by other US-based faculty experts
via live video broadcasts. Course discussion is highly
interactive and includes examination of case studies
which illustrate exemplary lean management practices.
Faculty provide detailed feedback as to the application
of lean management to the actual work experiences of
attendees.
– Interactive discussion
– Case studies
– Practical examples
– Team Based
– Work-related applications
3. Faculty Practitioner Team
The Course focuses on the practical application of lean and quality management principles in healthcare. Course faculty are
seasoned experts in applying the principles of quality and lean management in diverse healthcare organizations. All faculty
hold advanced professional practice credentials such as doctorates in healthcare management, healthcare-related post-
doctoral Fellows status, Lean Six-Sigma Black Belts, and Examiner-level experience in American national, state or global Quality
Management awards. Faculty collaborate as a Team to provide comprehensive, diverse perspectives aligned with the equally
diverse attendee backgrounds. The course is taught by the senior faculty member complemented by other US-based faculty
experts via live video broadcasts.
Dr. Kim Brown-Jackson
Dr. Kim Brown-Jackson holds a Doctor
of Business Administration in Health/
Quality System Management, a Lean
Six-Sigma Black Belt, and is currently
pursuing a Post-Doctoral Quality
Management Fellowship in the creation
of new medical credentials. A highly
experienced bench scientist by training.
Dr. Brown-Jackson is the author
of multiple chapters in varied text
books on quality processes in diverse
organizational environments. She
currently assists US efforts globally to
establish Healthcare counter measures.
Her special interest is in the high quality
and affordable delivery of global tele-
medicine.
Dr. Robert R. Baattryn-Gee
Dr. Robert R. Baattryn-Gee, Ph.D. is past
US National Quality Award (Malcolm
Baldrige) pilot examiner in Education
and Health, guest examiner in multiple
US State Quality Awards, judge at
Phillips Lighting Inc. Global Team Quality
Awards, co-recipient of US Excellence
in Government Award for Curriculum
Design and Lean Six-Sigma Master Black
Belt. He is past founder of US higher
education institutions which offer
undergraduate and graduate degrees
in quality and healthcare management.
Dr. R. R. Baattryn-Gee is also past
keynote speaker at the China National
Lean Six Sigma Awards, co-presenter
at Yale University Conferences, and co-
presenter of the Quality Management-
ISO series (Lebanon, 1998).
Dr. Darlene Dumont
Dr. Darlene Dumont holds a Doctor
of Business Administration in Health/
Quality Systems Management, a Master
of Science in Quality Management
and Lean Six- Sigma Black Belt. She is
President and CEO of A Better Culture
(ABC) which specializes in system-wide
Lean transformations. Dr. Dumont
has coordinated or supervised Lean
organizational transformation for
diverse organizations in the United
States and internationally. Dr. Dumont’s
emphasis is on the human resources
needed to effect change. Her special
interests are learning to “see” waste and
measuring qualitative and quantitative
results. Dr. Dumont will appear via live
video broadcasts.
4. MODULE 1
Creating a Model for Lean Improvements
– Lean Management History and Development
– Lean Management Principles, Practices, Vocabulary, and
Concepts
– A Model for Lean Improvements
Exercise: Teams form and choose a process to improve using
lean principles and practices.
MODULE 2
Establishing Lean Performance Metrics and Process
Maps
– Establishing Lean Process Maps
– Quantitative performance metrics for Healthcare outcomes
– Continuous Improvement Cycle
Exercise: Teams identify organizational quantitative
performance metrics and map the current process.
MODULE 3
Establishing Lean Value-Stream Maps
– The GEMBA Walk
– Value-added and non-value-added steps
– Customer-defined value
Exercise: Teams report insights from GEMBA walks and
identify value-added and non-value-added steps.
MODULE 4
Enhancing Value, Reducing Waste
– Defining the 8 wastes
– The role of data and trend data
Exercise: Teams report how value and waste are defined,
identified and eliminated at their workplaces
MODULE 5
Eliminating The Cost of Poor Quality (COPQ)
– Aims of process improvement: efficiency, predictability
– Eliminating variation
Exercise: Teams identify and eliminate process COPQ. Teams
develop and prepare to test the improved process at their
workplaces on the next day.
MODULE 6
Mapping the Improved Process
– AMU Template for reporting improvement according to the
pre-selected performance metrics
– AMU Model for Process Improvement Presentation
Exercise: Teams improve the process according to the
established quantitative performance metrics.
MODULE 7
Reporting Lean Results
– Teams report workplace-related quantitative process
improvements according to team performance metrics.
Lean Management For Healthcare
Key Course Topics
Is This Course Right For You?
Attendees typically will have diverse Healthcare-related experience, and value the practical results that come from accelerated
and measurable improvements in Healthcare quality. While the course content applies to Healthcare globally and employs
American and Canadian case studies, the course format affords valuable networking, best practice and knowledge-sharing
opportunities.
The practice-based course is especially relevant for:
– Healthcare leaders responsible for growth through strategic innovation
– Healthcare leaders responsible for cost-effective improvements
– Hospitals and Hospital Boards committed to patient safety
– Hospitals and Hospital Boards which support hands-on professional education
– Medical practices which value accelerated processes
– Healthcare personnel preparing to assume expanded responsibilities
– Healthcare personnel responsible for lean and quality management implementations
– Healthcare organizations which would benefit from reduced reimbursement time
– Potential Lean Healthcare Six-Sigma Green Belts, Black Belts and Master Black Belts
5. Per Person Course Tuition and Fees: $1,500 (USD)
*Includes lunch, snacks and refreshments
Course fees: Due after the application has been submitted and accepted.
Guarantee: Enrolled Individuals that are unable to complete the course for professional or personal reasons will have
complimentary enrollment when the course is next offered.
Certificate of Completion: Attendees receive a formal AUST-AMU Certificate of Completion upon presentation of the final
team project.
Academic Credits: American Meridian University awards 3 credits toward AMU graduate degrees and formal transcript at
course completion.
Contact Us
Dr. George Rahbani, AUST
+961 3 359152
+961 5 260300/1
admin@amu-edu.org
If you would like to inquire or apply, please go to amu-edu.org/aust