Critical Access Hospital Goal Setting
Provided By:
The National Learning Consortium (NLC)
Developed By:
Health Information Technology Research Center (HITRC)
Key Health Alliance, Regional Extension Assistance Center for HIT
http://www.HealthIT.gov
National Learning Consortium
• The National Learning Consortium (NLC) is a virtual and evolving body of knowledge and resources designed to
support healthcare providers and health IT professionals working towards the implementation, adoption and
meaningful use of certified EHR systems.
• The NLC represents the collective EHR implementation experiences and knowledge gained directly from the field
of ONC’s outreach programs (REC, Beacon, State HIE) and through the Health Information Technology Research
Center (HITRC) Communities of Practice (CoPs).
• The following resource can be used in support of the EHR Implementation Lifecycle. It is recommended by
“boots-on-the-ground” professionals for use by others who have made the commitment to implement or upgrade to
certified EHR systems.
EHR Implementation Lifecycle
The material in this document was developed by Regional Extension Center staff in the performance of technical support and EHR implementation. The
information in this document is not intended to serve as legal advice nor should it substitute for legal counsel. Users are encouraged to seek additional detailed
technical guidance to supplement the information contained within. The REC staff developed these materials based on the technology and law that were in
place at the time this document was developed. Therefore, advances in technology and/or changes to the law subsequent to that date may not have been
incorporated into this material.
September 30, 2013 • Version 1.0
www.HealthIT.gov
1
http://www.healthit.gov/providers-professionals/regional-extension-centers-recs
http://www.healthit.gov/providers-professionals/beacon-community-centers
http://www.healthit.gov/policy-researchers-implementers/state-health-information-exchange
http://healthit.hhs.gov/portal/server.pt/community/healthit_hhs_gov__rec_program/1495
http://healthit.hhs.gov/portal/server.pt/community/healthit_hhs_gov__rec_program/1495
http://www.healthit.gov/providers-professionals/ehr-implementation-steps
http://www.HealthIT.gov
www.HealthIT.gov
2
Description & Instructions
• The Critical Access Hospital Goal Setting guide is intended to aid providers
and health IT implementers with Planning, Selecting, Implementing, and
Achieving Meaningful Use. It can be used to determine what goals are, how
they should be set, and how they should be measured.
• This resource includes goal setting tools and tips.
September 30, 2013 • Version 1.0
www.HealthIT.gov
Goals
• Goals play an important part of many of the aspects of planning, selecting,
implementing, and realizing benefits of HIT
• Help educate about what is possible with an EHR
• Initiate change management by recognizi.
Developing a Strategic Analytics Framework that Drives Healthcare TransformationTrevor Strome
About the presentation.
Based on Chapter 3 of my book "Healthcare Analytics for Quality and Performance Improvement", this presentation describes the key components of a strategic analytics framework that can enable your healthcare organization to leverage data from source-systems to achieve its quality, safety, and performance improvement goals.
What is an analytics strategy?
Analytics is currently a very “trendy” topic. The internet is scattered with many buzzwords, marketing angles, white papers, and opinions on the topic of healthcare analytics. With all this “noise”, it is easy to get distracted from what is actually required, from an analytics perspective, by your organization. An analytics strategy helps cut through the noise and keep focus on what is important for the organization. Regardless of what the latest “buzz” is, your analytics strategy will enable your organization to Invest now for what is required now, and invest later for what is required in the future.
An analytics strategy helps ensure that analytics development and capabilities are in alignment with enterprise quality and performance goals and helps avoids the “all dashboard, no improvement” syndrome. Furthermore, a well formed strategy document helps to achieve optimal use of analytics within a healthcare organization and can mean the difference between a “collection of reports” versus a high-value information resource.
An analytics strategy can rarely stand on its own. In general, the analytics strategy should use as input an organization’s Quality Improvement (QI) strategy and should be used to inform an organization’s Business Intelligence (BI) or Information Technology (IT) strategy. The analytics strategy is an important input to technical strategies because analytics, after all, can involve a sophisticated use of data and technology. Requirements for analytics may trigger a cascade of enhancements throughout other components of IT and BI (i.e., reporting, data storage, ETL, etc)
The document is intended to accompany Chapter 3, “Developing an Analytics Strategy to Drive Change”, so please refer to the chapter for further information about developing an analytics strategy.
Developing evaluation framework for clinical information systems and incorpor...inderjyot singh
The report summarizes activities performed during the internship period under the Business Intelligence team at NSHA. It comparizes topics such as Evaluation frameworks for clinical information systems, change management required to implement organizational changes and data validation work done to improve the administrative data presented on business intelligence reports.
The author has uploaded this document to share the work done and highlight informatics based skills the author used in their job. This document can serve as the starting point for collaboration and mutual learnings for folks involved in healthcare analytics/ informatics arena. The author encourages the readers to connect through LinkedIn to discuss and facilitate co-learning/ career development opportunities.
Happy reading! :)
Utilizing the Readiness to Train Assessment Tool (RTAT™) To Assess Your Capac...CHC Connecticut
Improve educational training experiences at your health center by assessing your capacity and infrastructure to host health professions students.
Join the upcoming hands-on interactive activity session to learn how to utilize the Readiness to Train Assessment Tool (RTAT™). This tool was developed by HRSA-funded National Training and Technical Assistance Partners (NTTAP) at Community Health Center, Inc. (CHC) to understand organizational readiness to host health professions student training programs.
How to Improve Healthcare Reporting Management System.pptxFlutter Agency
Here in this article, you will see the tips about the healthcare reporting management system. Read these top 8 tips to improve the Healthcare Reporting Management System.
Developing a Strategic Analytics Framework that Drives Healthcare TransformationTrevor Strome
About the presentation.
Based on Chapter 3 of my book "Healthcare Analytics for Quality and Performance Improvement", this presentation describes the key components of a strategic analytics framework that can enable your healthcare organization to leverage data from source-systems to achieve its quality, safety, and performance improvement goals.
What is an analytics strategy?
Analytics is currently a very “trendy” topic. The internet is scattered with many buzzwords, marketing angles, white papers, and opinions on the topic of healthcare analytics. With all this “noise”, it is easy to get distracted from what is actually required, from an analytics perspective, by your organization. An analytics strategy helps cut through the noise and keep focus on what is important for the organization. Regardless of what the latest “buzz” is, your analytics strategy will enable your organization to Invest now for what is required now, and invest later for what is required in the future.
An analytics strategy helps ensure that analytics development and capabilities are in alignment with enterprise quality and performance goals and helps avoids the “all dashboard, no improvement” syndrome. Furthermore, a well formed strategy document helps to achieve optimal use of analytics within a healthcare organization and can mean the difference between a “collection of reports” versus a high-value information resource.
An analytics strategy can rarely stand on its own. In general, the analytics strategy should use as input an organization’s Quality Improvement (QI) strategy and should be used to inform an organization’s Business Intelligence (BI) or Information Technology (IT) strategy. The analytics strategy is an important input to technical strategies because analytics, after all, can involve a sophisticated use of data and technology. Requirements for analytics may trigger a cascade of enhancements throughout other components of IT and BI (i.e., reporting, data storage, ETL, etc)
The document is intended to accompany Chapter 3, “Developing an Analytics Strategy to Drive Change”, so please refer to the chapter for further information about developing an analytics strategy.
Developing evaluation framework for clinical information systems and incorpor...inderjyot singh
The report summarizes activities performed during the internship period under the Business Intelligence team at NSHA. It comparizes topics such as Evaluation frameworks for clinical information systems, change management required to implement organizational changes and data validation work done to improve the administrative data presented on business intelligence reports.
The author has uploaded this document to share the work done and highlight informatics based skills the author used in their job. This document can serve as the starting point for collaboration and mutual learnings for folks involved in healthcare analytics/ informatics arena. The author encourages the readers to connect through LinkedIn to discuss and facilitate co-learning/ career development opportunities.
Happy reading! :)
Utilizing the Readiness to Train Assessment Tool (RTAT™) To Assess Your Capac...CHC Connecticut
Improve educational training experiences at your health center by assessing your capacity and infrastructure to host health professions students.
Join the upcoming hands-on interactive activity session to learn how to utilize the Readiness to Train Assessment Tool (RTAT™). This tool was developed by HRSA-funded National Training and Technical Assistance Partners (NTTAP) at Community Health Center, Inc. (CHC) to understand organizational readiness to host health professions student training programs.
How to Improve Healthcare Reporting Management System.pptxFlutter Agency
Here in this article, you will see the tips about the healthcare reporting management system. Read these top 8 tips to improve the Healthcare Reporting Management System.
Case Study “Analytics Strategies to Improve Quality & Outcomes”
Trevor Strome, MSc, PMP
Analytics Lead
WRHA Emergency Program
Assistant Professor, Department of Emergency Medicine
University of Manitoba
iHT2 case studies and presentations illustrate challenges, successes and various factors in the outcomes of numerous types of health IT implementations. They are interactive and dynamic sessions providing opportunity for dialogue, debate and exchanging ideas and best practices. This session will be presented by a thought leader in the provider, payer or government space.
Career Development Programmes for Digital Health Practitioners (For Individuals)NUS-ISS
Specially designed for future Digital Health Practitioners, this session is for individuals (PMEs) who wish to know more about the Industry Transformation Programme landscape. We provide an overview of all NUS-ISS career development schemes and pathways.
We will also deep dive into the specific programme modules in detail.
This workshop focuses on implementing a successful analytics program in your healthcare organization. You will learn how to assess your organization’s readiness for implementing an analytics program. From the technology capabilities and needs to making sure you have the right skills to make it work, we will build a roadmap that will guide you to analytics success. Armed with your roadmap, you will have a realistic view of the gaps in your capabilities and have accurate implementation timing. This information can be utilized to sell the program to the executives and staff.
This workshop will also cover tips on how to identify and overcome the stumbling blocks you will likely face during implementation and the often overlooked key component critical to your success or failure. Lastly, we will cover how your organization can use analytics as a competitive advantage to increase profitability.
The current healthcare environment necessitates customer insight as a foundation for effective planning. However, constraints of budget, resources, and time can dissuade leaders from developing proper insights. That’s a huge mistake…
Though traditional methods of understanding customer needs continue to be valuable today, they are not the only option available. Based on your specific objective, this white paper provides you with tools that vary in cost, resource requirements, application, and sphere of action.
The way healthcare services are now planned, monitored and evaluated has considerably changed in the last decade. Many healthcare organizations have now moved from Activity-Based M&E(ie, what are we really doing?) to Performance-Based M&E which focuses on the overall results (ie what have we achieved?).
Therefore the focus now is on the Results and consequences of actions and implementations, rather than on the inputs (treatment, time, human resources) provided.
In Secondary Healthcare Management for instance, this is called Results-Based Management (RBM) and Performance-Based M&E play a vital role in Results-Based Management.
Webinar: Integrating Physician Practices into Your NetworkModern Healthcare
As the federal government and private payers move swiftly toward value-based care, hospitals and health systems are increasingly looking to clinical integration strategies as a way to coordinate care more easily across settings, manage the health of populations and take advantage of emerging payment models. Join us as we explore strategies for integrating physician practices and ambulatory care facilities. Our panel of experts will outline proven practices—and pitfalls to avoid—when it comes to growing your network and bringing new docs into the fold.
Disaster managment can save many lives.This presentation enumerates all steps required for Damage-control.It also stresses upon the importance of Primordial mode of prevention.
If you like this presentation and want to make for yourself,Please do contact me at rohit.bhansalis@gmail.com
OverviewConduct a health information technology needs assessment.docxjacksnathalie
Overview
Conduct a health information technology needs assessment. Then, present your findings and recommendations, in a 4–5-page executive summary, regarding a new or upgraded telehealth technology for your organization or practice setting.
Note:
Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
SHOW LESS
Nurse leaders play a key role in the decision-making processes associated with the purchase of a health information technology and any subsequent technology upgrades and improvements. A thorough and accurate needs assessment establishes a foundation for evaluating the overall value to an organization of the various technologies that can be used to support nursing and improve patient care.
The needs assessment you will conduct in your first assessment enables you to take a systematic approach to developing knowledge about a new or upgraded telehealth technology that would impact nursing practice. The needs assessment also identifies assessment work that may already have been completed and any gaps that still exist and must be addressed. The goals of completing the needs assessment are to:
Identify gaps in practice that must be addressed to improve patient care.
Understand the nature and scope of needed changes and identify associated opportunities and challenges.
Enable a thoughtful and systematic approach to change implementation and management.
This assessment provides an opportunity for you to work through the needs assessment process and present your findings in a way that will help you gain the support of executive leaders.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Evaluate technologies used to gather patient data; inform diagnoses; and enhance care quality, safety, and outcomes.
Explain the relevance and importance of a needs assessment.
Identify the safety requirements and regulatory considerations when using a new or upgraded telehealth technology.
Competency 2: Develop a collaborative technology integration strategy.
Describe the potential impact of internal and external stakeholders and end users on the acquisition of a new or upgraded telehealth technology.
Competency 3: Develop a strategy for managing technology use that enhances patient care and organizational effectiveness.
Identify the key issues in nursing care affecting patient outcomes that a new or upgraded telehealth technology will address.
Competency 4: Promote effective technology use policies that protect patient confidentiality and privacy.
Identify the patient confidentiality and privacy protections that a new or upgraded telehealth technology must address.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable o.
HealthIT.gov
National Learning Consortium logo
Advancing America's Health Care
Continuous Quality
Improvement (CQI)
Strategies to Optimize
your Practice
Primer
Provided By:
The National Learning Consortium (NLC)
Developed By:
Health Information Technology Research Center (HITRC)
The material in this document was developed by Regional Extension Center staff in the
performance of technical support and EHR implementation. The information in this document is
not intended to serve as legal advice nor should it substitute for legal counsel. Users are
encouraged to seek additional detailed technical guidance to supplement the information
contained within. The REC staff developed these materials based on the technology and law
that were in place at the time this document was developed. Therefore, advances in technology
and/or changes to the law subsequent to that date may not have been incorporated into this
material.
�
Illustration titled the EHR Implementation Lifecycle shows 6 arrows, arrow 6 is highlighted. Step 6: Continue Quality Improvement
NATIONAL LEARNING CONSORTIUM
The National Learning Consortium (NLC) is a virtual and evolving body of knowledge and resources
designed to support health care providers and health IT professionals working toward the implementation,
adoption, and Meaningful Use of certified electronic health record (EHR) systems.
The NLC represents the collective EHR implementation experiences and knowledge gained directly from
the field of ONC’s outreach programs (REC, Beacon, State HIE) and through the Health Information
Technology Research Center (HITRC) Communities of Practice (CoPs).
The following resource can be used in support of the EHR Implementation Lifecycle. It is recommended
by “boots-on-the-ground” professionals for use by others who have made the commitment to implement
or upgrade to certified EHR systems.
EHR Implementation Lifecycle
EHR Implementation Lifecycle illustration shows 6 arrows. Step 1 Access; Step 2 Plan; Step 3 Select; Step 4 Implement; Step 5 Meaningfully Use; Step 6 Improve Quality.
DESCRIPTION AND INSTRUCTIONS
Continuous Quality Improvement (CQI) is a quality management process that encourages all health care
team members to continuously ask the questions, “How are we doing?” and “Can we do it better?”
(Edwards, 2008). To address these questions, a practice needs structured clinical and administrative
data. EHRs can, if properly designed and implemented, capture these data efficiently and effectively,
thereby transforming patient care in ways that might have been difficult or impossible with paper records
alone.
This Primer introduces CQI concepts, strategies, and techniques a practice can use to design an effective
CQI strategy for EHR implementation, achieve Meaningful Use of the system, and ultimately improve the
quality and safety of patient care. A practice can use CQI throughou ...
Running head: ANALYSIS PAPER 1
ANALYSIS PAPER 2
Analysis Paper
Krista Kim
Rasmussen College
Author Note
This paper is being submitted on January 21st, 2018, for Kim Sanders’s H490/HSA4922 Section 01 Healthcare Management Capstone - Online Plus - 2018 Winter Quarter
Analysis Paper
Based on the results of the SWOT analysis, what should Barbara recommend as an overall strategy?
From the SWOT analysis, the overall strategy that Barbara should recommend is a system that is capable of meeting the needs of the healthcare facility effectively and efficiently. The strategy focuses on having systems that are fast to allow for easy processing of information and offer quality support to the patients. It should also have a high level of functionality to allow for the normalizing, analyzing, access and the storage of the entire patient's data and saving it for easy retrieving in the future. The system should also be user-friendly so that the professionals and the staff using it can be in a position to easily maneuver in the process of care delivery. The other component of the system that the company should consider is that it should have a wide range of features to enhance maximum utilization and the ease of data access by the patients and physicians. Finally, the medical professionals should also be trained on how to use the system upon implementation.
How will the selection of the chosen EHR system contribute to the strategy? Further explain why it was the best choice.
One of the ways in which the selection of eClinical works EHR will contribute to strategy is that it is the ability to maintain highly organized data; it’s fast and also has amazing features. The EHR system adapted for use in the organization should be in a position to increase effectiveness, efficiency, achieve quality in the delivery of care and also enhance the patient’s outcomes (Sinha et al., 2013). Due to its organization, the system will make it easy for the health care professionals to retrieve the patients’ information while at the same time ensuring security to prevent access of the patient information by unauthorized persons. The e-Clinical works will also contribute to the strategy because it offers low and affordable prices and has low maintenance costs and this aids in the reduction of the costs that the healthcare facilities incur in the maintenance. The other way in which the system will contribute to the strategy is that it has a wide scope of features which make it easy for the patients and the physicians to login into their portals and interact with each other.
On what basis should she develop actions items? What should the action items be, as they directly relate to the strategy?
The action items should be developed based on their importance in m ...
1Quality Improvement Plan TemplateIn this course, you deve.docxfelicidaddinwoodie
1
Quality Improvement Plan Template
In this course, you develop an organizational quality improvement (QI) plan for a health care organization of your choice. Organize the plan as you would present it to the organization’s board of directors for approval. Use the following outline as a guide when developing your plan.
Executive Summary: A one-page overview of the plan
Introduction/Purpose: Introduce the organization and state its mission. Describe the types of services the organization provides. This section must be approximately half a page.
Goals/Objectives: Describe what goals the organization has to meet its mission. These are principles that shape how the organization views and achieves quality. Examples may involve the concepts of safety, effectiveness, timeliness, and patient centeredness. This section must be approximately half a page.
Scope/Description/QI Activities: Describe what departments, programs, and activities are affected by the plan and why they are involved in its implementation. This section must be approximately half a page.
Data Collection Tools: Describe the type of performance data to be collected and why that data is focused on. Describe why each data collection and display tool was selected for the QI plan. This section must range from half a page to a full page.
QI Processes and Methodology: Describe the methodology and processes used to implement the plan. This must explain why each methodology and process are in the plan and why they were chosen. This section must range from half a page to a full page.
Comparative Databases, Benchmarks, and Professional Practice Standards: Describe what the organization will use as a standard to compare performance. This section must be one paragraph. This may be through a number of methods such as a comparative database or a competing organization’s annual report.
Authority/Structure/Organization: Describe the authority structure of the plan’s implementation. This must describe who is responsible for implementing the plan. Include a description of each role involved in the plan. This section must be approximately half a page:
· Board of directors
· Executive leadership
· Quality improvement committee
· Medical staff
· Middle management
· Department staff
Communication: Identify who the performance activity outcomes are communicated to and who does the communicating. This describes who is responsible for overseeing data collection and preparing data reports. This section must be approximately one paragraph.
Education: Describe how staff will be educated regarding the plan. This covers how each staff member will be initially oriented to the plan and each employee fits into the plan based on job responsibilities. This section must be approximately one to two paragraphs.
Annual Evaluation: Describe what elements of the plan are annually evaluated for improvement. This section must be approximately one paragraph.
Running head: QI PLAN PART 3
1
QI PLAN PART 3
7
...
Critical Response Rubric:
Category 0 1 1.5 2
Timeliness
late On time
Delivery of Critical
Response
Utilizes poor
spelling and
grammar; appear
“hasty”
Errors in
spelling and
grammar
evidenced
Few
grammatical or
spelling errors
are noted
Consistently uses
grammatically
correct response
with rare
misspellings
Organization
Unorganized. A
summary of the
chapter.
Unorganized in
ideas and
structure.
Some evidence
of organization.
Unorganized in
either ideas or
structure.
Primarily
organized with
occasional lack
of organization
in either ideas
or structure.
Clear
organization.
Ideas are clear
and follow a
logical
organization.
Structure of the
response is easy
to follow.
Relevance of
Response
(understanding the
chapter)
Lacks clear
understanding of
the chapter
Occasionally off
topic; short in
length and offer
no further
insight into the
topic. Lacking 2
or more of the
following: (1)
The text
assumptions (2)
implications of
the assumptions
(3) what the
author is
arguing for (4)
how the author
constructs their
argument
Related to
chapter
content; lacks
one of the
following: (1)
The text
assumptions (2)
implications of
the
assumptions (3)
what the author
is arguing for
(4) how the
author
constructs their
argument
Clear
understanding of
chapter content
and includes all of
the following:(1)
The text
assumptions (2)
implications of the
assumptions (3)
what the author is
arguing for (4)
how the author
constructs their
argument
Expression within
the response
(evidence of
critical thinking)
Does not express
opinions or ideas
about the topic
Unclear
connection to
topic evidenced
in minimal
expression of
opinions or
ideas
Opinions and
ideas are stated
with occasional
lack of
connection to
topic
Expresses
opinions and
ideas in a clear
and concise
manner with
obvious
connection to
topic
Story 2
Naming, walking and magic
By Carlos Gonzalez
The words you speak become the house you live in.—Hafiz (Ladinsky, 1999, p. 281)
Brazilian lyricist and novelist, Paulo Coelho, says that magic is a kind of bridge between the visible and invisible (2014). My work as a teacher and my students’ experiences in the learning spaces I help create sometimes reflect Coelho’s definition. In class, I often make the argument that language is the ultimate form of magic. Without it we don't really understand the world about us. It is that bridge between what is known and what wants to be known or is currently invisible.
In our sessions, because most of my students are familiar with and culturally rooted in the Bible, I mention a passage where God tells Adam to name the animals in the Garden of Eden. For me, this story works as a powerful reminder that the impulse to name is an integral part of what it means to be human. The naming of the animals implies that the way we relate to the world has something to do wi.
Critical Response Rubric- Please view the videos provided on Asha De.docxwillcoxjanay
Critical Response Rubric- Please view the videos provided on Asha Degree. The first, Trace Evidence, is a descriptive trace of the evidence in the case. The second video is the FBI clip hat includes Asha's parents. The Third clip is an experimental walk of the route Asha is claimed to have took that night. SAY HER NAME EXAMPLE- Simply provide a name an incident where violence was inflicted on a Black Female Body (since we've acknowledged Breonna Taylor, please research and find someone else that the class can be made aware of.
One page double space (thoughts)/response
.
https://www.youtube.com/watch?v=Ih5RUlzJjZI
https://www.youtube.com/watch?v=Y-9FtGTRWnk
https://www.youtube.com/watch?v=f30w54xfxiI
.
More Related Content
Similar to Critical Access Hospital Goal Setting Provided By The Nat.docx
Case Study “Analytics Strategies to Improve Quality & Outcomes”
Trevor Strome, MSc, PMP
Analytics Lead
WRHA Emergency Program
Assistant Professor, Department of Emergency Medicine
University of Manitoba
iHT2 case studies and presentations illustrate challenges, successes and various factors in the outcomes of numerous types of health IT implementations. They are interactive and dynamic sessions providing opportunity for dialogue, debate and exchanging ideas and best practices. This session will be presented by a thought leader in the provider, payer or government space.
Career Development Programmes for Digital Health Practitioners (For Individuals)NUS-ISS
Specially designed for future Digital Health Practitioners, this session is for individuals (PMEs) who wish to know more about the Industry Transformation Programme landscape. We provide an overview of all NUS-ISS career development schemes and pathways.
We will also deep dive into the specific programme modules in detail.
This workshop focuses on implementing a successful analytics program in your healthcare organization. You will learn how to assess your organization’s readiness for implementing an analytics program. From the technology capabilities and needs to making sure you have the right skills to make it work, we will build a roadmap that will guide you to analytics success. Armed with your roadmap, you will have a realistic view of the gaps in your capabilities and have accurate implementation timing. This information can be utilized to sell the program to the executives and staff.
This workshop will also cover tips on how to identify and overcome the stumbling blocks you will likely face during implementation and the often overlooked key component critical to your success or failure. Lastly, we will cover how your organization can use analytics as a competitive advantage to increase profitability.
The current healthcare environment necessitates customer insight as a foundation for effective planning. However, constraints of budget, resources, and time can dissuade leaders from developing proper insights. That’s a huge mistake…
Though traditional methods of understanding customer needs continue to be valuable today, they are not the only option available. Based on your specific objective, this white paper provides you with tools that vary in cost, resource requirements, application, and sphere of action.
The way healthcare services are now planned, monitored and evaluated has considerably changed in the last decade. Many healthcare organizations have now moved from Activity-Based M&E(ie, what are we really doing?) to Performance-Based M&E which focuses on the overall results (ie what have we achieved?).
Therefore the focus now is on the Results and consequences of actions and implementations, rather than on the inputs (treatment, time, human resources) provided.
In Secondary Healthcare Management for instance, this is called Results-Based Management (RBM) and Performance-Based M&E play a vital role in Results-Based Management.
Webinar: Integrating Physician Practices into Your NetworkModern Healthcare
As the federal government and private payers move swiftly toward value-based care, hospitals and health systems are increasingly looking to clinical integration strategies as a way to coordinate care more easily across settings, manage the health of populations and take advantage of emerging payment models. Join us as we explore strategies for integrating physician practices and ambulatory care facilities. Our panel of experts will outline proven practices—and pitfalls to avoid—when it comes to growing your network and bringing new docs into the fold.
Disaster managment can save many lives.This presentation enumerates all steps required for Damage-control.It also stresses upon the importance of Primordial mode of prevention.
If you like this presentation and want to make for yourself,Please do contact me at rohit.bhansalis@gmail.com
OverviewConduct a health information technology needs assessment.docxjacksnathalie
Overview
Conduct a health information technology needs assessment. Then, present your findings and recommendations, in a 4–5-page executive summary, regarding a new or upgraded telehealth technology for your organization or practice setting.
Note:
Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
SHOW LESS
Nurse leaders play a key role in the decision-making processes associated with the purchase of a health information technology and any subsequent technology upgrades and improvements. A thorough and accurate needs assessment establishes a foundation for evaluating the overall value to an organization of the various technologies that can be used to support nursing and improve patient care.
The needs assessment you will conduct in your first assessment enables you to take a systematic approach to developing knowledge about a new or upgraded telehealth technology that would impact nursing practice. The needs assessment also identifies assessment work that may already have been completed and any gaps that still exist and must be addressed. The goals of completing the needs assessment are to:
Identify gaps in practice that must be addressed to improve patient care.
Understand the nature and scope of needed changes and identify associated opportunities and challenges.
Enable a thoughtful and systematic approach to change implementation and management.
This assessment provides an opportunity for you to work through the needs assessment process and present your findings in a way that will help you gain the support of executive leaders.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Evaluate technologies used to gather patient data; inform diagnoses; and enhance care quality, safety, and outcomes.
Explain the relevance and importance of a needs assessment.
Identify the safety requirements and regulatory considerations when using a new or upgraded telehealth technology.
Competency 2: Develop a collaborative technology integration strategy.
Describe the potential impact of internal and external stakeholders and end users on the acquisition of a new or upgraded telehealth technology.
Competency 3: Develop a strategy for managing technology use that enhances patient care and organizational effectiveness.
Identify the key issues in nursing care affecting patient outcomes that a new or upgraded telehealth technology will address.
Competency 4: Promote effective technology use policies that protect patient confidentiality and privacy.
Identify the patient confidentiality and privacy protections that a new or upgraded telehealth technology must address.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable o.
HealthIT.gov
National Learning Consortium logo
Advancing America's Health Care
Continuous Quality
Improvement (CQI)
Strategies to Optimize
your Practice
Primer
Provided By:
The National Learning Consortium (NLC)
Developed By:
Health Information Technology Research Center (HITRC)
The material in this document was developed by Regional Extension Center staff in the
performance of technical support and EHR implementation. The information in this document is
not intended to serve as legal advice nor should it substitute for legal counsel. Users are
encouraged to seek additional detailed technical guidance to supplement the information
contained within. The REC staff developed these materials based on the technology and law
that were in place at the time this document was developed. Therefore, advances in technology
and/or changes to the law subsequent to that date may not have been incorporated into this
material.
�
Illustration titled the EHR Implementation Lifecycle shows 6 arrows, arrow 6 is highlighted. Step 6: Continue Quality Improvement
NATIONAL LEARNING CONSORTIUM
The National Learning Consortium (NLC) is a virtual and evolving body of knowledge and resources
designed to support health care providers and health IT professionals working toward the implementation,
adoption, and Meaningful Use of certified electronic health record (EHR) systems.
The NLC represents the collective EHR implementation experiences and knowledge gained directly from
the field of ONC’s outreach programs (REC, Beacon, State HIE) and through the Health Information
Technology Research Center (HITRC) Communities of Practice (CoPs).
The following resource can be used in support of the EHR Implementation Lifecycle. It is recommended
by “boots-on-the-ground” professionals for use by others who have made the commitment to implement
or upgrade to certified EHR systems.
EHR Implementation Lifecycle
EHR Implementation Lifecycle illustration shows 6 arrows. Step 1 Access; Step 2 Plan; Step 3 Select; Step 4 Implement; Step 5 Meaningfully Use; Step 6 Improve Quality.
DESCRIPTION AND INSTRUCTIONS
Continuous Quality Improvement (CQI) is a quality management process that encourages all health care
team members to continuously ask the questions, “How are we doing?” and “Can we do it better?”
(Edwards, 2008). To address these questions, a practice needs structured clinical and administrative
data. EHRs can, if properly designed and implemented, capture these data efficiently and effectively,
thereby transforming patient care in ways that might have been difficult or impossible with paper records
alone.
This Primer introduces CQI concepts, strategies, and techniques a practice can use to design an effective
CQI strategy for EHR implementation, achieve Meaningful Use of the system, and ultimately improve the
quality and safety of patient care. A practice can use CQI throughou ...
Running head: ANALYSIS PAPER 1
ANALYSIS PAPER 2
Analysis Paper
Krista Kim
Rasmussen College
Author Note
This paper is being submitted on January 21st, 2018, for Kim Sanders’s H490/HSA4922 Section 01 Healthcare Management Capstone - Online Plus - 2018 Winter Quarter
Analysis Paper
Based on the results of the SWOT analysis, what should Barbara recommend as an overall strategy?
From the SWOT analysis, the overall strategy that Barbara should recommend is a system that is capable of meeting the needs of the healthcare facility effectively and efficiently. The strategy focuses on having systems that are fast to allow for easy processing of information and offer quality support to the patients. It should also have a high level of functionality to allow for the normalizing, analyzing, access and the storage of the entire patient's data and saving it for easy retrieving in the future. The system should also be user-friendly so that the professionals and the staff using it can be in a position to easily maneuver in the process of care delivery. The other component of the system that the company should consider is that it should have a wide range of features to enhance maximum utilization and the ease of data access by the patients and physicians. Finally, the medical professionals should also be trained on how to use the system upon implementation.
How will the selection of the chosen EHR system contribute to the strategy? Further explain why it was the best choice.
One of the ways in which the selection of eClinical works EHR will contribute to strategy is that it is the ability to maintain highly organized data; it’s fast and also has amazing features. The EHR system adapted for use in the organization should be in a position to increase effectiveness, efficiency, achieve quality in the delivery of care and also enhance the patient’s outcomes (Sinha et al., 2013). Due to its organization, the system will make it easy for the health care professionals to retrieve the patients’ information while at the same time ensuring security to prevent access of the patient information by unauthorized persons. The e-Clinical works will also contribute to the strategy because it offers low and affordable prices and has low maintenance costs and this aids in the reduction of the costs that the healthcare facilities incur in the maintenance. The other way in which the system will contribute to the strategy is that it has a wide scope of features which make it easy for the patients and the physicians to login into their portals and interact with each other.
On what basis should she develop actions items? What should the action items be, as they directly relate to the strategy?
The action items should be developed based on their importance in m ...
1Quality Improvement Plan TemplateIn this course, you deve.docxfelicidaddinwoodie
1
Quality Improvement Plan Template
In this course, you develop an organizational quality improvement (QI) plan for a health care organization of your choice. Organize the plan as you would present it to the organization’s board of directors for approval. Use the following outline as a guide when developing your plan.
Executive Summary: A one-page overview of the plan
Introduction/Purpose: Introduce the organization and state its mission. Describe the types of services the organization provides. This section must be approximately half a page.
Goals/Objectives: Describe what goals the organization has to meet its mission. These are principles that shape how the organization views and achieves quality. Examples may involve the concepts of safety, effectiveness, timeliness, and patient centeredness. This section must be approximately half a page.
Scope/Description/QI Activities: Describe what departments, programs, and activities are affected by the plan and why they are involved in its implementation. This section must be approximately half a page.
Data Collection Tools: Describe the type of performance data to be collected and why that data is focused on. Describe why each data collection and display tool was selected for the QI plan. This section must range from half a page to a full page.
QI Processes and Methodology: Describe the methodology and processes used to implement the plan. This must explain why each methodology and process are in the plan and why they were chosen. This section must range from half a page to a full page.
Comparative Databases, Benchmarks, and Professional Practice Standards: Describe what the organization will use as a standard to compare performance. This section must be one paragraph. This may be through a number of methods such as a comparative database or a competing organization’s annual report.
Authority/Structure/Organization: Describe the authority structure of the plan’s implementation. This must describe who is responsible for implementing the plan. Include a description of each role involved in the plan. This section must be approximately half a page:
· Board of directors
· Executive leadership
· Quality improvement committee
· Medical staff
· Middle management
· Department staff
Communication: Identify who the performance activity outcomes are communicated to and who does the communicating. This describes who is responsible for overseeing data collection and preparing data reports. This section must be approximately one paragraph.
Education: Describe how staff will be educated regarding the plan. This covers how each staff member will be initially oriented to the plan and each employee fits into the plan based on job responsibilities. This section must be approximately one to two paragraphs.
Annual Evaluation: Describe what elements of the plan are annually evaluated for improvement. This section must be approximately one paragraph.
Running head: QI PLAN PART 3
1
QI PLAN PART 3
7
...
Critical Response Rubric:
Category 0 1 1.5 2
Timeliness
late On time
Delivery of Critical
Response
Utilizes poor
spelling and
grammar; appear
“hasty”
Errors in
spelling and
grammar
evidenced
Few
grammatical or
spelling errors
are noted
Consistently uses
grammatically
correct response
with rare
misspellings
Organization
Unorganized. A
summary of the
chapter.
Unorganized in
ideas and
structure.
Some evidence
of organization.
Unorganized in
either ideas or
structure.
Primarily
organized with
occasional lack
of organization
in either ideas
or structure.
Clear
organization.
Ideas are clear
and follow a
logical
organization.
Structure of the
response is easy
to follow.
Relevance of
Response
(understanding the
chapter)
Lacks clear
understanding of
the chapter
Occasionally off
topic; short in
length and offer
no further
insight into the
topic. Lacking 2
or more of the
following: (1)
The text
assumptions (2)
implications of
the assumptions
(3) what the
author is
arguing for (4)
how the author
constructs their
argument
Related to
chapter
content; lacks
one of the
following: (1)
The text
assumptions (2)
implications of
the
assumptions (3)
what the author
is arguing for
(4) how the
author
constructs their
argument
Clear
understanding of
chapter content
and includes all of
the following:(1)
The text
assumptions (2)
implications of the
assumptions (3)
what the author is
arguing for (4)
how the author
constructs their
argument
Expression within
the response
(evidence of
critical thinking)
Does not express
opinions or ideas
about the topic
Unclear
connection to
topic evidenced
in minimal
expression of
opinions or
ideas
Opinions and
ideas are stated
with occasional
lack of
connection to
topic
Expresses
opinions and
ideas in a clear
and concise
manner with
obvious
connection to
topic
Story 2
Naming, walking and magic
By Carlos Gonzalez
The words you speak become the house you live in.—Hafiz (Ladinsky, 1999, p. 281)
Brazilian lyricist and novelist, Paulo Coelho, says that magic is a kind of bridge between the visible and invisible (2014). My work as a teacher and my students’ experiences in the learning spaces I help create sometimes reflect Coelho’s definition. In class, I often make the argument that language is the ultimate form of magic. Without it we don't really understand the world about us. It is that bridge between what is known and what wants to be known or is currently invisible.
In our sessions, because most of my students are familiar with and culturally rooted in the Bible, I mention a passage where God tells Adam to name the animals in the Garden of Eden. For me, this story works as a powerful reminder that the impulse to name is an integral part of what it means to be human. The naming of the animals implies that the way we relate to the world has something to do wi.
Critical Response Rubric- Please view the videos provided on Asha De.docxwillcoxjanay
Critical Response Rubric- Please view the videos provided on Asha Degree. The first, Trace Evidence, is a descriptive trace of the evidence in the case. The second video is the FBI clip hat includes Asha's parents. The Third clip is an experimental walk of the route Asha is claimed to have took that night. SAY HER NAME EXAMPLE- Simply provide a name an incident where violence was inflicted on a Black Female Body (since we've acknowledged Breonna Taylor, please research and find someone else that the class can be made aware of.
One page double space (thoughts)/response
.
https://www.youtube.com/watch?v=Ih5RUlzJjZI
https://www.youtube.com/watch?v=Y-9FtGTRWnk
https://www.youtube.com/watch?v=f30w54xfxiI
.
Critical Reflective AnalysisIn developing your genogram and learni.docxwillcoxjanay
Critical Reflective Analysis
In developing your genogram and learning plan you were required to collect significant personal data that has influenced your lifestyle and consequently your personal health and wellness. Looking at this information and your personal learning plan a meaningful event must have come to mind. This event would have been an incident that probably impacted your lifestyle in a negative fashion; as an example a divorce, an accident or a sudden death of a family member from familial links. How did this affect your overall health using the six dimensions of wellness? How does the research support the findings? What does this mean for you? With the knowledge you have gained how has this changed your perspective? Why? What changes will you make?Using the LEARN
headings
write a critical analyses highlighting the abstract ideas underlying your reflection. Use specific details and at least
three references
to defend your conclusions.
Criteria for Evaluation and GradingFormat:
5 pages (excluding title and reference page)
12 font Arial or Times New Roman
Double spaced
Minimum of 3-4 references
APA format (link)
Submit in a Word.doc document
LEARN HEADINGS
Look Back
Present a meaningful event
Outline event concisely
Elaborate
Summarize event in detail (what happened, who was involved, where the event occurred, your involvement)
Describe personal feelings and perceptions of self and others
Analyze
Identify
one key
issue to analyze
Use literature as a guide with at least 3 evidence based journal articles
Compare and contrast the event with knowledge acquired in reading
Discuss the new perspective (view) you have acquired through the literature
Revise
Refer back to your acquired knowledge and analysis
Explain how you would preserve or change your perspective
Discuss rationale for considering the change in your life
Suggest alternative strategies you are presently using as a result of this analysis
New Perspective
Identify recommendations for future revision of your lifestyle
Guidelines to assist reflective writing:
Occasion for reflection: (an experience – seen, read, heard)
Presents experience through use of concrete, sensory language, quotations and narrative accounts
Shows depth of thought
Indicates creativity
Reflection ( exploration and analyzes)
Reveals feelings and thoughts through presentation of the experience
Conveys evidence of a personal response to the experience
Enables reader to understand the abstract ideas underlying the reflection through use of specific detail
Demonstrates good meta-cognition
Writing Strategies
Uses convincing language and scenarios to detail reflection
Uses comparison and imagery
Enhances reflection through contrasting and explaining possibilities
Makes inferences
Develops new ways of reflecting upon nursing and nursing practice
Coherence and style:
Demonstrates insight through natural flow of ideas
P.
Critical Reflection Project
z
z
z
z
Major parts
Orient the reader
Identify the focus/purpose of the book
Outline the scope of your paper
Topic sentence 1
Discuses the theme (theme 1) with supporting details
Concluding sentence
Topic sentence 2
Discuses the theme (theme 2) with supporting details
Concluding sentence
Conclude by restating the thesis, summarizing the argument, and making application
Address the themes from biblical point of view
Paragraphs
Outline
Introduction
Body
Conclusion
z
Introduction (Example)
I am a White privileged, American, who is loved, and who is attending the college of her dreams. I live with three younger siblings who do not fit that description. We live in the same house; they are American, loved, attending an amazing high school, privileged, but what is missing? The answer is the color of their skin; I am White and they are Black. My three youngest siblings are adopted from various parts of the United States as well as Africa, and their lives are worlds apart from mine; yet, we live feet apart. I am never afraid to walk home from school or get arrested by the cops, and yet I will be walking home with my 6’0, line man sized, African American little brother and people will cross to the other side of the street. Whole families have crossed in the middle of the road to avoid passing next to us. I know for a fact most of my friends do not worry about their little brother coming home safe because he has the build of the boys you hear about on television being beaten to death—because he has the skin color of the boys on television.
The New York Times best seller, “The New Jim Crow: Mass Incarceration in the Age of Colorblindness” by Michelle Alexander works to give an explanation for the phenomenon that has been splashed across the news left and right. This movement is known as the “Black Lives Matter” movement that has the purpose of fighting back against the racism in our society: the human rights and dignity many people of color feel they are denied. There is a problem in our society that needs to be addressed because lives are on the line; and, I feel that the Black Lives Matter movement is not effectively or gracefully working to solve this problem as God intended. My purpose for this paper is to argue that our society is not seeing the new racism that is running rampant; that God did not intend for any sort of racism; and, finally conclude with our society should be called into action, especially the believers. For this paper, it will be broken up into three different sections: Michelle Alexander’s book, the corresponding Bible passages, and concluded with the application section.
z
Body (example)
“The New Jim Crow: Mass Incarceration in the Age of Colorblindness” is a book by Michelle Alexander, whose main argument is “that mass incarceration is, metaphorically, the New Jim Crow.” Some background to explain this statement is Jim Crow laws were a set of laws that barred African Americans from ha.
Critical reflection on the reading from Who Speaks for Justice, .docxwillcoxjanay
Critical reflection on the reading from
Who Speaks for Justice,
Part 5: Culture pages 161-219.
Cultural and social foundations provide no clear answers or guidance in why things are the way they are and requires students to become mindful of beliefs and patterns of behavior. Some things to think about Why instead of the What and When. What culture do you practice? Where did it come from? Are you paying attention to how culture impacts your behavior, actions and thinking? How does your culture impact others around you? Cultural and social foundations provide no clear answers or guidance in why things are the way they are and requires students to become mindful of beliefs and patterns of behavior.
.
Critical Reflection ExerciseStudents are expected to have co.docxwillcoxjanay
Critical Reflection Exercise
Students are expected to have completed the assigned readings each week and be prepared to comment critically.
Rather than providing mere summaries of course readings, students will be asked to analyze and synthesize information from the assigned readings while reflecting on their own lived experiences using personal examples, situations they observe in organizations and within their communities, and current events.
Students will submit a
three
page, double-spaced critical reflection of the assigned readings.
Assigned Readings: *
For the Second Reading, just Chapter 1 & 2
.
Critical Reading StrategiesThe University of Minnesota published.docxwillcoxjanay
Critical Reading Strategies
The University of Minnesota published a guideline on critical reading, called Critical Reading Strategies.
Click here (Links to an external site.)Links to an external site. for the document.
These guidelines suggest reading in an active and engaged way in order to analyze, evaluate, and understand texts. They recommend:
1. Identifying what you're reading for. Answer the following questions:
1. Why am I reading this text? Is it for general content? To complete a written assignment? To research information?
2. Allowing yourself enough time to read. I recommend giving yourself about one hour for every 25 pages of reading.
1. Note: Get comfortable with the feeling of struggling to read. Many of the texts we encounter this semester are very old. These readings may be obscure, difficult to understand, while reflecting cultural values that may be alien to you. I recommend paying attention to these feelings of discomfort as you read, and then using them to investigate the text further.
1. Example: You notice there is a lot of repetition in the Epic of Gilgamesh so you decide to look into it. You find out that the translation history of Epic of Gilgamesh involves a great deal of transcription from fragmented cuneiform tablets into our written text system.
3. Previewing the text. Does the text have any headings or sub-headings? If so, what are they? Does it include an introduction? If so, what does the introduction have to say? What does the text look like on the page? Literally--does it take up a lot of space? Bigger/smaller margins? Use block writing or stanzas?
4. Engaging. I cannot stress it enough: get in the habit of reading with a pen or pencil in hand. Write in the margins. Circle things you find important. Develop a notation system that reflects your thoughts or feelings as you read.
1. You may draw an angry face next to the section where Gilgamesh insults the goddess Ishtar. You might underline the stanza in which Gilgamesh and Enkidu confront the monster, Humbaba.
2. What the texts says vs what it does. Take time to summarize the text says. What is the main idea? How is the main idea supported? Now ask yourself: how does it do that? Does it use imagery? Metaphor? Repetition? Simple or complicated language?
What is World Literature?
David Damrosch is known for his extensive work in world literature and comparative literature. He is also the director of Harvard's The Institute for World Literature (Links to an external site.)Links to an external site.. In "Introduction: Goethe Coins a Phrase," Damrosch provides a brief history of world literature as a literary field, and also defines world literature in terms of translation and circulation. See below for the PDF.
Damrosch, David (Introduction--Goethe Coins a Phrase).pdf
· The concept of "world literature" as a literary field comes into the Western World through Goethe's term, weltliteratur. It's important to note that Goethe was not the first to use weltlite.
Critical Qualitative Research Designpages 70–76Related to un.docxwillcoxjanay
Critical Qualitative Research Design
pages 70–76
Related to understanding your goals as a researcher is the development of the rationale of the study. A rationale is the reason or argument for why a study matters and why the approach is appropriate to the study. Rationales can range from improving your practice and the practice of colleagues (as in practitioner research), contributing to formal theory (e.g., where there may be a gap in or lack of research in an area), understanding existing research in a new context or with a new population, and/or contributing to the methodological literature and approach to an existing corpus of research in a specific area or field. Thinking about and answering the questions in Table 3.1 can aid in this process. Considering these kinds of questions is central to developing empirical studies, and it is important to understand that these rationales and goals will also lead you to conduct different types of research, guiding your many choices—from the theories used to frame the study to the selection of various methods to the actual research questions as well as designs chosen and implemented.
There are many strategies for engaging in a structured inquiry process and through it an exploration of research goals and the overall rationale of a study. These strategies can include the writing of various kinds of memos, structured dialogic engagement processes, and reflective journaling. Across these strategies, creating the conditions and structures for regular dialogic engagement with a range of interlocutors is an absolutely vital and necessary part of refining your understanding of the goals and rationales for the research. We describe each of these strategies in the subsequent sections.
Memos on Study Goals and Rationale
Memos are important tools in qualitative research and tend to be written about a variety of different topics throughout the phases of a qualitative study. Memos are a way to capture and process, over time, your ongoing ideas and discoveries, challenges associated with fieldwork and design, and analytic sense-making. Depending on your research questions, memos can also become data sources for a study. There is no “wrong” way of writing memos, as their goal is to foster meaning making and serve as a chronicle of emerging learning and thinking. Memos tend to be informal and can be written in a variety of styles, including prose, bullet points, and/or outline form; they can include poetry, drawings, or other supporting imagery. The goals of memos are to help generate and clarify your thinking as well as to capture the development of your thinking, as a kind of phenomenological note taking that captures the meaning making of the researcher in real time and then provides data to refer back and consider the refinement of your thinking over time (Maxwell, 2013; Nakkula & Ravitch, 1998). While we find writing memos to be a useful and generative exercise, both when we write and share them in our indep.
Critical InfrastructuresThe U.S. Department of Homeland Security h.docxwillcoxjanay
Critical Infrastructures
The U.S. Department of Homeland Security has identified what is determined to be critical infrastructure assets that are designated as potentially being of terrorist interest. Although the final responsibility and mission for protecting those assets and sectors of each remains with the DHS, the initial accountability rests with local ownership and authorities.
The DHS has formulated a National Infrastructure Protection Plan to explain and describe the national responsibility. A very significant majority of the infrastructure elements are under private or corporate ownership and maintenance and must share the bulk of responsibility for protection and security under their own mission plans for security.
Assignment Guidelines
Address the following in 3–4 pages:
What is the National Infrastructure Protection Plan (NIPP)?
When was it created?
Who created it?
Why was it created? Explain.
How important is the private sector with regard to critical infrastructure protection? Why?
What types of strategies can be used for critical infrastructure protection (CIP)?
What strengths currently exist in the United States with regard to CIP? Explain.
What weaknesses still need to be addressed? Why?
How can federal agencies effectively cooperate with private sector organizations? Explain.
What types of information should be disseminated to private sector organizations that are responsible for key assets? Explain.
What types of information, if any, should be withheld from the private sector? Why?
ASSIGNMENT DUE TONIGHT 10/20/13 BY 12 CLOCK
.
Critical Infrastructure Protection
Discussion Questions: How has the federal government responded to possible terrorist attacks (mitigation) where civil liberties have not been endangered? Considering that so much of the nation’s critical infrastructure is privately owned, how has the government-regulated possible civil liberties issues related to private sector employers/employees? Can a balanced policy be implemented regarding critical infrastructure without eroding privacy, freedom of information or other civil liberties?
Minimum of 350 words
APA Style with quotation and references
.
Critical InfrastructuresIn terms of critical infrastructure and ke.docxwillcoxjanay
Critical Infrastructures
In terms of critical infrastructure and key resources (CIKR), an
asset
is a person, structure, facility, information, material, or a process that has value. For example, in the transportation sector, a bridge would be an asset.
A
network
is a group of related components that interact with each other or share information to perform a function. For example, a light rail system that crosses multiple jurisdictions in a large metropolitan area would be considered a network.
A
system
is any combination of facilities, personnel, equipment, procedures, and communications integrated for a specific purpose. For example, the U.S. interstate highways comprise a system within the transportation sector.
A
sector
consists of a logical collection of interconnected assets, systems, or networks that provide a common function to society, the economy, or the government. For example, the transportation sector consists of vast, open, accessible, interconnected systems, which include the aviation, maritime, pipeline, highway, freight rail, and mass-transit systems.
Address the following in 3–4 pages:
For each of the 18 CIKR sectors, identify 1
–
2 local examples of critical infrastructure.
Briefly describe the examples, and explain how they are operated and utilized.
Provide any information that you feel is unique to each sector.
In your local community, research the infrastructure, and identify one particular element that may be of particular interest to a terrorist or vulnerable to natural or manmade disaster.
Are there any protective measures in place to ensure its safety?
.
Critical Infrastructure Case StudyPower plants are an important .docxwillcoxjanay
Critical Infrastructure Case Study
Power plants are an important part of critical infrastructures and local, state, and national economies. Therefore, power plants need deep and multilayered access controls due to concerns over physical security. There are a number of sensitive areas that must be secured, and various employees need different levels of access to these locations. At a plant in the upper Midwest, this access is handled with identity badges that include images of the user and an RFID with their access rights. The RFID handles access through multiple levels. There is a security checkpoint at the entrance to the parking lot, and at the entrance. Both points require a badge to enter. From there the badge allows personnel to enter the facilities they are authorized to enter. It also acts as "something you have" for multipoint authentication onto secure systems. These are all standard functions for an RFID badge system. The badges also have an automatic deactivation feature, which is useful for certain personnel. Maintenance personnel, for example, do not have enhanced access and do not require access to secured areas of the site. However, the maintenance team may need access to any area of the facility regardless of its sensitivity, in the case of a breakdown or special project. To allow for this, the badges can be granted access rights that decay over time. This allows for temporary access to secure areas that is then automatically revoked over a number of hours or days. This lowers administrative time, and reduces the risk of human error in rights assignment.
.
Critical Infrastructure and a CyberattackPresidential Decisi.docxwillcoxjanay
Critical Infrastructure and a Cyberattack
Presidential Decision Directive 21 (PDD-21) identifies 16 critical infrastructures. PDD-21 lays out the national policy to maintain secure, functioning and resilient critical infrastructure. Select a critical infrastructure sector from the list below and discuss the impact that a cyberattack could have on that system or service:
Communication Sector (voice communications, digital communications, or navigation)
Energy Sector (electric power grid)
Water and Wastewater Systems Sector (water supply or sewage)
Healthcare and Public Health Sector (hospitals)
Transportation Systems Sector (rail or air)
Financial Services Sector (banking )
It is the third and fourth order effects from the cyberattack on the chosen critical infrastructure that shows the far reaching and devastating effect of a cyberattack. To demonstrate the interconnectedness of critical infrastructure, explain the cascading effects on other critical infrastructure. Then, discuss the measures DHS has taken to ensure resiliency of the selected infrastructure and the measures that need to be implemented in the future.
The Critical Infrastructure and a Cyberattack assignment
Must be three to four pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a
cover page (Links to an external site.)
with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introductory paragraph with a succinct thesis statement. The thesis must be in both the introduction and the conclusion.
Must use at least three scholarly sources or official government sources in addition to the course text.
Must
document all sources in APA style (Links to an external site.)
as outlined in the Ashford Writing Center.
Must include a separate
references page that is formatted according to APA style (Links to an external site.)
as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your assignment.
.
Critical Incident Protection (CIP)Plans need to have your name o.docxwillcoxjanay
Critical Incident Protection (CIP)
Plans need to have your name on them and need to include at least 2 pages describing:
•The importance of the document
•How it pertains to your residency company
•How your role in the company can help the plan be successful
Note:ASAP FORMAT
references and citations required
.
Critical Evaluation of Qualitative or Quantitative Research Stud.docxwillcoxjanay
Critical Evaluation of Qualitative or Quantitative Research Study
Read:
Stevens, K., (2013)
The impact of evidence-based practice in nursing and the next big ideas
.
OJIN: The Online Journal of Issues in Nursing
,
18
,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04
Critically evaluate either Study 3 or Study 4. Evaluate the credibility of professional citation, research design, and procedures in a research article. Include a discussion on how this study contributes to evidence-based practice.
Study 3 -
Patients’ and partners’ health-related quality of life before and 4 months after coronary artery bypass grafting surgery
Study 4 -
Striving for independence: a qualitative study of women living with vertebral fracture
Suggested Reading
Schreiber, M. L. (2016). Evidence-Based Practice.
Negative Pressure Wound Therapy
.
MEDSURG Nursing, 25
(6), 425-428.
Stevens, K., (2013)
The impact of evidence-based practice in nursing and the next big ideas
.
OJIN: The Online Journal of Issues in Nursing
,
18
,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04
Wakefield, A. (2014). Searching and critiquing the research literature.
Nursing Standard
,
28
(39), 49-57. doi:10.7748/ns.28.39.49.e8867
Chapter 6 (pp. 131-153), Chapter 7 (pp. 157-185), Chapter 8 (pp. 189-226) Chapter 12 (pp.323-350)& Chapter 13 (pp. 351-380) In Houser, J. (2018).
Nursing research: Readings, using & creating evidence
(4th ed.). Burlington, MA: Jones & Bartlett Learning
Qualitative Specific Resources
Houser, J. (2018).
Nursing research: Readings, using & creating evidence
(4th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 9, p. 229-252
Chapter 14, p. 385-416
Chapter 15, p. 419-442
Additional Instructions:
All submissions should have a title page and reference page.
Utilize a minimum of two scholarly resources.
Adhere to grammar, spelling and punctuation criteria.
Adhere to APA compliance guidelines.
Adhere to the chosen Submission Option for Delivery of Activity guidelines.
Submission Options:
Choose One:
Instructions:
Paper
4 to 6-page paper. Include title and reference pages.
.
Critical Analysis of Phillips argument in her essay Zombie Studies.docxwillcoxjanay
Critical Analysis of Phillips' argument in her essay "Zombie Studies Gain Ground on College Campuses"
Compose a fully-developed paragraph to critically analyze Phillips' argument. Use the points you learned in the "Reading with a Critical Eye" text for your analysis. (500 words)
What are the main points Erica Phillips uses to support her argument that zombies are gaining ground on college campuses?
Who are the authorities that she presents to provide credibility to her argument.
Does she present you with facts or opinions? Is her information current?
Does her background give her any authority on the subject?
What are the strengths and weaknesses of her argument?
.
Critical Appraisal Process for Quantitative ResearchAs you cri.docxwillcoxjanay
Critical Appraisal Process for Quantitative Research
As you critically appraise studies, follow the steps of the critical appraisal process presented in Box 18-1. These steps occur in sequence, vary in depth, and presume accomplishment of the preceding steps. However, an individual with critical appraisal experience frequently performs multiple steps of this process simultaneously. This section includes the three steps of the research critical appraisal process applied to quantitative studies and provides relevant questions for each step. These questions are not comprehensive but have been selected as a means for stimulating the logical reasoning and analysis necessary for conducting a study review. Persons experienced in the critical appraisal process formulate additional questions as part of their reasoning processes. We cover the identification of the steps or elements of the research process separately because persons who are new to critical appraisal often only conduct this step. The questions for determining the study strengths and weaknesses are covered together because this process occurs simultaneously in the mind of the person conducting the critical appraisal. Evaluation is covered separately because of the increased expertise needed to perform this final step.
Step I: Identifying the Steps of the Quantitative Research Process in Studies
Initial attempts to comprehend research articles are often frustrating because the terminology and stylized manner of the report are unfamiliar. Identification of the steps of the research process in a quantitative study is the first step in critical appraisal. It involves understanding the terms and concepts in the report; identifying study elements; and grasping the nature, significance, and meaning of the study elements. The following guidelines are presented to direct
you in the initial critical appraisal of a quantitative study.
Guidelines for Identifying the Steps of the Quantitative Research Process
The first step involves reviewing the study title and abstract and reading the study from beginning to end (review the key principles in Box 18-2). As you read, address the following questions about the research report: Was the writing style of the report clear and concise? Were the different parts of the research report plainly identified (APA, 2010)? Were relevant terms defined?
You might underline the terms you do not understand and determine their meaning from the glossary at the end of this textbook. Read the article a second time and highlight or underline each step of the quantitative research process. An overview of these steps is presented in Chapter 3. To write a critical appraisal identifying the study steps, you need to identify each step concisely and respond briefly to the following guidelines and questions:
I. Introduction
A. Describe the qualifications of the authors to conduct the study, such as research expertise, clinical experience, and educational preparation. Doctoral .
Criteria
Excellent
Superior
Good
Work needed
Failing
Introduction
20 points
Engages reader's attenion. Strong, assertive stance. Gives title of story and author. Key points are presented in thesis. Has individual and creative slant
18 points
Clear thesis with key points. Gives title and author. Takes a stance on analysis of story.
16 points
Thesis general but analytical. Reader is aware from first paragraph of the author's perspective of the story.
14 points
Thesis too broad or not clear as analysis.
0 points
Needs thesis which will analyze story. Reader not clear about what to expect.
Body
20 points
Key points developed with details and examples from text. Refers to thesis concepts. Reflects authorial stance
18 points
Gives details and examples from text to analyze thesis concept.
16 points
Uses some examples from the story without much plot summary. Focuses on thesis concept.
14 points
Plot summary. Does not tie into thesis concept.
0 points
Plot summary or biography of author. Thesis not developed with details or key points.
Conclusion
15 points
Summarizes key points made in essay. Restates thesis concept in different words. Provides a sense of closure and unification.
13 points
Summarizes points made. Restates thesis concept.
11 points
Summarizes points made in body of essay. Unifies the essay without new topics introduced.
9 points
Ends abruptly. Introduces new topic into conclusion. Does not reflect information in introduction, thesis, and body.
0 points
Lacks summary of points or sense of unity in essay.
Academic tone
10 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout. No cliches, slang, or colloquialisms used.
8 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout.
6 points
Clear tone but may contain usage of first person, or occasional informal usage.
4 points
Too informal, usage of first person, and language usage does not reflect the academic reader.
0 points
Does not reflect the tone of academic writing.
Citations
25 points
Uses in-text citations accurately after examples from text. Provides Work Cited list with accurate citation(s).
22 points
Accurate in-text and Works Cited citation(s).
19 points
In-text and end citations may have errors, but show patterns given in our textbook.
17 points
Inadequate information to allow reader to find sources. Usage of URL as main citation. In-text citations missing or not accurate.
0 points
Missing or invalid.
Mechanics
10 points
Free of errors in punctuation, spelling, grammar, and sentence structure
8 points
Few errors in spelling, punctuation or grammar. Complete sentences with conventional phrasing.
7 points
Errors are too frequent, but few sentence construction problems--fragments, run on sentences or comma splices.
6 points
Too many errors. Problems with sentence constructions: fragments, fused senten.
Critical analysis of primary literature - PracticePurposeThis.docxwillcoxjanay
Critical analysis of primary literature - Practice
Purpose:
This purpose of this assignment is to critically analyze each section of one research paper, in order to gain experience dissecting, summarizing, and evaluating primary literature.
Skills:
As a result of completing this assignment, you will gain skills required to analyze and evaluate information from any source, and to apply the process of science to analyze and evaluate primary sources, including:
· Identifying and rewording hypotheses and predictions
· Evaluating experimental methods within the context of the hypotheses and predictions
· Analyzing statistical tests and describing their meaning
· Analyzing, interpreting, and summarizing Results and Interpretations, including the meaning and descriptive value of figures and tables
Tasks and Rubric:
· Select and read one of the provided papers that reports on original experimental research.
· Consider watching the Intro To Stats video lecture for help understanding the methods.
· Begin a Collaboration with me through our Canvas site (so that I may access and comment on it at any time), and complete the following analyses of the journal article:
Commentary Part 1
Focus on the Abstract and Introduction of the publication:
1. Explain in your own words why the researchers conducted this study; what is the value in studying their system? What background information is included to inform you of the relevance, importance or potential implications of the study?
2. Restate the researcher’s hypothesis and their predictions in your own words; Identify where they stated their hypothesis and predictions, and whether it was stated explicitly or implied. Did the researchers choose appropriate experiments or observations to test their hypothesis? Explain why you think so.
Commentary Part 2
Focus on the Materials and Methods:
1. In your own words, summarize the experimental methods (if there are multiple, summarize what you believe is the most important experiment).
2. Explainthe statistical method or test used to analyze their most important results: on what dataset is the statistical test applied? What is the test statistic measuring? What are the confidence limits, p-value, or R2 value, etc. and the significance level associated with the test statistic?
Commentary Part 3
Focus on the Results and Discussion:
1. Evaluate two figures or tables that visually explain the most important result: Explain what each one attempts to show. Explainhow the figures and tables do or do not help clarify the written results.
2. Evaluate the Results & Discussion: Do they match the predictions and therefore support the hypothesis, or do the results falsify the hypothesis...or do they suggest a way in which the hypothesis (or predictions) should be modified? Explain.
Additional criteria and tips. To receive 15 points, you must:
· Use no smaller than 11 point font, 0.75 inch borders.
· Use correct grammar and punctuation and adhere to Standard English sentence st.
Critical analysis of one relevant curriculum approach or model..docxwillcoxjanay
Critical analysis of one relevant curriculum approach or model.
Recommended Reading
Arce, E., & Ferguson, S. (2013). Curriculum for young children: An introduction (2n ed.). Wadsworth, CA: Cengage Learning.
Brady, L & Kennedy, K (2013). Curriculum construction (5th ed.). Australia: Pearson.
Cohen, L., & Waite-Stupiansky, S. (2013). Learning across the early childhood curriculum, UK: Emerald.
Curtis, C. (2011). Reflecting children's lives: a handbook for planning your child-centered curriculum (2nd ed.), St Paul, Minnesota: Redleaf Press.
Elias, C., & Jenkins, L. (2011). A practical guide to early childhood curriculum, 9th edn, NJ: Pearson Education.
Eliason, C., & Jenkins, L. (2012). A Practical Guide to Early Childhood Curriculum, 9th ed. New Jersey: Pearson Education
File N., Mueller, J., & Wisneski, D. (2012). Curriculum in early childhood education: re-examined, rediscovered, renewed New York: Routledge.
Fleer, M. (2013). Play in the early years, UK: Cambridge University.
Gronlund, G. (2010). Developmentally appropriate play: guiding young children to a higher level. St Paul, MN: Redleaf
Hunter, L., & Sonter, L. (2012). Progressing play: practicalities, intentions and possibilities in emerging co-constructed curriculum. Warner, QLD, Australia: Consultants at play.
Ingles, S. (2015). Developing critical skills: Interactive exercises for pre-service teachers. Kendall Hunt.
Irving, E., & Carter, C. (2018 in Press). The Child in Focus: Learning and Teaching in Early Childhood Education, Melbourne: Oxford University Press (particularly Chapter 4: Play and Play-based learning and Chapter 5: Curriculum and Pedagogy)
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2011). Developmentally appropriate curriculum: Best practices in early childhood education. Boston, MA: Pearson Education
Page, J.,& Taylor, C. (Eds). (2016). Learning & Teaching in the Early Years. Melbourne: Cambridge University Press.
Department of Education, Employment and Workplace Relations (DEEWR). (2009).
Belonging, being and becoming: The early years learning framework for Australia
. Australian Capital Territory, Australia: Commonwealth of Australia.
Pugh, G., & Duffy, B. (2014). Contemporary issues in the early years (6th ed.), Sage Publications, London.
Van Hoorn, J., Nourat, P.M., Scales, B., & Alward, K.R. (2015). Play at the center of curriculum (6th ed.). New Jersey, U.S.: Prentice Hall.
Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). London, England: Sage.
.
A Strategic Approach: GenAI in EducationPeter 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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Critical Access Hospital Goal Setting Provided By The Nat.docx
1. Critical Access Hospital Goal Setting
Provided By:
The National Learning Consortium (NLC)
Developed By:
Health Information Technology Research Center (HITRC)
Key Health Alliance, Regional Extension Assistance Center for
HIT
http://www.HealthIT.gov
National Learning Consortium
• The National Learning Consortium (NLC) is a virtual and
evolving body of knowledge and resources designed to
support healthcare providers and health IT professionals
working towards the implementation, adoption and
meaningful use of certified EHR systems.
• The NLC represents the collective EHR implementation
experiences and knowledge gained directly from the field
of ONC’s outreach programs (REC, Beacon, State HIE) and
through the Health Information Technology Research
Center (HITRC) Communities of Practice (CoPs).
• The following resource can be used in support of the EHR
Implementation Lifecycle. It is recommended by
“boots-on-the-ground” professionals for use by others who have
made the commitment to implement or upgrade to
certified EHR systems.
2. EHR Implementation Lifecycle
The material in this document was developed by Regional
Extension Center staff in the performance of technical support
and EHR implementation. The
information in this document is not intended to serve as legal
advice nor should it substitute for legal counsel. Users are
encouraged to seek additional detailed
technical guidance to supplement the information contained
within. The REC staff developed these materials based on the
technology and law that were in
place at the time this document was developed. Therefore,
advances in technology and/or changes to the law subsequent to
that date may not have been
incorporated into this material.
September 30, 2013 • Version 1.0
www.HealthIT.gov
1
http://www.healthit.gov/providers-professionals/regional-
extension-centers-recs
http://www.healthit.gov/providers-professionals/beacon-
community-centers
http://www.healthit.gov/policy-researchers-implementers/state-
health-information-exchange
http://healthit.hhs.gov/portal/server.pt/community/healthit_hhs_
gov__rec_program/1495
http://healthit.hhs.gov/portal/server.pt/community/healthit_hhs_
gov__rec_program/1495
http://www.healthit.gov/providers-professionals/ehr-
implementation-steps
http://www.HealthIT.gov
3. www.HealthIT.gov
2
Description & Instructions
• The Critical Access Hospital Goal Setting guide is intended to
aid providers
and health IT implementers with Planning, Selecting,
Implementing, and
Achieving Meaningful Use. It can be used to determine what
goals are, how
they should be set, and how they should be measured.
• This resource includes goal setting tools and tips.
September 30, 2013 • Version 1.0
www.HealthIT.gov
Goals
• Goals play an important part of many of the aspects of
planning, selecting,
implementing, and realizing benefits of HIT
• Help educate about what is possible with an EHR
• Initiate change management by recognizing need for
improvement
• Aid implementation planning, customization, testing and
planning
• Establish expectations for successful adoption and optimal use
• Support benchmarking and interoperating across continuum of
4. care
3
September 30, 2013 • Version 1.0
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SMART Goals
• Specific
• Measurable
• Attainable
• Realistic
• Timely & Tangible
4
September 30, 2013 • Version 1.0
www.HealthIT.gov
Specific
• Who
• What
• Where
• When
• Why
Goals not only need to be Significant enough to make the
investment in achieving the
goal but Stretching for the organization to push itself to
continuously strive for
5. improvement.
5
September 30, 2013 • Version 1.0
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Measurable
• How much
• How many
“If you can’t measure it, you can’t Manage it”
To be measurable, goals must contain specific Metrics, be
Meaningful, and
Motivational.
6
September 30, 2013 • Version 1.0
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Attainable & Agreed Upon
• Consensus on Acceptable goals and commitment to Achieving
the goals
is critical.
7
6. September 30, 2013 • Version 1.0
www.HealthIT.gov
Realistic, Relevant, Reasonable, Rewarding,
and Result-oriented
• Goals must reflect:
– Availability of resources, knowledge and time
Set the bar high enough to be meaningful in light of the
investment made to Reach
the results.
8
September 30, 2013 • Version 1.0
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Timely & Tangible/Track-able
• Short term
• Long term
If a goal is achieved within the timeframe established, celebrate
it. If not
accomplished, carry out an analysis of why it has not been
achieved.
9
7. September 30, 2013 • Version 1.0
www.HealthIT.gov
Example
• Goal for a transcription scenario: Utilize structured data
collection templates
to reduce transcription expense by 30% within three months,
60% within six
months, and 85% within one year of adopting EHR, and support
clinical
decision alerts and reminders
10
September 30, 2013 • Version 1.0
www.HealthIT.gov
SMART Goal Setting Tool
Goal Elements Sample Scenario Example
Specific Reduce provider transcription
expense
Measurable By 30% / by 60% / by 85%
8. Achievable Using structured data collection
templates
Realistic With one-on-one end user support
Time-based within 3 months/ within 6 months / within
1 year
11
September 30, 2013 • Version 1.0
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September 30, 2013 • Version 1.0
12
Current Processes
Current Processes EHR Benefits Metrics
1. Appointment scheduling,
diagnostic studies
scheduling, insurance
verification, chart prep.
-Reduce /eliminate filing
- Collect co-pays
- Institute financial
counseling
# FTE pulling/filing charts
# FTE prepping charts
# A/R days
$ in collections
9. 2. Patient check in
3. Patient intake and
documentation of vitals,
history, etc
- Improve patient care
- Match skills to task
- Patient satisfaction
# missed entries
# processes repeated
% satisfaction on survey
4. Review results (incl. images),
other encounter data, other
provider & patient-supplied
data
- Patient safety
- Complete documentation
- Reduce repeat visits/tests
Quality indicators
Improved contracting
$ profit in managed care
5. Clinical documentation of
history and physical exam,
encounter notes
- Improve patient care
- Reduce time and effort to
enter history data
- Reduce transcription
expense
- Complete documentation
10. Quality indicators
$ in transcription expense
Provider productivity
6. Medication management, including samples,
renewals/ mail order pharmacies
www.HealthIT.gov
Key Clinic Processes
Key Clinic Processes General Benefits Baseline Metrics
S.M.A.R.T. Goals
1. Pre-visit Reduce patient wait
time
75% of patients wait > 15
min. for staff to find missing
lab work
Reduce wait time to less
than 10 min. for 100% of
patients by having lab
results automatically
delivered to EHR
2. Check-in
3. Patient intake
4. Medication reconciliation
11. 5. Prevention screening
6. Physician chart review
7. H&P documentation
8. Assess & plan documentation
9. Staff tasking
13
September 30, 2013 • Version 1.0
Critical Access Hospital Goal SettingNational Learning
ConsortiumDescription & InstructionsGoalsSMART
GoalsSpecificMeasurableAttainable & Agreed UponRealistic,
Relevant, Reasonable, Rewarding, and Result-orientedTimely &
Tangible/Track-ableExampleSMART Goal Setting ToolCurrent
ProcessesKey Clinic ProcessesAccessibility ReportFilename:
ONC_NLC_CriticalAccessHospGoals.pdfReport created by: Rae
Benedetto, Accessibility and Remediation Specialist,
[email protected]Organization: Manila Consulting Group
[Personal and organization information from the Preferences >
Identity dialog.]
Summary
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from being fully accessible.Needs manual check: 2Passed
manually: 0Failed manually: 0Skipped: 0Passed: 29Failed: 1
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barBookmarksPassedBookmarks are present in large
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12. appropriate color contrastPage ContentRule
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flickerScriptsPassedNo inaccessible scriptsTimed
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<<
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28. Part 3 - needs to be much more indepth - need full paragraphs
and research/citations
Part 4 - more indepth and related to your project goals and
activities
SMART goals you are not understanding this concept - it is not
about the word smart but the structure - see example below.
You need at least 3 SMART goals.
S.M.A.R.T. Goals
· Specific – clearly state what you want to accomplish
· Measurable – determine how you will evaluate success with
the goal
· Attainable – challenging goals but achievable
· Relevant – the goal is relevant to your topic
· Time based – target dates for the goal
Example of a SMART goal: By August 30, 2019 at least 10%
of employees will have received education about the new MRI
machine.
· Then develop activities that will help achieve the goal.
· Then determine how the activity results will be evaluated.
10/17/2018 Healthcare Operations Management, Second Edition
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CHAPTER 13 Project Management
Learning Objectives
▪ Describe the need for project management and its use for
administrative and clinical
41. operations.
▪ Review the information sources for project management in
various health services
operations.
▪ Evaluate projects with PERT/CPM techniques.
▪ Recognize risk in project completion, and develop
probabilistic methods.
▪ Describe the concept of project compression.
▪ Evaluate the cost/benefit of project compression.
Health care managers typically oversee a variety of operations
intended to deliver health
services. Besides those, health care managers may work on
projects that are unique and
nonroutine, designed to accomplish a specified set of objectives
in a limited time. Projects
can be viewed as temporary endeavors undertaken to create new
products and services
(Klastorin, 2004; p. 3). Typical examples of such nonroutine
projects are moving a hospital
to a new location by a certain date or renovating an outpatient
facility to meet changing
demand patterns. Projects like these have considerable costs.
42. They involve a large number
of activities that must be carefully planned and coordinated to
achieve the desired results,
and may take a long time to complete (Stevenson, 2002; pp.
766–767 and Kerzner, 2004; pp.
179–180).
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Project management is an approach for handling these unique,
one‐time endeavors that
may have long or short time horizons, significant costs, and
significant effects on the
43. organization's operation. Since these projects include many
separate activities, planning
and coordination are essential to complete them on time, within
cost constraints, and with a
high quality result.
Most projects are expected to be completed within time, cost,
and performance guidelines,
meaning that goals must be established and priorities set. Tasks
must be identified and time
estimates made. Resource requirements for the entire project
have to be projected. Budgets
have to be prepared. Once under way, progress must be
monitored to make sure that project
goals and objectives are met. Through the project approach, the
organization focuses
attention and concentrates efforts on accomplishing a narrow set
of objectives within a
limited time and budget.
Project management can be handled by assigning existing staff
to the project for its
duration. However, problems arise if the project manager lacks
expertise or continues to
have responsibility for other assignments, and also later when
the individual or team must
44. be reintegrated into routine operations. For these and other
reasons, often independent
consultants are hired to take over project management for the
health care providers.
Whether projects are managed internally or externally, however,
it is still important for the
managers in health care organizations to understand project
management concepts, in
order to successfully manage internal projects and to understand
the information presented
to them by outside consultants.
The Characteristics of Projects
Projects have phases: planning, execution of planned activities,
and phase‐out. Those phases
are known as a project's life cycle, and typically consist of four
stages:
1. Formulation and Analysis: The organization recognizes the
need for a project (for
example, the need to replace a health care facility with a more
modern one) or
responds to a request for a proposal from a potential customer
or client (for example,
expanding health care services to secure a new third‐party
contract). The expected
45. costs, benefits, and risks of undertaking the project must be
analyzed at this stage.
2. Planning: At this stage, details of how the work will flow are
hammered out and
estimates are made of necessary human resources, time, and
cost.
3. Implementation: The project is undertaken; most of the time
and resources for a project
are consumed at this stage.
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4. Termination: The project is completed; tasks include
reassigning personnel and dealing
with leftover and excess materials and equipment.
During the project's life cycle, a project brings together people
with expertise and diverse
skills, who each become associated with only a portion of the
project, rather than
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its full scope. Their involvement relates to their specialized
skills. To manage these diverse,
skilled personnel is a challenge that is the responsibility of the
project manager.
The Project Manager
The central figure in a project is the project manager, who bears
the ultimate responsibility
for its organization and completion. A project manager must be
able to communicate
effectively among project team members and coordinate their
activities to accomplish the
objectives.
Once the project is underway, the project manager oversees a
range of support activities.
47. Both time constraints and costs must be managed so that the
project is completed within the
projected time frame and budget. Open channels of
communication must be maintained so
that everybody has the information they need to do their work.
The quality of the work
done must be assessed constantly to ensure that performance
objectives are realized.
Workflow must be managed so that activities are accomplished
in the necessary sequence.
Meanwhile, the project manager must also communicate with
external constituencies such
as regulatory boards, potential patients, subcontractors, and so
on. Finally, it is important to
direct and motivate the diverse people working on the project,
as well as coordinate their
activities (Stevenson, 2002; p. 769).
Managing Teams and Relationships on Projects
A project manager's job has its share of headaches as well as
rewards. Personnel who are
loyal to their bosses in their own functional areas have to be
motivated by the project
manager towards the project's unique goals. Since the team
members report both to the
48. project manager and to their functional bosses, the task of
managing personnel with two or
more bosses can be challenging indeed, especially with the
dynamic and intelligent
workforce in health care. Supervisors often are reluctant to
allow their employees to
interrupt their normal responsibilities to work on a project
because their absence
necessitates training replacements. Training costs may be
incurred for a replacement who
will work only over the project's life span, until the incumbent
employee returns. In any
case, supervisors are reluctant to lose the output of valuable
employees. The employees
themselves are not always eager to participate in projects
because of the potential strains of
working under two bosses in a matrix type of organization.
From the employee's
perspective, working on a project may disrupt daily routines and
personal relationships. It
also raises a risk of being replaced in the original position.
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Another potential strain arises from the fact that the personnel
who work on a project
frequently possess specialized clinical knowledge and skills that
the project manager lacks.
Yet, the project manager is expected to guide their efforts and
evaluate their performance.
Apart from all these particular challenges, the environment in
which project managers in
health care facilities work is constantly changing and filled with
uncertainties, in spite of
which they must meet budgets and time constraints.
A project manager can, however, anticipate important rewards
from adapting to and
overcoming the unique challenges of the job: the career benefits
of being associated
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with a successful project and the personal satisfaction of seeing
it through to its conclusion.
Many people embrace the dynamic environment of a project as a
welcome diversion from
routine tasks. They welcome the challenge of working under
pressure and solving new
problems. Projects may also present opportunities to meet new
people and increase future
job opportunities through networking. Project participants can
point to a successful project
as a source of status among their fellow workers. Finally,
projects frequently generate a
team spirit that increases the satisfaction of achieving project
goals (Stevenson, 2002 pp.
770–772).
Although project managers aim to have smooth operations,
conflicts can occur in various
51. areas: (A) priorities in scheduling and sequencing the tasks; (B)
among the team members;
(C) budget and costs; and (D) other administrative and technical
issues.
Planning and Scheduling Projects
Planning a project starts once its objectives have been
established and the project manager
and major players of the team have been identified. For
planning and scheduling the project
there are useful methodologies available. The Gantt chart, the
Program Evaluation and
Review Technique (PERT), and the Critical Path Method (CPM)
give project managers
graphic displays of project activities and allow calculation of a
time estimate for the project.
Activities are project steps that consume resources and time.
The crucial activities that
require special attention to ensure on‐time completion of the
project can be identified, as
well as the limits for how long others’ start can be delayed.
The Gantt Chart
The Gantt chart is useful for scheduling project activities in the
planning stage and then
52. monitoring them by comparing their actual progress to planned
progress. We will illustrate
a Gantt chart, launching a new radiation oncology service, with
the list of necessary
activities and their duration, in Exhibit 13.1.
The Gantt chart depicts the duration of this project as sixty‐four
weeks; however, not all the
activities occur at the beginning. For example, contractor
selection—activity C—does not
start until land has been acquired and a radiation oncologist
hired—activity B. For certain
decisions, the input of key personnel for the new service must
be considered; dependency
relationships exist among the activities. Some activities cannot
start until after others are
finished. Yet certain activities can be carried out parallel with
others. For example, activities
D and E can be carried out during the same time frame. What
other activities in this
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example can be carried out simultaneously? Since a Gantt chart
displays the information on
a time scale, project managers can report the activities to their
internal and external
constituencies during their implementation. They also can
monitor the work of the
subcontractors for conformity to the schedule.
The Gantt chart's display of the schedule of activities is based
on their sequential
relationships, and those are identified during the formulation
phase of the project. They are
called dependency or precedence relationships. The activity
precedence relationships for
the example of the radiation oncology facility are identified in
Table 13.1.
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EXHIBIT 13.1. Gantt Chart for Launching a New Radiation
Oncology Service.
This table displays the crucial information that structures the
project, so that an activity
cannot be started until after a previously necessary activity has
been done. Similarly, those
activities that can be performed simultaneously are identified.
Table 13.1 shows that activities A and B start around the same
time and are followed by
activity C. Activities D and E follow activity C and also should
start at around the same time.
Those two activities are followed by activities F and G, which
should start simultaneously.
Finally, activities F and G lead to activity H, the last activity,
which will complete the project.
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TABLE 13.1. Activity Precedence Relationships.
An obvious advantage of a Gantt chart is its simplicity, which
makes it a very popular
management tool. However, Gantt charts cannot depict other
chronological relationships
among the activities that also affect whether the project is done
on time and successfully.
For example, a Gantt chart cannot show a health care manager
how a delay in one of the
early activities will affect later activities. Conversely, some
activities may be safely delayed
without affecting the overall project schedule, but the health
care manager cannot see that
56. from a Gantt chart. This tool is most useful, then, for simple
projects or for the early
planning on more complex projects.
PERT and CPM
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Program Evaluation and Review Technique (PERT) and the
Critical Path Method (CPM) are
tools for planning and coordinating large projects. Project
managers can graph the project
activities, estimate the project's duration, identify the activities
most critical to its on‐time
completion, and calculate how long any activity can be delayed
without delaying the project
(Stevenson, 2002; p. 775).
PERT and CPM were developed independently in the late 1950s.
Initially, PERT was
developed by the U.S. government and private contractors in
57. order to speed up weapons
development, because it was believed then that the Soviet Union
was ahead of the United
States in their missile programs. CPM was developed by Du
Pont and Remington Rand
Corporation to plan and coordinate maintenance projects in
chemical plants (Stevenson,
2002; pp. 770–772). PERT considers the probabilistic nature of
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completion times. CPM is used mostly for deterministic
problems. Both methods, however,
have common features for scheduling project tasks. For
instance, the project manager must
58. use the precedence information to visualize a network of
activities, which can be
accomplished in a couple of ways.
The Network
A network is a diagram of project activities and their
precedence relationships, as shown
with arrows and nodes. An activity represented by an arrow is
called activity on arc
(arrow), or AOA. An activity also can be represented by a node
(a circle) and is then called
an activity on node, or AON. Although in practice both
representations are used, most
project management computer programs are designed using an
AON network because of its
simplicity. To represent certain precedence relationships in
AOA networks, a dummy arc
with no time (or resource) must be used, which certainly may
confuse nontechnical users.
Figure 13.1 illustrates the conventions used for activity on arc
and activity on node
networks. Three activities, A, B, and C are to be completed for
the project. Activities A and B
start and finish at the same time; activity C cannot start until A
and B have been finished. In
59. Figure 13.1, diagram (a) shows the conceptualization of these
activities; diagram (b)
represents the activity on arc (AOA); and diagram (c) represents
the activity on node (AON).
The activities in the AOA diagram show the consumption of
resources and time. Nodes that
appear in the AOA approach represent the beginnings and
completions of activities, which
are called events; since events are points in time,
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FIGURE 13.1. Network Representations.
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they do not consume resources or time. However, when the
events are represented by
nodes in the AON diagram, they do represent resource and time
consumption.
Most computer programs identify activities by their endpoints;
so without dummy
variables, activities sharing the same endpoints could not be
separated, even if they had
quite different expected durations. The AON approach usually
uses more nodes, but it
eliminates the need for dummy activities. In practice, both
approaches are used; neither is
more effective than the other. Most PERT/CPM computer
programs can process either
method. Often the choice depends on personal preference or
established procedures.
However, the AON convention is probably simpler for
nontechnical users and is used in this
61. text.
Projects are analyzed on the basis of the information that is
available. If activity times and
resource consumption are fairly certain, a deterministic analysis
called the critical path
method would be appropriate. On the other hand, if the activity
times and resources are
subject to variation, that leads also to variation in the project's
completion, so in that case a
probabilistic approach must be used.
Critical Path Method (CPM)
Let us consider the radiation oncology example presented
earlier to illustrate the CPM
method. Figure 13.2 displays the network diagram of this
project using the activity on node
convention and the precedence relationship displayed in Table
13.1.
One of the main features of a network diagram is that it shows
the sequence in which
activities must be performed. On AON networks, it is customary
to add a start node
preceding the activities to mark the start of the project, and an
end node to mark its
62. conclusion. Figure 13.2 shows that activities A and B must be
completed before activity C
can begin, and activities D and E cannot be started until activity
C is finished. In ensuing
sections, activities F and G cannot start before activities E and
D are finished. Finally,
activity H can start once activities F and G are finished.
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FIGURE 13.2. AON Network Diagram for Radiation Oncology.
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A path is a sequence of activities that leads from the start node
to the end node. The
radiation oncology project has eight paths, as follows:
1) A‐C‐D‐F‐H
2) A‐C‐D‐G‐H
3) A‐C‐E‐F‐H
4) A‐C‐E‐G‐H
5) B‐C‐D‐F‐H
6) B‐C‐D‐G‐H
7) B‐C‐E‐F‐H
8) B‐C‐E‐G‐H
The length of time for any path is found by summing the times
of the activities on that path.
The time lengths for these eight paths, using times from Exhibit
13.1, are calculated and
shown in Table 13.2.
The critical path, or the path with the longest time, is the most
important: it defines the
expected project duration. Paths that are shorter than the critical
path could
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encounter some delays without affecting the overall project
completion time, as long as the
highest possible path time is defined by the length of the
critical path.
TABLE 13.2. Path Lengths for the Radiation Oncology
Project.
In this example, path 8 (B‐C‐E‐G‐H) is the critical path, with a
total project completion time
of sixty‐four weeks. All activities on the critical path are known
as critical activities.
65. The path sequences given in the above example would not be
apparent in a computer
program. In order for a program to identify paths, an algorithm
is used to develop four
critical pieces of information about the network activities:
ES: the earliest time an activity can start, if all preceding
activities started as early as
possible
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LS: the latest time the activity can start and not delay the
project
EF: the earliest time the activity can finish
LF: the latest time the activity can finish and not delay the
project
Figure 13.3 shows that nomenclature, which this text uses to
display those four times in a
66. network diagram.
By computing the ES, LS, EF, and LF, one can determine the
expected project duration,
critical path activities, and slack time.
FIGURE 13.3. Activity Start and Finish Times.
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Computing ES and EF Times
Two simple rules compute the earliest start and finish times:
1. The earliest finish time (EF) for any activity is equal to its
earliest start time plus its
expected duration, t:
2. The earliest start time (ES) for activities at nodes with one
entering arrow is equal to the
67. earliest finish time (EF) of the entering arrow (the preceding
activity). ES for activities
leaving nodes with multiple entering arrows is equal to the
largest EF of the entering
arrow.
Computing LS and LF Times
The two rules for computing the latest starting and finishing
times are as follows:
1. The latest starting time (LS) for each activity is equal to its
latest finishing time minus its
expected duration:
2. For nodes with one leaving arrow, the latest finish time (LF)
for arrows entering that
node equals the LS of the leaving arrow. For nodes with
multiple leaving arrows, LF for
arrows entering that node equals the smallest LS of the leaving
arrows.
To find ES and EF times, move forward from left to right
through the network; to find LS
and LF times, move backward from right to left through the
network. Begin with the EF of
the last activity and use that time as the LF for the last activity.
The LS for the last activity is
68. found by subtracting its expected duration from its LF. Figure
13.4 shows the calculated ES,
LS, EF, and LS times for each activity. All project management
software reports these values;
nevertheless, the reader is encouraged to calculate a few to gain
practical experience.
The allowable slippage of time for an activity, as well as for a
path, is called slack. The slack
for an activity is the difference between the latest start time and
the earliest start time. It
can also be computed by taking the difference between the
latest finish time and the earliest
finish time. Slack for a path is the difference between its length
and the length of the critical
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path. The critical path has zero slack: all activities must start
69. and finish at their allotted
times. Formally, two ways to compute slack time are:
or
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FIGURE 13.4. Excel Setup and
Solution
to the Radiation Oncology Project, CPM
Version.
The four algorithms discussed previously can be used to find
the critical path of a network
diagram. Any activities with zero slack time are on the critical
70. path. Knowledge of slack
times lets project managers plan with more flexibility as well as
detail for how to allocate
scarce resources. They can focus efforts on those critical path
activities that have the
greatest potential for delaying the project. It is important to
recognize that activity slack
times are calculated on the assumption that all the activities on
the same path will start as
early as possible and not exceed their expected durations.
Figure 13.4 depicts the Excel
solutions to the example of the radiation oncology project.
Probabilistic Approach
Many real‐life project networks are much larger than the simple
network illustrated in the
preceding example; they often contain hundreds or even
thousands of activities. Because
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the necessary computations can become exceedingly complex
and time‐consuming, large
networks are usually analyzed by computer programs rather than
manually.
72. Often situations arise when health care managers cannot
estimate activity times with
certainty. Such situations require a probabilistic approach,
which uses three time estimates
for each activity instead of one:
1. Optimistic time (o): the length of time required under the
best conditions.
2. Pessimistic time (p): the length of time required under the
worst conditions.
3. Most likely time (m): the most probable length of time
required.
These time estimates can be made by health care managers or by
others knowledgeable
about the project: contractors, subcontractors, and other
professionals who have completed
similar tasks or project components. They also could provide
time and cost estimates for
73. each task they are familiar with. Care should be taken to make
the estimates as realistic as
possible. The values can then be used to find the average or
expected time for each activity
t , and the variance of each activity time, σ2. That calculation
uses a beta distribution,
where the expected time (mean) is computed as a weighted
average of the three time
estimates:
The standard deviation of each activity's time is estimated as
one‐sixth of the difference
between the pessimistic and the optimistic time estimates. The
variance is then found by
squaring the standard deviation:
The size of the variance reflects the degree of uncertainty about
an activity's time; the larger
74. the variance, the greater the uncertainty. After completing the
average time estimates and
the variances for each activity, the analysis returns to the paths
in the project network, since
completing a project on time depends on the path completion
times. The completion time
for any path is a simple sum of all activity time estimates:
The standard deviation of the expected time for each path can
also be computed, by
summing the variances of the activities on a path and then
taking the square root of that
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number:
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Once the probabilistic expected path times and their standard
deviations are determined, a
health care manager can calculate the probability that the
76. project will be completed by a
specified time, as well as the probability that it will take longer.
Probabilistic estimates in
network diagrams are based on the assumption that the duration
time of a path is a random
variable that is normally distributed around the expected path
time. That follows from the
fact that activity times (random variables) are being summed
and that sums of random
variables tend to be normally distributed when the number of
items (here, project
activities) is large, as is frequently the case with PERT projects.
Even when the number of
items is relatively small, the normal distribution provides a
reasonable approximation of
the actual distribution.
77. For probabilistic time estimates, it is assumed that path duration
times are independent of
each other, meaning activity times are independent of each
other and that each activity is
on only one path. The reason for using the independence
assumption is simple: finding the
probability of when an individual path will be completed makes
sense only if that path's
activities are independent of other paths. In a large project with
many paths, the
independence assumption is considered to be met if only a few
activities are shared among
paths. Project managers use common sense to decide whether
the independence
assumption is justified.
One final, important point before looking at a probabilistic
network example: sometimes a
78. path other than the critical path takes longer to complete,
making the project run longer
than expected. Therefore, it can be risky to focus exclusively on
the critical path. Health
care managers must always consider the possibility that at least
one other path will delay
the overall completion of the project beyond the expected time.
They therefore should
compute the probability that all paths will finish by a specified
time. To do that, find the
probability for each path finishing by its specified time and
multiply the resulting
probabilities to find the joint probability of timely completion.
The probabilistic PERT concepts are illustrated in Example 13.1
using the earlier radiation
oncology case adapted to probabilistic time outcomes.
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Example 13.1
In planning for a new radiation oncology clinic, project
managers determined that due to
the nature of some of the activities, time estimates vary. After
consulting with experts in
each of the activity areas, they have calculated the optimistic,
pessimistic, and most likely
80. time estimates, in weeks, as shown in Table 13.3.
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TABLE 13.3. Probabilistic Time Estimates for Radiation
Oncology Clinic.
The network diagram for this project was shown in Figure 13.2,
and the paths and activities
for each path were shown in Table 13.2. In order to calculate
81. project completion time
probabilities, first we must calculate the expected time and
variance for each activity and
path. Table 13.4 displays the calculations for each activity and
path: the means (t ) and
standard deviations (s) for all eight possible paths for the
project. Given this information,
the health care project manager can develop probabilistic
estimates for the completion of
the project, for various specified opening times or target dates
(t ). The expected completion
times of paths (t ) vary from forty‐six (ACDFH) to sixty‐four
(BCEGH) weeks. Therefore, in
calculating the project completion probabilities for a target
date, all paths must be
considered, especially those closest to the critical path.
340
83. means and variances, on the other hand, are normally
distributed (having many activities
approximates to normality by invoking the central limit
theorem). The critical path in this
example is path 8 (BCEGH), which has the longest expected
completion time. Besides that,
the expected time can go beyond sixty‐four weeks because of
variation (standard deviation
of approximately five weeks). That is, if sixty‐four weeks is the
average completion time (t ),
that indicates 50 percent completion probability under the
normal curve. For an additional
five weeks (one standard deviation, or
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z = 1), or specifically by week sixty‐nine (t ), the project
completion probability can be
improved to 84 percent. Figure 13.5 illustrates this concept.
85. Completion probability nears
100 percent when the standard deviate z is 3.5 or more.
TABLE 13.4. Calculation of Expected Time and Standard
Deviations on Each Path for the Radiation Oncology Clinic.
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Again, note that each path's expected duration time is assumed
to be independent, that is,
86. each activity is on one path, and activity times are independent
of each other. However, if a
few activities are on multiple paths, we can assume a weak
independence.
Table 13.5 depicts the calculation of z‐values for each path in
the example, for sixty‐five
weeks as the targeted completion time. As can be observed,
paths 1 through 4 have z‐values
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greater than 2.5, so those paths should have no significance for
completion of other paths.
To observe the impact of the remaining four paths (5 through
87. 8), we can calculate the
probabilities, as shown in Figure 13.6.
The last step in the analysis is the computation of joint
probability, that is, we are interested
in the joint effect of all the paths on the completion of the
project. This is a simple
multiplication of the completion probabilities of the significant
paths (paths 5 through 8).
The probability of completion of this project within sixty‐five
weeks is:
P (completion by sixty‐fifth week) = .9082 ×.7881×.7852×.5793
= .3255 or 32.5 percent.
FIGURE 13.5. Project Completion Probabilities by the
Specified Time.
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TABLE 13.5. Path Completion Probabilities.
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89. FIGURE 13.6. Completion Probabilities for Sixty - Five Weeks.
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Similarly, one can compute the probability of completion for
other target days such as sixty‐
six, sixty‐seven, and seventy weeks.
P (completion by sixty‐sixth week) = .9345 × .8365×.8389 ×
.6700 = .4394 or 43.9 percent.
P (completion by sixty‐seventh week) = .9545 × .8770×.8830 ×
.7486 = .5533 or 55.3 percent.
90. P (completion by seventieth week) = .9871 × .9573×.9625 ×
.8869 = .8066 or 80.7 percent.
The Case of a Dominant Critical Path
If a critical path is dominant (no other paths are significant for
completion probabilities),
then joint probabilities need not be calculated. In such a case,
software programs can
calculate the completion probabilities for any number of
targeted completion times. The
Excel solution to the probabilistic radiation oncology project is
shown in Figure 13.7. Figure
13.7 also depicts the solution for P (completion by the
sixty‐fifth week) as 58% and the
completion time for target probability of 95% as about
seventy‐two weeks.
344