This document outlines an educational plan for a planning module in a health care management course. The plan includes a situational analysis of the learners and faculty, the objective of demonstrating planning skills, strategies like lectures and independent study, and a schedule of topics and activities over multiple days. The plan aims to teach students the fundamentals of planning and developing management plans for self, projects, and organizations.
Planning
Planning is an intellectual process of making decisions and it aims to achieve a co ordinate and consistent set of operations aimed at desired objectives. Planning is essentially a process of making choice between available alternatives at all levels of decision making.
STRATEGY FORMULATION FOR COMMAND RESPONSIBILITY TANKO AHMED fwc
Command responsibility can be both military or civilian and categorised as policy command, strategic command, operational command, and tactical command. It bears the capacity to issue orders, power of influence, and authority to assign tasks. Strategy tends to collapse across levels in the exercise of command responsibility. This paper discusses the basis and purpose of strategy formulation and correlates its elements in the pursuit of set vision, mission, values and strategic intent.
this is about the different theories related to planning in management practices. useful for freshers to mgmt. studies and also may be for Entrepreneur
Planning
Planning is an intellectual process of making decisions and it aims to achieve a co ordinate and consistent set of operations aimed at desired objectives. Planning is essentially a process of making choice between available alternatives at all levels of decision making.
STRATEGY FORMULATION FOR COMMAND RESPONSIBILITY TANKO AHMED fwc
Command responsibility can be both military or civilian and categorised as policy command, strategic command, operational command, and tactical command. It bears the capacity to issue orders, power of influence, and authority to assign tasks. Strategy tends to collapse across levels in the exercise of command responsibility. This paper discusses the basis and purpose of strategy formulation and correlates its elements in the pursuit of set vision, mission, values and strategic intent.
this is about the different theories related to planning in management practices. useful for freshers to mgmt. studies and also may be for Entrepreneur
STRATEGY FORMULATION: ARTICULATIING VISION, MISSION, VALUES AND STRATEGIC INT...TANKO AHMED fwc
This paper discusses the basis and purpose of strategy formulation and correlates its elements in the pursuit of set vision, mission, values and strategic intent. Theories of strategy or theories of action propose what to look for, what steps to take and what to expect. Corresponding literature on strategy formulation promotes the trio of environmental scanning, data synthesis and SWOT analysis in a tool-kit for articulating vision, mission, values and strategic intent. The paper describes and explains the workings of these three components to draw conclusions on their foundational value in the strategic management process. A simulation exercise is specifically designed for commanding officers to practice on the application of strategy formulation to counter real world challenges.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
2. Health Care Management Course
(IDC 211 and 212)
Yesterday
•Overview of the course on health care management
•Concept of management
•Leadership
•Communication
3. Health Care Management Course
(IDC 211 and 212)
Today
PLANNING
FUNDAMENTALS OF PLANNING
PLANNING MODULE
4. Health Care Management Course
(IDC 211 and 212)
Concept of Management Revisited
Fundamentals of Planning
5. Health Care Management Course
(IDC 211 and 212)
Concept of Management Revisited
“management” -
attainment of organizational goals in an
effective and efficient manner through planning,
organizing, leading, and controlling organizational
resources.
6. Health Care Management Course
(IDC 211 and 212)
Concept of Management Revisited
“management” -
“getting things done through other
people.”
7. Health Care Management Course
(IDC 211 and 212)
Concept of Management Revisited
“management” - in the context of people and outside the
practice of medicine.
“management” is applicable also to management of self and
in the practice of medicine.
In fact, to any situation and anything in life.
8. Health Care Management Course
(IDC 211 and 212)
Concept of Management Revisited
management of self
management of a patient
management of a group of people
management of a project
management of an organization
9. Management
Universal Application of Management
Self
• Time
• Ambition
(Profession)
Project
• Education
• Research
• Health Care Unit
and Organization
Health Situations
Health Problems
Health
Management
• Community
Health
• Family Health
• Individual
Health
10. Health Care Management Course
Physician-manager Competency
Management of Health-care
Unit / Organization
Clinic
BHS / RHU
Department / Hospital
Health-care Organization
Management of Health-care
Program
Management of People
Management of Self
General Management Principles
Physician-manager-to-be
GOAL
11. Health Care Management Course
Physician-manager Competency
Management of Health-care
Unit / Organization
Clinic
BHS / RHU
Department / Hospital
Health-care Organization
Management of Health-care
Program
Management of People
Management of Self
General Management Principles
Physician-manager-to-be
12. General Management Principles
They essentially consist of the
core functions
strategies
processes
steps
in attempting to achieve one’s goals
in an effective and efficient manner.
Individual
and
Group
13. Core Functions of Management
Yesterday
Planning
Organizing
Leading
Controlling
14. Classification of Functions of Management
Set 1 Set 2 Set 3 Set 4
Planning Planning Planning Plan
Organizing Organizing Implementing Do
Staffing
Leading Leading
Controlling Controlling
Evaluating Evaluating Check
Improving Improving Act
15. Classification of Functions of Management
Set 1 Set 2 Set 3 Set 4
Planning Planning Planning Plan
Organizing Organizing Implementing Do
Staffing
Leading Leading
Controlling Controlling
Evaluating Evaluating Check
Improving Improving Act
All the same GenericMore
detailed
16. Management
Universal Application of Management
Self
• Time
• Ambition (Profession)
Project
• Education
• Research
• Health Care Unit and
Organization
Health Situations
Health Problems
Health Management
• Community Health
• Family Health
• Individual Health
PLANNING – ORGANIZING – LEADING – CONTROLLING
PLANNING – ORGANIZING - STAFFING - LEADING - CONTROLLING
-EVALUATING - IMPROVING
PLANNING - IMPLEMENTING - EVALUATING - IMPROVING
PLAN – DO – CHECK – ACT
17. Review of Core Functions of Management
Planning – concerned with
–selecting missions and objectives and the
strategies, policies, programs, and
procedures for achieving them;
–decision making;
–selecting a course of action from among
alternatives.
18. Review of Core Functions of Management
ORGANIZING – concerned with
establishing an intentional structure of
roles for people to fill in an organization.
19. Review of Core Functions of Management
LEADING – concerned with
process of influencing people so that
they will contribute to organization and
group goals.
20. Review of Core Functions of Management
CONTROLLING - concerned with
measuring and correcting performance
of activities of subordinates in order to
assure that objectives and plans are
being accomplished.
21. Relationship of Core Functions of Management
- interrelated / interconnected
-However,
planning is the first and most important
step in the managerial process.
Without it, there would be no basis for
organizing, leading, and controlling.
22. Planning - first and most important step in the
managerial process!
Planning blueprint
Plan for organizing
Plan for leading
Plan for controlling
Without planning, there would be no
basis for organizing, leading, and
controlling!
26. Planning Definitions
Planning is
anticipating the future,
assessing the present conditions, and
making decisions concerning organizational
direction,
programs, and
resource deployment.
27. Planning Definitions
Planning is concerned with defining goals for
future organizational performance and
deciding on the tasks and resource use
needed to attain them.
28. Planning is essential in order to
make happen what we want to
happen.
When you fail to plan,
you are planning to fail.
29. The Planning Process
PLANNING
- WHERE ARE WE? (Situation
analysis)
- WHERE DO WE WANT TO GO?
(Goal or objective setting)
- HOW DO WE GET THERE?
(Strategies formulation)
- HOW DO WE KNOW WE ARE
THERE? (Evaluation setting)
- HOW DO WE MAKE
IMPROVEMENTS IN THE
FUTURE? (Improvement
setting)
- SITUATIONAL
ANALYSIS
- PROBLEM
IDENTIFICATION
- DIAGNOSIS
- OBJECTIVE SETTING
- STRATEGIES TO
ACHIEVE OBJECTIVES
- EVALUATION
INDICATORS FOR
OBJECTIVE
ACHIEVEMENT
30. The Planning Process
Self
• Time
• Ambition (Profession)
Project
• Education
• Research
• Health Care Unit /
Organization
Health Situations
Health Problems
Health Management
• Community Health
• Family Health
• Individual Health
PLANNING PLANNING PLANNING
• Situational Analysis
• Diagnosis
• Objective Setting
• Strategy/Program
• Evaluation
• Situational Analysis
• Problem Identification
or Diagnosis
• Objective Setting
• Strategy/Program
• Evaluation
• Situational Analysis
• Diagnosis
• Objective Setting
• Strategy/Program
• Evaluation
31. The Planning Process
Projects
Pedagogy
Research
Health Care Unit
Health Problems Health Management
Community Health
Family Health
Individual Health
PLANNING PLANNING PLANNING
Situational
Analysis
Problem
Identification
Diagnosis
Objective Setting Objective Setting Objective Setting
Strategy Solving Treatment
Evaluation Evaluation Evaluation
32. The Management Plan
Output of the planning process
Blueprint / written document
Goals / objectives
Strategies / activities
Evaluation parameters / indicators
33. The Management Plan
Title of the plan
Situational Analysis
Goal and Objectives
Strategies
Evaluation Parameters
34. The Management Plan
May be long or short, detailed or broad
dependent on the nature of the activities being
planned (management of self, time, project,
organization).
The simpler the activities being planned, the shorter
the plan will be.
The more complex the activities being planned, the
longer the plan will be.
35. The Management Plan
A “good” written plan is not whether it is
short or long but whether it contains the
outputs of essential steps in the planning
process.
Goals / objectives
Strategies / activities
Evaluation parameters / indicators
36. The Management Plan
Other criteria of a “good” written plan are the
following:
The objectives are at least specific and measurable.
The strategies are at least clear and realistic (doable)
in relation to the set objectives.
The evaluation indicators are specific and
measurable.
Samples
In a
while!
37. Terminologies, Concepts, and Special Activities
Commonly Used in Planning
Situational analysis –assessing the condition or
situation for gaps, areas of improvement,
strengths and future directions.
May assess both the internal and external
environment as applicable.
Though usually assessing the past and present
situation, the future may be anticipated as in a
strategic planning for an organization.
38. Terminologies, Concepts, and Special Activities
Commonly Used in Planning
Goal – a broad desirable end or result (same
as general objective).
Specific Objective – a specific, measurable,
attainable, realistic, and time-bound end or
result towards which activities are aimed. It
contributes to the achievement of the goal.
39. Terminologies, Concepts, and Special Activities
Commonly Used in Planning
Strategy – a broad set of action designed to
accomplish the objectives.
Strategic Planning – usually referring to a long-
term planning session being conducted by
organizations, usually big ones.
40. Terminologies, Concepts, and Special Activities
Commonly Used in Planning
Premises – planning assumptions which deal
with future changes in the internal (within the
organization) and external (outside of the
organization) environments.
Resources - manpower, material, and money
requirements of a plan.
41. Terminologies, Concepts, and Special Activities
Commonly Used in Planning
Evaluation parameter - an evaluation or
performance measure.
Evaluation indicator – targets on performance
measure.
42. Terminologies, Concepts, and Special Activities
Commonly Used in Planning
Effectiveness- to be able to achieve the
intended objectives.
Efficiency – to be able to attain the objectives
with the minimum use of resources.
43. Terminologies, Concepts, and Special Activities
Commonly Used in Planning
Planning Time Horizon
Long term
planning
strategic goals 2- 5 years
and beyond
Intermediate
term planning
tactical goals 1- 2 years
Short term
planning
operational
goals
present – 1 year
44. Terminologies, Concepts, and Special Activities
Commonly Used in Planning
Approaches to planning
Traditional (Centralized) – planning done by
top management and senior level
managers with minimal inputs from
employees at lower levels.
Decentralized – planning done with inputs
from middle and lower level managers.
45. Terminologies, Concepts, and Special Activities
Commonly Used in Planning
Approaches to planning
New Planning Paradigm – all members,
employees, rank and file are encouraged
to contribute to the planning with
incentives (rewards) for thinking
strategically and contributing ideas,
particularly those that can cut cost and
increase business performance.
46. Terminologies, Concepts, and Special Activities
Commonly Used in Planning
Planning Types and Models
Management by Objectives (MBO) - method whereby
managers and employees define goals for every
department, project and person and use them to monitor
subsequent performance.
There are 4 activities essential for MBO to be successful.
Set goals
Develop action plans
Review progress
Appraise overall performance
47. Terminologies, Concepts, and Special
Activities Commonly Used in Planning
Planning Types and Models
Single use plans – not likely to be repeated in the
future.
Standing plans – are ongoing plans that are used to
provide guidance for tasks performed repeatedly
within the organization.
Contingency plans sometimes referred to as
scenarios define company responses to be
taken in the case of emergencies, setbacks or
unexpected conditions.
48. PAUSE for a While
Recap on what we took up!
Recap on Fundamentals of Planning!
49. PAUSE for a While
Recap on what we took up so far!
Concept of Management Revisited
Application of Management
Universal application
Self
People
Project
Organization
Four general tasks / functions of management
Fundamentals of planning
Planning
Planning process
The management plan
Terminologies, concepts, and special activities related to
planning
50. Health Care Management Course
Physician-manager Competency
Management of Health-care
Unit / Organization
Clinic
BHS / RHU
Department / Hospital
Health-care Organization
Management of Health-care
Program
Management of People
Management of Self
General Management Principles
Physician-manager-to-be
GOAL
51. Classification of Functions of Management
Set 1 Set 2 Set 3 Set 4
Planning Planning Planning Plan
Organizing Organizing Implementing Do
Staffing
Leading Leading
Controlling Controlling
Evaluating Evaluating Check
Improving Improving Act
All the same GenericMore
detailed
52. Management
Universal Application of Management
Self
• Time
• Ambition (Profession)
Project
• Education
• Research
• Health Care Unit and
Organization
Health Situations
Health Problems
Health Management
• Community Health
• Family Health
• Individual Health
PLANNING – ORGANIZING – LEADING – CONTROLLING
PLANNING – ORGANIZING - STAFFING - LEADING - CONTROLLING
-EVALUATING - IMPROVING
PLANNING - IMPLEMENTING - EVALUATING - IMPROVING
PLAN – DO – CHECK – ACT
53. Planning is essential in order to
make happen what we want to
happen.
When you fail to plan,
you are planning to fail.
54. The Planning Process
PLANNING
- WHERE ARE WE? (Situation
analysis)
- WHERE DO WE WANT TO GO?
(Goal or objective setting)
- HOW DO WE GET THERE?
(Strategies formulation)
- HOW DO WE KNOW WE ARE
THERE? (Evaluation setting)
- HOW DO WE MAKE
IMPROVEMENTS IN THE
FUTURE? (Improvement
setting)
- SITUATIONAL
ANALYSIS
- PROBLEM
IDENTIFICATION
- DIAGNOSIS
- OBJECTIVE SETTING
- STRATEGIES TO
ACHIEVE OBJECTIVES
- EVALUATION
INDICATORS FOR
OBJECTIVE
ACHIEVEMENT
55. Fundamentals of Planning
For easy learning and recall of the planning process, just
concentrate on these four questions:
Where are we now? (situational analysis)
Where do we want to go? (goal/objective setting)
How do we get there? (strategy/ activity setting)
How do we know we are there? (evaluation parameter /
indicator setting)
The written plan should contain the answers to these four
questions.
56. The Management Plan
Title of the plan
Situational Analysis
Goal and Objectives
Strategies
Evaluation Parameters
57. The Management Plan
A “good” written plan is not whether it is
short or long but whether it contains the
outputs of essential steps in the planning
process.
Goals / objectives
Strategies / activities
Evaluation parameters / indicators
58. The Management Plan
Other criteria of a “good” written plan are the
following:
The objectives are at least specific and measurable.
The strategies are at least clear and realistic (doable)
in relation to the set objectives.
The evaluation indicators are specific and
measurable.
Samples
In a
while!
61. Health Care Management Course
(IDC 211 and 212)
LU5, UPCM
Planning Module
An Educational Plan
62. Planning Module
An Educational Plan
Situational Analysis:
Learners:
40 Year-level 5 Medical Students (UP College of
Medicine)
Faculty:
2 Faculty
Schedule:
Classroom Learning:
September 12 (Tuesday) – 1030 to 1700
September 14 (Thursday) – 0800 to 1200
Field / Practicum: September 18 to 20 (Monday to
Wednesday)
63. Planning Module
An Educational Plan
Objective:
At the end of the module,
the student must be able to demonstrate the
basic skills in the planning process and
formulating a plan.
In the management of self
In the management of a health-care project
In the management of a health-care organization
64. Planning Module
An Educational Plan
Evaluation Parameter:
Demonstration of acquisition of basic skills in the planning
process and in writing a plan
as reflected in formulated management plans
which must include at least the following elements expressed
in clear and specific terms:
Goals / Objectives Setting
Strategies / Activities Setting
Evaluation Parameters / Criteria Formulation
Evaluation Method: Assessment of written
65. Planning Module
An Educational Plan
Strategies:
Teaching-Learning Activities
Lecture / Lecturette / Discussion
Independent Study
Exercise
Practicum
66. Planning Module
An Educational Plan
Activities with schedule:
Tuesday – September 12, 2006
Time Topics Activities Facilitator Remarks
1000-
1200
Module
Educational
Plan
Concept of
Management
Revisited
Fundamentals
of Planning
Lecture /
Discussion
RJOSON Options:
Hand-outs / CDs
for independent
study
Take-home
assignments
Email discussions
67. Planning Module
An Educational Plan
Activities with schedule:
Tuesday – September 12, 2006
Time Topics Activities Facilitator Remarks
1300-
1400
Management of
Self
Time
Management
Lecturette /
Discussion
/Exercise
RJOSON Options:
Hand-outs /
CDs for
independent
study
Take-home
assignments
Email
discussions
1400-
1500
Management of
a Patient
Lecturette /
Discussion
/Exercise
RJOSON
68. Planning Module
An Educational Plan
Activities with schedule:
Tuesday – September 12, 2006
Time Topics Activities Facilitator Remarks
1500-
1700
Management of
a Health-care
Organization
Strategic
Planning
Financial
Management
Instructions of
Field /
Practicum
Lecturette /
Discussion
/Exercise
RJOSON Options:
Hand-outs /
CDs for
independent
study
Take-home
assignments
Email
discussions
69. Planning Module
An Educational Plan
Activities with schedule:
Thursday – September 14, 2006
Time Topics Activities Facilitator Remarks
0800-
1000
Management of a
Project
Lecturette /
Discussion
/Exercise
CDIOQUINO Options:
Hand-outs / CDs
for independent
study
Take-home
assignments
Email discussions
1000-
1200
Management of a
Private Practice
Lecturette /
Discussion
/Exercise
CDIOQUINO
70. Evaluation of the Plan
Educational Plan
Planning Module
Health-Care Management Course
71. The Management Plan
Title of the plan
Situational Analysis
Goal and Objectives
Strategies
Evaluation Parameters
72. Health Care Management Course
(IDC 211 and 212)
LU5, UPCM
Planning Module
An Educational Plan
73. The Management Plan
Title of the plan √
Situational Analysis √
Goal and Objectives √
Strategies √
Evaluation Parameters √
74. The Management Plan
A “good” written plan is not whether it is
short or long but whether it contains the
outputs of essential steps in the planning
process.
Goals / objectives
Strategies / activities
Evaluation parameters / indicators
√
75. The Management Plan
Other criteria of a “good” written plan are the
following:
The objectives are at least specific and measurable.
The strategies are at least clear and realistic (doable)
in relation to the set objectives.
The evaluation indicators are specific and
measurable.
76. Planning Module
An Educational Plan
Objective:
At the end of the module,
the student must be able to demonstrate the
basic skills in the planning process and
formulating a plan.
In the management of self
In the management of a health-care project
In the management of a health-care organization
Measurable?
Observable?
Specific?
77. Planning Module
An Educational Plan
Evaluation Parameter:
Demonstration of acquisition of basic skills in the planning
process and in writing a plan
as reflected in formulated management plans
which must include at least the following elements expressed
in clear and specific terms:
Goals / Objectives Setting
Strategies / Activities Setting
Evaluation Parameters / Criteria Formulation
Evaluation Method: Assessment of written
Measurable?
Observable?
Specific?
78. Planning Module
An Educational Plan
Strategies:
Teaching-Learning Activities
Lecture / Lecturette / Discussion
Independent Study
Exercise
Practicum
clear and
realistic
(doable) in
relation to the
set objectives
79. Questions on the Management Plan?
Questions on the Educational Plan on the
Planning Module?
Real!!!
For Implementaion today!!!!
80. Another
Management Plan
Field / Practicum
Health-care Management Course
An Educational Plan
REAL!!!!
FOR
IMPLEMENTATION!!!!
ORIENTATION!
81. Health Care Management Course
(IDC 211 and 212)
LU5, UPCM
Field / Practicum
Health-care Management Course
An Educational Plan
82. Field / Practicum
An Educational Plan
Situational Analysis:
Part of the 2-week Health-Care Management Course
The course design consists of a one week intensive course
on management theories that are supplemented by case
discussions.
The second week is largely devoted to field work where
students are supposed to do an organizational diagnosis and
propose solutions to identified management problems in
their assigned institutions.
83. Field / Practicum
An Educational Plan
Situational Analysis:
Learners:
40 Year-level 5 Medical Students (UP College of Medicine)
4 groups – 10 students each
Distributed to the following health-care organizations:
Manila Doctors Hospital (10 students)
Department of Health (10 students)
PhilHealth (10 students)
Non-governmental advocacy health-care organization (10 students)
84. Field / Practicum
An Educational Plan
Situational Analysis:
Faculty:
One preceptor per health-care organization
Schedule:
Field / Practicum: September 18 to 20 (Monday to
Wednesday – 8-5 except Tuesday morning)
Plenary Reporting – September 22 (Friday)
85. Field / Practicum
An Educational Plan
Objective:
At the end of the field practicum,
the students must be able to apply the
management theories and concepts of health-
care organizations
learned in the classroom during the first week
of the management course.
86. Field / Practicum
An Educational Plan
Objective:
Specifically, the students are expected to describe the
assigned organization / field institution in terms of its:
1. Organizational structure
2. Management approach / style
3. Management challenges
4. Innovative approaches to management
5. Areas of possible improvement
Other objectives may be formulated by the preceptor in each
field.
87. Field / Practicum
An Educational Plan
Evaluation Parameter:
Evaluation Method: Assessment of case study with reference
to the formulated objectives.
A case study – that is clear and comprehensive in terms of
the required content (see template)
88. Field / Practicum
An Educational Plan
Strategies:
Field Activities
•Interview with staff of the assigned health-care organization
•Observation of the assigned health-care organization in
terms of management outcome
•Discussion with preceptor
•Independent Study
Schedule:
To be arranged by and with field preceptor.
89. Field / Practicum
An Educational Plan
Schedule of Activities
Sept 18 (Mon) Sept 19 (Tues) Sept 20 (Wed)
8-10 HD
(Exec. Offices)
Students have
classes in UPCM
Clinical Dept
10-12 MD
(MD Office)
OHD
(Exec. Office)
1-3 Tour of Hospital AMSD
(MD Office)
FD
(Finance
Office)
3-5 BDD
(BDD Office)
NSD
(NS Office)
HRD
(HRD Office)
90. Field / Practicum
An Educational Plan
Schedule of Activities
Managers Position
Atty. Pilar Nenuca P. Almira Hospital Director
Dr. Dante Morales Manager, Medical Services Division
Dr. Elizabeth P. Asa Manager, Allied Medical Services Division
Ms. Rosie de Leon Manager, Nursing Service Division
Dr. Rex Mendoza Manager, Operations and Hospitality
Division
Ms. Glenda Santos Manager, Human Resource Division
Mr. Marc Funelas Manager, Business Development Division
Ms. Lee Garrido Manager, Finance Division
Manager, Clinical Department
91. General Guide in the Management
Study of Health-care Organization /
Project
(Applicable to study of whole organization, a
unit in the organization, and a project in the
organization.)
92. General Guide in the Management Study
of Health-care Organization / Project
Note:
Interviewers will ask and observe and make a
report based on answers of interviewees and
their actual observation of the organization /
project.
93. General Guide in the Management Study
of Health-care Organization / Project
Note:
Interviewees are requested to accommodate
the interviewers and to show documents
(without necessarily giving them a copy).
94. General Guide in the Management Study
of Health-care Organization / Project
Note:
Confidentiality of answers and report will be
observed by the interviewees.
A completed report will be submitted to the
interviewees.
95. General Guide in the Management Study
of Health-care Organization / Project
Title: Management Study of
________________________
(Whole Organization / Unit / Project)
96. General Guide in the Management Study
of Health-care Organization / Project
I. Introduction
Description of Organization / Project for
Management Study
Description of Roles / Responsibilities /
Functions of Manager
Description of Functions of Unit
Description of Rationale for Project
97. General Guide in the Management Study
of Health-care Organization / Project
II. Planning
Blueprint, Strategies, Activities, Outcome
(expressed and/or observed)
Mission statement
Goal / objective statement
Strategic planning
98. General Guide in the Management Study
of Health-care Organization / Project
III. Organizing
Blueprint, Strategies, Activities, Outcome
(expressed and/or observed)
99. General Guide in the Management Study
of Health-care Organization / Project
IV. Leading
Blueprint, Strategies, Activities, Outcome
(expressed and/or observed)
Management style / type of
leadership (of managers)
Communication system
Time management
100. General Guide in the Management Study
of Health-care Organization / Project
V. Controlling
Blueprint, Strategies, Activities, Outcome
(expressed and/or observed)
101. General Guide in the Management Study
of Health-care Organization / Project
VI. Conclusions and observations on overall
management effectiveness and efficiency
(expressed and/or observed)
102. General Guide in the Management Study
of Health-care Organization / Project
VII. Areas of improvement (identified by
managers and/or recommended by
interviewers)
103. General Guide in the Management Study
of Health-care Organization / Project
VIII. Acknowledgement
106. Questions on the Management Plan?
Questions on the Educational Plan on the
Field / Practicum in MDH?
Real!!!
For Implementaion!!!!
107. Planning Module
An Educational Plan
Activities with schedule:
Tuesday – September 12, 2006
Time Topics Activities Facilitator Remarks
1000-
1200
Module
Educational
Plan
Concept of
Management
Revisited
Fundamentals
of Planning
Lecture /
Discussion
RJOSON Options:
Hand-outs / CDs
for independent
study
Take-home
assignments
Email discussions
108. Planning Module
An Educational Plan
Activities with schedule:
Tuesday – September 12, 2006
Time Topics Activities Facilitator Remarks
1300-
1400
Management of
Self
Time
Management
Lecturette /
Discussion
/Exercise
RJOSON Options:
Hand-outs /
CDs for
independent
study
Take-home
assignments
Email
discussions
1400-
1500
Management of
a Patient
Lecturette /
Discussion
/Exercise
RJOSON
109. Planning Module
An Educational Plan
Activities with schedule:
Tuesday – September 12, 2006
Time Topics Activities Facilitator Remarks
1500-
1700
Management of
a Health-care
Organization
Strategic
Planning
Financial
Management
Instructions of
Field /
Practicum
Lecturette /
Discussion
/Exercise
RJOSON Options:
Hand-outs /
CDs for
independent
study
Take-home
assignments
Email
discussions