Directing leading in hospital and community servicesKULDEEP VYAS
Directing is the fourth phase of the management process, it can also be called as coordinating or activating
*Here the leadership and the management skills are both required in order to accomplish the goal of the organization.
*It consists of 2 major components like guidance and supervision which is to be done during job process which help the nurses to utilize their total skills and knowledge in providing the quality care.
Improving NHS staff experience to improve NHS staff performance:
This session focused upon the impact staff engagement and experience has on organisational performance, specifically patient experience. The session was aimed at commissioners and policy makers, and outlined why staff experience is so important. It also offered examples from an organisation that has improved staff experience to great effect.
Sally Pezaro (Centre for Technology Enabled Health Research (CTEHR), University of Coventry) and Rhian Bishop (Staff Engagement Lead at Sheffield Teaching Hospitals Foundation Trust).
Directing leading in hospital and community servicesKULDEEP VYAS
Directing is the fourth phase of the management process, it can also be called as coordinating or activating
*Here the leadership and the management skills are both required in order to accomplish the goal of the organization.
*It consists of 2 major components like guidance and supervision which is to be done during job process which help the nurses to utilize their total skills and knowledge in providing the quality care.
Improving NHS staff experience to improve NHS staff performance:
This session focused upon the impact staff engagement and experience has on organisational performance, specifically patient experience. The session was aimed at commissioners and policy makers, and outlined why staff experience is so important. It also offered examples from an organisation that has improved staff experience to great effect.
Sally Pezaro (Centre for Technology Enabled Health Research (CTEHR), University of Coventry) and Rhian Bishop (Staff Engagement Lead at Sheffield Teaching Hospitals Foundation Trust).
The health care system and the nursing profession is expanding globally , there fore it is important for nurses to know the trends, issues and challenges in new millennium.
Explorative study to assess the knowledge & attitude towards NABH accreditati...iosrjce
Quality in health care mainly “process-focused”, which encompasses access, care, outcomes and
evaluation. Aim of the study to assess the knowledge and attitude towards NABH accreditation among staff
nurses. Descriptive explorative approach was selected for the study and 40 staff nurses were selected trough
Purposive sampling method. Alternative structured questionnaire and attitude scale were used to collect the
data. The data revealed that 90% are belongs to age group of <25>< 3 years. All the subjects
(100%) had good knowledge about NABH accreditation. 15(37.5%) had the positive attitude, 13 (32.5%) are
had highly negative and 12(30%) had negative attitude. The mean of the knowledge score (40.75) is more than
the mean of level of attitude (34.37). There is a Partial Negative correlation between knowledge score and level
of attitude [r= 0.212, r (38) = 0.34 p>0.05]. There is a significant correlation between knowledge score and
level of attitude. Findings of the study indicate that all the subjects were having good knowledge and negative
attitude towards NABH accreditation and there is partial positive correlation between knowledge and attitude.
Over the whole patient experience, and wherever there is somebody needing care, nurses work eagerly to recognize and secure the requirements of the person.
Over the whole patient experience, and wherever there is somebody needing care, nurses work eagerly to recognize and secure the requirements of the person.
The health care system and the nursing profession is expanding globally , there fore it is important for nurses to know the trends, issues and challenges in new millennium.
Explorative study to assess the knowledge & attitude towards NABH accreditati...iosrjce
Quality in health care mainly “process-focused”, which encompasses access, care, outcomes and
evaluation. Aim of the study to assess the knowledge and attitude towards NABH accreditation among staff
nurses. Descriptive explorative approach was selected for the study and 40 staff nurses were selected trough
Purposive sampling method. Alternative structured questionnaire and attitude scale were used to collect the
data. The data revealed that 90% are belongs to age group of <25>< 3 years. All the subjects
(100%) had good knowledge about NABH accreditation. 15(37.5%) had the positive attitude, 13 (32.5%) are
had highly negative and 12(30%) had negative attitude. The mean of the knowledge score (40.75) is more than
the mean of level of attitude (34.37). There is a Partial Negative correlation between knowledge score and level
of attitude [r= 0.212, r (38) = 0.34 p>0.05]. There is a significant correlation between knowledge score and
level of attitude. Findings of the study indicate that all the subjects were having good knowledge and negative
attitude towards NABH accreditation and there is partial positive correlation between knowledge and attitude.
Over the whole patient experience, and wherever there is somebody needing care, nurses work eagerly to recognize and secure the requirements of the person.
Over the whole patient experience, and wherever there is somebody needing care, nurses work eagerly to recognize and secure the requirements of the person.
PUH 5304, Health Behavior 1 Course Learning OutcomVannaJoy20
PUH 5304, Health Behavior 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
5. Examine health behavior intervention strategies.
5.1 Assess the many aspects that accompany intervention planning such as goals and objectives,
setting, community resources, and timelines.
5.2 Identify an intervention strategy that relates to intervention implementation within a community.
Course/Unit
Learning Outcomes
Learning Activity
5.1
Unit Lesson
Chapter 12
Unit VI Assignment
5.2
Unit Lesson
Chapter 12
Unit VI Assignment
Reading Assignment
Chapter 12: Translating Research to Practice: Putting “What Works” to Work
Unit Lesson
In Unit V, we addressed how theories and models such as the social cognitive theory, the health behavior
model, and the theory of planned behavior play a role in intervention planning. This unit, we will build on the
foundation of theories and models and look at how to be strategic in determining interventions. The reading
highlights the concerns that health educators should have as it relates to the design and evaluation process to
determine the successfulness of interventions for a given health behavior.
Intervention Strategizing
When a health educator is developing an intervention strategy to help with a particular health behavior, there
are a few key factors to consider: identifying the target population, selecting a setting, setting goals and
objectives, and identifying resources and a timeline. Each of these factors are a concern for health educators
when developing interventions (Powell et al., 2017).
Target population: Who are you planning the intervention for? Are there any special needs? For instance,
adolescents have special needs because they are in school during the day, so an intervention for them would
need to be after school, on the weekend, or through the school. An intervention for seniors should be held
during the day because seniors normally shy away from being out at dusk or dark. If the intervention were for
the working population, there would be better attendance in the evenings or weekends. The goal with
determining the population for the intervention is to think of alleviating any barriers that may affect most of the
population (Powell et al., 2017).
Setting: Where will the intervention be held? Is there handicap access for seniors or elevator accessibility? Is
the location easily accessible? Is there public parking? What is the room reservation process? Is the setting
outdoors, and if so, are there backup plans in case of bad weather? As the health educator, you should take
into account the best setting to meet the needs of the population that has been identified (Nilsen, 2015).
UNIT VI STUDY GUIDE
Interventions for Health Behavior
PUH 5304, Health Behavior 2
UNIT x STUDY GUIDE
Title
Goals/Objectives: The health educator should be clear on the goals and objectives of ...
Ginsters 'considering our people as well as place' office productivity networ...Su Butcher
Presentation given by Mark Duddridge, MD of Ginsters and Jane Abraham, Healthy Workplace Advisor at European Centre for the Environment and Human Health.
Workplace Trends Conference 2012: Wellbeing and Performance, Thursday 25 October 2012, One Bishop's Square, London, E1 6AD
Scientific evidence now supports what many EHS professionals have long suspected—that risk factors in the workplace can contribute to health problems previously considered unrelated to work. As a result, there is clear value in shifting from a siloed view of employee work safety toward a more inclusive and comprehensive perspective.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Basic phrases for greeting and assisting costumers
Robert Larsson NHPRC 2013
1. Workplace health management
in municipal organizations:
the perspective of senior
managers
Robert Larsson, Ingemar Åkerlind &
Hélène Sandmark
Mälardalen University, School of Health, Care and
Social Welfare, Västerås, Sweden
7th Nordic Health Promotion Research Conference, ”Promoting Health in
Everyday Settings: Opportunities and Challenges”, Vestfold, Norway, 2013
2. School of Health, Care
and Social Welfare
School of Health, Care
and Social Welfare
● Shift towards, how organizational factors affect
employee health
● Integration of WHP and OSH [e.g. 1, 2]
● WHP should be integrated into the organization’s
regular management practices [3]
Less knowledge about if and how this is done…
● Need for WHP-studies in public sector organizations
2
Background
[1] Goetzel et al., 2008 [2] EU-OSHA, 2010 [3] Chu et al., 2000
3. School of Health, Care
and Social Welfare
3
Aim
…to explore how health promotion is
managed within a municipal organizational
context, and also to describe how
workplace health could be incorporated
into the general management system
4. School of Health, Care
and Social Welfare
● Large employers with the
responsibility of providing
public services
● Variation in organization,
human resource policy,
conditions etc.
● Previous research indicates
poor employee health
4
Research setting
The municipal employer context
5. School of Health, Care
and Social Welfare
School of Health, Care
and Social Welfare
Design: Qualitative approach
Sampling strategy: Managers were purposefully
selected from two municipal organizations
Senior managers (SM) = higher management positions
SMs representing a variety of municipal departments
(m = 250 employees)
Data collection: Semistructured face-to-face
interviews
Analysis: Qualitative content analysis
5
Research design
6. School of Health, Care
and Social Welfare
School of Health, Care
and Social Welfare
The domination of wellness
Provision of activities
Organizational support
WHP partly integrated into
the management system
Employee survey as driving force
Shortcomings in implementation
and follow-up
6
Findings “We offer exercise during
working hours. You can
exercise one hour/week. We
have fruit. We do health
profiles where all are invited
to participate, and you may
also have an interview
afterwards, where you can
follow-up on your result.”
7. School of Health, Care
and Social Welfare
School of Health, Care
and Social Welfare
Development of leadership
competence
Ambitious leadership programmes
OHS training
The political influence
Health-related policies
To be an “attractive” employer
7
Findings
“Now, the municipality
have decided how money
for wellness should be
used. There is a general
decision.”
8. School of Health, Care
and Social Welfare
School of Health, Care
and Social Welfare
● Selection bias? Some chose not to participate. Those
with little interest/knowledge about WHP?
● Transferability limited to public sector organizations
with similar conditions
● How to not only get “politically correct statements”
and “on the surface information” about WHP?
8
Limitations and challenges
9. School of Health, Care
and Social Welfare
School of Health, Care
and Social Welfare
Preliminary findings concerning how WHP is
managed by senior management
The domination of wellness
WHP partly integrated into the management system
Improved management practice concerning WHP…
…could ultimately affect the health of municipal
employees
9
Summary and implications
10. School of Health, Care
and Social Welfare
School of Health, Care
and Social Welfare
Thank you for your attention!
contact: robert.larsson@mdh.se
10
11. School of Health, Care
and Social Welfare
School of Health, Care
and Social Welfare
1. Goetzel, R.Z., Ozminkowski, R.J., Bowen, J. & Tabrizi, M.J. (2008).
Employer integration of health promotion and health protection programs.
International Journal of Workplace Health Management, 1(2), 109 -122.
2. European Agency for Safety and Health at Work. (2010). Mainstreaming
OSH into business management. Luxembourg: Office for Official
publications of the European Communities.
3. Chu, C., Breucker, G., Harris, N., Stitzel, A., Gan, X., Gu, X. et al. (2000).
Health-promoting workplaces – international settings development. Health
Promot Int., 15, 155-167.
4. Shain, M., & Kramer, D.M. (2004) Health promotion in the workplace:
Framing the concept; reviewing the evidence. Occup Environ Med., 61(7),
643-648.
5. Polanyi, M.F., Frank, J.W., Shannon, H.S., Sullivan, T.J., & Lavis, J.N.
(2000). Promoting the determinants of good health in the workplace. In:
B.D. Poland, L.W. Green, & I. Rootman (Eds.) Settings for health
promotion: Linking theory and practice. (pp.138-160). Thousand Oaks:
Sage Publications.
6. DeJoy, D.M., & Southern, D.J. (1993). An integrative perspective on work-
site health promotion. J Occup Med., 35(12), 1221-1230.
7. Chu, C., & Dwyer, S. (2002). Employer role in integrative workplace health
management: A new model in progress. Dis Manage Health Outcomes,
10(3), 175-186.
11
References