Assignment # 1 Your first assignment,Project Charter Part 1, is due next week. You will use what you learned about quality improvement, identifying a problem or gap, creating SMART objectives, and...



Assignment # 1



Your first assignment,Project Charter Part 1, is due next week. You will use what you learned about quality improvement, identifying a problem or gap, creating SMART objectives, and drafting a project AIM Statement to develop Part 1of your Project Charter from a nursing, public health, or health administrative perspective.


Take time now to preview the instructions for the assignment and review the scoring guide.


Download and review theProject Charter Template [DOCX]file that you will use to complete the assignment. For an example of the completed assignment, access and review theExemplar Project Charter, Part 1 [PDF]resource as well.


Consider reviewing the following resources to help you get started:



  • Centers for Disease Control and Prevention. (n.d.).
    Problem identification.
    https://www.cdc.gov/policy/polaris/policyprocess/problem-identification/index.html

  • Johns Hopkins. (n.d.).Worksheet for developing your quality improvement project.https://www.hopkinsmedicine.org/armstrong_institute/_files/patient%20safety%20and%20quality%20improvement%20project%20tools/spirit_toolkit/module%203_worksheet%20for%20qi%20project.pdf





Project Charter Assignment for the Course: What does this really mean? Although we want your quality improvement project to be as realistic as possible, you will not use a "real" setting or organization, although it may be based on one.  If fact, if you base the charter on a real organization, we do not want you to identify it!  Think about your experience in the field and if you could address a gap in care, system, or policy, how you would identify and justify it for a quality improvement effort (the difference between the current state and the desired state).  Consider why things are done a certain why....is there a better way? The data to illustrate the problem can be data you create for this specific assignment.  The example assignments are very detailed and have a lot of information. This is so you can see a variety of ways to complete the assignment.  For your Project Charter, focus on one specific area!  You will need to use evidence/data (benchmarks, standards, research) to justify the selection of the identified gap and why it is important. You will not actually be implementing the quality improvement project but it should be one that is meaningful to you, the profession and one that you might actually utilize in practice. You will identify team members, a team leader, executive sponsor and stakeholders (These do not need to be "real" people but they should represent the people you would select if you were implementing this project, identifying their roles/responsibilities. You will create a problem statement and AIM statement as well as SMART goals, develop a planned intervention and a data collection plan, but you will not actually implement these activities.  The Project Charter Assignment is broken into four components, with the final one being a Poster Presentation.  It might be helpful to look at the Week 2 readings and the Prepare Section in Week 1 as you begin to think about Part I of the assignment due at the conclusion of Week 2, Sunday, April 24th. Prepare: Take time now to preview the instructions for the assignment and review the scoring guide. Download and review the Project Charter Template [DOCX] file that you will use to complete the assignment. It is really helpful to review the template. It has step by step directions. You will remove this information and input your own information. For an example of the completed assignment, access and review the Exemplar Project Charter, Part 1 [PDF] resource as well. Consider reviewing the following resources to help you get started: · Centers for Disease Control and Prevention. (n.d.).  · Problem identification. https://www.cdc.gov/policy/polaris/policyprocess/problem-identification/index.html · Johns Hopkins. (n.d.). Worksheet for developing your quality improvement project. ·  https://www.hopkinsmedicine.org/armstrong_institute/_files/patient%20safety%20and%20quality%20improvement%20project%20tools/spirit_toolkit/module%203_worksheet%20for%20qi%20project.pdf Assignment # 1 Your first assignment, Project Charter Part 1, is due next week. You will use what you learned about quality improvement, identifying a problem or gap, creating SMART objectives, and drafting a project AIM Statement to develop Part 1 of your Project Charter from a nursing, public health, or health administrative perspective. Take time now to preview the instructions for the assignment and review the scoring guide. Download and review the Project Charter Template [DOCX] file that you will use to complete the assignment. For an example of the completed assignment, access and review the Exemplar Project Charter, Part 1 [PDF] resource as well. Consider reviewing the following resources to help you get started: · Centers for Disease Control and Prevention. (n.d.). Problem identification. https://www.cdc.gov/policy/polaris/policyprocess/problem-identification/index.html · Johns Hopkins. (n.d.). Worksheet for developing your quality improvement project. https://www.hopkinsmedicine.org/armstrong_institute/_files/patient%20safety%20and%20quality%20improvement%20project%20tools/spirit_toolkit/module%203_worksheet%20for%20qi%20project.pdf 1 Project Charter Part 1 Project Overview Project Name Caring for Cultures at Hillside Community Health Center Gap Analysis Since the inception of the Hillside Community Health Center, the number of patient/client visits per month has been declining. The center’s administration had focused on resolving the initial infrastructure and staffing issues through the first year of the center’s inception. With the resolution of the issues, the projected average number of visits per month was 700. However, the trend of declining visits persisted (see Table 1). The primary focus of the project will be to address the gap between the projected 700 and the observed 350 patient/client visits per month at the center. Table 1 Patient/Client Visits per Month (August Year 1–January Year 2) Year Month Number of patient/client visits recorded Year 1 August 650 September 580 October 430 November 390 December 370 Year 2 January 350 (projected number: 700) A survey was conducted to understand the issues faced by patients/clients who had visited the center in November and December. This survey revealed that there was a lack of trust in the center’s staff. Of the 500 participants in the survey, 375 participants (75%) reported that the staff at the center did not understand the beliefs, values, and health practices of their community. This finding was corroborated by several community 2 leaders interviewed by Clinic Director Julie Armah. Improving the cultural competency of the staff was therefore determined as a clear opportunity for change within the center. To measure the cultural competency of the staff, a Cultural Competence Assessment (CCA) tailored to the context of the center will be developed. The CCA will serve as a measurement tool to determine the current cultural competency of the staff based on relevant knowledge, skills, and attitudes. After the implementation of interventions such as cultural competency training, the staff will take the CCA again. Patient/client surveys will also be repeated. These two measures will help determine the effectiveness of the interventions. Improved cultural responsiveness in the delivery of care is aligned with the center’s mission of providing quality services equitably. Bridging the gap in access to health-care services will improve the utilization of several preventive care services and enable the early diagnosis of critical illnesses, which in turn will lead to an improvement in the overall health and well-being of the communities. Current State Desired State Identified Gap Gap due to knowledge, skill, practice, process Methods used to identify the Gap Relevance to Identified Population 350 patient/client visits per month 700 patient/client visits per month 350 patient/client visits per month Inadequate cultural competency in the center’s staff Survey and interviews Residents unable/unwilling to utilize the services of the center Baseline scores of the staff on the CCA 40% improvement in CCA scores post training Will be determined through pre- and post- training CCA scores The staff’s knowledge, skill, and attitudes CCA The staff members’ cultural competency to be updated 25% of respondents of the survey trusting the staff’s ability 75% of respondents or above trusting the staff’s ability 50% of respondents of the survey trusting the staff’s ability The staff’s ability to understand the beliefs, values, and health practices of Survey questions Reflects the lack of the residents’ trust in the staff 3 to understand them culturally to understand them culturally to understand them culturally community members Evidence to Support the Need The principal standard of the National Standards for Culturally and Linguistically Appropriate Services (CLAS) in Health and Health Care is to “provide effective, equitable, understandable, and respectful quality care and services that are responsive to diverse cultural health beliefs and practices, preferred languages, health literacy, and other communication needs” (U.S. Department of Health and Human Services, 2013, p. 1). The national CLAS standards guide the center’s mission of eliminating health-care inequities (https://thinkculturalhealth.hhs.gov/clas). Providers’ cultural competency is cited as one of the factors that influence person-centered care and communication in the 2021 National Healthcare Quality and Disparities Report (Agency for Healthcare Research and Quality, 2021). Cultural differences between health-care staff and patients/clients can lead to mistrust in the system, miscommunication, low satisfaction, and disempowerment. On the other hand, when staff members are culturally competent, there is greater satisfaction, better sharing and seeking of information, and treatment adherence (Jongen et al., 2018). Problem Statement The decline in patient/client volume observed at the center since August is attributed to the lack of cultural competency training of the staff based on survey responses and interviews. This has impacted residents’ utilization of health-care services at the center, resulting in suboptimal health promotion, prevention, and treatment. SMART Objectives Specific The target population for the project comprises the residents in the neighborhood. The target population for the educational interventions is the medical and patient-/client-facing staff of the center. The target processes are implementation of the CCA and cultural competency training. Measurable The patient/client volume as measured by the observed visits per month must increase by 50%. Additionally, the average scores of the staff on the CCA must improve by 40%. This will indicate the effectiveness of the educational interventions. More than 50% of responses on the patient/client survey must reflect trust in the center’s staff in terms of cultural competency. Achievable All the necessary resources for the project’s operation are available. The financial expenses of the project will be part of the operational costs of the center. The center is sustained by Medicaid payments, insurance, and grant revenues. Team members will have the skills needed to execute the project, diversity, equity, and inclusion (DEI) https://thinkculturalhealth.hhs.gov/clas 4 experts with the necessary skills will develop and implement educational interventions, and the diversity committee and the team leader will oversee the ethical aspects of the project’s planning and operations. Relevant  The project is directly aligned with the mission of the center, which is to eliminate health-care inequities by extending quality health-care services to the culturally diverse and underserved neighborhood.  The objectives of the project are aligned with CLAS standards. This could aid future organizational efforts such as accreditation or requests for public or private grants. With increased financial support, the center can consider expanding its services. Lessons learned from the project could also be applied to other community health centers with similar challenges.  Health-care quality and access has been identified as an important domain of social determinants of health in the country by the U.S. Department of Health and Human Services (Office of Disease Prevention

Apr 14, 2022
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