HLT 308 Assignment Program on Risk Mgnt
HLT 308 Assignment Program on Risk Mgnt
The implementation of the fall prevention initiative involves various phases. The first phase is to create an implementation plan and seek management’s support including critical resources such as funding for the program. The next phase is conducting environmental safety verification within the surgical unit to ensure it is safe. The third phase involves the collection of information about patient falls, indicating the number of falls and associated injuries. The next phase is to establish a monitoring system and documentation of falls. The last phase is patient education to build the capacity of nurses to recognize patients who are at risk of falls and also acknowledge fall prevention techniques (Montero-Odasso et al., 2021).
The potential challenges associated with the implementation of the fall prevention program include staff resistance, challenges in learning new safety measures, improper risk assessment, poor communication, a challenging physical environment, and poor training of staff (Bargmann & Brundrett, 2020). These challenges can be addressed by proper training of the healthcare providers, patients, and patient’s families.
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The plan in evaluating the success of the proposed risk management program involves choosing an interprofessional assessment team and tasks it with the responsibility of collecting and reviewing information about patient falls and also focusing on the institutional patterns in fall prevention. Collecting the statistics on fall prevention and scrutiny of the data will determine whether or not the implementation of the proposed risk management program was successful (Montero-Odasso et al., 2021).Opportunities Patient falls can be attributed to many factors. The organization should build on this risk management program by continuously conducting environmental scanning to identify unsafe conditions within the healthcare organization such as barriers in the hallways and waiting rooms, poor lighting, poor positioning of furniture, and slippery floors (Cuevas-Trisan, 2019). After identifying these risks, effective measures should be adopted to address them. Conclusion
Falls are attributed to many risk factors that can be avoided. As such, it is crucial to collect detailed data about risk factors of falls to foster the creation and implementation of preventive mechanisms. The rationale of this risk management program is to control the causal factors to fall risk in patients and to enable the organization to meet the compliance standards of the local, state, and federal government agencies. The choice of fall management was informed by high fall rates in hospitals and the associated injuries and deaths. Moreover, the prevention of patient falls is a legal responsibility of the organization. The implementation of the fall prevention initiative involves various phases, which were followed appropriately. The potential challenges to the implementation can be addressed through proper education. The evaluation of the success of the program will be determined by the interprofessional assessment team. The opportunities include continuous environmental scanning to identify unsafe conditions.
Bargmann, A. L., & Brundrett, S. M. (2020). Implementation of a multicomponent fall prevention program: Contracting with patients for fall safety. Military medicine, 185(Supplement_2), 28-34. https://doi.org/10.1093/milmed/usz411
Cuevas-Trisan, R. (2019). Balance problems and fall risks in the elderly. Clinics in geriatric medicine, 35(2), 173-183. https://doi.org/10.1016/j.cger.2019.01.008
LeLaurin, J. H., & Shorr, R. I. (2019). Preventing falls in hospitalized patients: state of the science. Clinics in geriatric medicine, 35(2), 273-283. doi: 10.1016/j.cger.2019.01.007
Liu, H. C. (2019). Healthcare risk management from a proactive perspective. In Improved FMEA methods for proactive healthcare risk analysis (pp. 3-13). Springer, Singapore. DOI: 10.1007/978-981-13-6366-5_1
Montero-Odasso, M. M., Kamkar, N., Pieruccini-Faria, F., Osman, A., Sarquis-Adamson, Y., Close, J., … & Kobusingye, O. (2021). Evaluation of clinical practice guidelines on fall prevention and management for older adults: a systematic review. JAMA network open, 4(12), e2138911-e2138911. doi:10.1001/jamanetworkopen.2021.38911
Okonkwo, I. A. (2020). Fall-Related Patient Education: An Essential Feature of a Fall Prevention Program. Walden University.
HLT 308 Risks Management and Health Care Regulations
Week 2 Assignment
Educational Program on Risk Management – Part One: Outline of Topic
The purpose of this assignment is to create an educational program that supports the implementation of risk management strategies in a health care organization.
In this assignment, you will develop an outline for an “in?service”?style educational risk management program for employees of a particular health care organization that will then form the basis for a PowerPoint presentation in Topic 5. Select your topic for this educational session from one of the proposed recommendations or changes you suggested in the Risk Management Program Analysis â€“ Part One assignment to enhance, improve, or secure compliance standards in your chosen risk management plan example.
Create a 500?750-word comprehensive outline that communicates the following about your chosen topic:
Introduction: Identify the risk management topic you have chosen to address and why it is important within your health care sector.
Rationale: Illustrate how this risk management strategy is lacking within your selected organization’s current risk management plan and explain how its implementation will better meet local, state, and federal compliance standards.
Support: Provide data that indicate the need for this proposed risk management initiative and demonstrate how it falls under the organization’s legal responsibility to provide a safe health care facility and work environment.
Implementation: Describe the steps to implement the proposed strategy in your selected health care organization.
Challenges: Predict obstacles the health care organization may face in executing this risk management strategy and propose solutions to navigate or preempt these potentially difficult outcomes.
Evaluation: Outline your plan to evaluate the success of the proposed risk management program and how well it meets the organization’s short-term, long-term, and end goals.
Opportunities: Recommend additional risk management improvements in adjacent areas of influence that the organization could or should address moving forward.
You are required to incorporate all instructor feedback from this assignment into Educational Program on Risk Management Part Two ? Slide Presentation assignment in Topic 5. To save time later in the course, consider addressing any feedback soon after this assignment has been graded and returned to you. It may be helpful to preview the requirements for the Topic 5 assignment to ensure that your outline addresses all required elements for submission of the final presentation.
You are required to support your statements with a minimum of six citations from appropriate credible sources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
ØPrevalence of Risks in Healthcare System
ØImplications of Risks
ØNeed for Risk Management Program
Healthcare delivery is prone to many potential risks that could harm both patients and the healthcare settings. As such, it is imperative to ensure risk management measures in the organization. Risk management program in healthcare characterizes activities intended to minimize injuries to patients during the treatment and recovery processes (Liu, 2019). As such, it is imperative to develop risk management program to help in collecting comprehensive data about the risk factors in the healthcare organization to help in formulating and implementing preventive techniques. The purpose of this paper is to develop an education program that advocates for the implementation of falls risk management techniques at a surgical unit in a hospital. The paper will specifically explore the rationale for choosing falls, supporting the rationale, implementation of the falls risk management strategy, challenges in the implementation, evaluation, and opportunities.
Selected Healthcare Risk
The selected healthcare risk is patient falls
ØBackground of falls in healthcare
ØPrevalence of Falls
ØImplications of Falls in Healthcare
ØRisk Management Program on Patient Falls
Falls are widespread among hospitalized patients and a serious health problem within the surgical unit that are associated with grave adverse events such as increasing cost of care, increasing hospital stay days, and patient injuries. Falls are attributed to many risk factors that can be avoided. As such, it is crucial to collect detailed data about risk factors of falls to foster creation and implementation of preventive mechanisms. This can be achieved through a comprehensive risk management program. Falls risk management program in healthcare facilities entails activities intended to minimize injuries to patients during the treatment and recovery processes.
Rationale for Fall prevention
ØTo control the causal factors to fall risk in patients.
ØThere is need for Risk assessment before initiating fall prevention initiative.
qTo facilitate proper use of resources
qTo create awareness on clinicians
Fall prevention involves controlling the causal factors to fall risk in patients. Organizations should conduct risk assessment before initiating fall prevention initiative to facilitate proper use of resources and to create awareness on clinicians to acknowledge patient who are at risk of falls (Okonkwo, 2020). The fall prevention strategy should consider the needs of patients and be in line with the priorities of the organization. However, this consideration is lacking within the surgical unit’s present risk management plan.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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