NURS6241 Walden Strategic Planning in Health Care Organizations
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
NURS6241 Walden Strategic Planning in Health Care Organizations
Heather Davis
RE: Discussion – Week 1
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NURS 6241: Strategic Planning in Health Care Organizations
Week One Initial Discussion: Introduction to the Planning Process
Introduction
The purpose of this week’s discussion is to explain how this writer views the similarities and differences between the nursing process and the strategic planning process. Next, share an example that demonstrates why it is beneficial for a nurse leader to be aware of the planning hierarchy. Finally, to identify why one should be engaged in the strategic planning in addition to and in contrast with operational planning.
Nursing and Strategic Planning Process
In 1958, Ida Jean Orlando started the nursing process that still directs nursing today. It can be defined as a system of approaches to care using the fundamental principles of critical thinking, client-centered treatment, goal orientation, evidence e- based practice and nursing intuition (Toney-Butler, 2019). It is holistic and scientific while integrating compassion, quality-based care. There are five steps to this process, which are assessment, diagnosis, planning, implementation, and evaluation. It is based on Maslow’s Hierarchy of needs in which the individual needs of the patient must be met before other less significant needs (Toney-Butler, 2019). An example of this is that the safety of the patient can not be addressed first if the patient cannot breathe properly. The breath issue must be addressed first.
The strategic plan process is an organizational management activity that is used to set priorities, focus energy and resources, strengthen operations, ensure that employees and other stakeholders are working toward common goals. Establish agreement around intended outcomes and results and assess and adjust the direction of organization response to the changing environment (Wilsey, Sterling, Burton, & Boo). This process helps to articulate where the organization is going, the actions that need to be taken to progress, and how successful it will be. There are steps to the strategic planning process, which are assessment, strategy formulation, strategic execution, and evaluation. The association of strategic planning or ASP is dedicated to advancing thought and practice in this planning process. They have developed a lead- think-plan-act rubric(Wilsey, Sterling, Burton, & Boo).
The nursing and strategic process have both similarities and differences that exist. First is that both have a process; however, strategic planning is less organized, and doe not has a one method process as the nursing process that arises from evidence-based practice. Lastly, in the nursing process, the diagnosis must be determined before moving towards a plan, whereas in strategic planning, this is not a step. Both of these planning processes are used in the healthcare system. One striking similarity between the two is that they both assess the situation, then make a plan and implement it and finally evaluate it. This similarity should help a nurse who becomes a leader to use the nursing process as a start point in understanding and implementing the strategic process. They are both critical thinking approaches.
Example of Benefits to Nurse Leaders
In one example, this writer discovered was how to teach nurses to reach the board room level. Often in this, writers experience nurses have an opinion about a subject but cannot see the big picture and the skill set to articulate a plan for the problem at hand. These skills are what is need to be at the board room level. It is in a nurse nature that they are strategic thinkers, which means they use both sides of the brain, and they are both logical and creative. They also, in many respects, are life- long learners (Strategic Thinking: A Nurse’s Skill. (n.d.)). They possess specific competencies such as anticipating change, challenge assumptions, interpret their environment, make tough decisions, look for lessons learned, and finally to engage stakeholders. These competencies are similar to those who sit in a board room, which is gaining buy-in, conducting environmental assessments, developing both planning and financial assumptions, development of strategic frameworks, and establishment of performance measures (Strategic Thinking: A Nurse’s Skill. (n.d.)). One aspect that nurses who reach this level struggle with is thinking from a metaphorical perspective. However, if they look at the organization as they did their patients on a healing path seeking to improve itself and aligned with its mission and open to opportunities that smooth its journey along the route (Strategic Thinking: A Nurse’s Skill. (n.d.)), this approach to thinking and using their previous experience is precisely what will enable them to one day become a board member. There is a growing need to have nurses that are at the board level; a recent survey completed determined that only 2.3 percent of board members were nurses in comparison to 22.6 percent being physicians (Institute of Medicine (US) Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing & Medicine, 1970).
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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