Financial Incentives And Quality Improvement Processes

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IHP 410 Milestone Three Guidelines and Rubric

Submit Section III of the case study, in which you will address the chosen organization’s financial incentives and quality improvement processes. Specifically, you will critique the organization’s population-health oriented policies, the organization’s approach to care and the extent to which it is patient-centered, and any strategies the organization uses in its population-health approach.

Reference these resources to complete your milestone assignments: Montefiore Medical Center Case Study Interpreting Services Program

 

Specifically the following critical elements must be addressed:

III. Financial incentives and quality improvement processes a) Analyze population health-oriented policies (such as non-discrimination in hiring, care and treatment, Patient Bill of Rights, financial assistance,

etc.) that the organization may have implemented for reducing costs and improving overall quality. Be sure to provide evidence to support your claims.

b) To what extent is the organization’s approach to care considered patient-centered? Be sure to cite specific examples to substantiate your claims. c) What specific strategies (such as eliminating unnecessary procedures and providing only essential treatments or interventions) does the

organization employ in its population health approach to reduce costs and improve overall quality? d) Describe gaps or deficiencies that may exist in the organization’s use of the population health approach in reducing costs and improving quality

of care, and provide evidence to support your claims. If you feel there are none, be sure to explain your reasoning.

 

https://www.commonwealthfund.org/sites/default/files/documents/___media_files_publications_case_study_2010_oct_1448_chase_montefiore_med_ctr_case_study_v2.pdf
https://www.commonwealthfund.org/sites/default/files/documents/___media_files_publications_case_study_2010_oct_1448_chase_montefiore_med_ctr_case_study_v2.pdf
http://www.montefiore.org/documents/staffing/interpreting_services_program2007.pdf

 

 

Guidelines for Submission: Milestone Three must be submitted as a two- to three-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, with sources cited in APA format.

 

Critical Elements Proficient (100%) Needs Improvement (85%) Not Evident (0%) Value

Financial and Quality Improvement:

Policies

Comprehensively analyzes population health-oriented policies and provides evidence that supports claims

Analyzes population health- oriented policies, but with gaps in detail, or does not provide evidence that supports claims

Does not analyze population health-oriented policies

20

Financial and Quality Improvement:

Patient-Centered

Assesses the extent to which the organization’s approach is considered patient-centered and cites specific examples to substantiate claims

Assesses the extent to which the organization’s approach is considered patient-centered, but does not cite specific examples to substantiate claims, or examples cited do not substantiate claims

Does not assess the extent to which the organization’s approach is considered patient- centered

20

Financial and Quality Improvement:

Strategies

Comprehensively analyzes specific strategies the organization employs to reduce costs and improve overall quality

Analyzes specific strategies the organization employs to reduce costs or improve overall quality, but not both, or analysis lacks detail

Does not analyze specific strategies the organization employs to reducing costs and improving overall quality

20

Financial and Quality Improvement: Gaps

or Deficiencies

Accurately identifies gaps or deficiencies and provides evidence to support claims, or

explains reasoning if no gaps or deficiencies exist

Inaccurately identifies gaps or deficiencies, or does not provide evidence to support claims, or

does not explain reasoning if no gaps or deficiencies exist

Does not identify gaps or deficiencies

20

Articulation of Response

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

20

Earned Total Comments:

100%

Identify the problem or dilemma:

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Case 1- Situation #2

“Situation 2: During the taking of some routine tests for promotion, a company learns that there is a high probability that one of the employees is abusing drugs and is a pathological liar. The firm decides not to promote him and instead fires him. He comes to see you for counseling because he is depressed. Has the company acted ethically? Legally? What responsibility do you have toward this client? (Neukrug, Fawcett, 2015)”

1. Identify the problem or dilemma:

2. Identify the potential issues involved:

3. Review the relevant ethical guidelines:

4. Know the applicable laws and regulations 

5. Obtain consultation 

6. Consider possible and probable courses of action:

7. Enumerate the consequences of various decisions:

8. Decide on what appears to be the best course of action:

Social And Cultural Psychology

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5

 

 

 

 

Typing Template for APA Papers: A Sample of Proper Formatting for APA Style

 

Student A. Sample

College Name, Grand Canyon University

Course Number: Course Title

Instructor’s Name

Running head: ASSIGNMENT TITLE HERE

 

 

1

 

Assignment Due Date

Typing Template for APA Papers: A Sample of Proper Formatting for APA Style

This is an electronic template for papers written according to the style of the American Psychological Association (APA, 2020) as outlined in the seventh edition of the Publication Manual of the American Psychological Association. The purpose of the template is to help students set the margins and spacing. Margins are set at 1 inch for top, bottom, left, and right. The text is left-justified only; that means the left margin is straight, but the right margin is ragged. Each paragraph is indented 0.5 inch. It is best to use the tab key to indent, or set a first-line indent in the paragraph settings. The line spacing is double throughout the paper, even on the reference page. One space is used after punctuation at the end of sentences. The font style used in this template is Times New Roman and the font size is 12 point. This font and size is required for GCU papers.

The Section Heading

The heading above would be used if you want to have your paper divided into sections based on content. This is a Level 1 heading, and it is centered and bolded, and the initial word and each word of four or more letters is capitalized. The heading should be a short descriptor of the section. Note that not all papers will have headings or subheadings in them. Papers for beginning undergraduate courses (100 or 200 level) will generally not need headings beyond Level 1. The paper title serves as the heading for the first paragraph of the paper, so “Introduction” is not used as a heading.

Subsection Heading

The subheading above would be used if there are several sections within the topic labeled in a first level heading. This is a Level 2 heading, and it is flush left and bolded, and the initial word and each word of four or more letters is capitalized.

Subsection Heading

APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all. Headings are used in order, so a paper must use Level 1 before using Level 2. Do not adjust spacing to change where on the page a heading falls, even if it would be the last line on a page.

The Title Page

When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. You will also need to change the items on the title page. Fill in your own title, name, course, college, instructor, and date. List the college to which the course belongs, such as College of Theology, College of Business, or College of Humanities and Social Sciences. GCU uses three letters and numbers with a hyphen for course numbers, such as CWV-101 or UNV-104. The date should be written as Month Day, Year. Spell out the month name.

Formatting References and Citations

APA Style includes rules for citing resources. The Publication Manual (APA, 2020) also discusses the desired tone of writing, grammar, punctuation, formatting for numbers, and a variety of other important topics. Although APA Style rules are used in this template, the purpose of the template is only to demonstrate spacing and the general parts of the paper. GCU has prepared an APA Style Guide available in the Student Success Center and on the GCU Library’s Citing Sources in APA guide (https://libguides.gcu.edu/APA) for help in correctly formatting according to APA Style.

The reference list should appear at the end of a paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below. This page includes examples of how to format different reference types. The first reference is to a webpage without a clear date, which is common with organizational websites (American Nurses Association, n.d.). Next is the Publication Manual referred to throughout this template (APA, 2020). Notice that the manual reference includes the DOI number, even though this is a print book, as the DOI was listed on book, and does not include a publisher name since the publisher is also the author. A journal article reference will also often include a DOI, and as this article has four authors, only the first would appear in the in-text citation (Copeland et al., 2013). Government publications like the Treatment Improvement Protocol series documents from the Center for Substance Abuse Treatment (2014) are another common source found online. A book without a DOI is the last example (Holland & Forrest, 2017).

References

American Nurses Association. (n.d.). Scope of practice. https://www.nursingworld.org/practice-policy/scope-of-practice/

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

Center for Substance Abuse Treatment. (2014). Improving cultural competence (HHS Publication No. 14-4849). U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration. https://www.ncbi.nlm.nih.gov/books/NBK248428/

Copeland, T., Henderson, B., Mayer, B., & Nicholson, S. (2013). Three different paths for tabletop gaming in school libraries. Library Trends, 61(4), 825–835. https://doi.org/10.1353/lib.2013.0018

Holland, R. A., & Forrest, B. K. (2017). Good arguments: Making your case in writing and public speaking. Baker Academic.

What do you make of the criticisms of sex therapy by Thomas Szasz and others,

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What do you make of the criticisms of sex therapy by Thomas Szasz and others, who have argued that sexual “dysfunction” is an arbitrary social creation? Is all sexual dysfunction in the eye of the beholder, or are there certain sexual attitudes and behaviors that are clear disorders?

  • Write an essay of 200-400 words addressing these questions.
  • Give at least two examples to support your conclusion.

2. Peer follow-up:  Respond to two of your classmates’ postings.

  • In 75-100 words, or more, provide constructive, thoughtful feedback designed to build an engaging dialog.
  • To achieve this, ask questions, share insights, or offer an article or other resource, that will contribute to a broader analysis of the topic at hand.
  • CLASSMATE 1:

     

    Thomas Szasz and others have argued that sexual dysfunction is an arbitrary social creation. (Lhemiller, 2017) But is it really? How can someone justify another individuals’ feelings or disabilities that may be a connecting factor to why sex is painful or not pleasant for them. I have a strong believe that sometimes while your brain may want the physical connection with your partner your body may not. I know someone who had a difficult time with sex. It’s not that they didn’t enjoy it, but there wasn’t a connect there with the other person. Of course aside from the chemistry side of things diseases definitely play a major role of dysfunctions as does an individual’s past. I don’t think we can truly make judgment without knowing those things about a person. Who’s to say that the dysfunction isn’t just a lack of interest? I suffered from depression and was put on an antidepressant a few years ago and I can attest that antidepressants most definitely cause a decrease in sex drive. I suppose that unless someone has experience dysfunctions and the humility that comes with it, it can cause one to argue that it isn’t real and therefore doesn’t exist.

     

    (2017). Sexual Dysfunction and Sex Therapy . In The Psychology of Human Sexuality, Chapter 13 Document posted in University of Maryland Global Campus PSYC 332 E250 online, archived at: https://ebookcentral.proquest.com/lib/umuc/reader.action?docID=5106984&ppg=368

     

    CLASSMATE 2:

     

    According to Lehmiller (2017), Psychiatrists like Thomas Szasz believe that sexual dysfunction is more of social creation (p.352). In other words, what some individuals view as sexual dysfunction may not be considered a sexual dysfunction by others. Every individual indeed has his or her opinion on what constitutes normal or abnormal sexual behavior. However, I believe that there are some sexual attitudes and behaviors that are clear disorders. While reading this week’s material, I learned about several sexual dysfunction disorder that makes it hard for me to believe sexual dysfunction is created by society. The main ones that come to mind are those sexual disorders that cause pain to the individual. Lehmiller (2017) talks about a sexual dysfunction called Phimosis. He explains that this condition affects men in which an uncircumcised man’s foreskin is too tight and makes erections painful (p.347). In this case, I believe that it is a definite disorder because it is physically apparent that it causes great pain to the individual. Unless he gets treated, then he will always have unpleasant sexual intercourse. The same goes for women who have vaginismus. Lehmiller (2017) states that women with this disorder experience sudden and severe contractions in the lower third of the vagina at any attempt at vaginal penetration (p.348). I believe that these disorders are very real, and the individual needs professional outside help and treatment. Whether these problems are an actual physical condition or stem from traumatizing past experiences, they prevent them from having a satisfying sex life. I agree that other dysfunctions like compulsive sexual behavior can be a little more difficult to classify as a sexual dysfunction because there is no right answer to how much or often someone should have sex. However, I believe, if the individual is admitting that the excessive need to have constant sex is negatively affecting their lives, it should be classified as sexual dysfunction. In most extreme cases, sometimes, those individuals can not fulfill their sexual needs and can end up raping a victim. These disorders cause major distress and concern for many individuals and their partners, so I believe that some sexual attitudes and behaviors should be considered a sexual dysfunction.

    (2017). Sexual Dysfunction and Sex Therapy . In The Psychology of Human Sexuality, Chapter 13 (p. 336-362). Document posted in University of Maryland Global Campus PSYC 332 E250 online, archived at: https://ebookcentral.proquest.com/lib/umuc/reader.action?docID=5106984&ppg=368