Figure 1.1 in the course text illustrates how various functional plans for a healthcare organization support the overall strategic plan.

Figure 1.1: Relationship of overall strategic plan to business unit plans. Adapted from Strategic Planning and Marketing in Healthcare Organizations by R. Stevens and L. S. Silver, 2015, section 1.2: “The Importance of Strategic Planning and Marketing – Strategic Planning Process Overview.” Copyright 2015 by Bridgepoint Education, Inc.

The healthcare delivery system is often described as a service-driven industry. Therefore, it is vitally important for healthcare organizations to define the services that they are providing; however, it is equally important to determine the demographics or customer base that requires the specific service.

The strategic planning process supports the healthcare organization by prioritizing objectives and detailing the actions needed to fulfil the goals of the business plan. Specific actions are unique and depend on the healthcare organization’s services, goals, and mission. Not all objectives outlined in the strategic plan require marketing plans (e.g., purchasing land, equipment, and buildings). Other objectives may require a marketing plan (e.g., providing physical therapy targeted toward a specific demographic).

To prepare for this discussion, read Chapters 1 and 2 of the course text. You may also want to review the recommended article by Yang (2010). Then read the scenario below and construct your initial post based on the directives that follow.

Scenario

The marketing director for Happy Valley long-term care center looks at the organization’s strategic plan to differentiate marketable objectives from non-marketable objectives. Objectives found in the healthcare organization’s strategic plan include the following:

• Purchasing medical equipment
• Purchasing more land
• Acquiring financial capital
• Acquiring physical resources
• Providing elder day care to Alzheimer’s patients
• Providing physical therapy
• Providing social activities such as bingo
• Promoting product awareness such as: marketing in a manor to improve the public’s perception of the HCO’s product or service
• Providing shuttle service to medical appointments
• Increasing sales
• Creating a brand
• Establishing the organization as a leader in the long-term care industry

Initial Post: Based on the Happy Valley scenario detailed above and the information presented in Chapters 1 and 2 of the course text, construct an initial post in which you

• Differentiate between the organization’s stated objectives as to whether they are marketable or non-marketable objectives.
• Select the marketable objectives (i.e., those you would recommend developing in a marketing plan), and explain why you consider those objectives marketable.
• Explain why the marketing plan objectives should be in line with the objectives in the healthcare organization’s strategic plan.

Case Study: Nicole Experiences School Phobia (Biopsychosocial)

Nicole is a 9-year-old Caucasian female who lives with her mother. Nicole’s father has never lived with the family and has not been in contact for many years. Nicole is a fourth-grade student at an urban elementary school and her mother works as an assistant at a veterinary hospital. Nicole and her mother moved to the city within the past year.

Presenting Problem: For the past several weeks, Nicole has increasingly refused to attend school. Initially, Nicole claimed illness in order to stay home, but lately has been tearfully refusing to go to school because she “wants to stay home” and is “scared to go back” to her classroom. Her mother has been forced to take time off from work, and occasionally enlists neighbors to stay with Nicole when she has to work. School officials are insisting that Nicole return to school immediately or begin a program of home tutoring.

Biological Factors: Nicole has always been an anxious child who had difficulty with separation and new experiences. While her mother is unaware of any family history of anxiety disorders, she claims that Nicole has seemed “edgy” and “fearful” from “day one.” Nicole’s diet is significant for her lack of appetite—excessive consumption of caffeine-rich cola beverages (approximately 6 cans per day)—and she also complains of sleep difficulties.

Psychological Factors: Nicole is deeply attached to her mother who works full time. Her mother finds it challenging to parent such a needy child. Nicole is beset by ongoing anxiety, particularly in response to separation experiences such as going to school and sleepovers at friends’ homes. She has numerous strengths, such as her high intellect, loving nature, and artistic skill. She has poor self-esteem, and is riddled with feelings of inadequacy.

Social Factors: Nicole lives and attends school in an urban environment. Having moved to the city only recently, Nicole and her mother feel relatively isolated and feel tentative in a big city with significant crime and hustle-bustle. Nicole’s relatives all live in distant cities, and her mother’s work demands have limited their ability to make social or community connections.

Biopsychosocial Formulation and Plan: Nicole, who may or may not have a biological tendency toward anxiety, is certainly not benefiting from the high levels of caffeine she is consuming. Caffeine may be contributing to some degree to her sleeplessness, low appetite, and possibly even her anxiety. Most prominent, however, appears to be Nicole’s sense of isolation in a new and intimidating environment and her necessary dependence on her single, full-time working mother. By staying home from school, Nicole (perhaps unconsciously) succeeds in securing her mother’s presence, or at least the attention of a neighbor. Nicole’s school refusal may be inadvertently reinforced by the companionship and attention of her mother and neighbors, as well as by relief from the more challenging aspects of getting to school on public transportation and contending with school demands. The lack of a secure social support network appears to be enhancing her dependency on her mother and generating fearfulness and school refusal.

Treatment should progress in a number of ways. First, a behavioral program should be instituted whereby shaping is utilized to gradually reinforce Nicole’s reentry to school. For example, Nicole’s mother could spend the first hour of her school day during her first week back at school, then only the first 30 minutes, then merely accompany her to school, and so forth. Nicole’s successes could be reinforced by special time with her mother, enjoyable experiences with friends, or other desirable incentives. This behavioral plan should be augmented by some supportive psychotherapy to help Nicole express her fears and dependency needs, both verbally and through nonverbal means such as play and drawing. Efforts should also be encouraged for the family to extend their social network, and consultation could be provided to determine available resources and strategies. Nicole’s participation in activities (such as group art projects), which can enhance her sense of esteem and competence, would also be beneficial. Finally, all caffeine should be eliminated from Nicole’s diet