Complete 300 word Social Work Discussion (LEWIS)

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iscussion: Strengths Across Development
Learning about psychological, biological, and social development across the lifespan is essential to competent, ethical practice. To prepare for the final project, in which you write up and analyze a biopsychosocial assessment, begin thinking about how you will apply concepts of human behavior and the social environment that you are learning in this course. This assignment supports that process by asking you to engage in self-reflection and consider how the material you have engaged with in the past 4 weeks applies to you. Using the Kultura Media tool, you will video record your response to the assignment questions.

Identify an event that occurred in your childhood that influenced who you are today.

EVENT: Helping my best friend get through her parents getting divorced

Please consider guidelines related to self-disclosure and do not discuss an event that is potentially still triggering or share intimate details.
Identify the developmental stage you were at when the event occurred and describe the important psychological, biological, and social factors that typically occur during this stage.
Explain how the social environment impacted your experience.
Explain your strengths during that time and whether these strengths have changed as you have developed.
Include a transcript and/or edit closed captioning on your video to ensure your presentation is accessible to colleagues of differing abilities

Identification of Desired Healthcare Professions

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This module is examining various healthcare professions and their respective roles, responsibilities, and environments they work within. Take a moment and think about a minimum of two different healthcare professions that you are interested in pursuing and discuss what aspects of these professions you find intriguing and desirable. Please include the following in your discussion:

  • What specific aspects of these professions roles and responsibilities do you find interesting and why?
  • What specific aspects of these professions environment(s) they work within do you find interesting and why?
  • What specific aspects of these professions do you find desirable in how these professions interact with other healthcare professions and patients along with how each individual profession affects a patient’s care outcomes and/or experience?
    • Elaborate on direct or indirect patient care aspects with the professions
  • What aspects of these professions you find undesirable and why?

Your paper should be 2-3 pages in length, have proper grammar and spelling, and utilize an APA format with a cover page and reference page (if references are utilized). Remember, you need to discuss two different healthcare professions.

The topic is: Review 9 banks in Finland 2, business and finance homework help

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!!!STRICTLY ARTICLE FOR WEBSITE USE!!

Writing style: Professional tone
Article purpose: to provide a guide for local and foreign customers
Special instructions: We require an article that reviews the following
banks in Finland: S-Bank (S-Pankki), Sampo Bank, LähiTapiola (Tapiola
Bank), Crédit Agricole CIB, DnB NOR Finland, Handelsbanken Finland,
Forex Bank Finland, Skandinaviska Enskilda Banken (SEB) Finland,
Swedbank Finland

1. Key points should be mentioned in the article (IMPORTANT!) for each bank:

– Quick description of the bank
– What services they provide in Finland
– How many employees it have in Finland and how many customers it serves
– In what Finnish cities the bank has branches
– The bank head office address in Finland
– Important contact numbers (phone numbers, customers hot-line, fax, email, etc.)
– SWIFT codes of the branches

2. One of the main requirements is that the writing style of article should be “descriptive” / “informational” (like wikipedia).
Please write in third person; don’t say “I”, “you” or “we”.

3. Also it is very important that the content should be unique.

Film Analysis 2

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Film analysis 2 consists of two short answer (mini-essay) questions.

Craft well-articulated paragraphs that fully address the question. Use specific and relevant film examples AND explain how those examples support your answer.

Each question contains a rubric. You do not need to write an intro and conclusion. Just answer the question.

Question 1:

Review the 5 faces of Oppression from lecture notes. Choose 2 faces of oppression that Alike and/or Laura face in the filmPariah. In your answer, identify the 2 faces of oppression and explain how they are portrayed in the film through the character(s) of Alike and or Laura.

Your answer must be at least 4 paragraphs in length and include at least two scene examples from the film.

Rubric

(A+) 50 = Synthesis and analysis: Shows thoughtfulness and independent thinking by developing response beyond lecture, readings, discussion.; Two specific and relevant examples are cited; Explanations that support the answer are thoughtful and articulate in 4 paragraphs.

(A) 45-49= Understanding: Shows a clear understanding of the material presented in lecture, readings, discussion.; Two specific and relevant examples are cited; Explanations that support the answer are thoughtful and articulate in 4 paragraphs.

(B) 40-44= Memorization and repetition: Shows the ability to correctly REPEAT the basic material as presented in lecture, readings, discussion.; Two examples are cited; Explanations that support the answer are UNCLEAR in 3-4 paragraphs.

(C) 35-39= Awareness: Shows some familiarity with course material but does not accurately refer to material from lecture, readings, discussion.; One example is cited; Explanations that support the answer are UNCLEAR in 3 paragraph.

(D) 30-34 = Effort: Attempted work but does not demonstrate basic awareness of material from lecture, readings, discussion; One example is cited; Explanations are underdeveloped in 2 paragraphs

(E) <30 Lack of Effort: Attempted work. Does not address material from lecture, readings, discussion; No

______________________________________________

Question 2 :

Analyze TWO of the ways that the women in the film Fried Green Tomatoes, use FOOD to reproduce, resist, and/or rebel against gender constructions and other social/cultural expectations of the time.

Your answer must be at least 4 paragraphs in length and include at least two scene examples from the film.

Hint: consider how food is politicized and helps to illustrate the issues of race, class, gender, and sexual orientation that Ruth, Idgie, Evelyn Couch and the other women struggle with.

Rubric

(A+) 50 = Synthesis and analysis: Shows thoughtfulness and independent thinking by developing response beyond lecture, readings, discussion.; Two specific and relevant examples are cited; Explanations that support the answer are thoughtful and articulate in 4 paragraphs.

(A) 45-49= Understanding: Shows a clear understanding of the material presented in lecture, readings, discussion.; Two specific and relevant examples are cited; Explanations that support the answer are thoughtful and articulate in 4 paragraphs.

(B) 40-44= Memorization and repetition: Shows the ability to correctly REPEAT the basic material as presented in lecture, readings, discussion.; Two examples are cited; Explanations that support the answer are UNCLEAR in 3-4 paragraphs.

(C) 35-39= Awareness: Shows some familiarity with course material but does not accurately refer to material from lecture, readings, discussion.; One example is cited; Explanations that support the answer are UNCLEAR in 3 paragraph.

(D) 30-34 = Effort: Attempted work but does not demonstrate basic awareness of material from lecture, readings, discussion; One example is cited; Explanations are underdeveloped in 2 paragraphs

(E) <30 Lack of Effort: Attempted work. Does not address material from lecture, readings, discussion; No

Outline for Final Project

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Outline for Final Project

The Final Project is a report soliciting support from the Board of Trustees, School Board, or similar body with authority over your imagined organization. In this week’s assignment, you will develop an outline for this report. Your assignment must:

  1. Use an outline form (See Section 3.2 in the Writing Center for an example – attached at the bottom)
  2. Clearly utilize each of the 10 elements required in the Final Project:
    • Description of imagined organization (Week One)
    • Job description for the instructional designer (Week One)
    • Description of scenario requiring assessment (Week Two)
    • Justification for choice of needs assessment model (Week Two)
    • Elements of the instructional system (context) to be considered (Week Two)
    • Learning objectives for identified need (Week Two)
    • Completed learner analysis (Week Two)
    • Description of a learning styles model relevant to scenario or justification for not applying a learning styles model (Week Four)
    • Suggested instructional strategies based on instructional analyses (Weeks Three and Four)
    • Suggested motivational strategies based on learning type (Week Five)
  3. Apply places where at least three different course materials will be used as scholarly sources of support
  4. Be in APA format
  5. Include properly formatted title and references pages
  6. Utilize at least three scholarly sources
  7. Create enough detail in your report so it is presented in 9 to 12 pages of text, not including title and reference pages.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

**All Week Assignments will be given to the tutor who is chosen **Outline link – https://awc.ashford.edu/writing-tools-outline.html

MGT 312 – Assignment 3

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Instructions – PLEASE READ THEM CAREFULLY

  • The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.
  • Assignments submitted through email will not be accepted.
  • Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.
  • Students must mention question number clearly in their answer.
  • Late submission will NOT be accepted.
  • Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
  • All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).
  • Submissions without this cover page will NOT be accepted.

250-350 words apa style

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Evaluate one of the technology trends or devices you found most interesting in your readings. I chose Nanorobots living in our bloodstream.

Identify the source in which you read about it and provide a link. https://class.waldenu.edu/bbcswebdav/institution/U…

Then, analyze at least two ethical issues you believe might be connected with or result from this trend.

EXCELLENT GOOD FAIR POOR
Discussion Posting Content

Points:

Points Range: 22 (55%) – 24 (60%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail (including multiple relevant examples); evidence from the readings and other scholarly sources; and discerning ideas.

Feedback:

Points:

Points Range: 19 (47.5%) – 21 (52.5%)

Discussion posting demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example); evidence from the readings and other scholarly sources; and discerning ideas.

Feedback:

Points:

Points Range: 17 (42.5%) – 18 (45%)

Discussion posting demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

Feedback:

Points:

Points Range: 0 (0%) – 16 (40%)

Discussion posting demonstrates poor or no understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings.

Feedback:

Peer Feedback and Interaction

Points:

Points Range: 8 (20%) – 8 (20%)

The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.

Feedback:

Points:

Points Range: 7 (17.5%) – 7 (17.5%)

The feedback postings and responses to questions are good but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.

Feedback:

Points:

Points Range: 6 (15%) – 6 (15%)

The feedback postings and responses to questions only partially contribute to the quality of interaction by offering insufficient constructive critique or suggestions, shallow questions, or providing poor quality additional resources.

Feedback:

Points:

Points Range: 0 (0%) – 5 (12.5%)

Student does not interact with peers (0 points) or the feedback postings and responses to questions do not contribute to the quality of interaction by offering any constructive critique, suggestions, questions, or additional resources.

Feedback:

Writing

Points:

Points Range: 8 (20%) – 8 (20%)

Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate-level writing style.

Feedback:

Points:

Points Range: 7 (17.5%) – 7 (17.5%)

Postings are mostly consistent with graduate-level writing style. Postings may have some small organization, scholarly tone, writing, or APA style issues, and/or may contain a few writing and spelling errors.

Feedback:

Points:

Points Range: 6 (15%) – 6 (15%)

Postings are somewhat below graduate-level writing style. Postings may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or show moderate reliance on quoting vs. original writing and paraphrasing.

Feedback:

Points:

Points Range: 0 (0%) – 5 (12.5%)

Postings are well below graduate-level writing style expectations for organization, scholarly tone, APA style, and writing, or show heavy reliance on quoting.

Feedback:

Discussion Posting Content—

Levels of Achievement:

22 (55%) – 24 (60%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail (including multiple relevant examples); evidence from the readings and other scholarly sources; and discerning ideas.

19 (47.5%) – 21 (52.5%)

Discussion posting demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example); evidence from the readings and other scholarly sources; and discerning ideas.

17 (42.5%) – 18 (45%)

Discussion posting demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

0 (0%) – 16 (40%)

Discussion posting demonstrates poor or no understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings.

Feedback:

Peer Feedback and Interaction—

Levels of Achievement:

8 (20%) – 8 (20%)

The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.

7 (17.5%) – 7 (17.5%)

The feedback postings and responses to questions are good but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.

6 (15%) – 6 (15%)

The feedback postings and responses to questions only partially contribute to the quality of interaction by offering insufficient constructive critique or suggestions, shallow questions, or providing poor quality additional resources.

0 (0%) – 5 (12.5%)

Student does not interact with peers (0 points) or the feedback postings and responses to questions do not contribute to the quality of interaction by offering any constructive critique, suggestions, questions, or additional resources.

Feedback:

Writing—

Levels of Achievement:

8 (20%) – 8 (20%)

Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate-level writing style.

7 (17.5%) – 7 (17.5%)

Postings are mostly consistent with graduate-level writing style. Postings may have some small organization, scholarly tone, writing, or APA style issues, and/or may contain a few writing and spelling errors.

6 (15%) – 6 (15%)

Postings are somewhat below graduate-level writing style. Postings may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or show moderate reliance on quoting vs. original writing and paraphrasing.

0 (0%) – 5 (12.5%)

Postings are well below graduate-level writing style expectations for organization, scholarly tone, APA style, and writing, or show heavy reliance on quoting.

Feedback:

Total Points: 40

Name: MMHA_6300_ Wk06_Discussion_Rubric

Plagiarism

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Read the ‘Plagiarism and Academic Dishonesty’ section of our syllabus and click on the link below and review the Pierce Library website material.
After reviewing the material, answer the following questions:

1- How does the ‘New Oxford American Dictionary’ define plagiarism.
2- What are the three ‘not so obvious’ plagiarism practices?
3- Is it acceptable to plagiarize when we don’t know what plagiarism rules are?
4- Is it true that using information from the web is not plagiarism because they are in the public domain? Explain why or why not.
5- Research on your own and explain briefly why Wikipedia is considered an unacceptable source for research papers.

http://library.piercecollege.edu/c.php?g=418569&p=…

Assignment 2: LASA 1—Capital Budgeting and Dividend Policies

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Assignment 2: LASA 1—Capital Budgeting and Dividend Policies
Cramer Industries has identified several investment opportunities that will become available over the next year and would like you to evaluate these projects. They have asked that you use the NPV and IRR methods to determine if these independent projects are acceptable. For the NPV, use a required rate of return of 8%..
Table-1:
Project
Cash Flows/Year
(in thousands)
Length of Project
Cost and Date when Cost is incurred
A
$ 2,300.00
5 years
$ 8,000.00 @t=0
B
$ 3,000.00
5 years
$ 10,000.00 @t=0
C
$ 2,800.00
5 years
$ 9,000.00 @t=0
D
$ 2,100.00
5 years
$ 8,500.00 @t=0
Cramer currently has 2,000,000 shares outstanding and pays a dividend of $2 per share.
With a high degree of certainty, Cramer has projected their income for the next four years as follows, which includes the annual cash flows from the investments selected above:
Table-2:
Year
Income After Taxes
1
$6,000.00
2
$8,000.00
3
$5,000.00
4
$7,000.00
Questions:
1.What is the NPV for each project at the time the investment would be made? Explain your findings.
2.What is the IRR for each project at the time the investment would be made? Explain your findings
3.Which investments should be selected? Justify your conclusions.
4.What will the dividends per share and the external financing required, if the current dividend per share is maintained? If the projects meet the NPV and IRR tests, assume that Project ‘A’ is implemented in Year 1, Project ‘B’ in Year 2, Project ‘C’ in Year 3 and Project ‘D’ in Year 4. Justify your conclusions.
5.Assuming the same investment patterns as in Part 4, what will be the dividends and the external financing required, if the dividend per share payout ratio of 50% is maintained? Explain your answers.
6.Assuming the same investment patterns as in Part 4, if the dividend policy is considered a residual decision, what will be the dividends and external financing requirement in each year? Explain your answers.
7.Under which policy will external financing be minimized? Justify your conclusions.
Present your analysis of the assigned problems in Excel format. Enter non-numerical responses in the same worksheet using textboxes.
By the due date assigned, deliver your assignment to the Submissions Area.
Create the file with the following name: LastnameFirstInitial_M3A2.Excel.xls.
Assignment 2 Grading Criteria
Maximum Points
Correctly calculated the NPV for each project and explained its meaning and significance to the firm.
20
Correctly calculated the IRR for each project and explained its meaning and significance to the firm..
20
Correctly selected the projects in which the company should invest and justified the conclusions.
20
Correctly determined the external financing requirement, assuming the current dividend policy is maintained and justified the response.
24
Correctly determined the external financing requirement, assuming that a 50% payout ratio is maintained and justified the response.
24
Correctly determined the external financing requirement, assuming it is a residual decision and justified the response.
24
Correctly identified the dividend policy that minimizes the external financing level and justified the response.
24
Written Components:
Organization (12)
usage and mechanics (12)
APA elements (16)
Style (4)
44
Total:
200

Performance improvement

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CAHIIM Standard Assessed:

Subdomain VI.C. Work Design and Process Improvement

Construct performance management measures (Blooms 6)

Subdomain VI.I. Project Management

Apply project management techniques to ensure efficient workflow and appropriate outcomes (Blooms 3)

Introduction: College Community Hospital (CCH) is a 200 bed facility offering adult medical, surgical, orthopedic and psychiatric care. The hospital provides a full range of diagnostic and therapeutic services, including CT and MRI scanning and an eight bed intensive care unit. The 200 beds are distributed over six inpatient floors:

3A Acute Medicine

3B Diagnostic Medicine

3C Intensive Care

4A Acute Psychiatry

4B Orthopedics

4C General Surgery

One year ago, faced with decreased patient and staff satisfaction and rising costs, the management of CCH adopted a Total Quality Management strategy. They formed a Quality Council and chartered several performance improvement projects. Over a nine month period, projects were successfully completed in Dietary, Nursing, Psychiatry, Materials Management, Pharmacy, Health Information, and Outpatient Surgery, they are now ready to begin a second round of projects.

One major source of dissatisfaction for physician and nursing staff has been slow turnaround time (TAT) for laboratory tests. The lab performs about 3000 blood tests per week, the most common being CBC (complete blood count), serum electrolytes (sodium, potassium, chloride and CO2), BUN, a kidney function test, and blood sugar.

Given the high level of complaints about slow lab test turnaround time, the Assistant Administrator asked the Quality Council to initiate a Performance Improvement project team to tackle the problem of improving the number of tests completed within the hospital standard. The Quality Council agreed, chartered a team, and asked the Assistant Administrator to act as Team Leader.

The Assistant Administrator was familiar with Total Quality Management concepts and recruited a team, including the Transport Supervisor, who had recently attended a class in PI Methods and Tools. When all the recruiting was done, the team members were:

Lotta Paper, Assistant Administrator – Team Leader

Tom Trotter, Transport Supervisor – Quality Advisor

Beth Harrast, Floor Secretary, 3A

Harry Hiteck, Day Supervisor, Lab

Sam Drawit, Day Phlebotomist

Steve Spinner, Evening Lab Tech

Cathy Filer, Health Information Management

Problems with scheduling the team meetings made in impossible to include a representative from the lab night shift.

Now, it’s time for the first team meeting. Use your imagination and “pretend” you are Cathy Filer and you are attending this meeting! Notice the personalities and behavior of each of the different team players.

———–CURTAIN UP——————–

Lotta: First, I want to thank you all for volunteering for this team. I think we have…..

Sam: (interrupting) I wouldn’t exactly say we all volunteered. In fact, I’d say I was drafted.

Lotta: Well, I suppose some of you were picked. I asked the managers for people who really know what goes on in this process. So, you’re the experts. And I asked Cathy Filer to join us because she may be able to help us to use the EHR system more effectively to help with this improvement opportunity.

Cathy: I hope I can help!

Lotta: Let me describe the problem. We’re getting too many complaints about long turnaround times for lab tests – I mean from the time the physicians decide blood work is needed until the time the results are available to them. Harry helped me pull some data together that will give us a picture of how big the problem is. Everyone take a look at your handout.

Harry: This bar chart shows the percent of tests that got done within the standard for the past year. The average is about 84%.

Beth: What are the standards, anyway? No one ever told me there were standards. I thought everything was stat, stat, stat! I know I spend a lot of time calling down to see when results are going to be available.

Sam: Maybe that’s because we’re not making the standards all that often, whatever they are.

Tom: Let me explain these standards. When the doc’s fill out the request, they indicate whether it is STAT, Urgent or Routine. There are different turnaround time standards for each priority. STATs are 2 hours, Urgents are 6 hours and it’s 24 hours for Routines. The times are from when the test is ordered to when the results are available to the doc.

Steve: Well, whatever the standard is, I know the problem isn’t the time we take to actually do the test. We’ve been measuring our turnaround time within the lab for more than a year now.

Harry: Steve’s right. We did have some problems in the lab a couple of years ago. We had some pretty ancient equipment. But, we were able to replace most of that last year.

Cathy: Well, that is great to know. Since we already know that the turnaround time for actually doing the test, and I am assuming we can show data to back that up, then the team can focus our time on other parts of the process.

Sam: I don’t know why we need a team to solve this one. It’s pretty obvious to me that you guys may be able to do the tests quickly, but you leave specimens sitting in your receiving window for long times. You probably measure your own turnaround time from when you take the specimen from the box, not when it gets there.

Steve: That’s not true. If you want to blame somebody, just last week, I noticed that the messenger service left results in our out box for more than an hour before picking them up.

Harry. That’s right. I think there are just a few “bad apples” around here, including in the lab. I’m looking into that now. I’ll find them……I have my ways.

Beth: (to Tom) Tom, we’re not supposed to be going right to what we thing the solutions are, are we? Or finding ways to blame other people?

Tom: (with a sigh) Beth’s right. What we have to do is see if we can find out what’s wrong with this process. We have to get out of the habit of thinking it’s always someone doing something wrong. So, the first thing we have to do is to make a flow chart showing how this process works. Then, we’ll think about what could be causing the problem of long turnaround times. We’ll have to test our theories and collect data and make sure we find the root cause. Until we do all that, we won’t have much of a chance of solving the problem for good.

Steve: Boy, that sure sounds like a lot of work.

Lotta: That’s why we’re here. We’ll learn a lot and have some fun, too. But, we’d better keep an eye on the ground rules we put together. That will keep us focused on the problems, rather than on blaming others.

Tom: OK, let’s get to the first step – flowcharting this beast. You folks tell me the steps in the process and I’ll write them on these poster size Post-Its and stick them on the wall. Then when we think we have all the steps we’ll move the Post-its around and put them in the right order.

Lotta: Sounds good. So, where does this process begin? What’s the starting point of our flow chart?

Beth: Well, here’s the doc, making his rounds or checking a patient. He decides that some kind of test is needed and writes the request….sometimes the nurse writes the order and has the Doc co-sign it…..and whether it’s STAT, Urgent or Routine is written right on the order.

Cathy: How does he write the request? On a paper request sheet? Are we using the Order Entry option in the EHR?

Beth: No, they write it on a request slip.

Cathy: That is good to note.

Steve: You know, I think the doc’s overdo it on the Urgents. I bet that plenty of the Urgents could really be Routines. Maybe they’re in a big hurry to get out of here, so they make it an Urgent.

Harry: Well, 24 hours is a long time to wait for a Routine. Maybe the doc is making rounds in the afternoon and would like to have test results back for the next morning.

Beth: Sure, that happens. But, that’s not really unreasonable is it? Maybe the standards should be tighter.

Harry: For pity sakes, we’re not meeting the standards we have now. I think the standards are set by the Patient Care Committee. They’re all docs and you know they’ll just want to tighten them up if we bring this to their attention.

Beth: Maybe so….but, I think we should look at the standards. I wonder what that standards are at River Valley Medical Center.

Tom: Hold on, hold on. We’re supposed to be flowcharting now. These are good thoughts, so let’s write them down in our idea log and make sure they get included with our minutes so we don’t forget them. Let’s get on with this process.

Lotta: Well, the requests go to you, Beth, don’t they?

Beth: Right. I stamp them with the patient’s name and medical record number. Then I put them in the floor out box for lab pickup.

Steve. The Routines go into the box, but you call us on the STATs and Urgents.

Beth: That’s right.

Sam: Then the lab notifies me and I go up, pick up the request and do the draw. That’s assuming the patient is there.

Lotta: What do you mean “assuming the patient is there?”

Sam. Just that. Sometimes I go up and there’s an empty bed. Maybe I was given the wrong room numbers, or maybe the patient is visiting Radiology or PT, or whatever. There’s nothing like having a STAT order and you can’t find the patient.

Lotta: So, what do you do then?

Beth: Usually, he comes over and harasses me – like I’m not busy enough already.

Tom: OK, let’s put that on our chart as a problem. If it happens fairly often, it could be part of the turnaround time problem. But, let’s say the patient is there. You do the draw, right?

Sam: Right. Then I take the specimen down to the lab and put it in the in box. (Under his breath)…..Where it grows old.

Steve: OK Sam, I heard that.

Tom (intervening) Everyone did. Let’s keep one eye on the ground rules until we get used to working as a team.

Harry. The lab people are always checking the in box and, when there’s a specimen, we take it, set up the equipment and do the test.

Steve: We put the results on the form and put it in the out box. The messenger picks up the results when they come by on their rounds, and takes them back to the floor.

Beth: When I get them , I put them with the chart and flag it. Usually, if it’s a STAT, I make sure the doc knows the results are there.

Cathy: OK, that sounds like the whole process, except when do the results get put into the patient EHR?

Beth: We don’t. The results get sent down at discharge with the rest of the paper chart and I think they get scanned. I’ve seen scanned result slips before.

Cathy: OK, another thing for me to think about.

Lotta: OK, let’s get to work flowcharting this process.

——————-CURTAIN DOWN———————–

Assignment Instructions:

You will create a Team Charter for this case scenario. Use the information in your Lesson to guide you through the process of creating the charter and use the information and people in this project packet to complete the charter. Your charter must include:

Team Name

Problem Statement

Goal Statement

List of Benchmark time standards

Team Members

Proposed start and end date

Benefits of project

NOTES:

Your problem statement should be customer focused, performance related, and stated in measurable terms. It should not imply a solution or a cause! Here is an example:

“The current process for delivery, maintenance, storage and purchase of pump controllers is fragmented and inefficient. The result is wasted staff time, lack of available functioning equipment, inappropriate use of space and frustration on the part of the customers.”

Your Goal Statement should also be stated in measurable terms. The statement should show a clear target for improvement. For example:

“Pump controllers will be available in proper working order within 10 minutes of request from the floor 95% of the time, beginning in November, 1992.

This goal statement offers 3 points of measurement for success. 1.) There is a minute goal, 2.) There is a goal for how often, and 3.) There is a timeline for reaching the goal.