The two pillars supporting health care governance are typically categorized into either clinical governance or corporate governance. Define and discuss the differences between these two sectors of governance. Include in your discussion the limitations and advantages of each.
Required Reading
Arnwine D. L. (2002). Effective governance: The roles and responsibilities of board members. Proceedings (Baylor University. Medical Center), 15(1), 19–22. doi:10.1080/08998280.2002.11927809. Available in the Trident Online Library.
Chambers, N. (2012). Healthcare board governance. Journal of Health Organization and Management, 26(1), 6-14. doi: 2048/10.1108/14777261211211133. Available in the Trident Online Library.
Walshe, K. & Smith, J. (2011). Chapter 9 Leadership and Governance. In Healthcare management (2nd). McGraw-Hill Education: New York, New York. Available in the Trident Online Library.
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Current priorities for improving the health and wellbeing of New Zealanders Examples of key priority areas for health and wellbeing in Aotearoa: • healthy ageing and supporting elderly people to live well and at home longer • suicide prevention • reduction of harm caused by tobacco • reducing disparity of health outcomes for Maori Choose five key priority areas for health and wellbeing in Aotearoa that impact your role or the people you support. Answer the questions for each key priority area: • What is the key priority area? • Why is this a key priority area? • How will addressing it contribute to the health and wellbeing outcomes of the people of Aotearoa? • Why is this priority relevant to your own role? Examples of challenges for health and wellbeing in Aotearoa include: • complexity and silos in the system • increasing costs • ageing population • differences in outcomes between ethnic groups (including Maori and Pasifika) Choose five challenges present in Aotearoas health and wellbeing sector that makes it difficult to improve the health and wellbeing of people you support. Each of the challenges must relate to a key priority area you identified in questions 1-5. Answer the questions for each challenge: • What is the challenge? • How does this challenge create a barrier to improving health and wellbeing outcomes for New Zealanders? • How does this challenge impact on your role? • How does this challenge impact the people you support? Question 6 Not yet answered Marked out of 1.0 V Flag question Challenge 1 Question 1 Not yet answered Marked out of 1.0 V Flag question Key priority area 1 What is the key priority area? Why is it a key priority area? How will addressing it contribute to the health and wellbeing outcomes of the people of Aotearoa? Why is this priority relevant to your own role? Current initiatives for improving the health and wellbeing of New Zealanders Smokefree New Zealand 2025 is an example of a government initiative designed to address the harmful effects of smoking on the health and wellbeing of New Zealanders. Lets Get Real is an example of a sector initiative developed for everyone in health working with people and whanau with mental health and addiction needs. Te Manaaki Tangata E Rua from Te Puea Marae is an example of a local community initiative developed to support whanau Maori in south Auckland who are homeless using tikanga Maori. Choose three initiatives that are relevant to your role and one of the priorities you have identified. Answer the questions for each initiative: • What is the initiative? • What is the goal of the initiative? • How does this initiative aim to improve the health and wellbeing of New Zealanders? • How is this initiative responding to a key priority you chose in task 1? • What is new or different about this initiative compared to other recent or previous strategies? • How does this initiative impact on you and your workplace? • How does this initiative impact on the people you support and their whanau or community? Question 1 What is the initiative? What is the goal of the initiative? How does this initiative aim to improve the health and wellbeing of New Zealanders? How is this initiative responding to a key priority you chose in task 1? What is new or different about this initiative compared to other recent or previous strategies? How does this initiative impact on you and your workplace? How does this initiative impact on the people you support and their whanau or community?
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ASSESSMENT 1 BRIEF Subject Code and Title PUBH6003 Health Systems and Economics Assessment Case Study Report Application of systems thinking and building blocks in a country context/setting to public health issues and problems Individual/Group Individual Length 1,500 words (+/–10%) Learning Outcomes The Subject Learning Outcomes demonstrated by the successful completion of the task below include: a) Critically examine the key characteristics of health systems and apply this knowledge to local and global contexts; b) Investigate and inquire into the building blocks of health systems and interpret how they are translated globally; and c) Evaluate the principles of systems thinking and promote multi-sectoral collaboration for the successful implementation of public health programmes. Submission Due by 11.55 pm AEST/AEDT on the Sunday at the end of Module 5 Weighting 35% Total Marks 100 marks Context Systems thinking helps us to understand the elements and relationships/interconnectedness of parts to a system. Currently, the use of systems thinking is being advocated in public health as a new paradigm shift. It aids in the solving of complex and intractable public health problems and the identification of risk factors for the achievement of health systems goals/good population health outcomes. You are required to thoroughly research and write a critical individual report on systems thinking and its application to strengthening the six building blocks of health systems for the reduction/prevention of a chosen public health problem/issue for a selected country. Instructions You are required to: • Identify a country (e.g., Australia or any other country) and a public health issue. Public health problems/issues include excessive alcohol consumption, food safety, heart disease and stroke, road traffic accidents, nutrition, physical activity and obesity, tobacco use, water, sanitation and hygiene, HIV, drug abuse and mental health; • Provide a critical analysis of the concept of systems thinking and how it can be applied to public health; • Discuss the six health systems building blocks as proposed by the World Health Organisation (WHO); • Discuss why the chosen public health issue is complex in the context of the chosen country based on the building blocks and thus requires systems thinking; and • Apply and analyse how systems thinking can be used to reduce/mitigate the selected public health issue along with the building blocks of the health systems of the chosen country. Structure of the Report Introduction • Provide an overview of the key characteristics of the chosen country, including its population, health status indicators (e.g., disease prevalence/incidence, morbidity, mortality and life expectancy at birth) and health system indicators (e.g., service utilisation/health service access, hospital bed density, availability of essential medicines and commodities, health worker density and distribution) (use any three of the stated indicators). • Describe the selected public health issue and why it is an issue for the chosen country (use data/statistics to support your claim). • Provide an overview of the whole assessment to serve as a guide for the reader, explaining that the assessment will use the concept of systems thinking to help prevent/reduce the chosen public health problem of the chosen country and will offer solutions based on the health system building blocks. Main body • Critically discuss the concept of systems thinking and its application to public health issues. • Discuss in detail the health system building blocks as proposed by the WHO. • Critically examine why the current organisation and functioning of the building blocks pose a challenge to solving the identified public health problem for the chosen country (examine the barriers to the use of systems thinking to solve the problem given the current organisation and functioning of the building blocks). • Discuss ANY other barriers outside the building blocks (if any). • Apply systems thinking to strengthen the health system building blocks for reduction/mitigation (suggest solutions based on systems thinking along the building blocks of the health systems). • Propose ANY other solutions outside the building blocks of the health systems (if any). Conclusion Provide a concise summary of all the ideas discussed in the assessment. New ideas should not be introduced at this stage. Note: All sections of the report must be backed by relevant literature from credible sources, such as text books, journal articles and reports. These should be cited using the APA 7th style. Referencing It is essential that you use appropriate APA style for citing and referencing research. For more information on referencing, visit https://library.torrens.edu.au/academicskills/apa/tool. Follow the guidelines below to format the final documents: • Include a title page with: o The assignment title; o Your first and last name; o Your student Identification number; o The word count (excluding headings, in-text citations and tables); o The unit for which the assignment is being submitted; o The name of your lecturer/facilitator; and o An academic integrity statement. • Include page numbers. • Use double spacing. • Font size: 12 minimum. • Include a reference list. • The word count is 1,500 words (+/–10%). • All references must be in APA format. Submission Instructions Submit this task via the Assessment 1—Case Study Report link in the main navigation menu for PUBH6003 Health systems and economics. The learning facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Academic Integrity Declaration I declare that except where referenced, the work I am submitting for this assessment task is my own. I have read and am aware of the Torrens University Australia Academic Integrity Policy and Procedure, viewable online at http://www.torrens.edu.au/policies-and-forms. I am also aware that I need to keep a copy of all submitted material and their drafts, and I agree to do so. Assessment Rubric Assessment Attributes Fail (Yet to achieve minimum standard) 0–49% Pass (Functional) 50–64% Credit (Proficient) 65–74% Distinction (Advanced) 75–84% High Distinction (Exceptional) 85–100% Knowledge and understanding of systems thinking and its application to the strengthening of the six building blocks of health systems. -Identify a country and a public health problem/issue. -Discuss systems thinking. -Discuss the six building blocks of health systems as proposed by the WHO. Apply systems thinking to the organisation and functioning of the building blocks of the health system of your chosen country. 30% Demonstrates limited knowledge and understanding of systems thinking and its application to the strengthening of the six building blocks of health systems. Demonstrates functional knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems. Demonstrates proficient knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems. Demonstrates advanced knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems. Demonstrates exceptional knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems. Assessment Attributes Fail (Yet to achieve minimum standard) 0–49% Pass (Functional) 50–64% Credit (Proficient) 65–74% Distinction (Advanced) 75–84% High Distinction (Exceptional) 85–100% Analysis and application of systems thinking to the strengthening of the building blocks of health systems with synthesis of new knowledge. 25% Demonstrates limited analysis and application. Limited application/recommendat ions based upon analysis. Good analysis and synthesis of new knowledge and its application. Shows an ability to interpret relevant information and literature. Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis. Thoroughly developed and creative analysis and synthesis with application of pretested models and/or independently developed models and justified recommendations linked to analysis/synthesis. Highly sophisticated and creative analysis and synthesis of new and existing knowledge. Strong application by way of pretested models and/or independently developed models. Recommendations are clearly justified based on the analysis/synthesis. Applies knowledge to new situations/other cases. Evaluation of information selected to support the case study. 20% Limited understanding of key concepts required to support the case study. Resembles a recall or summary of key ideas. Demonstrates a capacity to explain and apply relevant concepts. Well-demonstrated capacity to explain and apply relevant concepts. Information is taken from sources with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Assessment Attributes Fail (Yet to achieve minimum standard) 0–49% Pass (Functional) 50–64% Credit (Proficient) 65–74% Distinction (Advanced) 75–84% High Distinction (Exceptional) 85–100% Viewpoints of experts are taken as fact and subject to little questioning. Confuses logic and emotion. Information taken from reliable sources but without coherent analysis or synthesis. Often conflates/confuses the assertion of personal opinion with information substantiated by evidence from the research/course materials. Analysis and evaluation do not reflect expert judgement, intellectual independence, rigor and adaptability. Supports personal opinion; information substantiated by evidence from the research/course materials. Questions viewpoints of experts. Identifies logical flaws. Analysis and evaluation reflect expert judgement, intellectual independence, rigor and adaptability. Discriminates between the assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Viewpoints of experts are subject to questioning. Analysis and evaluation reflect growing judgement, intellectual independence, rigor and adaptability. Systematically and critically discriminates between the assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Identifies gaps in knowledge. Exhibits intellectual independence, rigor, good judgement and adaptability. Effective communication (written) 15% Merely presents information. Incoherent communication, but somewhat adheres to the given format. Communicates in a coherent and readable manner that adheres to the given format. Communicates coherently and concisely in a manner that adheres to the given format. Communicates eloquently. Expresses meaning coherently, concisely and creatively within the given format. Specialised language and terminology are not used or are inaccurately employed. Generally employs specialised language and terminology with accuracy. Accurately employs specialised language and terminology. Occasional minor errors present in spelling, Accurately employs a wide range of specialised language and terminology. Spelling, grammar and punctuation are free of errors. Discerningly selects and precisely employs a wide range of specialised language and terminology. Assessment Attributes Fail (Yet to achieve minimum standard) 0–49% Pass (Functional) 50–64% Credit (Proficient) 65–74% Distinction (Advanced) 75–84% High Distinction (Exceptional) 85–100% Incorrect spelling, grammar, punctuation and/or the acknowledgment of sources. Some errors are evident in spelling, grammar and/or punctuation. grammar and/or punctuation. Spelling, grammar and punctuation are free of errors. Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure and sequence. Meaning is sometimes difficult to follow. Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical. Meaning is easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical. Engages audience interest. Information, arguments and evidence are structured and sequenced in a way that is clear and persuasive. Engages and sustains audience interest. Information, arguments and evidence are insightful, persuasive and expertly presented. Correct citation of key resources and evidence 10% Fails to use good quality, credible and relevant resources to support and develop ideas. Limited use of credible and relevant resources to support and develop discussions or ideas. Uses credible resources to support and develop ideas. Uses good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence. Uses high-quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the organisation for sourcing evidence. Referencing is omitted or does not resemble APA. Referencing resembles APA but contains frequent or repeated errors. Referencing resembles APA but contains occasional errors. APA referencing is free of errors. APA referencing is free of errors. The following Subject Learning Outcomes are addressed in this assessment SLO a) Critically examine the key characteristics of health systems and apply this knowledge to local and global contexts. SLO b) Investigate and inquire into the building blocks of health systems and interpret how they are translated globally. SLO c) Evaluate the principles of systems thinking and promote multi-sectoral collaboration for the successful implementation of public health programmes.
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ASSESSMENT BRIEF Subject Code and Title PUBH6008: Capstone A: Applied Research Project in Public Health Assessment Assessment 2: Literature review Individual/Group Individual Length 4,000 words Learning Outcomes This assessment addresses the following learning outcomes: 2. Integrate and apply their knowledge and skills in public health 3. Develop research skills and apply these to a public health issue 4. Conduct a small literature review which critically analyses key issues on a public health research topic 5. Define and justify a research question, based on the literature/public health issue, and outline its significance Submission Due Sunday following the end of Module 4 at 11:55pm AEST/AEDT* Weighting 40% Total Marks 100 marks PUBH6008_Assessment Brief 2 Page 1 of 6 Instructions: By the end of module 3, student must provide to their learning facilitator a brief review of the literature on their chosen topic. The literature review must contain key references/theorists/researchers for the public health topic chosen. The literature review assignment must be designed to address the following questions: • Who are the key theorists/researchers in your public health topic? • What are the key issues? • What are the gaps in the existing body of knowledge? The literature review should provide a basis for justifying a clear research question or hypothesis to be explored further. You must also indicate the search strategy used for your literature review. For example, what were the key words you searched for, and which key databases or other sources did you use to conduct your literature review? (e.g. CINAHL, Proquest Public Health, Informit, Medline, Google Scholar). Assessment Criteria: • Critical and comprehensive review of the literature (70%) ? Clarity of research question/hypothesis (10%) 0 General assessment criteria (20%): o Provides a lucid introduction o Shows a sophisticated understanding of the key issues o Shows ability to interpret relevant information and literature in relation to chosen topic o Demonstrates a capacity to explain and apply relevant concepts o Shows evidence of reading beyond the required readings o Justifies any conclusions reached with well-formed arguments and not merely assertions o Provides a conclusion or summary o Correctly uses academic writing, presentation and grammar: ¦ Complies with academic standards of legibility, referencing and bibliographical details (including reference list) ¦ Writes clearly, with accurate spelling and grammar as well as proper sentence and paragraph construction ¦ Uses appropriate APA style for citing and referencing research Marking Rubric: Assessment Attributes 0-34 (Fail 2- 35-49 F2) (Fail 1 – Fl) 50-64 (Pass-P) 65-74 (Credit – CR) 75-84 (Distinction – DN) 85-100 (High Distinction-HD) Unaccept Poor able Functional Proficient Advanced Exceptional Grade Description (Grading Scheme) Evidence of unsatisfactory achievement of one or more of the learning objectives of the subject, insufficient understanding of the subject content and/or unsatisfactory level of skill development. Evidence of satisfactory achievement of subject learning objectives, the development of relevant skills to a competent level, and adequate interpretation and critical analysis skills. Evidence of a good level of understanding, knowledge and skill development in relation to the content of the subject or work of a superior quality on the majority of the learning objectives of the subject. Demonstration of a high level of interpretation and critical analysis skills. Evidence of a high level of achievement of the learning objectives of the subject demonstrated in such areas as interpretation and critical analysis, logical argument, use of methodology and communication skills. Evidence of an exceptional level of achievement of learning objectives across the entire content of the course demonstrated in such areas as interpretation and critical analysis, logical argument, creativity, originality, use of methodology and communication skills. Knowledge and understanding Critical and comprehensive review of the literature (70%) Limited understanding of required concepts and knowledge Key components of the assignment are not addressed. Knowledge/understa nding of the field or discipline. Resembles a recall or summary of key ideas. Often Thorough knowledge/understandi ng of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials. Highly developed understanding of the field or discipline/s. Discriminates between assertion of personal opinion and information substantiated by robust evidence A sophisticated understanding of the field or discipline/s. Systematically and critically discriminates between assertion of personal opinion and information substantiated by PUBH6008 Assessment Brief 2 of Page 4 8 conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. Demonstrates a capacity to explain and apply relevant concepts. from the research/course materials and extended reading. Well demonstrated capacity to explain and apply relevant concepts. robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new situations/further learning. Critical reasoning, presentation and defence of an argument and/or position Critical and comprehensive review of the literature (70%) Clarity of research question/hypothesis (10%) Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment. Makes assertions that are not justified. Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment. Justifies any conclusions reached with arguments not merely assertion. Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged. Justifies any conclusions reached with wellformed arguments not merely assertion. Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the issue(s) and scope of the assignment. Justifies any conclusions reached with welldeveloped arguments. Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged. Justifies any conclusions reached with sophisticated arguments. PUBH6008 Assessment Brief 2 Page 5 of 8 Analysis and application with synthesis of new knowledge Limited synthesis and analysis. Demonstrated analysis and synthesis of new Well-developed analysis and synthesis with application of Thoroughly developed and creative analysis Highly sophisticated and creative analysis, synthesis of new with Critical and comprehensive review of the literature (70%) Clarity of research question/hypothesis (10%) Limited application/recommendatio ns based upon analysis. knowledge with application. Shows the ability to interpret relevant information and literature. recommendations linked to analysis/synthesis. and synthesis with application of pretested models and / or independently developed models and justified recommendations linked to analysis/synthesis. existing knowledge. Strong application by way of pretested models and/or independently developed models. Recommendations are clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases. PUBH6008 Assessment Brief 2 Page 6 of 8 Use of academic and discipline conventions and sources of evidence Use of academic conventions including appropriate resources and referencing (20%) ^General assessment criteria shown below Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. There are mistakes in using the APA style. Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas. There are no mistakes in using the APA style. Is very well-written and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading Expertly written and adheres to the academic genre. Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading well developed. There are no mistakes in using the APA style. beyond the key reading There are no mistakes in using the APA style. There are no mistakes in using the APA Style. *GenerglA^essmenLCntengi • Provides a lucid introduction • Shows a sophisticated understanding of the key issues • Shows the ability to interpret relevant information and literature in relation to your chosen topic
Demonstrates a capacity to explain and apply relevant concepts_______________________ PUBH6008 Assessment Brief 2 Page 7 of 8 Shows evidence of reading beyond the key reading Justifies any conclusions reached with well-formed arguments not merely assertion Provides a conclusion or summary Use of academic writing and presentation and grammar: Complies with normal academic standards of legibility, referencing and bibliographical details (including reference list). Is written clearly with accurate spelling, grammar and sentence and paragraph construction ? Appropriate citation and referencing used (using APA style)
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1. Identify a current political topic of interest to you that has an impact on health care or nursing. The topic an be one identified in your textbook, a current Assembly bill in Wisconsin legislature, or other political topic affecting health care or nursing.
2. Research the topic, clarify your point of view, and choose a federal or state legislator to whom you will address your opinions and request for political action.
3. Write a letter to the legislator (example in your textbook) to include:
Your name and address
Legislator’s name and address
A single topic of concern to you
Your request or points of view stated in the first sentence
A brief rationale for your point of view or request
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How can external initiatives such as Healthy People 2020 assist health care delivery systems to implement quality-based measures to improve clinical outcomes. Research previous Health People initiatives from 2000 to 2010. Track one of the initiatives and monitor its progress over the 10 year period. Prepare a SWOT analysis and discuss your findings.
600 word count
2 references
No references over 10 years old
Please follow instructions. If you don’t understand please don’t hesitate to reach me.
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ASSESSMENT 1 BRIEF Subject Code and Title PUBH6003 Health Systems and Economics Assessment Case Study Report Application of systems thinking and building blocks in a country context/setting to public health issues and problems Individual/Group Individual Length 1,500 words (+/–10%) Learning Outcomes The Subject Learning Outcomes demonstrated by the successful completion of the task below include: a) Critically examine the key characteristics of health systems and apply this knowledge to local and global contexts; b) Investigate and inquire into the building blocks of health systems and interpret how they are translated globally; and c) Evaluate the principles of systems thinking and promote multi-sectoral collaboration for the successful implementation of public health programmes. Weighting 35% Total Marks 100 marks Context Systems thinking helps us to understand the elements and relationships/interconnectedness of parts to a system. Currently, the use of systems thinking is being advocated in public health as a new paradigm shift. It aids in the solving of complex and intractable public health problems and the identification of risk factors for the achievement of health systems goals/good population health outcomes. You are required to thoroughly research and write a critical individual report on systems thinking and its application to strengthening the six building blocks of health systems for the reduction/prevention of a chosen public health problem/issue for a selected country. Instructions You are required to: • Identify a country (e.g., Australia or any other country) and a public health issue. Public health problems/issues include excessive alcohol consumption, food safety, heart disease and stroke, road traffic accidents, nutrition, physical activity and obesity, tobacco use, water, sanitation and hygiene, HIV, drug abuse and mental health; • Provide a critical analysis of the concept of systems thinking and how it can be applied to public health; • Discuss the six health systems building blocks as proposed by the World Health Organisation (WHO); • Discuss why the chosen public health issue is complex in the context of the chosen country based on the building blocks and thus requires systems thinking; and • Apply and analyse how systems thinking can be used to reduce/mitigate the selected public health issue along with the building blocks of the health systems of the chosen country. Structure of the Report Introduction • Provide an overview of the key characteristics of the chosen country, including its population, health status indicators (e.g., disease prevalence/incidence, morbidity, mortality and life expectancy at birth) and health system indicators (e.g., service utilisation/health service access, hospital bed density, availability of essential medicines and commodities, health worker density and distribution) (use any three of the stated indicators). • Describe the selected public health issue and why it is an issue for the chosen country (use data/statistics to support your claim). • Provide an overview of the whole assessment to serve as a guide for the reader, explaining that the assessment will use the concept of systems thinking to help prevent/reduce the chosen public health problem of the chosen country and will offer solutions based on the health system building blocks. Main body • Critically discuss the concept of systems thinking and its application to public health issues. • Discuss in detail the health system building blocks as proposed by the WHO. • Critically examine why the current organisation and functioning of the building blocks pose a challenge to solving the identified public health problem for the chosen country (examine the barriers to the use of systems thinking to solve the problem given the current organisation and functioning of the building blocks). • Discuss ANY other barriers outside the building blocks (if any). • Apply systems thinking to strengthen the health system building blocks for reduction/mitigation (suggest solutions based on systems thinking along the building blocks of the health systems). • Propose ANY other solutions outside the building blocks of the health systems (if any). Conclusion Provide a concise summary of all the ideas discussed in the assessment. New ideas should not be introduced at this stage. Note: All sections of the report must be backed by relevant literature from credible sources, such as text books, journal articles and reports. These should be cited using the APA 7th style. Referencing It is essential that you use appropriate APA style for citing and referencing research. For more information on referencing, visit https://library.torrens.edu.au/academicskills/apa/tool. Follow the guidelines below to format the final documents: • Include a title page with: o The assignment title; o Your first and last name; o Your student Identification number; o The word count (excluding headings, in-text citations and tables); o The unit for which the assignment is being submitted; o The name of your lecturer/facilitator; and o An academic integrity statement. • Include page numbers. • Use double spacing. • Font size: 12 minimum. • Include a reference list. • The word count is 1,500 words (+/–10%). • All references must be in APA format. Submission Instructions Submit this task via the Assessment 1—Case Study Report link in the main navigation menu for PUBH6003 Health systems and economics. The learning facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Academic Integrity Declaration I declare that except where referenced, the work I am submitting for this assessment task is my own. I have read and am aware of the Torrens University Australia Academic Integrity Policy and Procedure, viewable online at http://www.torrens.edu.au/policies-and-forms. I am also aware that I need to keep a copy of all submitted material and their drafts, and I agree to do so. Assessment Rubric Assessment Attributes Fail (Yet to achieve minimum standard) 0–49% Pass (Functional) 50–64% Credit (Proficient) 65–74% Distinction (Advanced) 75–84% High Distinction (Exceptional) 85–100% Knowledge and understanding of systems thinking and its application to the strengthening of the six building blocks of health systems. -Identify a country and a public health problem/issue. -Discuss systems thinking. -Discuss the six building blocks of health systems as proposed by the WHO. Apply systems thinking to the organisation and functioning of the building blocks of the health system of your chosen country. 30% Demonstrates limited knowledge and understanding of systems thinking and its application to the strengthening of the six building blocks of health systems. Demonstrates functional knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems. Demonstrates proficient knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems. Demonstrates advanced knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems. Demonstrates exceptional knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems. Assessment Attributes Fail (Yet to achieve minimum standard) 0–49% Pass (Functional) 50–64% Credit (Proficient) 65–74% Distinction (Advanced) 75–84% High Distinction (Exceptional) 85–100% Analysis and application of systems thinking to the strengthening of the building blocks of health systems with synthesis of new knowledge. 25% Demonstrates limited analysis and application. Limited application/recommendat ions based upon analysis. Good analysis and synthesis of new knowledge and its application. Shows an ability to interpret relevant information and literature. Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis. Thoroughly developed and creative analysis and synthesis with application of pretested models and/or independently developed models and justified recommendations linked to analysis/synthesis. Highly sophisticated and creative analysis and synthesis of new and existing knowledge. Strong application by way of pretested models and/or independently developed models. Recommendations are clearly justified based on the analysis/synthesis. Applies knowledge to new situations/other cases. Evaluation of information selected to support the case study. 20% Limited understanding of key concepts required to support the case study. Resembles a recall or summary of key ideas. Demonstrates a capacity to explain and apply relevant concepts. Well-demonstrated capacity to explain and apply relevant concepts. Information is taken from sources with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Assessment Attributes Fail (Yet to achieve minimum standard) 0–49% Pass (Functional) 50–64% Credit (Proficient) 65–74% Distinction (Advanced) 75–84% High Distinction (Exceptional) 85–100% Viewpoints of experts are taken as fact and subject to little questioning. Confuses logic and emotion. Information taken from reliable sources but without coherent analysis or synthesis. Often conflates/confuses the assertion of personal opinion with information substantiated by evidence from the research/course materials. Analysis and evaluation do not reflect expert judgement, intellectual independence, rigor and adaptability. Supports personal opinion; information substantiated by evidence from the research/course materials. Questions viewpoints of experts. Identifies logical flaws. Analysis and evaluation reflect expert judgement, intellectual independence, rigor and adaptability. Discriminates between the assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Viewpoints of experts are subject to questioning. Analysis and evaluation reflect growing judgement, intellectual independence, rigor and adaptability. Systematically and critically discriminates between the assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Identifies gaps in knowledge. Exhibits intellectual independence, rigor, good judgement and adaptability. Effective communication (written) 15% Merely presents information. Incoherent communication, but somewhat adheres to the given format. Communicates in a coherent and readable manner that adheres to the given format. Communicates coherently and concisely in a manner that adheres to the given format. Communicates eloquently. Expresses meaning coherently, concisely and creatively within the given format. Specialised language and terminology are not used or are inaccurately employed. Generally employs specialised language and terminology with accuracy. Accurately employs specialised language and terminology. Occasional minor errors present in spelling, Accurately employs a wide range of specialised language and terminology. Spelling, grammar and punctuation are free of errors. Discerningly selects and precisely employs a wide range of specialised language and terminology. Assessment Attributes Fail (Yet to achieve minimum standard) 0–49% Pass (Functional) 50–64% Credit (Proficient) 65–74% Distinction (Advanced) 75–84% High Distinction (Exceptional) 85–100% Incorrect spelling, grammar, punctuation and/or the acknowledgment of sources. Some errors are evident in spelling, grammar and/or punctuation. grammar and/or punctuation. Spelling, grammar and punctuation are free of errors. Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure and sequence. Meaning is sometimes difficult to follow. Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical. Meaning is easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical. Engages audience interest. Information, arguments and evidence are structured and sequenced in a way that is clear and persuasive. Engages and sustains audience interest. Information, arguments and evidence are insightful, persuasive and expertly presented. Correct citation of key resources and evidence 10% Fails to use good quality, credible and relevant resources to support and develop ideas. Limited use of credible and relevant resources to support and develop discussions or ideas. Uses credible resources to support and develop ideas. Uses good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence. Uses high-quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the organisation for sourcing evidence. Referencing is omitted or does not resemble APA. Referencing resembles APA but contains frequent or repeated errors. Referencing resembles APA but contains occasional errors. APA referencing is free of errors. APA referencing is free of errors. The following Subject Learning Outcomes are addressed in this assessment SLO a) Critically examine the key characteristics of health systems and apply this knowledge to local and global contexts. SLO b) Investigate and inquire into the building blocks of health systems and interpret how they are translated globally. SLO c) Evaluate the principles of systems thinking and promote multi-sectoral collaboration for the successful implementation of public health programmes
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Imagine you work as a risk management supervisor at a local health care facility. You have been asked by leadership to prepare a presentation for the stakeholders on the importance of risk management.
Use the concepts you have learned in this course to create a 10- to 12-slide Microsoft® PowerPoint® presentation (not counting the title or reference slides) with detailed speaker notes of at least 100 words per slide.
Your presentation should:
Explain the concepts of risk management in the health care industry.
Explain factors that influence risk management in the health care industry.
Explain the relationship between risk management and quality management.
Analyze the information and information technology methods needed to make risk-management decisions in the health care industry.
Analyze key risk management tools in the health care industry.
Analyze challenges in making risk management decisions.
Cite at least 4 peer-reviewed, scholarly, or similar references.
Format your presentation according to APA guidelines.
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In this Discussion, you will share your proposed Final Project by creating a video. The video is an informal way for you to share your project ideas with your colleagues so you can exchange ideas and provide feedback.
Receiving and providing constructive feedback is an important part of the learning process. Feedback provides new information that we can use to correct and/or modify our work. It also lets us know what we are doing well. https://blog.yes.com/2021/06/17/how-human-trafficking-can-be-stopped/ Providing feedback is equally important because it is an opportunity to share our knowledge, ideas, and experiences.
Your project proposal is one of the first steps in developing your Final Project, which is due in Week 5. After you share your ideas with your colleagues through the video you post for this Discussion, take some time to consider their feedback and how you can use it to inform and improve your Final Project idea.
Note:Please note the change in due dates. Your post this week is dueby Day 3, and your response is dueby Day 5. For Assignment 2 this week, you will submit your Final Project Proposal, which, if appropriate, should include the feedback you receive from your colleagues through this Discussion.
To prepare:
Review the Final Project Instructions PDF in your Learning Resources.
Review the Kaltura Resources provided. Review any Instructor feedback you received from the “Final Project Milestone 1: Health Issue and Population of Interest Assignment” from Week 1 and incorporate it as necessary.*
Consider the following:
How significant of a problem is the health issue in the population of interest? What data can you use as evidence (e.g., incidence rates, prevalence rates, percentages, and averages)?
How does the health problem in the population compare to the problem at a national level?
What theories and models might relate to the population and health issue you have selected?
With these thoughts in mind:
By Day 3
Post a 2- to 3-minute video describing your proposed Final Project. In this video:
Describe your chosen health issue and population.
Explain the relationship between at least one health behavior and the health issue, and explain why this population might be prone to this behavior and health issue.
Select one of the theories or models https://excellentwriter.xyz/education-homework-help/advanced-air-quality-control/ outlined in the Final Project Instructions, and explain why you chose this theory or model to help you develop your strategies to address the selected behavior.
Based on the theory or model you chose (or its specific constructs), describe your initial ideas for at least two strategies to change the behavior.
Review a selection of your colleagues’ postings.
By Day 5
Post a 2- to 3-minute video describing your proposed Final Project. In this video:
Describe smoking your chosen health issue and population.
Explain the relationship between at least one health behavior and the health issue, and explain why this population might be prone to this behavior and health issue.
Select one of the theories or models outlined in the Final Project Instructions, and explain why you chose this theory or model to help you develop your strategies to address the selected behavior.
Based on the theory or model you chose (or its specific constructs), describe your initial ideas for at least two strategies to change the behavior
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To improve health care outcomes within a community, leaders must understand the needs of specific populations. In addition, it is important that leaders are able to gather and present persuasive evidence to decision makers to obtain the necessary funding and establish these needs as priorities for budget and resource planning. Thus, proposed changes should support improved outcomes and align with the current or needed health care policy.
This assessment provides an opportunity to propose a community health care change that is based on the community health assessment you completed in Assessment 2.
Preparation
Your community health assessment was well received by the executives at Vila Health. Consequently, they have asked you to recommend a change in the community that will improve health outcomes. They have also asked you to submit your recommendation in a formal change proposal. You are confident that you can present a strong case for change, including a financial plan, that will ensure the success of this initiative.
In thiu can submit all or a portion of your draft change proposal to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free ses assessment, you will draft a change proposal to executive leaders to solicit support for a change to the current community health care system. To prepare for the assessment, you are encouraged to begin thinking about your justification for establishing the recommended change as a priority, a strategy for leading change, and how the change will be funded.
The following resource is required to complete the assessment.
Vila Health is a virtual environment that simulates a real-world health care system. In the various Vila Health scenarios, you will apply professional strategies, practice skills, and build competencies that you can apply to your coursework and in your career. The information you gather in this scenario will help you to complete the assessment.
If you have not already done so, complete the Vila Health: Planning for Change simulation.
Draft a change proposal to justify your recommendation for improving the health of the community and establish the change as a priority for the next budget cycle. Consider the feasibility of your proposed change, in terms of overall scope, funding, and timeframe.
The change proposal requirements outlined below, correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. The Guiding Questions: Planning for Community and Organizational Change document provides additional considerations that may be helpful in completing your assessment. In addition, be sure to note the requirements below for document format and length and for citing supporting evidence.
Identify the benefits of proposed health care system changes and its implications for a community.
Describe potential barriers to change in an organization or community.
Develop strategies for changing barriers into opportunities and resolving conflict.
Develop a strategy for helping organizational stakeholders understand and evaluate the proposed changes to an existing health care system.
Develop a grant proposal and associated budget for a proposed change to an existing health care system.
Write clearly and concisely in a logically coherent and appropriate form and style.
Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
Document Format and Length
Use the Change Proposal Template. If you would like to use a different template or document format for your change proposal, obtain prior approval from faculty.
Your change proposal should be 3–5 pages in length, not including the title page and references page.
Be sure to apply correct APA formatting to all source citations and references.
Supporting Evidence
Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your change proposal.
Additional Requirements
Proofread your change proposal before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis.
Portfolio Prompt: You may choose to save your change proposal to your ePortfolio.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Identify the challenges and opportunities facing health care.
Identify the benefits of proposed health care system changes and its implications for a community.
Competency 2: Compare the effects of different health care finance models and policy frameworks on resources and patient outcomes.
Describe potential barriers to change in an organization or community.
Develop a grant proposal and associated budget for a proposed change to an existing health care system.
Competency 4: Develop proactive strategies to change the culture of the organization by incorporating evidence-based practices.
Develop a strategy for helping organizational stakeholders understand and evaluate the proposed changes to an existing health care system.
Develop strategies for changing barriers into opportunities and resolving conflict.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely in a logically coherent and appropriate form and style.
Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
JORDAN
Residential Area
Jordan Parent:
There aren’t words strong enough to express how frightened I am about this whole opioid thing. My kids are still young — 11 and 9 — but when do you start to worry? My sister-in-law has been put through the wringer dealing with her oldest. Rehab — court — jail. The kid’s only 25 and he’s got a record a mile long. He was a nice kid, too. That’s the thing. So, how do we keep our kids safe from this poison?”
Shopping Plaza
Property Manager:
We have a lot of vacant retail and commercial property in this town. It’s a shame, because I think there’s a lot of potential for many of these sites, but it’s hard for small business owners. You used to see, like a women’s clothing store or a little coffee shop, but those businesses have a hard time competing against the bigger chains. So, they go under and there’s a vacant property on either side of one that’s still hanging in there. That hurts the one’s that are still there. It would be great to get something into these properties, even if it isn’t necessarily a store or a restaurant.”
St. Francis Health Services
Urgent Care Nurse:
This isn’t political, but the situation with health insurance is getting worse, not better. I see so many people in the Urgent Care clinic with complaints that should have been addressed by a primary care giver — but the person doesn’t have a primary care giver. We’re seeing complications from undiagnosed or untreated diabetes. Hypertension. I’ve had two people in the last year who came in for general aches and pains and were in stage IV cancer. There’s no need for a lot of these problems to get so bad, but people can’t afford insurance and so they don’t see a doctor unless they’re sick.”
Veteran’s Park
Parks Department Representative:
Funding cuts have taken a toll on a lot of our after-school programs. That’s bad enough, but because there aren’t organized events, the parks are turning into the place where kids hang out after dark. Most mornings, particularly after a weekend, the parks are littered with beer cans and worse. We’ve gotten complaints from parents of young children that they go to the playground and there’s beer cans and booze bottles everywhere.”
Jordan City Hall
County Social Worker:
Something people don’t really ever address is how to deal with the day to day costs of chronic health conditions. I have people who are really living paycheck to paycheck and they don’t know how to pay for their prescriptions. Or there are people who have hypertension and take their meds, but they don’t have a primary care physician. There are so many things I could mention, but the short version is that there are a lot of people who need help in managing chronic conditions.”
Food Shelf
Food Shelf Manager:
The need for our services has been growing steadily ever since we moved into our current space. When we moved in here, we were serving less than 100 families a month. That was three years ago. Now, we’re seeing almost 200 families a month. Donations help, but we have a limited budget and we have to do our best to make sure our shelves stay stocked. So, yes. There is an over emphasis on carbs and processed foods. I wish there was a way to offer better quality protein and fresh fruits and vegetables. We got a donation of apples in one time from one of the orchards — they were seconds that didn’t look so nice, but were still good. You’d have thought they were gold. It broke my heart to see how excited people were over reject apples, but I figure there were a bunch of pies being baked that week.”
Center
City Council Member:
We’re seeing more poverty in Jordan and need to address that. I think as a community, we sometimes live in the past and for good reasons. Traditionally, we’ve been kind of a “Lake Wobegon” kind of place — everything and everyone was above average. When I first was elected to the city council, the population here was 94% white. Our last census put that at 89%. Now, don’t misunderstand me — I think diversity is good for this community. All I’m saying is that we need to be aware of the ways this community is changing and make sure we support the growth and change.”
Jordan City Sign
Bike Club President:
We have a very active membership, but recruitment has been difficult. The problem is that the bike trails we do have aren’t very long and they don’t connect to anything. A lot of our members who are avid bikers will use the roads to get places, but novice bikers want trails and ours are pretty random and short.”
Jordan Middle School
Middle School Teacher:
I worry about a lot of these kids. There’s a serious drive to get more mental health education and awareness into the schools, but it isn’t happening very quickly here. We’ve looked at ways we can bridge the gaps, but I don’t see much more than figurative band-aids. We had a situation in the high-school last year with a very popular student who committed suicide just before his graduation. Because this is a small community, a lot of the middle school kids knew him, so we brought in grief counsellors. I just think kids need to have a place where mental health issues are discussed. They think they’re the only one in the world struggling with certain issues, and it would help to know that’s not true. There’s also so much attention to bullying, but are we doing enough?”
Senior Living Center
Jordan Family Member of Senior Center Client:
I work at a restaurant and really depend on the adult day care here. The trouble is that Mom isn’t always in the frame of mind where she can do the adult day care. Right now, I can get my brother’s wife, Tessa, to stay with her when she’s having a bad day, but Tessa’s pregnant and won’t be able to do that once the baby comes. I don’t want to put Mom in a nursing home, but she can’t be alone, she can’t always come here, and the cost of a home health aide is more than I make some days.”
Jordan Community Education and Recreation Center
Recreation Center Manager:
I’ll be honest — the kids I am seeing are out of shape and often not well prepared for school. I don’t like to sound like an old fogey, but they spend so much time on their phones and other electronics. They aren’t riding their bikes, they aren’t playing baseball, they aren’t reading… It’s all Mariobox and Fortcrafter and it’s taking a toll on the overall health of these kids.”
ARMATAGE
Penn Avenue Family Dental
Dentist:
This is a very diverse community and there’s a wide range of issues when it comes to people’s dental health. This practice tries to do as much education as possible, but there are still a lot of people who don’t understand how dental health affects other aspects of health. I don’t know what we could do differently, but it would be nice to see more outreach into the community, particularly into some of the immigrant communities, such as the East African immigrants. They’ve come from a country going through decades of civil war and strife — dental care is often the last thing on their minds. It would be nice to help them understand how taking care of their teeth will have wide-ranging benefits.”
Residential Housing
Neighborhood Council Member:
This is a pretty working-class neighborhood. I mean, people are doing well, but there’s a mix of everyone here and that’s the way we like it. If you look at the business directory, you can see that we’ve got a good range of services and businesses in what is essentially a residential neighborhood. Admittedly, it would be nice to have some kind of clinic for everyday health concerns, but really, how many neighborhoods have something like that. We do have a local dentist, a chiropractor, and a massage studio. Oh, and a mental health clinic.”
Bus Stop
Urgent Care Nurse:
I live in this neighborhood and one of the things I wish we had was a clinic or urgent care facility. So often I hear about people having to take city busses to get to a health care provider. There’s nothing available for people who have a sick kid or have something going on themselves. We’re an urban neighborhood, so not everyone drives. That’s fine most of the time, but there are two situations where that can be a problem — when someone’s sick and when someone is trying to do grocery shopping for a family. That’s not easy to do when you depend on the busses.”
Pennhurst Cleaners
Developer:
Right now, the whole city is in transition. This neighborhood is a good example of the kinds of issues I’m seeing all over the city. The neighborhood is primarily residential and it’s an old, established neighborhood. You have some people who are trying to address housing affordability and others who are concerned that rental units will bring instability to the neighborhood. What people don’t realize is that change is already happening. They can’t stop change, but they can help direct it.”
ndy’s Barber Shop
Police Representative:
There’s no doubt that violence in this neighborhood has increased in the last several years. I wouldn’t say we have gangs per se, but we’re seeing an uptick in aggravated assaults and other violent crimes. Of course, a lot of that is domestic violence, which is a real shame. Some of these women have gone through so much in their lives — fleeing war and violence in their home country — and they’re still putting up with violence when they get here. Doesn’t seem right, does it?”
Red Wagon Pizza
Restaurant Owner:
You know, people say they want healthy choices, but I’ll tell you what — money talks. I tried to put some healthy options on the menu. What a disaster! The stuff didn’t move, when people ordered it, they complained that the portions were too small — the portions were based on meeting with a nutritionist, for gosh sake! Bottom line… it was a total failure. My customers want burgers, bacon, cheese, and fries. And I’ll tell you — you go to the hipster places in this neighborhood — they might be offering microgreens and Portobello mushroom burgers, but those aren’t the things that are keeping the place in the black — not by a long shot.”
Residential Housing
Resident:
Something that I don’t think anyone knows is that several of the homes in this neighborhood have lead paint and lead in the plumbing. I only learned about this when I was doing some research into the situation in Flint. Apparently, in the Minneapolis, service lines to residential properties installed prior to 1930 were usually made out of lead piping. And, if that isn’t unnerving enough, service lines are the responsibility of the property owners. Service lines that are made of lead can’t be repaired; they can only be replaced — which costs a fortune. But the main issue, in my opinion, is that most people have no idea if their home has these service lines and they have no idea whether or not their home drinking water has any lead in it at all. You’d think after the issues in Flint that we’d be talking about this, but apparently not.”
Armatage Elementary School
School Principal:
I know this is something a lot of communities are dealing with, but the vaccination situation is suddenly an issue. We’ve never had a problem before, but I’ve had several parents inquiring about vaccination exemptions. I share the information I have about vaccination requirements, but I think there’s something going on where anti-vaccination information is circulating in the community.”
Armatage Community Center
Community Garden Organizer:
This garden is doing so well. We had three applicants for every open space. It would be great, though, if we could expand what we’re doing. It isn’t just about the food, though that’s so important. We’re building community here, too. One of the things I love most about the garden is watching kids come to understand food in a more fundamental way. They start with the garden thinking it’s kind of fun, but the first time they have a meal that is made with food they saw growing is like a revelation for them. They suddenly get it. I don’t think we’re going to get more space, so it would be good to come up with some other ideas for how we can expand.”
Conclusion
You have completed the stakeholder interviews. You should now have a better sense of the health and social issues being faced by members of these communities.
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