Improvement Plan for Lake City Medical Center

Needs assessment

The needs assessment for the healthcare facility education plan will be preceded by identifying the underlying problem (Hodges, 2011). In this context, the problem may be a lack of critical competency in major healthcare areas. Moreover, the problem may be a lack of proper utilization of healthcare facilities. In addition, diminishing patient experience may affect the performance of the healthcare facility and medical providers. The subsequent procedure is to identify the potential gap between the facility’s potential in dealing with the problem and available interventions. From the potential gap analysis, education instructors develop effective intervention strategies and programs to improve the competency of healthcare providers and the facility’s capacity in delivering services. Finally, the needs assessment plan should entail the expected outcome of the education or improvement program.

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An effective procedure to determine the needs assessment of healthcare plans considers the following elements (Hodges, 2011).

  • Participation: This element is essential in determining the number of participants or learners who will enroll in the education plan. This assessment determines the education approach used by the instructors which may include traditional courses, self-studying, and e-learning.
  • Perception of effectiveness: This element is used to determine the quality of education expected from the plan. Therefore, the instructors prepare for adequate lessons and improved students’ experience.
  • Learning: This element is critical in determining what kind of knowledge and skills are required by the participants.
  • Performance: This element determines the level of performance improvement expected from the participants or the healthcare facility in delivering services.
  • Outcomes: This element is used in determining the education outcomes and how they impact the patient, society, and healthcare’s finance.

Nevertheless, for the needs assessment to be effective some considerations are prioritized (Hodges, 2011). First, the objectives of the needs assessment must be identified. Secondly, the education plan must identify the target audience or participants. Thirdly, the needs assessment must consider how to gather and aggregate data and how to analyze the same. Finally, the needs assessment must determine how to use the information especially in influencing the decision-making processes.

Teaching plan

An example of a teaching plan on the management of healthcare records for the facility focusing should be as the following (Swayne, Duncan & Ginter, 2012).

Sample Teaching Plan

  • Introduction: This part should explain to the participants the problem in question and the rationale for identifying the same as a topic of interest.
  • Lessons: This part should outline the number of lessons required to complete the course. For example, important lessons on the context of hospital records, patient case notes, an appraisal should be prioritized in the teaching plan. Other important lessons for the teaching plan entail the collection and storage of hospital records.
  • Aims: A detailed description of the aims of the lesson should be included in the teaching plan. For example, the lessons aim at educating the participants about the importance of hospital records management and the process of appraising, storing, and accessing the information.
  • Outcomes: This section seeks to provide the instructors and the participants with a glimpse of the desired expectations at the end of the lessons. For example, at the end of the lesson, the participants understand the principles of hospital records such as policy files, financial reports, pharmacy and nursing records.
  • Methods of study and assessment: Important elements in this section include a detailed explanation of each lesson duration, timetable, lesson activities, and resources required. The inclusion of case studies as a method of study is recommended in healthcare teaching plans. The assessment methods are important since they are critical in evaluating knowledge and skills acquired by participants at the end of the lesson.

Teaching strategies

The most effective teaching strategies especially in healthcare records management include case files, discussions, group tutorials, and interactive presentations (Sowan & Jenkins, 2013). Other effective teaching strategies include brainstorming, facilitated practice, and clinical stimulations. The advantage of using case studies is that participants engage in realistic scenarios that highlight a specific topic of interest. Case studies impact participants with knowledge and skills to handle issues of health records management. Group tutorials are effective for improving participants’ knowledge, skills and attitude by following the instructions from fellow tutors and colleagues. Role-playing helps the participants in gaining the first-hand experience in handling the issue in question. Role-playing is the same as facilitated practice and demonstration and helps in improving the skills, knowledge, and attitude of the participants.

List of objectives

According to Gaberson, Oermann & Shellenbarger (2014), the main objectives of a healthcare teaching plan remain as;

  • Improving the hospital’s functions and service delivery.
  • Improve staff competency through acquired skills, knowledge, and attitude.
  • Improve patient’s experience from the services offered by the healthcare facility.

From the above scenario, the main objectives of the Lake City Health Center teaching plan for healthcare records management include;

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  • Introduce the concept of hospital records management among the facility workers.
  • Explain to the participants the context under which hospital records management is applied.
  • Explain how different hospital records ranging from x-rays, specimens, patient-registers to nursing files are managed.
  • Improve the hospital workers’ experience in handling records appraisal, storage, and accessing the same through various systems.

References

Gaberson, K. B., Oermann, M. H., & Shellenbarger, T. (2014). Clinical teaching strategies in nursing. New York, NY: Springer publishing company.

Hodges, B. (2011). Assessment and planning in health programs. Boston, MA: Jones & Bartlett Learning.

Sowan, A. K., & Jenkins, L. S. (2013). Use of the seven principles of effective teaching to design and deliver an interactive hybrid nursing research course. Nursing education perspectives, 34(5), 315-322.

Swayne, L. E., Duncan, W. J., & Ginter, P. M. (2012). Strategic management of health care organizations. Hoboken, NJ: John Wiley & Sons.

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