Risk Management and Patient Safety Transforming from reactive to proactive mode

Change Leadership: Risk Management and Patient Safety Transforming from reactive to proactive mode requires health care executives to understand the competencies central to high-reliability organizational leadership. Youngberg (2011) outlines the relevant leadership competencies as:

• The ability to reinforce the systems and structure to promote safety based on evidence drawn from the science of safety.

• The ability to create a culture that develops and supports those who provide care and services to allow for greater capacity for teamwork, risk awareness, risk mitigation, and resiliency.

• The ability to focus and align resources to create and promote advancements in safety. • The commitment to assure that evidence-based, patient-centered, and system-centered

work is done. • The promise to all concerned that honest, ethical dialogue with patients is necessary

when breaches in safety occur. (p. 296)

Additionally, health care executives must understand the characteristics of high-reliability organizations and the associated risk management responsibilities. These characteristics include trust and transparency, reporting, flexibility in hierarchy, justice and accountability, engagement, and dedication to organizational learning (Youngberg, 2011).

Themes for Success in Leadership • Shared sense of purpose. • Authenticity. • A hands-on approach. • Data-driven, accountable, high standards. • Focus on results. • Clarity of expectations. • A collaborative culture. • Respect. • Limited hierarchy. • Open communication. • Teamwork (Youngberg, 2011).

The National Patient Safety Goals and Strategic Direction The National Patient Safety Goals and Strategic Direction outlined by the National Quality Forum (n.d.), CMS requirements (HHS, n.d.), and the Joint Commission (2017) standards make it clear that effective leaders must be transformational. The National Center for Healthcare Leadership (NCHL) Competencies for Healthcare Executives includes three domains:

• Quality. Risk Management, and Regulatory Compliance. It is appropriate to reflect upon how quality, risk, and regulatory compliance are affected, given the strategic direction from CMS and the NCHL competencies requisite for transformational leadership (HHS, n.d.; NCHL, n.d.).

Assessment 5 Context

2 MHA-FP5014 Assessment 5 Context

Personal Reflection You may wish to reflect upon your own leadership development plans, and assess high- impact competencies for implementation of the content and context of this course. It may be interesting to compare your ratings from before you began this course to your assessment of NCHL competencies, now that you have entered the final phase of the course. If you were to construct a balanced scorecard for your organization, which areas would your position effect? Take a step outside the mechanics of data analysis, strategic direction, and industry and consider your role as a future health care leader.

Ethical Leadership Implicit within the NHCL competencies is the value of ethical leadership. The American College for Healthcare Executives’ code of ethics serves as a reminder that our actions should be patient- and community-focused (ACHE, n.d.). As a health care leader, you will be expected to own the vision and mission, support the strategic direction, and remain flexible while upholding your role as fiduciaries.

Professional Communication Another aspect of leading within this dynamic industry is the need to practice professional communications. What are the most appropriate forms of communication to support your efforts? E-mail and social media communications are fraught with potential miscommunication and liability issues. It is important to explore issues associated with a professional communication.

References American College of Healthcare Executives. (n.d.). ACHE code of ethics. Retrieved from

http://www.ache.org/ABT_ACHE/code.cfm

National Center for Healthcare Leadership. (n.d.). NCHL Health Leadership Competency Model. Retrieved from http://www.nchl.org/static.asp?path=2852,3238

National Quality Forum. (n.d.). NQF’s mission and vision. Retrieved from http://www.qualityforum.org/About_NQF/Mission_and_Vision.aspx

The Joint Commission. (2017). Facts about the national patient safety goals. Retrieved from http://www.jointcommission.org/facts_about_the_national_patient_safety_goals

U.S. Department of Health & Human Services. (n.d.). Accountable care organizations. Retrieved from http://oig.hhs.gov/compliance/accountable-care-organizations/index.asp

Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones and Bartlett.http://www.ache.org/ABT_ACHE/code.cfmhttp://www.nchl.org/static.asp?path=2852%2C3238http://www.qualityforum.org/About_NQF/Mission_and_Vision.aspxhttp://www.jointcommission.org/facts_about_the_national_patient_safety_goalshttp://oig.hhs.gov/compliance/accountable-care-organizations/index.asp

• Change Leadership: Risk Management and Patient Safety
  • Themes for Success in Leadership
  • The National Patient Safety Goals and Strategic Direction
  • Personal Reflection
  • Ethical Leadership
  • Professional Communication

Overview Assessment 5-6.docx

· Overview

Generate recommendations for process improvement and organizational fitness for a selected organization in the form of a 6– 8-page proposal that is targeted for its management team.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in a sequence.

Health care leaders function within a complex, high-risk environment where errors can lead to injury and death. The goal of any health care leader is to assess and manage risk, while concurrently promoting a culture of patient safety.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 1: Conduct an environmental assessment to identify quality- and risk-management priorities for a health care organization.

· Analyze existing organizational structures, mission, and vision.

· Competency 3: Analyze the process and outcomes of a care quality- or risk-management issue.

· Provide macro-level discussion on finances, internal processes, learning and growth, and also customer satisfaction.

· Competency 4: Analyze applicable legal and ethical institution-based values as they relate to quality assessment.

· Convey the organization’s values through an ethical, organizational, and directional strategy to impact the needed changes for quality improvement.

· Recommend evidence-based and best practices for monitoring and improving discussion.

· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration.

· Communicate information and ideas accurately, including reference citations and correct grammar.

Context

Patient safety is the cornerstone of high-quality care.

Youngberg (2011) addresses the need for leaders to create a systemic mindfulness of patient safety within the high-risk health care delivery environment. Further, the author discusses high-reliability organizations, which attain next to zero error rates, despite a great propensity for error or catastrophic events.

Read further in the Assessment 5 Context [PDF] (Attached) document, which contains important information on the following topics related to change leadership, risk management, and patient safety:

· Themes for Success in Leadership.

· The National Patient Safety Goals and Strategic Direction.

· Personal Reflection.

· Ethical Leadership.

· Professional Communication.

Reference

Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones and Bartlett. 

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as a part of your assessment.

· How does a health care leader establish a culture of patient safety?

· How are risks to patient safety assessed and managed in your current or future work setting?

· What are the other types of risks that are assessed and managed?

· What are the important factors that need to be monitored in your selected work setting?

· How can you contribute to risk management and patient safety within your job?

Imagine that you are the new CEO of your organization, and are charged with transforming the previous status quo to an efficient, high-performing accountable care organization.

· Which tools would you put to work in your new position?

· What types of individuals would be needed for your executive leadership team?

· What competencies might be important to the team members?

· What processes, structural models, or frameworks from this course might help you as a transformational leader?

Resources

Required Resources

Balanced Scorecard

The following resources are required to complete this assessment.

This article introduces the concept of a balanced scored to motivate and measure a business unit performance.

· Kaplan, R. S., & Norton, D. P. (1996). Linking the balanced scorecard to strategy. California Management Review, 39(1), 53–79.

The following reading is available full-text in the Capella University Library. Search for each article by clicking the linked title and following the instructions in the Library Guide. This article explores measure that drives performance using a balanced scorecard.

· Kaplan, R. S., & Norton, D. P. (1992). The balanced scorecard: Measures that drive performance. Harvard Business Review, 70(1), 71–79.

Suggested Resources

Balanced Scorecard

· Balanced Scorecard Institute. (n.d.). Balanced scorecard basics. Retrieved from http://www.balancedscorecard.org/BSCResources/AbouttheBalancedScorecard/tabid/55/Default.aspx

· Behrouzi, F., Shaharoun, A. M., & Ma’aram, A. (2014). Applications of the balanced scorecard for strategic management and performance measurement in the health sector. Australian Health Review, 38(2), 208–217.

· Ippolito, A., & Zoccoli, P. (2013). Theoretical contribution to develop the classical balanced scorecard to health care needs. International Journal of Healthcare Management, 6(1), 37–44.

· Koumpouros, Y. (2013). Balanced scorecard: Application in the General Panarcadian Hospital of Tripolis, Greece. International Journal of Health Care Quality Assurance, 26(4), 286–307.

· Meena, K., & Thakkar, J. (2014). Development of balanced scorecard for healthcare using interpretive structural modeling and analytic network process. Journal of Advances in Management Research, 11(3), 232–256.

Quality Improvement Best Practices

· El-Jardali, F., & Fadlallah, R. (2017). A review of national policies and strategies to improve quality of health care and patient safety: a case study from Lebanon and Jordan. BMC Health Services Research, 17.??

· American College of Healthcare Executives. (n.d.). ACHE code of ethics. Retrieved from http://www.ache.org

· Chavan, M. (2009). The balanced scorecard: A new challenge. The Journal of Management Development, 28(5), 393–406. 

This article chronicles the evolution of BSC performance management framework.

· Norton, D. P. (2008). Strategy execution needs a system. Retrieved from https://hbr.org/2008/08/strategy-execution-needs-a-sys

NBC Archives on Demand

·  Click Study Finds Risks Due to Long Hours by Medical Residents to view a video from NBC Learn.

Study Finds Risks Due to Long Hours by Medical ResidentsBegin Activity icon

Additional Resources for Further Exploration

You may use the following optional resources to further explore topics related to competencies.

· Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones and Bartlett. Available from the bookstore .

· Chapter 22, “Creating Systemic Mindfulness: Anticipating, Assessing, and Reducing Risks of Health Care,” pages 293–304.

· Chapter 23, “Risk Management in Selected High-Risk Hospital Departments,” pages 305–343.

· Chapter 24, “Improving Risk Manager Performance and Promoting Patient Safety with High-Reliability Principles,” pages 343–350.

· Chapter 25, “The Benefits of Using Simulation in Patient Safety,” pages 351–374.

· Chapter 26, “Creating a Mindfulness of Patient Safety Among Physicians Through Education,” pages 375–396.

· Chapter 28, “Improving Literacy to Advance Patient Safety,” pages 407–422.

· Chapter 30, “Managing the Failures of Communication in Health Care Settings,” pages 431–442.

· Chapter 32, “The Risks and Benefits of Using E-mail to Facilitate Communication Between Providers and Patients,” pages 445–462.

· Chapter 33, “Risk Management for Research,” pages 463–476.

Risk-Management Professional Organizations

· The Risk Management Association. (n.d.). Retrieved from https://www.rmahq.org/Default.aspx

· American Hospital Association. (n.d.). American Society for Health Care Risk Management. Retrieved from http://www.ashrm.org/

·

· Assessment Instructions

Note: You should complete this assessment last.

Preparation

The goal of this assessment is to generate recommendations, in the form of a proposal for process improvement and organizational fitness. Make your recommendations for the organization you selected in Assessment 4 for the balanced scorecard presentation. Apply the concepts of balanced scorecards to create your recommendations.

Instructions

In your proposal, use specific language and include evidence-based concepts from peer-reviewed literature, including a minimum of four outside peer-reviewed sources. Communicate information and ideas clearly, accurately, and concisely, including reference citations and using correct grammar. Include the following in your proposal:

· Describe the selected organization, including its vision and mission.

· Analyze the company using any adaptation of the Kaplan and Norton balanced scorecard framework that fits your selected organization. Refer to the materials in the Resources.

· Communicate vision, strategy, objectives, measures, targets, and initiatives for each of the following four elements through a macro-level discussion:

· Financial performance measures.

· Internal business processes.

· Learning and growth.

· Customer satisfaction.

· Convey the organization’s values through an ethical, organizational, and directional strategy.

· Recommend evidence-based and best practices for monitoring and improving discussions.

· Generate one recommendation for each of the following:

· Process improvements.

· Quality improvements.

· Organizational efficiency.

· Learning implementation.

· Implementation and evaluation.

Additional Requirements

· Written communication: Written communication should be free from errors that detract from the overall message.

· APA formatting: Resources and citations should be formatted according to APA style and formatting guidelines. Use APA format for all of the following:

· Cover page.

· Abstract.

· Table of contents, including a list of figures and tables.

· Headings and subheadings.

· Reference list.

· Number of resources: A minimum of 6 resources. The following Norton and Kaplan articles will serve as two resources.

· The Balanced Scorecard: Measures that Drive Performance.

· Linking the Balanced Scorecard to Strategy.

· Length of paper: 6–8 typed double-spaced pages.

· Font and font size: Arial, 10-point.·OverviewGenerate recommendations for process improvement and organizational fitness for aselected organization in the form of a 6–8-page proposal that is targeted for itsmanagement team.Note: The assessments in this course build upon each other, so you are stronglyencouraged to complete them in a sequence.Health care leaders function within a complex, high-risk environment where errors canlead to injury and death. The goal of any health care leader is to assess and manage risk,while concurrently promoting a culture of patient safety.Bysuccessfully completing this assessment, you will demonstrate your proficiency in thefollowing course competencies and assessment criteria:oCompetency 1:Conduct an environmental assessment to identify quality-and risk-management priorities for a healthcare organization.§Analyze existing organizational structures, mission, and vision.oCompetency 3:Analyze the process and outcomes ofa care quality-or risk-management issue.§Provide macro-level discussion on finances, internal processes, learningand growth, and also customer satisfaction.oCompetency 4:Analyze applicable legal and ethical institution-based values asthey relate to quality assessment.§Convey the organization’s values through an ethical, organizational, anddirectional strategy to impact the needed changes for quality improvement.§Recommend evidence-based and best practices for monitoring andimproving discussion.oCompetency 5:Communicate in a manner that is scholarly, professional, andconsistent with expectations for professionals inhealth care administration.§Communicate information and ideas accurately, including referencecitations and correct grammar.ContextPatient safety is the cornerstone of high-quality care.Youngberg (2011) addresses the need for leaders to create a systemic mindfulness ofpatient safety within the high-risk health care delivery environment. Further, the authordiscusses high-reliability organizations, which attain next to zero error rates, despite agreat propensity for error or catastrophic events.Read further in theAssessment 5 Context[PDF](Attached)document, which containsimportant information on the following topics related to change leadership, riskmanagement, and patient safety: OverviewGenerate recommendations for process improvement and organizational fitness for aselected organization in the form of a 6– 8-page proposal that is targeted for itsmanagement team.Note: The assessments in this course build upon each other, so you are stronglyencouraged to complete them in a sequence.Health care leaders function within a complex, high-risk environment where errors canlead to injury and death. The goal of any health care leader is to assess and manage risk,while concurrently promoting a culture of patient safety.By successfully completing this assessment, you will demonstrate your proficiency in thefollowing course competencies and assessment criteria:o Competency 1: Conduct an environmental assessment to identify quality- and risk-management priorities for a health care organization. Analyze existing organizational structures, mission, and vision.o Competency 3: Analyze the process and outcomes of a care quality- or risk-management issue. Provide macro-level discussion on finances, internal processes, learningand growth, and also customer satisfaction.o Competency 4: Analyze applicable legal and ethical institution-based values asthey relate to quality assessment. Convey the organization’s values through an ethical, organizational, anddirectional strategy to impact the needed changes for quality improvement. Recommend evidence-based and best practices for monitoring andimproving discussion.o Competency 5: Communicate in a manner that is scholarly, professional, andconsistent with expectations for professionals in health care administration. Communicate information and ideas accurately, including referencecitations and correct grammar.ContextPatient safety is the cornerstone of high-quality care.Youngberg (2011) addresses the need for leaders to create a systemic mindfulness ofpatient safety within the high-risk health care delivery environment. Further, the authordiscusses high-reliability organizations, which attain next to zero error rates, despite agreat propensity for error or catastrophic events.Read further in the Assessment 5 Context [PDF] (Attached) document, which containsimportant information on the following topics related to change leadership, riskmanagement, and patient safety:

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