SAMPLE. HCM370: Quality and Risk Management in Healthcare

Transcription

1 HCM370: Quality and Risk Management in Healthcare Credit Hours: 3 Contact Hours: This is a 3-credit course, offered in accelerated format. This means that 16 weeks of material is covered in 8 weeks. The exact number of hours per week that you can expect to spend on each course will vary based upon the weekly coursework, as well as your study style and preferences. You should plan to spend hours per week in each course reading material, interacting on the discussion boards, writing papers, completing projects, and doing research. Course Description and Outcomes Course Description: This course provides the student with an overview of healthcare risk management pertaining to the role of the risk manager within the healthcare setting, focusing on real-life issues addressed by risk managers, and exploring the liability issues that may be associated with perceived risks both occupationally and patient-related. Further reading and discussion will include examining risk and risk management outside the hospital setting regarding behavioral health, ancillary services, assisted living, and general emergency services. Students will also examine the issues surrounding privacy and compliance issues of medical records and record keeping, handling sentinel events, and the overall effectiveness of healthcare regulations pertaining to risk management. Course Overview: This course examines the relationships between healthcare quality and risk management and organizational performance. The course focuses on points such the role of a risk manager, medical errors, managing and controlling risks, accident causation theories, and ensuring compliance with the standards of regulatory and accreditation organizations. Risk management is introduced and examined across a variety of health care organizations. Course Learning Outcomes: 1. Analyze risk management in the healthcare setting. 2. Evaluate the impact of risk management within the healthcare setting. 3. Assess the roles of the risk manager in both the hospital and non-hospital setting. 4. Examine methods and initiatives to improve patient and worker safety through risk-based assessments. 5. Explain the importance of risk management documentation pertaining to legal issues in healthcare. Participation & Attendance

2 Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus. Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some reason you would like to drop a course, please contact your advisor. Online classes have deadlines, assignments, and participation requirements just like on-campus classes. Budget your time carefully and keep an open line of communication with your instructor. If you are having technical problems, problems with your assignments, or other problems that are impeding your progress, let your instructor know as soon as possible. Course Materials Textbook Information is located in the CSU-Global Booklist on the Student Portal. Course Schedule Due Dates The Academic Week at CSU-Global begins on Monday and ends the following Sunday. Discussion Boards: The original post must be completed by Thursday at 11:59 p.m. MT and Peer Responses posted by Sunday 11:59 p.m. MT. Late posts may not be awarded points. Opening Exercises: Take the opening exercise before reading each week s content to see which areas you will need to focus on. You may take these exercises as many times as you need. The opening exercises will not affect your final grade. Mastery Exercises: Students may access and retake mastery exercises through the last day of class until they achieve the scores they desire. Critical Thinking: Assignments are due Sunday at 11:59 p.m. MT. Live Classroom: Although participation is not required, Live Classroom sessions are held during Week 2 and Weeks 5 or 6. There are two total sessions. Week # Readings Assignments Chapters 1 & 2 in Applying Quality Management in Healthcare: A Systems Brook, R.H. (2010). The end of the quality improvement movement: Long live improving value. JAMA, 304(16): Harvey, L. (2009). Risk management and patient safety: Improving patient outcomes. Access, 23(2), Retrieved from y%3a+improving+patient+outcomes.-a Chapters 3 & 4 in Applying Quality Management in Healthcare: A Systems Reason, J. (2000, March 18). Human error: Models and management. British Medical Journal, 320(7237), Retrieved from Chapter 5 in Applying Quality Management in Healthcare: A Systems Arfanis, K. & Smith, A. (2012). Informal risk assessment strategies in healthcare staff: an unrecognized source of resilience? Journal of Evaluation in Clinical Practice 18(6): Discussion (25 points) Opening Exercise (0 points) Mastery Exercise (10 points) Discussion (25 points) Opening Exercise (0 points) Mastery Exercise (10 points) Critical Thinking (90 points) Live Classroom (0 points) Discussion (25 points) Opening Exercise (0 points) Mastery Exercise (10 points) Critical Thinking (95 points)

3 Assignment Details Briner, M., Manser, T. & Kessler, O. (2013). Clinical risk management in hospitals: strategy, central coordination and dialogue as key enablers. Journal of Evaluation in Clinical Practice, 19(2): Chapters 7 & 8 in Applying Quality Management in Healthcare: A Systems Health Forum. (2009). Joint commission raises the bar on patient safety. Trustee, 62(10), 5-6. Skyve, P.M. (2009). Leadership in healthcare organizations: a guide to joint commission leadership standards. Governance Institute Whitepaper. Retrieved from: ds.pdf Chapter 6 in Applying Quality Management in Healthcare: A Systems Jones, D. (2007, May). Combining disciplines: making the connection between compliance, risk, and quality management. Journal of Health Care Compliance, Weston, M. & Roberts, D.W. (2013). The influence of quality improvement efforts on patient outcomes and nursing work: a perspective from chief nursing officers at three large health systems. Online Journal of Issues in Nursing. 18(3) Chapter 9 in Applying Quality Management in Healthcare: A Systems Cronrath, P.L., Lynch, T.W., et al. (2011). PCA Oversedation: Application of healthcare failure mode effect analysis. Nursing Economics. 29(2), Chapter 10 in Applying Quality Management in Healthcare: A Systems Inamdar, N., Kaplan, R.S. & Bower, M. (2002). Applying the balanced scorecard in healthcare provider organizations. Journal of Healthcare Management, 47(3): Chapter 11 in Applying Quality Management in Healthcare: A Systems This course includes the following assignments/projects: Module 1 PORTFOLIO PROJECT REMINDER Discussion (25 points) Opening Exercise (0 points) Mastery Exercise (10 points) Discussion (25 points) Opening Exercise (0 points) Mastery Exercise (10 points) Critical Thinking (90 points) Live Classroom Option 1 (0 points) Discussion (25 points) Opening Exercise (0 points) Mastery Exercise (10 points) Critical Thinking (95 points) Live Classroom Option 2 (0 points) Discussion (25 points) Opening Exercise (0 points) Mastery Exercise (10 points) Discussion (25 points) Opening Exercise (0 points) Mastery Exercise (10 points) Portfolio (350 points) A Portfolio Project will be due at the end of Module 8. Your assignment this week is to read the Portfolio Project requirements, which you can find in Week 8. Begin soon to conduct library research to locate resources that you may be able to use for this project. Use the CSU-Global Library as a primary resource for conducting your research. While there is nothing you are required to turn in this week, do not wait until later to get started!

4 Module 2 Module 3 CRITICAL THINKING: (90 points) Option 1: Systems Model of Organizational Accidents Submit a paper that explains how the Systems Model of Organizational Accidents can be used by risk managers to understand and manage incidents and performance. Be sure to consider the following: 1. Assess system influences on organizational performance. 2. Explain the role of systemic structure in the sustainability of improvement interventions. 3. Compare and contrast this model with others that are reviewed in this week s readings. 4-5 pages in length (excluding title and reference pages) Formatted according to the CSU-Global Guide to Writing and APA Requirements. Include at least three references from the peer-reviewed articles. The CSU-Global Library is a good place Option 2: Baldrige Performance Excellence Program Submit a paper that explains how the Baldrige Performance Excellence Program can be used by risk managers to understand and manage performance and culture. Be sure to consider the following: 1. Assess system influences on organizational performance. 2. Explain the role of systemic structure in the sustainability of improvement interventions. 3. Compare and contrast this model with others that are reviewed in this week s readings. 4-5 pages in length (excluding title and reference pages) Formatted according to the CSU-Global Guide to Writing and APA Requirements. Include at least three references from the peer-reviewed articles. The CSU-Global Library is a good place PORTFOLIO: A Portfolio Project will be due at the end of Module 8. If you have not already done so, read the Portfolio Project requirements, which you can find on the Week 8 folder. Begin soon to conduct library research to locate resources that you may be able to use for this project. Use the CSU-Global Library as a primary resource for conducting your research. While there is nothing you are required to turn in this week, do not wait until later to get started! CRITICAL THINKING (95 points) Option 1: The Purpose Principle Submit a paper that explores how the Purpose Principle can be used to manage risk and improve quality. Be sure to consider the following in developing and writing your paper: 1. Infer the linkages between organizational mission and vision, and the establishment of quality and risk management goals.

5 Module 4 Module 5 2. Describe the relationships between purpose, desired results, performance measures, risk management interventions, and outcomes. 3. Determine how mental models and context might be used. 4. Assess the role of the risk manager. 5-6 pages in length (excluding title and reference pages) Formatted according to the CSU-Global Guide to Writing and APA Requirements. Include at least three references from the peer-reviewed articles. The CSU-Global Library is a good place to find peer-reviewed articles. Option 2: Strategy, Coordination and Dialogue Submit a paper that explores the idea that strategy, coordination and dialogue can be used as key enablers to manage risk and improve quality. Be sure to consider the following in developing and writing your paper: 1. Infer the linkages between organizational mission and vision, and the establishment of quality and risk management goals. 2. Describe the relationships between purpose, desired results, performance measures, risk management interventions, and outcomes. 3. Determine how mental models and context might be used. 4. Assess the role of the risk manager. 5-6 pages in length (excluding title and reference pages) Formatted according to the CSU-Global Guide to Writing and APA Requirements. Include at least three references from the peer-reviewed articles. The CSU-Global Library is a good place PORTFOLIO MILESTONE (Both Options) Portfolio Project: Submit a Bibliography (worth 25 points of final grade) Review the requirements for the Portfolio Project. Prepare and submit a bibliography of research sources that you plan to use for the Portfolio Project. The bibliography should include at least 6-8 credible reference sources including at least one peer-reviewed article from the CSU-Global Library. The bibliography entries must be formatted per the CSU-Global Guide to Writing and APA Requirements. This submission is worth 25 points of your Portfolio Project, which is due in Module 8. Additionally, you will be expected to account for the instructor's feedback in the final version of the Portfolio Project assignment. CRITICAL THINKING (90 points) Option 1: Types of Goal Statements Submit a paper that examines the different types of goal statements. Be sure to consider the following: 1. Assess the challenges in establishing quality and risk management goals in complex organizations. 2. Infer the linkages between improvement goal statements and actions to achieve desired results.

6 Module 6 3. Evaluate the advantages and disadvantages of different types of goal statements. 4-5 pages in length (excluding title and reference pages) Formatted according to the CSU-Global Guide to Writing and APA Requirements. Include at least three references from the peer-reviewed articles. The CSU-Global Library is a good place Option 2: The SMART System Submit a paper that examines the SMART system for setting goals. Be sure to consider the following: 1. Assess the challenges in establishing quality and risk management goals in complex organizations. 2. Infer the linkages between improvement goal statements and actions to achieve desired results. 3. Evaluate the advantages and disadvantages of different types of goal statements. 4-5 pages in length (excluding title and reference pages) Formatted according to the CSU-Global Guide to Writing and APA Requirements. Include at least three references from the peer-reviewed articles. The CSU-Global Library is a good place CRITICAL THINKING (95 points) Option 1: Retrospective Risk Assessment Submit a paper that examines the retrospective risk assessment tool root cause analysis. Be sure to consider the following: 1. Evaluate different managerial approaches used for systematic quality improvement and risk reduction. 2. Construct a framework for implementing improvements and reducing risk in complex healthcare systems. 3. Evaluate the various information sources for gathering data on, and the analysis of, potential risks. 4. Infer how, when, and why to use this approach, as opposed to prospective techniques. 5-6 pages in length (excluding title and reference pages) Formatted according to the CSU-Global Guide to Writing and APA Requirements. Include at least three references from the peer-reviewed articles. The CSU-Global Library is a good place Option 2: Prospective Risk Assessment Submit a paper that examines the retrospective risk assessment tool failure mode and effects analysis. Be sure to consider the following: 1. Evaluate different managerial approaches used for systematic quality improvement and risk reduction. 2. Construct a framework for implementing improvements and reducing risk in complex healthcare systems. 3. Evaluate the various information sources for gathering data on, and the analysis of, potential risks. 4. Infer how, when, and why to use this approach, as opposed to prospective techniques. 5-6 pages in length (excluding title and reference pages) Formatted according to the CSU-Global Guide to Writing and APA Requirements.

7 Include at least three references from the peer-reviewed articles. The CSU-Global Library is a good place Module 8 PORTFOLIO PROJECT (350 Points) Option 1: Portfolio Project: Medical Errors Submit a paper that identifies and examines two distinct types of sentinel events that frequently occur in healthcare organizations. The error types that you select must be significantly different; for example, patient suicide and wrong-site surgery. In writing this paper, you should consider and address (as necessary) the following: 1. What system factors influence organizational performance? 2. How do accreditation standards or government regulations guide performance and process design? 3. What is the role of the quality or risk manager in addressing the issues? 4. What processes and techniques can be used to investigate, prevent, and control these types of events now and in the future? 5. What measures can be used to assess the performance of the organization and the risk management plan in this area as it relates to patient safety? 6. What impact could these events have on organizational performance, compliance, and accreditation? 8-10 pages in length. Formatted according to the CSU-Global Guide to Writing and APA Requirements. Include at least six references from the peer-reviewed articles. The CSU-Global Library is a good place to find peer-reviewed articles. Option 2: Portfolio Project: Clinical Quality The CEO of a large hospital is considering that her hospital s performance on the Hospital Quality Alliance (HQA) performance indicators is significantly below that of other hospitals in the state. Submit a paper that first explains the performance measures for any two clinical areas that are part of the HQA program (congestive heart failure, pneumonia, or acute myocardial infarction), then explore likely issues with poor performance, and offer no less than five tactics that can be employed to improve performance. In writing this paper, you should consider and address (as necessary) the following: 1. What system factors influence organizational performance? 2. How do accreditation standards or government regulations guide performance and process design? 3. What is the role of the quality or risk manager in addressing the identified issues? 4. What additional measures can be used to assess the performance of the organization? 5. What processes and techniques can be used to investigate, improve, and manage performance? 6. What impact could unresolved poor performance have on reimbursement, reputation and accreditation status? 8-10 pages in length. Formatted according to the CSU-Global Guide to Writing and APA Requirements. Include at least six references from the peer-reviewed articles. The CSU-Global Library is a good place to find peer-reviewed articles. Policies Course

8 Course Grading 20% Discussion Participation 0% Opening Exercises 0% Live Classroom 8% Mastery Exercises 37% Critical Thinking Assignments 35% Final Portfolio Paper Grading Scale and Policies A A B B B C C D F 59.9 or below In-Classroom Policies For information on late work and incomplete grade policies, please refer to our In-Classroom Student Policies and Guidelines or the Academic Catalog for comprehensive documentation of CSU-Global institutional policies. Academic Integrity Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating academic dishonesty, plagiarism, reusing /re-purposing your own work (see CSU-Global Guide to Writing and APA Requirements for percentage of repurposed work that can be used in an assignment), unauthorized possession of academic materials, and unauthorized collaboration. The CSU-Global Library provides information on how students can avoid plagiarism by understanding what it is and how to use the Library and Internet resources. Citing Sources with APA Style All students are expected to follow the CSU-Global Guide to Writing and APA Requirements when citing in APA (based on the APA Style Manual, 6th edition) for all assignments. For details on CSU-Global APA style, please review the APA resources within the CSU-Global Library under the APA Guide & Resources link. A link to this document should also be provided within most assignment descriptions on your course s Assignments page. Disability Services Statement CSU Global is committed to providing reasonable accommodations for all persons with disabilities. Any student with a documented disability requesting academic accommodations should contact the Disability Resource Coordinator at and/or ada@csuglobal.edu for additional information to coordinate reasonable accommodations for students with documented disabilities. Netiquette Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous, respectful, and professional manner. All posts and classroom communication must be conducted in accordance with the student code of conduct. Think before you push the Send button. Did you say just what you meant? How will the person on the other end read the words? Maintain an environment free of harassment, stalking, threats, abuse, insults or humiliation toward the instructor and classmates. This includes, but is not limited to, demeaning written or oral comments of an ethnic, religious, age, disability, sexist (or sexual orientation), or racist nature; and the unwanted sexual advances or intimidations by , or on discussion boards and other postings within or connected to the online classroom.

9 If you have concerns about something that has been said, please let your instructor know.