Implementation And Improvement Science - Health Care Case Study Report Writing - Nursing Assignment Help

Assignment Task

PLEASE READ THE FOLLOWING INFORMATION CAREFULLY
The summative assessment is a written report relating to engagement and resulting outcomes of the analysis of the scenario. Students are required to write an individual account of the development of the group-based analysis, discussing this in the context of current implementation science literature, acknowledging the merits and limitations of their presented ideas and alternative approaches that could be taken. The nature of the assessment will focus on individual role, personal knowledge and skill development and explore how learning, feedback and wider reading has changed or reinforced ideas, and perspectives.
You are a health care practitioner in a community health centre that provides primary care to a multi-ethnic, multi-lingual urban community. Many of the patients experience varying degrees of health inequalities. Physicians and nurses see a large volume of patients with challenging medical and psychosocial issues.
Lately you have realized that the scheduling of patient visits has become something of a nightmare. Because of the high volume of patients, the wait for an appointment for routine care can be anywhere from six to eight weeks or more. Even acutely ill patients often wait for two to three days to see a health care provider. Out of frustration, many patients are walking in without appointments, often during lunch hour or late in the afternoon when everyone is getting ready to leave.
What makes the problem so challenging is that 20 to 40 percent of patients fail to show up for appointments on a given day. Because of this high no-show rate, every other appointment on physicians’ schedules is double-booked with the expectation that, out of the 30 to 35 scheduled patients, only 20 to 25 will actually show up. Occasionally, however, most of the patients do show up – and when a significant number of acutely ill patients also arrive, the work environment becomes unbearably chaotic for everyone. Providers become harried and more likely to make mistakes, patients wait for long periods of time in crowded waiting rooms, and the atmosphere becomes increasingly hostile as the stress level mounts.
It is clear that the quality and experience of health care for many of these patients is suffering partly because of a simple lack of access to care. And it is becoming increasingly clear also that English-speaking patients may be getting better access: they are more likely to get a timely appointment because they are more demanding of the system, and they are more likely to keep and show up for their appointments because of better communication. You are interested in finding a way to promote more equitable and efficient access to health care.
00 You are a health care practitioner in a community health centre that provides primary care to a multi-ethnic, multi-lingual urban community. Many of the patients experience varying degrees of health inequalities. Physicians and nurses see a large volume of patients with challenging medical and psychosocial issues.
Lately you have realized that the scheduling of patient visits has become something of a nightmare. Because of the high volume of patients, the wait for an appointment for routine care can be anywhere from six to eight weeks or more. Even acutely ill patients often wait for two to three days to see a health care provider. Out of frustration, many patients are walking in without appointments, often during lunch hour or late in the afternoon when everyone is getting ready to leave.
What makes the problem so challenging is that 20 to 40 percent of patients fail to show up for appointments on a given day. Because of this high no-show rate, every other appointment on physicians’ schedules is double-booked with the expectation that, out of the 30 to 35 scheduled patients, only 20 to 25 will actually show up. Occasionally, however, most of the patients do show up – and when a significant number of acutely ill patients also arrive, the work environment becomes unbearably chaotic for everyone. Providers become harried and more likely to make mistakes, patients wait for long periods of time in crowded waiting rooms, and the atmosphere becomes increasingly hostile as the stress level mounts.
It is clear that the quality and experience of health care for many of these patients is suffering partly because of a simple lack of access to care. And it is becoming increasingly clear also that English-speaking patients may be getting better access: they are more likely to get a timely appointment because they are more demanding of the system, and they are more likely to keep and show up for their appointments because of better communication. You are interested in finding a way to promote more equitable and efficient access to health care.

SUMMATIVE ASSESSMENT GUIDELINES
This assessment comprises of written component; an individual critical and reflective account of the group (formative) activity. Students MUST attempt this aspect of the assessment individually, since it contributes to the marks awarded for the module.
Since this is a Masters level module in order to achieve a pass you must:
Provide a critical and reflective discussion and evaluation.
Provide reasoning behind arguments, which are well supported by literature.
Use literature critically (and from a variety of sources such as implementation, improvement and other sources) to support your discussion.
Demonstrate an integration of theory and practice.
Present your work in an appropriate and professional manner.
The critical reflective account should have a title that is concise and informative.
Overall the account should be succinct and include the following information under these three subheadings.
Overview of the intervention
Here you should offer a clear title and a brief summary of the key aspects of the intervention your group proposed in the formative assessment, in order to set the scene. This should be in the form of a Plain English Summary.

Critical exploration of intervention
Within this section you should critically explore the proposed intervention in the context of a range of relevant implementation and improvement science theory and practice. Taking into consideration your original individual ideas (prior to the group session) and the feedback the group received and any further reading you may have done. You should critically explore the appropriateness of the proposed strategy. Discuss its merits and limitations and potential barriers- challenges to its implementation, considering also alternative approaches / strategies that could have could be adopted. Reflect on how your perspectives of the appropriateness of the approach have been affirmed or modified since the activity and following further reading and learning on the module
 

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