Category: Healthcare

instructions will be uploaded

Its a Microsoft excel interactive dashboard

The Budget is a part of the proposal that tells the funder how you will spend the funds once you have been awarded the grant. This part of a Grant Proposal has two sections: the Budget Narrative and an itemized Budget Summary. The Budget Summary provides the line item cost for each item needed to implement the project, and the Budget Narrative provides a breakdown or reason for the cost of each item in the budget. The two sections often comprise 2 pages in the overall Grant Proposal. Funders typically provide applicants with the budget forms that can be filled out and included as an attachment in the grant proposal. The Budget Narrative is written first by reviewing the activities associated with the Project Objectives. In essence, you are reporting to the Grant Maker the anticipated costs for the steps of every activity fulfilling each objective. You are expected to provide real cost estimates…not guesses…as well as how you gathered the information. For example, was it by past experience, formal estimates by local contractors or mathematical formulas? Whatever your source, identify how you arrived at the cost of each line item in the Budget Summary. When you start the itemized Budget Summary, you need to plan for multiple conversations about budget. The need for a Grant to solve the organizations Need may have been discussed multiple times for many years with the board of directors and staff, but no one really sat down to consider the individual line items necessary to complete the Project that would solve the problem. You and you alone will conceptualize the Budget line items and the only real research work is to provide data supporting your line items. Instructions Create a Budget Narrative and Budget Summary for your project. The Budget Summary must be presented in a table using either Microsoft Word or Excel. Remember that the Budget Summary must reflect the objectives and activities of your project. Double check your totals within the budget table. Also make sure that the costs you provide in the budget table match the information you provide in the budget narrative. The textbook provides a good example. Length of the assignment: Both Budget Narrative and Budget Summary should be 1- page each. A title page and reference section should also be included. Format of Assignment: Use current APA style Number of Citations: Use at least 1 supplementary source Acceptable Sources: Use current data and references published within the last 5 years to support the itemized costs. Your assignment this week is to work on Grant Project: Budget which requires you to develop 2 items: a budget narrative and itemized line item budget summary for your program/intervention. The Narrative which provides an explanation of the line items in the itemized budget summary is written first by reviewing the activities associated with the Project Objectives. In essence, you are reporting to the Grant Maker the anticipated costs for the steps of every activity fulfilling each objective. You are expected to provide real cost estimates…not guesses…as well as how you gathered the information. For example, was it by past experience, formal estimates by local contractors or mathematical formulas? Whatever your source, identify how you arrived at the cost of each line item in the Budget Summary. Make sure that you double check your totals within the budget table. Also make sure that the costs you provide in the budget table match the information you provide in the narrative. Your textbook provides a good example of an itemized budget on pg. 124. I have provided a sample of a budget narrative so you get an idea of one way it can be done. Every funder has a specific way for the budget summary and budget narrative. Please do not use any pi-graphs for the budget. Put your line-item budget in a table. This assignment has 2 parts. You will need to include both items. See the Grant Project Item assignment for additional instructions. This assignment should be in APA style

pictures attached of assignment instructions

Practicum Objectives and SEL Project Overview Welcome to the Practicum Objectives and SEL Project Overview. For this practicum activity, there will be two components that you will be submitting during Week 8. The first component consists of you deciding on whether you wish to complete the Practicum Objectives based upon your SEL Practicum Site or if you prefer to complete a SEL Project from either the general project list or a tailored specific type of site. The second component requires you to complete an anonymous survey provided directly within Canvas in Module 8 that asks for you to take a screenshot or screen capture of your submission screen that includes the time and date in the lower right corner of your computer or device screen. NOTE: Professor must receive a completed digital survey (requirement to be eligible to complete SEL-related Assignments) from student’s site preceptor/mentor that validates the minimum requirement of 40 SEL hours has been met (on-site/virtual activities under guidance of site or mentor combined with maximum allowed documented independent hours) per the SEL Guide (3.4.2025) provided through your Practicum Coordinator and located within Student Files in this course. Component 1: Make a Choice Practicum Objectives or SEL Project (100 points) A) Practicum Objectives Practicum Objective/FEM Competency Tasks to Complete 1. Demonstrate ethical behaviors and effective communication skills. Future Education Model (FEM) Competencies: 1.1 Written & Oral Communication 2.3 Ethical Behaviors 9.1 Virtual Business Administration Task: Interview someone at your SEL Practicum Site about the types of ethical dilemmas that can be encountered at that site. Deliverable: A professionally written document with a list of best practices on how to handle a minimum of five different potential ethical dilemmas. Include a reflection paragraph at the bottom of the document on your takeaways and lessons learned from completing this Practicum Objective Task. Perform data collection and analysis methodologies to support decision-making. Future Education Model (FEM) Competencies: 1.7 Fundamental Statistical Concepts 4.2 Data Configuration 4.3 Advanced Digital Applications 5.1 Data Collection & Databases 5.22 Data Interpretation 5.3 Data Visualization 8.1 Quality Assessment & Improvement Task: Research by interviewing and having conversations with your Practicum Site Preceptor (or designated person with expertise in quality improvement to learn about current challenges faced in maintaining patient care quality and strategies for reducing readmission rates. Deliverable: Design a checklist or rubric that can be used to evaluate the quality of patient care that supports reducing readmission rates based on your research at the site. 3. Demonstrate adherence to access, disclosure, privacy, and security standards. Future Education Model (FEM) Competencies: 3.2 Privacy, Security & Confidentiality Task: Interview someone at your SEL Practicum Site on how they handle data breaches and what types of preventive measures they have in place. Deliverable: Develop an incidence response plan on protocols that should be initiated once a data breach has occurred or when a breach in progress has been detected. Demonstrate meaningful revenue cycle management processes. Future Education Model (FEM) Competencies: 4.1 Health Record Life Cycle 7.1 Revenue Cycle Management 7.2 Patient Encounters and Payers Responsibilities Task: Interview and have conversations about the SEL Practicum Site’s health record life cycle to learn about processes they work with to ensure compliance with standards and regulations. Deliverable: Provide a professionally written summary of key regulations affecting health record management with two to three compliance strategies. Summary should be three quarters of a page in length. Execute advanced coding techniques. Future Education Model (FEM) Competencies: 6.1 Classification Systems, Nomenclature & Terminology 6.2 Payer Transmittals, Coding & Payment Procedures & Documentation 6.3 Coding Technological Resources Task: Research and interview to discover information about your SEL Practicum Sites billing processes. Deliverable: Create a communication guide that outlines the types of conversations a person completing medical billing processes may be expected to have with other departments and with insurance companies and/or patients to close the loop on payments. Provide a minimum of five different types of communication conversations that may be expected to take place with bullet points of how to answer and address. Demonstrate expertise in compliance related to health care legislature, regulations, licensure, and accreditation standards to prevent fraud and abuse. Future Education Model (FEM) Competencies: 3.1 Health Information Legislation, Regulations, Licensure & Accreditation 3.3 Healthcare Fraud & Abuse 3.4 State & Federal Reporting 8.2 Compliance Audits & Risk Management Task: Have conversations at your SEL Practicum Site and interview to learn about how they handle fraud and abuse prevention training and what happens when they uncover potential fraud or abuse cases. Deliverable: Create an outline for fraud and abuse training. For each topic that you have identified that should be covered, provide a two-to three-sentence description of what it is and the procedures to prevent it from happening or reoccurring. Demonstrate dedication to leadership, collaboration, and critical thinking activities to advance personal and professional development growth. Future Education Model (FEM) Competencies: 2.1 Advocacy Efforts 2.2 Self-Reflection 9.2 Financial Management 10.1 Leadership Principles 10.2 Interprofessional Collaboration 10.3 Critical Thinking Task: Interview and have conversations with a health care leader at your SEL Practicum Site to gain insight on advocacy challenges and strategies. Deliverable: Create a leadership advocacy guide (one to two pages) that provides guidance on identifying advocacy issues at the organization with strategies to overcome challenges related to each identified advocacy issue included. B) SEL Project *General SEL Project Options SEL Project 1: Health Care Compliance and Ethics Audit Requires: Practicum Site Project Overview: Collaborate with a health care facilitys or organizations compliance department (or their consultant if they outsource) Compliance Officer or an ethics professional to gain insight into their auditing processes and standards. Project Goals: Obtain an overview of the organizations compliance framework and ethical standards. Obtain insight through interviews with compliance and ethics professionals on topics such as current challenges, best practices, and so forth. Possible Project Deliverables: Training Manual Detailed Training Workshop (what would be covered throughout the training, including timing and survey tool) Audit Tool (create and include a procedure detailing how to conduct the specific audit type) SEL Project 2: Coding and Revenue Management Requires: Practicum Site Project Overview: Collaborate and interact with coding specialists, coding educators, and/or revenue cycle managers within a health care billing department or at a coding or billing business to gain insights on advanced coding and revenue techniques. Project Goals: Obtain insight on advanced coding techniques. Obtain insight on revenue cycle procedures and advanced billing techniques. Interview a coder or biller to learn about daily tasks, procedures, and processes they complete. Possible Project Deliverables: Develop a training manual on advanced coding or revenue cycle procedures that includes examples of processes and procedures. Create a professional memo that provides insight on coding and/or billing challenges discovered with a minimum of three recommended strategies to overcome those challenges that would be presented to leadership. Create a report that provides an in-depth overview of the coding systems in place and revenue cycle processes used by the organization, along with an analysis of how efficient those systems and processes in place are. If you identify them to be inefficient or see potential opportunities for improvement, provide recommendations of ways to increase efficiency and workflow. SEL Project 3: Leadership and Data-Driven Decision-Making Requires: Practicum Site Project Overview: Interact with a health care organizations management team or leadership and data analysts to learn about decision-making processes and data utilization. Project Goals: Obtain expert insight on strategic decision-making processes and criteria. Learn about data collection, analysis methodologies utilized by the team, and typical types of tables or data visualizations that they provide to support decision-making processes that are based off from data. Possible Project Deliverables: Design a structured framework for documenting leadership experiences, data-driven decision processes, and collaboration outcomes, with prompts for self-assessment and creating future goals. Develop a Project Planning Toolkit. Within the toolkit, you would develop templates to assist with making leadership decisions, data collection tools, process(es) for analyzing the data, and strategies for selecting the best data visualizations for supporting making decisions. Develop a comprehensive case study about an example issue or challenge for leadership to solve that requires data to support data-driven strategic decision-making. Include reflective question prompts to assist a professional in learning from the experience you provide within your case study. Provide a guide to support examples of how the reflective questions could be answered or the angle(s) they could be addressed from. There are site-specific SEL Project options for the following types of sites. Acute Care Hospital Teaching Hospital Critical Access Hospital Childrens Hospital Geriatric Hospital Psychiatric Hospital Rehabilitation Center Skilled Nursing Facility Trauma Center Ambulatory Surgical Center Dental Office Imaging and Radiology Centers Birthing Centers Nursing Homes Cancer Treatment Centers Diabetes Education Centers Emergency Departments Blood Banks Health Departments Pharmacy Dialysis Center Health Insurance Carrier or Network Veterinary Clinic Animal Hospital Zoo State or County Prison Local Department of Health and Human Services (DHS) Office Local Women, Infants, and Children (WIC) Office Higher Education Mentor or Subject Matter Expert (SME) for Clinician-Related Programs, Such as Physician Therapy, Physicians Assistant, or Medical Assistant Health Information Profession-Related State, Regional, or National Association Mentor or Industry SME From an Association Such as (any others must obtain the Health Information Management Faculty Chair approval) the following. The American Health Information Management Association (AHIMA) American Academy of Professional Coders (AAPC) Local/State/National Chapter Health Information and Management Systems Society (HIMSS) State/National Chapter American Medical Billing Association (AMBA) State/National Chapter NOTE: You may also propose a site-specific SEL Project customized to your Practicum Site during Weeks 2 and 3 for professor approval. Component 2: HIT Survey (25 points) You will complete the HIT Survey located in Module 8. Add your screenshot reflecting your submission to the anonymous survey to earn the 25 points. You have the option to either paste this into the end of your Component 1 completed Practicum Objectives or SEL Project as the last page or upload separately. Rubric: Download a copy here Practicum Objectives SEL Project Breakdown. image.png

This is for an article review presentation on the article: Who’s Not Talking? Nonresponse Bias in Healthcare Employee Well-Being Surveys.

Instructions:

1. Please write responses for the really good responses for the following questions (10-12 plus conclusion). (These questions are going to be added to a power point that others will contribute, and response 1-9/ See the word file: Article Analysis Instructions to see all the questions)
2. How do the weeks readings relate to each other? Do they differ on terminology, methodological approaches, or conclusions? Do they offer complementary knowledge?
3. Can you apply this to your prior education or career experiences (and vice versa)?
4. Who are the authors, and what are their backgrounds? Are they well known in the field, do they work at an established and well-regarded institution (e.g., university), do they have many related publications, awards? Or are the authors new blood?
5. Conclusion (Recap of the questions 1-12 & added meaning aspects/ takeaway of the presentation for a summary/ See the word file: Article Analysis Instructions to see all the questions)
6. This information will be moved to a power point. Please write the responses in comprehensive to be presented and displayed.
7. Please read the article and make it relevant to it.

• Be focused on the article but still use references to support the idea.

i need APA format and atleast 2 references

I need APA format and at least 2 references to the ones listed in the image

Discussion Topic: Identify a healthcare system either domestically or internationally that you consider to be a model for healthcare organizations in the 21st century. What makes the system worthy of emulation? Evaluate the leadership of this organization. How are they doing things differently? what are their big ideas? (look at the response 1 & 2 document for an example)

Objectives:

• Understand the constraints/opportunities in changing organizational performance.
• Evaluate options available to HCOs to increase their market brand awareness through quality and knowledge management.
• Describe and summarize an issue and application of EBP in a oral presentation
• Analyze ethical problems/ choose and defend resolutions for situations that occur within in the healthcare industry.

READINGS/ REFERENCES TO USE (Attached):

BOOK: The Well-Managed Healthcare Organization Book Chapter 11 & 12 (See below for info) Authors: Griffith, J.R. & White/ Publisher: Health Administration Press/ Publication Date: 2025 /ISBN 10: N/A/ ISBN 13: 9781640554771

Videos

Communication Welcome Video:

Power of Pause

Instructions:

• Post an initial response (400500 words) that synthesizes your insights across these points.
• References are to be within the last 5 years
• Support your discussion with at least 3 scholarly sources.
• Respond to two responses by offering constructive feedback or alternative perspectives that expand the conversation with references. (RESPONSE 1 AND 2 DOC – file is attached)

***EXAMPLE ATTACHED ON TEMPLATE FOR DISCUSSION RESPONSE***

2) Write 2 discussion responses – discussions are attached in a word document.

DB Guidelines for Responding:

If responding to another message, quote the passage you’re responding to or briefly summarize the message. Do not copy the entire message to which you are responding, unless it is very short. Detail specifically why you agree or disagree.

All DB responses must be supported with properly formatted text citations and references. Be sure to provide support for your observations and conclusions from your reading and research by including properly formatted text citations and references for your DB responses. The resulting dialogue continues through the end of each week. There is, of course, no upper limit on the amount of discussion you may engage in. The responses to other learners’ postings should add to the substance of the posting, request clarification, provide a different perspective, or challenge the assertions made by providing real or hypothetical scenarios that the original posting does not adequately address. “I agree” or “good response” type of postings do not add to our collective learning and therefore do not count toward the participation requirement. Remember, the purpose of course discussions is to stimulate academic dialogue. At the same time, it is also good practice to provide positive, supportive comments. Everyone appreciates these. Timely postings are very important because they generate further discussion. Discussion board posts are only accepted during the week in which they are due.

Critical Thinking: When preparing your responses to the Discussion Questions you are expected to demonstrate the highest levels (i.e., levels 4,5, & 6) of Bloom’s Taxonomy of Learning, which are:

1. Knowledge: Observe and recall information.

2. Comprehension: Grasp meaning and translate to new context.

3. Application: Use information, methods, concepts, theories in new situations.

4. Analysis: See patterns and organization of parts and recognize hidden meanings.

5. Synthesis: Use old ideas to create new ones, generalize from given facts, relate knowledge from several areas, predict, draw conclusions

6. Evaluation: Compare and discriminate between ideas, assess value of theories, make choices based on reasoned argument and verify value of evidence.

When writing your Discussion Question responses remember to focus on the ability to think critically at the Masters level. Do not simply parrot back what the authors have said in the assigned reading or your research. Analyze, synthesize and evaluate what you have read into a clear and succinct summary of what the authors have said compared to your own experiences. Use properly formatted text citations and references to support and illustrate your observations and conclusions, but use them sparingly.

Below I list some examples of high quality peer reviewed academic journals. Please select quality of journals to use:

Academy of Management Journal Health Affairs

American Journal of Public Health Social Science and Medicine

Health Care Management Review Health Services Research

The Milbank Quarterly

Journal of Health Politics, Policy, & Law The New York Times

The Journal of Management The Wall Street Journal

Sloan Management Review Harvard Business Review

Journal of Healthcare Management

Everything needed including the topic selection and outline which are past assignments to help with this assignment is in all under the Files. Please read carefully & thoroughly & before efficient, thank you!