Population Health Management Discussion
Population Health Management Discussion
Review the details of your assessment including the rubric. You will have the ability to submit the assessment once you submit your required pre-assessments and engage with your Faculty Subject Matter Expert (SME) in a substantive way about the competency.
Spirituality is the way to find meaning, hope, comfort, and inner peace in life. Many people find spirituality through religion. Some people find it through music, art, or a connection with nature. Others find it in their values and principles. Spirituality involves the recognition of a feeling or sense or belief that there is something greater than myself, something more to being human than sensory experience, and that the greater whole of which we are part is cosmic or divine in nature.
Healthy spirituality gives a sense of peace, wholeness, and balance among the physical, emotional, social, and spiritual aspects of our lives. However, for most people, the path to such spirituality passes through struggles and suffering and often includes experiences that are frightening and painful. Positive beliefs, comfort, and strength gained from religion, meditation, and prayer can contribute to well-being. It may even promote healing. Improving your spiritual health may not cure an illness, but it may help you feel better.
Patients who are spiritual may utilize their beliefs in coping with illness, pain, and life stresses. Some studies indicate that those who are spiritual tend to have a more positive outlook and a better quality of life (Bogue, 2020).
Similar to other caring activities and procedures, spiritual care improves people’s spiritual well-being and performance as well as the quality of their spiritual life. Spiritual care has positive effects on individuals’ stress responses, and spiritual well-being such as the balance between physical, psychosocial, and spiritual aspects of self, a sense of integrity and excellence, and interpersonal relationships. Spiritual well-being is important for an individual’s health potential and the experience of illness/hospitalization can threaten the optimum achievement of this potential. Professional nursing embraces spiritual care as a dimension of practice.
Nurses’ practice patterns in the area of spiritual care can be grouped into two categories including religious and nonreligious interventions. Religious interventions include treating patients’ religious beliefs without prejudice, providing them with opportunities for connecting with God and expressing their values and beliefs, helping them practice their religion, and referring them to clerical and religious leaders (O’Brien, et al., 2019). Nonreligious interventions include nurses’ presence for patients and their families, making direct eye contact when communicating with patients, sympathizing with patients and their families, listening to patients and their families attentively, and having love and enthusiasm for patients.
Although spiritual care is meant to help people, I frequently gain as a nurse. Interpersonal trust and a connection with the patient require high emotional intelligence. It’s important to realize that spirituality isn’t always theological care (Ross et al., 2018). Whereas the healthcare industry easily incorporates spirituality into therapy, spiritual care is essential in all sectors of operation. For the sake of our clients, we as caregivers must respect spiritual support, learn the required skills, and schedule time to satisfy these needs.
Bogue, D. W., & Hogan, M. (2020). Practicing dignity: An introduction to Christian values and decision making in Health Care. Retrieved from https://lc.gcumedia.com/phi413v/practicing-dignity-an-introduction-to-christian-values-and-decision-making-in-health-care/v1.1/#/chapter/1
O’Brien, M., Kinloch, K., Groves, K., & Jack, B. (2019, August 9). Meeting patients’ spiritual needs during end of life care: A qualitative study of nurses’ and healthcare professionals’ perceptions of spiritual care training. Edge Hill University. Retrieved from https://research.edgehill.ac.uk/en/publications/meeting-patients-spiritual-needs-during-end-of-life-care-a-qualit-2
Ross , L., McSherry, W., Giske, T., Van Leeuwen, R., Schep-Akkerman, A., Koslander, T., Hall, J., Ostergaard Steenfeldt , V., & Jarvis, P. (2018, August). Nursing and midwifery students’ perceptions of spirituality, spiritual care, and spiritual care competency: A prospective, Longitudinal, correlational European study. Nurse education today. Retrieved from https://pubmed.ncbi.nlm.nih.gov/29763841/
In this Work Product Assessment, you will identify and research the health needs of a specific population, define a problem, and develop a plan in collaboration with public health agencies and community-based organizations, for addressing that problem. The five parts of the Assessment will take you from an initial needs analysis through the creation of a budget.
To complete this Assessment, do the following:
Be sure to adhere to the indicated assignment length.
Download the APA course paper template available here.
Download the Academic Writing Expectations Checklist to review prior to submitting your Assessment.
Logic Model Template
Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
To pass this Competency, you must achieve a minimum rubric score of “Meets Expectations” (“Achieved”) or “Above Expectations” (“Mastered”). You will have three attempts to successfully complete this Assessment. Each attempt will count towards your total three attempts to achieve this Competency.
All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.
This Assessment requires submission of three (3) files. Save your files as follows:
Save the written narrative from Part I-5 and the Logic File as HE009_Narrative
Save the completed budget template as HE009_Budget
Save the completed timeline template as HE009_Timeline
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This assessment has five parts. Click each of the items below for more information on this Assessment.
Part 1: Needs Analysis
For this Assessment, you will first select a priority population on which to focus. The population could be defined by geographic boundaries, such as a city, town, or neighborhood, or by demographics within the community, such as senior citizens, infants and toddlers, children, teens, men, or women. You may also define the community by locale, such as urban, rural, or suburban. The population can be further narrowed by race/ethnicity, socioeconomic status, gender or sexual orientation, or specific situations: pregnant women, children at risk for obesity, senior citizens living below the poverty line, victims of domestic abuse, veterans, etc. It is suggested that you select a population in which you have an interest or are familiar. Keep in mind the availability of data for the population you select. The more narrow the population or geographic area, the more difficult to find data. The more broad, however, the more difficult it might be to determine meaningful trends.
Once you select the priority population, you must determine how you will collect information and data regarding the authentic health needs of that population. Keep in mind that a needs analysis is taken to ensure that an initiative is based on clear evidence and is, in fact, needed. Consider: What existing health regulations or policies might prompt an initiative for this population? What are the population’s greatest health needs? What initiatives already exist addressing the needs? What financial and human capital are available to this population? In what ways might the population be underserved? What organizations and health programs serve this population? What initiatives have been successful and not successful in the past?
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Consider these approaches to information and data collection:
Start with public health agencies. These are often the best source for local and targeted information, and public health staff can also point you toward sources of the statistical information that you need.
Check individual states and towns for community health statistics. Speak to members of the community and ask questions. Qualitative as well as quantitative data is valuable, and information gained can further focus your efforts. Review media and research.
Speak to community organizations. For example, United Way, local senior centers, after-school programs, veterans’ services, baby clinics, maternal and child health services, support groups, or whatever organizations are involved with the selected population.
Locate the statistics that can help pinpoint and verify needs, and provide the persuasive quantitative data you will need to inform an initiative.
Look at resources listed in this Competency and other online resources.
In a 2-page needs analysis, briefly describe the results of your research. Include the following:
A description of the priority population or community.
A list of at least five chosen indicators (statistics that you have found) and comparison to the state or national levels (Note: It may be helpful for you to organize this information in a table first.)
A list of at least three stakeholders (individuals, organizations, etc.) representing the priority population that you wish to receive feedback from concerning their perceived health needs, including an explanation of how the stakeholders are relevant to the priority population.
Identification of the health need you wish to address based on gaps between indicators among your priority population and state/national averages.
A data-based rationale for selecting this need.
A brief description of at least five sources you used to verify this need.
DESCRIPTIONS OF EXISTING FINANCIAL AND HUMAN RESOURCES, POLICIES, AND PROGRAMS IN PLACE FOR THIS POPULATION.
Part 2: Planning Model for a Health Initiative
You will now focus on a planning model that aligns to the health need you have identified and wish to address. A planning model is a comprehensive framework for creating a health initiative (also called a health program) and, in particular, guides the goals, specific objectives, and theoretical considerations of the initiative.
Many different planning models are applied in healthcare. Most address common elements such as engagement of the community, prioritization of health issues, and development of a goal or vision. When selecting a planning model for a health initiative it is important to select one that best provides a strong correlation between the model and identified health needs. Refer to the Jellybean Diagram included with this Assessment as an example of a model in population health that demonstrates the relationships between community partners, and all who could be involved in health program planning.
In a 3- to 4-page narrative, describe the planning model of your initiative as follows:
List the goal (at least one) and objectives (2–3) of your initiative based on the identified health need of your priority population.
With the intended goal(s) of your health initiative in mind, select one planning model that provides a direct correlation between the model and initiative objectives. Identify and describe the planning model you have selected. Provide a rationale for choosing this model. Why is it most effective for your program?
Describe specific aspects of your initiative including:
Inputs: What resources will go into the program?
Include collaboration between a public health agency and community-based organization.
Include at least four additional resources as appropriate to your initiative, such as other stakeholders or partners, staffing time, money, volunteer availability, equipment, technologies, etc.
Activities: What are the events or actions that will take place?
What will actually be done? These can include: early planning and assessment activities, training sessions, phone campaign, media outreach, community meetings, presentations at city council meetings, and local events (such as, a health fair or fundraiser[s] for a specific issue).
Outcomes: What are the intended outcomes of the initiative?
These include short-term, intermediate, and long-term outcomes.
Part 3: Timeline for Initiating a Health Initiative
Assume that your health initiative has been approved. With the planning you have already accomplished, consider a 1-year timeline for initiating the program. Ask yourself: For this initiative to launch in 1 year (the typical timeline for grants and evaluations), what activities need to happen by when?
Create a timeline of your activities for launching your health initiative using the Timeline Template provided.
Save this file as HE009_Timeline_firstinitial_lastname (for example, HE009_Timeline_J_Smith).
Part 4: Budget Proposal for a Health Initiative
A WELL-THOUGHT OUT BUDGET PROPOSAL IS A CRITICAL PART OF GETTING ANY HEALTH INITIATIVE APPROVED. CREATE A BUDGET PROPOSAL FOR YOUR HEALTH INITIATIVE USING THE BUDGET TEMPLATE PROVIDED.
In addition, create a 2-page budget narrative as follows:
Explain each category and item. This might include donations that might be covering some costs.
Describe potential funding sources for the health initiative. Consider local corporate sponsors, community organizations, special interest groups, or any other place that you might realistically go looking for money.
Describe any community partner collaboration (i.e., financial, gifts, or bartering) for this initiative that includes at least one public health agency and a community-based organization.
Save this file as HE009_Budget_firstinitial_lastname (for example, HE009_Budget_J_Smith).