leadership and management word e-portfolio D158
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Western Governors University *
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D158
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Apr 3, 2024
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MBM3: CPE e-portfolio
Force Field Analysis Template
Leadership and Management E-Portfolio Student Name: Estella Litchfield
Course Name: D158 Strategically Planning the Execution of a Healthcare Improvement Project
Student First & Last Name:
Stelli Litchfield Date all
CPE Activities Completed:
March 5th, 2024
Course Instructor Name: Johnette Benson
Course:
D158 Strategically Planning the Execution of a Health Care Improvement Project
PHASE 1 CPE Activity
Date
Activity
Completed
1.
●
CPE Schedule Table and Timeline ●
30 minutes
3/4/24
2.
o
Force Field Analysis
o
90 minutes
3/4/24
3
Go React -1 video recording and response to 2 peers’ videos
60 minutes
3/4/24
4
o
Phase One Written Summary
o
60 minutes
3/4/24
PAGE 1
MBM3: CPE e-portfolio
Force Field Analysis Template
●
o
PHASE 2
CPE Activity
Date
Activity
Completed
1.
●
Continue with Schedule Table and check Tasks and timelines
3/4/24
2.
o
Action Plan
o
90 minutes
3/4/24
3
Updated Gantt Chart
90 minutes
3/4/24
4
Go React -1 video recording and response to 2 peers’ videos
o
60 minutes
3/4/24
5.
Phase 2 Summary
PAGE 2
MBM3: CPE e-portfolio
Force Field Analysis Template
●
o
PAGE 3
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MBM3: CPE e-portfolio
Action Plan Template
D158 Force Field Analysis
FORCE FIELD ANALYSIS
A force field analysis will help you identify the driving and restraining forces for the implementation of your healthcare improvement project (HIP). In the following table, list three
existing driving forces that may drive the implementation of your project and three existing restraining forces that may restrain it.
Three Driving Forces
Three Restraining Forces
1. State required law which offers support and VFC (vaccines for children program) for low cost and/or
free immunizations. 1. Mistrust of parents and guardians related to government, healthcare and vaccines and the increase of non-medical allowed exemptions. 2. In house support ( SBHC) to provide transportation and low cost vaccines to students. 2. Additional cost to implement health improvement project including supplies, communication and electronic upgrades, legal fees etc. 3. Ability to communicate across multiple platforms in multiple languages. 3. Lack of willingness for current staff to learn “new ways” and lack of communication between departments (administrative and health offices)
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MBM3: CPE e-portfolio
Action Plan Template
PAGE 5
MBM3: CPE e-portfolio
Action Plan Template
Estella M. Litchfield
Western Governors University
Phase 1 Reflection Summary D158 Strategically Planning the Execution of a Health Care Improvement Project College of Health Profession
Johnette Benson
March 4, 2024
PAGE 6
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MBM3: CPE e-portfolio
Action Plan Template
During this Phase we had to work on a force field analysis to determine driving and opposing factors for our HIP. My HIP is working on improving immunization rates in student in K-12 for our district. A few things are affecting students in this district not being vaccinated one is different states require different vaccines and when a student moves into our state they might be lacking in some immunizations. Another factor was the covid -19 pandemic. Routine vaccines were just not a priority and now a lot of children are having to catch up on the routine vaccine schedule. The main thing however is that PRSD has not had a good policy/procedure in place to assist in identifying these students early so that vaccines can be verified. My HIP not only addresses the current deficient students (around 300) but is also implementing a policy for early communication and identification along with admin support for students who do not meet the deadline.
The PRSD has a solid foundation to make this HIP successful. There is already a school-based health center in place and the state and federally funded vaccines for children (VFC) programs PAGE 7
MBM3: CPE e-portfolio
Action Plan Template
will help provide current and future students with low cost or free vaccines. The SBHC can make
appointments and provide transportation to and from appointments to students in the district. This will be a key component in the success of our HIP. Some of the barriers the HIP will run into is that more and more states (including Arkansas) are allowing for non-medical immunization exemptions and so many students are still under vaccinated but allowed to be on school campuses. Additionally, parents who have high distrust of medical, government and vaccines will tend to apply for these exemptions. Both the above factors are opposing forces to the HIP. The project team for the HIP plans to provide fact-based information to all parents and guardians
on the importance of vaccines. Overall, with this Phase of D158 I have learned that there will always be opposing forces to any good idea and to not see it as a barrier but as a learning experience on how to expand our knowledge and provide better care. PAGE 8
9
D158 Action Plan Action Item
Owner’s Role
or Title
Five
Specific High-
Level Action Items by
Project Planning Phase
Phase When Action Item
Will be Completed
Anticipated
End Date
1.
Project Manager
(SL)
Development and
Justification of the
HIP. This will include
SWOT, Impact
analysis, budget
planning and team
formation
Initiation
01/07/23
2.
All Project Team Member
s
This will include PTM
meeting to establish
guidelines for the HIP.
Includes
communication, KPIs,
and timelines.
Planning
01/12/24
3.Nurse Educator (SB)
Project Manager (SL)
Health Offices (LT, AJ, RB)
Delivers education on
new policy and
procedures to all
Project team
members.
Implementation
1/20/24
Monitoring expenses
related to supplies and
hours. Monitoring
immunization rates
and compliance.
Control Phase of
Implementation
5/15/24
4.Project Manager (SL)
All Project Team members
Evaluation of HPI
outcomes. Final
budget report and
immunization rate
comparison.
Evaluation/Closure
5/20/24
9
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10
Student First & Last Name:
Stelli Litchfield Date all
CPE Activities Completed:
March 5th, 2024
Course Instructor Name: Johnette Benson
Course:
D158 Strategically Planning the Execution of a Health Care Improvement Project
PHASE 1 CPE Activity
Date
Activity
Completed
1.
●
CPE Schedule Table and Timeline ●
30 minutes
3/4/24
2.
o
Force Field Analysis
o
90 minutes
3/4/24
3
Go React -1 video recording and response to 2 peers’ videos
60 minutes
3/4/24
4
o
Phase One Written Summary
o
60 minutes
3/4/24
10
11
●
o
PHASE 2
CPE Activity
Date
Activity
Completed
1.
●
Continue with Schedule Table and check Tasks and timelines
3/4/24
2.
o
Action Plan
o
90 minutes
3/4/24
3
Updated Gantt Chart
90 minutes
3/4/24
4
Go React -1 video recording and response to 2 peers’ videos
o
60 minutes
3/4/24
5.
Phase 2 Summary
11
12
●
o
12
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13
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Estella M. Litchfield
Western Governors University
College of Health Profession
Johnette Benson
March 5, 2024
Phase 2 for D158 had us create an action plan for our HIP, along with updating the Gnatt chart from a previous course. I was able to update some dates on the gnatt chart because certain tasks were finished earlier than expected and some deadlines were changed because the fell on a weekend when no one was available. 15
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The action plan was helpful to make sure the HIP was still aligning with timelines and assigned tasks. It was also good to see things on paper (call me old school) and make sure that no
specific team members were getting overloaded with tasks. The project team agreed that education and feedback would be ongoing through the course of the HIP. The consensus was that
upfront education was good but continued education support is better. The planning phase was beneficial to the HIP because the whole team was able to meet and obtain and understanding of each other’s roles and the jobs that they do. The team was able to look at and understand the budget and the HIP process. This time also allowed for feedback and minor changes based on each departments needs. The HIP is moving in a forward direction and staying in budget currently. Staff has felt they are not overtasked or overburdened with any responsibilities at this time. The project team will continue to work within the plan set and provide feedback when and where needed. 16