Book Summary: Financial Management for Nurse Managers: Merging the Heart with the Dollar, Third Edition is an essential text for nursing students and professionals because it addresses the financial management issues faced by nurse managers. Chief nursing officers and those in nurse administrator roles will also find this text valuable because of the acute focus on the financial impact of administrative and management decisions across hospitals and healthcare organizations. The Third Edition covers a broad range of topics, and demonstrates the interconnectivity between finance and other aspects of health care through evidence in healthcare finance, economics and cost accounting, budgeting, staffing effectiveness, and legal and ethical issues. The text is expertly organized and includes real-world examples to lend context to the reader. Coverage of the value-based reimbursement system is an integral component of the Third Edition. The authors emphasize the concept of giving the patient what is valued and recommend listening to patient needs, collaboration in healthcare decision-making, and shifting the role of the administrator to support care leaders. Additionally, the text has been updated to reflect the impact of the Affordable Care Act.

Book Summary: Financial Management for Nurse Managers: Merging the Heart with the Dollar, Third Edition is an essential text for nursing students and professionals because it addresses the financial management issues faced by nurse managers. Chief nursing officers and those in nurse administrator roles will also find this text valuable because of the acute focus on the financial impact of administrative and management decisions across hospitals and healthcare organizations. The Third Edition covers a broad range of topics, and demonstrates the interconnectivity between finance and other aspects of health care through evidence in healthcare finance, economics and cost accounting, budgeting, staffing effectiveness, and legal and ethical issues. The text is expertly organized and includes real-world examples to lend context to the reader. Coverage of the value-based reimbursement system is an integral component of the Third Edition. The authors emphasize the concept of giving the patient what is valued and recommend listening to patient needs, collaboration in healthcare decision-making, and shifting the role of the administrator to support care leaders. Additionally, the text has been updated to reflect the impact of the Affordable Care Act.

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No / The increasing emphasis of interprofessional working (IPW) and learning (IPL) encourages healthcare professionals to be educated together. However, is the language and understanding clear and consistent across health care? ResearchQuestions: Is there a sound evidence base underpinning IPL/IPW? Do healthcare professionals and workforce arrangements support across professional working? Methodology: To answer these questions a detailed review was carried out investigating UK policy and educational developments in relation to international interprofessional research.Data Sources: Healthcare documents in relation to IPL from the UK Department of Health; World Health Organization; themes from international and European IPL networks/conferences, international healthcare journal article search (Metalib); UK Healthcare Commission documents; and UK healthcare statistics and data. Results:The definition of IPL and the associated IPL agenda within health is broad, which enables flexibility and creativity. However, this may also contribute to the weak evidence base which demonstrates the effectiveness of IPL.Conclusion: To focus the agenda on developing effective healthcare teams within an IPL framework would enable common understanding, language and evaluation processes.

This presentation highlights teachers', who were chosen for an Office of Special Education Programs Teacher preparation grant, experiences in implementing evidence based practices. Specifically, the presenters share their experiences of applying evidence based practices in their classrooms with the goal to increase inclusion for students with significant disabilities. The presenters will share the strategies that they have found most successful and discuss how to implement these strategies to promote inclusion. Learning Objectives: 1) Be able to identify 3-5 evidence based practices that address a variety of learning needs of students with significant disabilities. 2) Generate 2-3 ideas to increase inclusive practices by implementing evidence based practices for people with significant disabilities. 3) Share their own experiences in implementing evidence based practices in the classroom to improve inclusive practices for persons with significant disabilities. To do this, the presenters, who are teachers selected as part of an OSEP funded teacher preparation grant, will discuss how they have applied their knowledge of evidenced based practices to improve the inclusive practices for persons with significant disabilities at their schools. Under the guidance of their faculty mentors, several teachers will provide information about a variety of evidence based practices, how they implemented the practices within their school setting (pre-k to 21) and any obstacles they faced as well as how they overcame each obstacle. Topics may include the following: (a) self-determination, (b) family involvement, (c) person centered planning, (d) teaching academic skills (e) positive behavioral supports, and (f) data based decision making (Browder, Wakeman, et al., 2007; Jimenez, Mims, Browder, 2012; McDonnell; Copeland, 2011; Westling & Fox, 2009; Wood, Fowler, Uphold, Test, 2005). The presenters will also share the outcomes of their implementation of strategies. This session is unique as it encourages engagement between attendees and several practitioners with demonstrated leadership skills who are passionate about increasing evidenced based inclusive practices to promote change within their school setting for students with significant disabilities. The teachers who will be presenting work with students from culturally, linguistically and economically diverse backgrounds. Individualized attendee needs will be considered throughout the presentation to ensure full participation by all. Information will be presented through visual and auditory means.

Healthcare organizations are responding to changes in reimbursements by redesigning and re-evaluating existing programs to improve patient outcomes. .One such intervention at the project setting was the re-evaluation of the treatment of patients with low risk for chest pain and implementing a cardiology nurse practitioner (NP) service focusing on the reduction of length of stay (LOS) with the goal of improving patient outcomes. The purpose of this doctor of nursing practice project was to evaluate the effectiveness of a nurse practitioner-led service on the reduction of LOS of patients with low risk for chest pain. An established evidenced-based guideline developed by the American Heart Association for the treatment of patients with low risk for chest pain was adopted by the NP service. The project was guided by both the Donabedian model of quality care and the Aday and Anderson theory of access to medical care. The project design proposal is a comparative study using retrospective data obtained from the medical records of LOS pre- and post-implementation of the project. Implications for social change include improvement in patient care on a national level, not only for patients with low risk for chest pain, but also for patients with other chronic diseases. Streamlining care will improve the financial standing of hospitals as well as provide care that is equal and equitable regardless of race or financial status. The findings of this project have strengthened the role of the APN globally as a social advocate for change, actively participating in designing and implementing programs to improve patients' outcomes.

This thesis critically examines a national programme in mental health which has been driven by the implementation of National Institute of Health and Clinical Excellence (NICE) guidance. Assumptions which underpin research method, drawn from the natural sciences, are critiqued in terms of their adequacy in accounting for human relating and expert therapeutic practice. The work of Dreyfus and Dreyfus (1986) is problematized in how they account for proficiency and expertise as intuition and the leap that they make from calculative to deliberative rationality. An alternative source of understanding, based on non-linear causality and complex responsive processes, is developed, building on the work of Stacey (2001, 2005, 2007). The ineffability of expert practice (or clinical judgement) is contrasted with competence based, rule governed practice, which necessarily underpins the early stages of learning. It is argued that because research practices undertaken in randomised controlled trials (RCTs) must be describable, measurable and focussed on predictable outcomes, then these cannot account for expert practice, therefore the assertion that the Improving Access to Psychological Therapies programme (IAPT) is wholly based on research based, evidence based therapies, cannot be substantiated. The work explores professionalism and specifically considers the role of psychiatrists, psychologists and psychological therapists in mental health and in increasing access to psychological therapies. The role of managers and managerialism are explored, specifically how the NHS has sought to manage 3 professional staff and multi-disciplinary teams in adopting corporate and new ways of working (NWW). This includes the importance of and difficulty in countering professional identity using competence based approaches. The performance management processes in the NHS are recognised as an equally relevant source of evidence (to that of NICE), despite there being a poor (traditional) evidence base for it (Stacey, 2010; Seddon, 2008). Power relating in human relationships is identified as immanent, using the context of a management group, and it is argued that Foucault’s concept of disciplinary power (1994) can account for what is considered to be knowledge and truth, drawing on specialist expertise based on science and research, with a forceful potential for rendering others silent as well as pervasively self-silencing, in processes of inclusion and exclusion (Elias, 1978). It is argued that these on-going processes of relating influence policy decisions at national and local levels and how these policies are implemented in practice. The inevitability of unpredictable outcomes is highlighted, despite strong centralised programme management along with the provision of an explicit blueprint for implementation.