week 1 NR533

 

Week 1: Touchpoint Reflection: Healthcare Systems’ Financial Environments

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Guidelines for Touchpoint Reflections

Touchpoint Reflections: This is a new type posting that occurs in the same type portal as the discussion thread. However, these are treated as “mini”-weekly assignments”. You will be able to see and read the posts of peers but are not required to respond to them. However, if someone responds to your TPR, replying their post is always the collegial thing to do. Your grade is not affected either way.

There are specific formatting and content guidelines. Remember to use the headings as defined to address each section, Experience, Reflection, Implications, in your responses. A downloadable version of the guidelines, which includes further information, is available for access below.  You are encouraged to download these guidelines and rubric to avoid the need for referring back to this page for the link.

• Touchpoint Reflection Guidelines (Weeks 1-3, and 8)
• Touchpoint Reflection Rubric (Weeks 1-3, and 8)

EXPERIENCE

Understanding how your organization is reimbursed for services depends on several components. Assess your organization and identify its care delivery system and payer mix make up. Include percentages represented by each payer group. Identify the key people in your organization from whom you obtained your information. Perhaps it is your unit director, operational directors, financial officers, CNOs. Your direct supervisor might be able to point you in the right direction, Since the information required is often available to the public through public reports you might also access the information through online searches of internal systems or external internet searches.

NR533 Week 1: Touchpoint Reflection Experience Table (Links to an external site.)

Your Name’s Healthcare Organization

Healthcare Delivery System (Type)

Payer Mix

Percentage

Medicare

Medicaid

Managed Care

HMO

PPO

IPA

Self-pay

Uninsured

REFLECTION

Based on this data, discuss the assumptions that could be made about the population demographics for your institution. What influence do these variables have on the types of services offered at your facility?

IMPLICATIONS FOR THE FUTURE

• What might your analysis tell you about the long-term health of your community?
• What future needs might be identified?

Grading Rubric: TouchPoint Reflections

Touchpoint Reflection Criteria

Criteria Met
(100%)
Highest level of performance

Criteria Partially Met
80%
Average Level of performance

Criteria Not Met
0%
Unacceptable level of performance

15 Points

7 points

0 points

Experience

Description contains required elements to fit the experience (e.g., contains who, what, where, when, how) as applicable

Description contains three to four required elements to fit the experience (e.g., contains who, what, where, when, how) as applicable

Description contains two or less required elements to fit the experience (e.g., contains who, what, where, when, how) as applicable

Summary or synopsis addresses all of elements in reflection prompt

Summary or synopsis addresses less three of all of elements in reflection prompt

Summary or synopsis addresses less than two of all of elements in reflection prompt

15 Points

7 points

0 points

Reflection

Meaning of experience substantively expressed through qualitative methods such as thoughts and feelings

Meaning of experience minimally expressed through qualitative methods such as thoughts and feelings

Meaning of experience expressed through qualitative methods such as thoughts and feelings is not present

Evidence of new or different perspectives clearly identified and specifically stated

Evidence of new or different perspectives generally identified and stated

Evidence of new or different perspectives absent or vague

15 points

7 points

0 points

Implications

Substantive response shows synthesis of experience and reflection through application of new learning

Response minimally substantive and shows minimal synthesis of experience and reflection through application of new learning

Response is superficial, without evidence of synthesis of experience and reflection through application of new learning

Implications clearly articulated, contains all required elements of reflection prompt with substantive support

Implications generally stated, contains 80% of required elements of reflection prompt, with substantive support

Implications are absent or unrelated to topic with no substantive support

5 Points

2 points

0 Points

Language Use and Writing Conventions

Sections are written in correct person (1st person) and appropriate voice(active vs. passive)

Sections are written in incorrect person and inappropriate voice(active vs. passive)

Uses engaging language in correct style (informal vs. formal)

Language is formal and rigid

Uses rote language in incorrect style

Displays command of writing conventions with less than three errors (e.g., complete sentences, spelling, punctuation, plurals, etc.)

4 or 5 errors in writing conventions ( e.g., complete sentences, spelling, punctuation, plurals, etc.)

Displays lack of command of writing conventions more than five errors (e.g., incomplete sentences, incorrect spelling, punctuation, use of plurals, etc.)

Length of total response (excepting tables) at least two full paragraphs

Length of total response (excepting tables) is less than two full paragraphs

Total Points

_____of 50 points

NR533: TouchPoint Reflections GR Financial Management in Healthcare Organizations 12.20.18NHS

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Guidelines for Touchpoint Reflections

Reflective writing

Reflective writing is more than recalling and recording an event or experience. It’s more about sharing the experience through the lens of thoughts, feelings, and reactions that lead to a new way of thinking about the experience. It’s sometimes about finding meaning in the experience to learn how to improve or what to avoid, or maybe to repeat. Although they may not recognize it as such, everyone uses reflection for some reason or another. For example, when we think about an adventure or experience we’ve had, we begin by recalling the itinerary of what, where, and when. Then as pictures form in our minds, thoughts and feelings emerge and we think about what we liked, didn’t like; was great or not so great. Many times we make a decision of whether it was worth our time; would we repeat it, or do something different to make it better. This is reflective thinking. In reflective writing, you are merely putting these elements on paper. Watch the following short video to learn more about the process of reflective writing.

Reflective Writing:

Reflective Writing Format

The Touchpoint Reflections you will be completing are set up and evaluated using the format described in the video as follows. While the categories below are defined by what would be included in them, for the purposes of this course, these categories have been prescribed with specifics of what to include in the post description. As you complete the reflection please format your responses using the headings that correspond to component being addressed

Experience: The who, what, when, where, how of an experience without emotion or interpretation. Should address all information in the required post

Reflection: Your thoughts, feelings, insights, and awakenings about the experience described

Implication: What did you learn through synthesis of the experience and reflection? What are future impacts of what you’ve learned? How will you use it?

Evaluation of Touchpoint Reflections

A Touchpoint Reflection Evaluation Rubric that contains all the required components is used to determine whether you have met the standards for the specific reflection. You will notice the categories on the rubric match the organizational format suggested for writing your reflection.

Touchpoint Reflections are evaluated and awarded a total of 45 points distributed over the three components as either Criteria Met -15 points per category, or Criteria Partially Met for 7 points per category, and Criteria Not Met-0 points per category .

Writing Conventions:
Touchpoint reflections are a place where you may write freely and feel comfortable sharing whatever thoughts and feelings you may have on a topic. There is no grading on the subjectivity of your reflections; however, they are required to be on target with the description of the experience. It is expected that correct writing conventions are used. Writing conventions are graded as 5 points for criteria met, 2 points for criteria partially met, or 0 for criteria not met. Some examples of writing conventions include, but are not limited to, punctuation, spelling, complete sentence, verb tense, and subject/verb agreement. If you are unsure, look it up in a credible and reliable source for writing such as:

Cazort, D. (1992). Under the Grammar Hammer: The 25 Most Important Grammar Mistakes and How to Avoid Them. Lowell House: Los Angeles, CA.

Strunk, W. & White, E.B. (2017 ). The Elements of Style, 4th ed. Pearson: U.S.

(Even though these sources are greater than the 10 year publication rule, they are considered definitive works on their topics and the gold standard used by good writers.)

OR, you can consult with writing tutors through Chamberlain.

Scholarly references:
Generally, because reflections are about your thoughts, feelings, and considering the “so what” about an experience or new information and knowledge, reflections don’t necessarily require “providing scholarly evidence”. However, in some of the reflections in this course, you will be asked to compare issues, situations, and other subjects that require discovery of new knowledge and information. It is expected that, when referencing the sources used in this discovery, APA format be used for correct citing and referencing.

Guidelines for Touchpoint Reflections 12.20.18nhs

NR533: Touchpoint Reflections Experience Table

 

 

 

 

 

 

 

 

Your Name’s Healthcare Organization
Healthcare Delivery System (Type)
Payer Mix	Percentage
Medicare
Medicaid
Managed Care
HMO
PPO
IPA
Self-pay
Uninsured