DISSERTION HEALTHCARE

DISSERTION HEALTHCARE

Name

Institution

Date

Purpose of the project and questions

A dissertion healthcare study was constructed to evaluate rate at which healthcare administration is meeting its global goal of graduating healthcare administration students that have experiential knowledge and skill in the healthcare industry. The overall framework of the study was based on the work of (Clark and Estes, 2008). The disserting study includes one multi-item scale that assesses four- healthcare model concepts: 1) cultural models involving general resistance and culture of complacency 2) cultural settings including job responsibilities and lack of infrastructure and resources.3)knowledge influence which tackled on metacognitive skills and procedural skills. 4) Motivation influence which based on safe-efficacy and attributions. A complete performance evaluation would focus on all stakeholders, for practical purposes the stakeholder focused on in this analysis was the Healthcare Administration Program Administrators (Helena Seli, 2017).
The analysis focused on the 1) knowledge. 2) Motivation 3) organizational influence related to achieving the stakeholder performance goal of integrating the Healthcare Leadership Alliance competencies into the degree programs (Helena Seli, 2017). Based on the outcome of this assessment, recommendation for changes in curriculum to align with the external requirements was made. The questions that would guide this study are:

1. What is the healthcare program administrators’ knowledge and motivation related to integrating the National Center for Healthcare Leadership Competencies into their degree program as measured by a review of program core course requirements?
2. What is the interaction between organizational culture and context and healthcare program administrators’ knowledge and motivation?
3. What are the recommended knowledge and skills, motivation, and organizational solutions?

Dissertion healthcare study employed both a convergent parallel mixed method design approach to answering the identified research questions (Creswell, 2014). Quantitative data was collected through online surveys presented to program administrators to understand the knowledge and motivational influences associated with incorporating core competencies into their degree program. Additionally, this portion of the research would seek to determine if the Program Administrators use these competencies to develop or inform the content of the curriculum for the program. Below is the visual conceptual framework used during the study.

References

Clark, R. E., & Estes, F. (2008). Turning research into results: A guide to selecting the right performance solutions. Charlotte, NC: Information Age Publishing, Inc.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications.

Ford, R. (2009). Complex leadership competency in health care: Towards framing a theory of practice. Health Services Management Research, 22(3), 101-114.

Makary, M. A., & Daniel, M. (2016). Medical error-the third leading cause of death in the US. BMJ: British Medical Journal (Online), 353.

Raban, M. Z., & Westbrook, J. I. (2014). Are interventions to reduce interruptions and errors during medication administration effective? A systematic review. BMJ Qual Saf, 23(5), 414-421.

Starmer, A. J., Sectish, T. C., Simon, D. W., Keohane, C., McSweeney, M. E., Chung, E. Y., ... & Landrigan, C. P. (2013). Rates of medical errors and preventable adverse events among hospitalized children following implementation of a resident handoff bundle. Jama, 310(21), 2262-2270.

Singer, S. J., & Vogus, T. J. (2013). Reducing hospital errors: interventions that build safety culture. Annual review of public health, 34, 373-396.