Assignment Design And Planning Of Phcs

Assignment Design And Planning Of Phcs
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Assignment Design And Planning Of Phcs
Assignment Design And Planning Of Phcs
Objective 1:
To Improve the quality of intrapartum and postnatal care provided to refugees in Kule, Tierkidi, and Nguenyyiel Camps in Gambella, Ethiopia by 2021.
Activity # Activities Outputs Outcomes Disaggregation Assumptions
1.1 Provide ambulances for emergency transport of women in labor.
Increased number of ambulances Increased proportion of women who deliver in healthcare facilities
Per camp Refugee vs. non Rural vs. urban
Women do not deliver at healthcare facilities due to distance and lack of transportation; providing transport will increase facility deliveries and reduce maternal and neonatal mortality.
Indicators
Number of ambulances serving Gambella
– Proportion of women who deliver in healthcare facilities – Proportion of women who list distance or lack of transport as reason for home delivery
1.2 Provide motorcycles for midwives to access rural communities.
Increased number of motorcycles for use by healthcare personnel
– Increased proportion of women who deliver with a skilled birth attendant – Increased proportion of neonates with postnatal check within 48 hours
– Per camp – Refugee vs. non – Rural vs. urban
The low proportion of births with skilled attendants and neonates with 48-hr follow-ups is in part due to lack of access; increasing ability of SBAs to reach women in rural communities will increase SBA use, improve neonatal follow-up, and reduce maternal and neonatal mortality
Indicators
Number of motorcycles owned by health system
– Proportion of deliveries with a skilled birth attendant
20
– Proportion of neonates with postnatal check within 48 hours
1.3 Provide a kit of essential supplies to HEWs for community- based newborn care (CBNC) and basic hygiene.
Increased proportion of midwives with adequate supplies
Improved capacity for management of perinatal complications
– Per camp – Refugee vs. non – Rural vs. urban
A key component of quality of care is the inputs available for use. Improving inputs will improve quality.
Indicators
– Proportion of midwives with gloves, warming blankets, instruments for positive pressure ventilation, and appropriate antibiotics for neonatal infection on hand at audit – Proportion of midwives who report having adequate supplies to perform duties including CBNC
– Proportion of neonates who receive antibiotics within 6 hours of being diagnosed with infection – Proportion of neonates with respiratory compromise who receive PPV
1.4 Provide educational messages via mobile texts to expectant and recent mothers.
Increased awareness among expectant and recent mothers of evidence-based recommendations to promote infant health (e.g. signs of preeclampsia, use of SBAs, exclusive breastfeeding, vitamin supplementation, vaccinations, fever mgmt).
Design And Planning Of Phcs Assignment
– Incrseased proportion of expectant and recent mothers who seek care and support about infant’s health
– Per camp – Refugee vs. non – Rural vs. urban
Mother’s are in need of information about infants health and they have access to phone where mobiles texts could be sent to
Indicators
Proportion of mothers of children under 3 who are aware of each recommendation.
Proportion of mothers of children who: – exclusively breastfed for 1st 6 months – received age- appropriate vaccinations on schedule
20
– received recommended vitamin supplementation
1.5 Implement a system for patients to provide feedback to midwife supervisors via text.
Increased feedback to supervisors on midwife performance
Increased responsiveness of midwives to patients’ needs and preferences.
– Per camp – Refugee vs. non – Rural vs. urban
By providing feedback on performance, the system will incentivize midwives to provide better service. This will both improve quality of care and improve demand for SBA services, increasing utilization.
Indicators
Proportion of supervisors who report adequate feedback about midwives’ performance
– Proportion of mothers who report that midwife met a need – Proportion of mothers who report satisfaction with midwife’s service
1.6 Implement a system for midwives to report anonymized birth outcomes via text.
Increased information available to health system leaders on numbers and causes of neonatal morbidity and mortality.
– Per camp – Refugee vs. non – Rural vs. urban
Improving the capacity for monitoring of outcomes will enable health system leaders to identify problem areas and further improve system performance.
Indicators
Proportion of births with SBA present for which birth outcome is reported via text
Objective 2:
To improve the healthcare workforce capacity for refugee maternal and child health in Kule, Tierkidi, and Nguenyyiel Camps in Gambella, Ethiopia by 2021.
Activity # Activities Outputs Outcomes Disaggregation Assumptions Method of Data
1.1 Train new midwives and HEWs and re-train the existing staff on current standards
Increased number of MWs & HEWs available to the community
Increased number of attended birth and increased measure of preventative care measures.
Curative vs. preventive measures; gender of MWs & HEWs; age of MWs & HEWs;
By increasing the quantity of trained MWs and HEWs to the population, medical care will be more accessible and dealt with in a more preventive manner
MW & HEW registries at HC level; supervisor logs
Indicators
# of new MWs & HEWs trained per quarter
Proportion of births attended by skilled health worker.
Better ratio of preventive vs. curative measures; balance of age pyramid of MWs & HEWs
Logs of MWs and HEWs; types of medical supplies distributed
1.2 Train nurses and physicians to supervise and train midwives and HEWs
# of new supervisors in for MWs & HEWs
Improved skill base; better retention; ongoing training of new MWs & HEWs
Gender of supervisors; age of supervisors;
By increasing the engagement of MWs & HEWs through better supervision, skills will be improved, retention will increase, and the system will become self- sustaining
Supervisor, MW & HEW registries at HC level;
Indicators
Ratio of supervisors to MWs & HEWs
# of new HEWs & MWs trained by supervisors; increased patient satisfaction scores; increased
Balance of genders of supervisors. Design And Planning Of Phcs Assignment
20
tenure of MWs & HEWs
1.3 Provide ongoing quality of care reminders via mobile messaging to midwives and HEWs
# of messages sent to MWs & HEWs
Consistent level of care and better accomodation for updated standards; more rapid deployment of new knowledge
Breakdown by type of message; read receipts; geographical distribution of messages
By increasing the amount of knowledge received on an ongoing basis, quality of care will stay high without needs for ongoing and costly in-person training
Registry of messages sent from central service points or supervisor phones.
Indicators
# of messages sent and read per quarter
Decreased training costs; performance evaluation scores
Ratio of types of messages vs. types of health complaints in the population
Patient satisfaction surveys; supervisor assessments of MWs & HEWs
1.4 Train midwives in CBNC # of midwives trained on CBNC. Design And Planning Of Phcs Assignment
Better health outcomes for neonates; decrease in neonatal mortality
Health outcomes by level of training of HEWs; by geography
By training midwives in specific CBNC techniques, overall neonatal mortality will go down. The level of HC utilization will decrease but the outcomes will improve.
Midwife reports to supervisors
Indicators
Proportion of total midwives trained in CBNC.
Assignment Design And Planning Of Phcs
Decreased proportion of neonatal mortality
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
 
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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