Assignment: The Triple Aim HIM and Health Care Reform
Create a 12-15-slide PowerPoint presentation (20 minutes with 10 minutes Q & A) on the Triple Aim model, HIM, and health care reform for an audience that constitutes the general public. Include voice-over narration and speaker notes with slides.
Grading Rubric Must Be Followed
Create a 12- to 15-slide PowerPoint presentation on the Triple Aim model, HIM, and health care reform. Include voice-over narration and speaker notes with your presentation. Your presentation needs to be about 20 minutes in length with an additional 10 minutes for questions and answers. Be sure to address all of the following in your presentation:
Introduction and Opening (1 slide)
How can you open your presentation in a way that engages your audience? Consider some eye-opening statistics, a compelling quote, or a challenging question.
The Triple Aim Model (2 to 3 slides)
What is the Triple Aim?
What are its goals?
HIM and the Triple Aim (3 to 4 slides)
Why is the Triple Aim model relevant to the health information management workforce?
What is HIM’s role in the Triple Aim?
How specifically can HIM contribute to the Triple Aim’s goals?
The Affordable Care Act and the Triple Aim (3 to 4 slides)
In what ways does the ACA support the achievement of the Triple Aim’s goals?
In what ways does the ACA hinder the achievement of the Triple Aim’s goals?
How effectively does the ACA address all parts of the Triple Aim?
Closing (1 slide)
What are the one or two main ideas you would like your audience to take away from your presentation?
Q and A
Provide two starter questions with responses.
In your speaker notes, be sure to include specific examples to support the points you are making. You will also want to include citations and references to current, scholarly and/or authoritative sources.
Resources: U.S. Health Care System
Cheromcha, K., M. L.I.S. (2015). The health care handbook: A clear and concise guide to the United States health care system. Journal of the Medical Library Association, 103(3), 159–160.
Greer, S. L. (2015). Reinventing american health care: How the affordable care act will improve our terribly complex, blatantly unjust, outrageously expensive, grossly inefficient, error prone system. Journal of Social Policy, 44(4), 825–826.
Health Resources & Services Administration. (n.d.). Introduction to strategic plan FY 2016-2018. Retrieved from https://www.hrsa.gov/about/strategicplan/introduct…
The U.S. Health Care Timeline | Transcript.
This interactive Capella media piece enables you to browse information about major milestones in the U.S. health care system between 1847 and 2009.
Resources: Health Care Reform
Davis, J. (2017). Health care reform is just warming up. Physician Leadership Journal, 4(4),10–13.
Gage, B., & Albaroudi, A. (2016). The triple aim and the movement toward quality measurement of family caregiving. Generations, 39(4), 28–33.
Young, Q. D. (2016). A new public health movement. American Journal of Public Health,106(6),1023–1024.
Institute for Healthcare Improvement. (2018). Initiatives: IHI triple aim initiative. Retrieved from http://www.ihi.org/engage/initiatives/tripleaim/pa…
Institute for Healthcare Improvement. (2018). Triple aim for populations. Retrieved from http://www.ihi.org/Topics/TripleAim/Pages/default….
Institute for Healthcare Improvement. (2018). Design of a triple aim enterprise [Video] | Transcript. Retrieved from http://www.ihi.org/engage/initiatives/tripleaim/pa…
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.
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.
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.
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 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.