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Assessment 3 Instructions: Policy Proposal Presentation

Top of Form

Bottom of Form

· Record a slide presentation with audio voiceover, supported by 8-12-slides, for one of the stakeholder groups identified in your Assessment 2 Policy Proposal, which addresses current performance shortfalls, the reasons why new policy and practice guidelines are needed to eliminate those shortfalls, and how the group’s work will benefit from the changes.

Introduction

It is important that health care leaders be able to clearly articulate policy positions and recommendations and garner buy-in and support from stakeholder groups for policy and practice changes in their organizations. Unfortunately, effective communication is often lacking. Consequently, it is important for health care leaders, when leading change, to ensure that clear and open communication is ongoing and informative.

An important aspect of change leadership is the ability to address diverse groups of stakeholders and create buy-in and support for your ideas and proposals for change. This assessment provides you with an opportunity to demonstrate and hone these skills.

Record a slide presentation, with audio voiceover, for one of the stakeholder groups you identified in your Assessment 2 Policy Proposal. Inform the group of current performance shortfalls, introduce the proposed policy, explain why the policy is needed, and present policy-driven practice guidelines to resolve the performance issue. You must also obtain buy-in from the group by explaining the positive effects of the policy and practice guidelines on their work.

Note: Remember that you can submit all, or a portion of, your draft presentation to Smarthinking for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Requirements

The presentation requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for presentation format and length and for supporting evidence.

· Summarize your proposed organizational policy and practice guidelines.

1. Identify applicable local, state, or federal health care policy or law that prescribes relevant performance benchmarks that your policy proposal addresses.

1. Keep your audience in mind when creating this summary.

. Interpret, for stakeholders, the relevant benchmark metrics that illustrate the need for the proposed policy and practice guidelines.

2. Make sure this is a brief review of the evaluation you completed in your Assessment 1 Dashboard Benchmark Evaluation.

2. Make sure you are interpreting the dashboard metrics in a way that is understandable and meaningful to the stakeholders to whom you are presenting.

. Explain how your proposed policy and practice guidelines will affect how the stakeholder group does its work.

3. How might your proposal alter certain tasks or how the stakeholder group performs them?

3. How might your proposal affect the stakeholder group’s workload?

3. How might your proposal alter the responsibilities of the stakeholder group?

3. How might your proposal improve working conditions for the stakeholder group?

. Explain how your proposed policy and practice guidelines will improve quality and outcomes for the stakeholder group.

4. How are your proposed changes going to improve the quality of the stakeholder group’s work?

4. How will these improvements enable the stakeholder group to be more successful?

4. What evidence supports your conclusions or presents alternative perspectives?

. Present strategies for collaborating with the stakeholder group to implement your proposed policy and practice guidelines.

5. What role will the stakeholder group play in implementing your proposal?

5. Why is the stakeholder group and their collaboration important for successful implementation?

. Deliver a persuasive, coherent, and effective audiovisual presentation.

6. Address the anticipated needs and concerns of your audience.

6. Stay focused on key policy provisions and the impact of practice guidelines on the group.

6. Adhere to presentation best practices.

6. Proofread your presentation slides to minimize errors that could distract the audience and make it more difficult for them to focus on the substance of your proposed policy and practice guidelines.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

. Assessment 3 Example [PDF].

Presentation Format and Length

You may use Microsoft PowerPoint or other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

If using PowerPoint to create your presentation slides, you may use the following presentation as a template.

. SoNHS Professional Presentation Guidelines [PPTX].

Be sure your slide deck includes the following slides:

. Title slide.

9. Presentation title.

9. Your name.

9. Date.

9. Course number and title.

. References (at the end of your presentation). Apply current APA formatting to all citations and references.

Your slide deck should consist of 8–12 slides, not including a title and references slide.

Note: If you have technical difficulties in recording your audio, you may, in place of the audio, provide a complete script of what you intended to say in the notes section of each slide. If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations.

Supporting Evidence

Cite 3–5 sources of scholarly, professional, or policy evidence to support your analysis and recommendations.

Portfolio Prompt: You may choose to save your presentation to your ePortfolio.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

. Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice.

11. Explain how a proposed policy and practice guidelines will affect how a stakeholder group does its work.

. Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.

12. Summarize a proposed organizational policy and practice guidelines.

12. Explain how a proposed policy and practice guidelines will improve quality and outcomes for a stakeholder group.

. Competency 3: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, to inform health care laws and policies for patients, organizations, and populations.

13. Interpret, for stakeholders, the relevant benchmark metrics that illustrate the need for a proposed policy and practice guidelines.

. Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces.

14. Present strategies for collaborating with a stakeholder group to implement a proposed policy and practice guidelines.

14. Deliver a persuasive, coherent, and effective audiovisual presentation.

POLICY PROPOSAL PRESENTATION

LEARNER’S NAME

CAPELLA UNIVERSITY

NHS6004: HEALTH CARE LAW AND POLICY

INSTRUCTOR NAME

JANUARY 1, 2020

Hello, and welcome to today’s presentation on the policy proposal for managing
medication errors. This presentation has been designed to give you, the stakeholders,
all the relevant information about the need for an institutional policy that will reduce
medication errors at Mercy Medical Center. We will also discuss the scope of the
proposal, strategies to resolve medication errors, and stakeholder involvement in the
implementation of these strategies.

Presentation
Outline

■ Policy on Managing Medication Errors

■ Need for a Policy

■ Scope of the Policy

■ Strategies to Resolve Medication Errors

■ Role of the Hospital Staff

■ Positive Impact on Working Conditions

■ Issues in the Application of Strategies

■ Alternative Perspectives on Mitigating
Medication Errors

■ Stakeholder Participation

We will begin by understanding the features of the policy on managing medication
errors. We will examine the need for a policy and determine its scope. The policy will
revolve around two strategies to resolve medication errors. We will identify the role
of members of the hospital staff who will implement the strategies. We will examine
the potential positive impact of the strategies on the working conditions of the staff.
We will also delve into possible barriers that could arise during the application of the
strategies. Next, we will discuss alternative perspectives for resolving medication
errors. Finally, we will look at the stakeholder involvement in implementing these
strategies.

Policy on
Managing
Medication
Errors

■ Analyzing medication error trends and
addressing shortfalls regularly

■ Establishing automated dispensing
cabinets to manage medication

■ Training hospital staff and pharmacists on
medication error prevention

■ Educating patients on potential areas of
medication error

The policy guidelines presented here comply with state and federal laws. Centers for
Medicare & Medicaid Services mandates the implementation of evidence-based
initiatives to improve the quality of health care by analyzing the condition of patient
safety and managing medication errors (Centers for Medicare & Medicaid Services,
2017). Mercy Medical Center intends to regularly conduct a thorough analysis of
medication error trends as a quality measure and to identify gaps in existing medical
processes. To comply with the Code of Maryland Regulations, the hospital will
conduct training sessions to educate and train health care professionals such as
doctors, nurses, and hospital support staff to manage and minimize medication
errors. An internal staff committee will be formed to regularly review patient safety
standards. The hospital will also encourage timely and accurate reporting of
medication errors, which would help in trend analysis of these errors (Code of
Maryland Regulations, n.d.). As per the new policy, the hospital will install automated
dispensing cabinets to efficiently manage medication and to reduce dispensing-
related medication errors (Darwesh et al., 2017).

Need for a
Policy

■ Increase in medication errors from 2015 to
2016 by 50%

■ Medication errors can increase the cost of
health care

■ Medication errors can cause significant
harm to patients

■ Managing medication errors is essential for
quality improvement

Medication errors can endanger patient safety and public health. Medication errors
can cause significant harm to patients and endanger their lives. From 2015 to 2016,
Mercy Medical Center has seen a 50% increase in medication errors in its medical and
surgery units. Medication error incidents need additional care interventions and
resources, which could lead to an increase in expense for medical practitioners and a
decrease in the efficiency of health care services. Medication error incidents could
also negatively affect the hospital’s reputation. Managing medication errors ensures
patient safety and reduces potential risks to a patient’s life, thereby reflecting high-
quality patient care (Kavanagh, 2017).

Scope of
the Policy

The policy is applicable to:

Nursing and medical staff

Emergency and allied care practitioners

Pharmacists and pharmacy staff

Patients and family members

Board members

It is necessary to identify the group of stakeholders in order to analyze and
understand their expectations and interests. The policy is applicable to medical and
nursing staff, emergency care staff, and pharmacists and pharmacy staff (Kavanagh,
2017; Ferencz, 2014) because they prescribe, administer, and dispense medication. It
caters to patients and their family members by conducting training programs to
increase their awareness of medication errors. The policy is also applicable to the
board members of the hospital. Their involvement in financial decisions and role
allocation is important when promoting safe and quality health care (Parand et al.,
2014).

Strategies
to Resolve
Medication
Errors (1)

Medication error analysis

■ Uses failure mode and effects analysis

■ Evaluates potential vulnerabilities in
medical processes

■ Identifies actions that could reduce
potential errors

■ Mitigates the risk and impact of repeated
errors

Medication errors can pose serious risks to patient safety; however, learning from
these errors can help improve care interventions and reduce recurrences. Each error
reported is an opportunity for practitioners to develop countermeasures or to avoid
the repetition of errors as well as mitigate the impact of errors. Under the failure
mode and effects analysis technique defined by Weant et al. (2014), a
multidisciplinary committee commissioned by Mercy Medical Center can review
medication delivery and administration processes vulnerable to errors, the steps in
each process, possible failures, reasons for failures, and possible impact (Institute for
Healthcare Improvement, n.d.). This committee can observe shortfalls and organize
errors as per the urgency. Accordingly, the committee can recommend actions to
reduce the possible errors in the medication process. The analysis will end with an
evaluation of the prescribed actions for improvement (Centers for Medicare &
Medicaid Services, n.d.).

Strategies
to Resolve
Medication
Errors (2)

Automated dispensing cabinets

■ Store, dispense, and electronically track
drugs

■ Assist the medical center in profiling
patients

■ Reduce the time taken to retrieve
medication

■ Track inventory on a real-time basis

Nursing staff, who are usually preoccupied with heavy workloads, will benefit greatly
from the automated dispensing cabinets. Automated dispensing cabinets facilitate
the safe delivery of care and reduce retrieval times for medication (Rochais et al.,
2014).

Role of the
Staff

■ Identify the right workflow

■ Maintain optimum inventory

■ Establish procedures for accurate
withdrawal of medication

■ Establish guidelines for reporting errors

■ Conduct training

The staff of Mercy Medical Center will play an important role in the implementation
of the new policy. The Chief of Medicine, along with the board members, will have to
identify the right workflow and establish a reporting hierarchy. This will help staff
members identify the contact persons to whom they must report an error. The
nursing staff will be responsible for a double-check mechanism to restock medication.
This will ensure efficient inventory management, especially when hospitalists use the
automated dispensing cabinets. The Chief of Medicine, along with other department
heads, will be responsible for establishing an accurate withdrawal procedure to
mitigate erroneous administration of drugs. A quality committee comprising key
administrative personnel, nursing staff, and doctors will establish the guidelines and
protocols for reporting errors. These guidelines will also help increase staff awareness
of the different degrees of medication errors and their consequences.

Positive
Impact on
Working
Conditions

■ Improvement in the safety of medication
system

■ Mitigation of future errors

■ Optimum stock of medication

■ Reduced reliance on verbal orders

The new policy on the management of medication error will, in a pervasive manner,
improve the safety of the medication system. The use of automated dispensing
cabinets will reduce the scope of mismanagement in the prescription and
administration of drugs. Analysis of medication errors will help identify the
bottlenecks in the medication administration and dispensing procedures, which will
help avoid errors in future (Weant et al, 2014). Automated dispensing cabinets help in
managing the inventory of drugs efficiently and will ensure that there is always an
optimum stock of medicines for corresponding patient profiles (Rochais, et al, 2014).
A standardized operating procedure will reduce the need for staff to rely on verbal
orders.

Issues in
Application
of
Strategies

■ Irregular or inaccurate documentation

■ Incorrect restocking of automated
dispensing cabinets

■ Inefficient functioning of dispensing
cabinets

■ Complexities in point-of-care drug order
entry

A few precautions need to be taken in order to successfully implement the strategies.
Medication errors must be documented regularly to perform effective analysis.
Additionally, verbal reporting of errors must be discouraged because such reporting
can result in incorrect documentation or underreporting of errors; dissuading such
reporting increases the scope for improvement of patient safety (Elden & Ismail,
2016). A conducive environment is essential for the implementation of these
strategies. Dependence on a one-size-fits-all dispenser may lead to the system
operating below expectations. Point-of-care drug entries made by prescribers can
become complicated because of interface-based complexities. A prescriber must
choose from a large variety of drugs, brands, and dosages for drug profiling, which is
a tedious task (Ferencz, 2014).

Alternative
Perspectives
on Mitigating
Medication
Errors

■ Using robotic systems for medication
distribution

■ Linking supply ordering with medication
distribution system

A novel alternative to mitigating medication errors is to use robotic systems for
medication distribution. This is a high-end, fully automated medication distribution
system, unlike the smaller automated dispensing cabinets proposed for Mercy
Medical Center. A robotic system is incompatible with Mercy Medical Center as it is
prohibitive in terms of the cost. There is also a lack of definitive evidence indicating
that dispensing errors and inventory management issues can be resolved effectively
using this technology (Rodriguez-Gonzalez et al., 2019). Smaller care centers link the
ordering of supplies with a medication distribution system in order to ensure a
continuous supply of medication (Rovers & Mages, 2017). This would also help
prevent overstocking. However, implementing the technique would require a
complete overhaul of the current supply ordering system, which, given the large size
of the center, is not recommended. Therefore, this technique is not feasible for Mercy
Medical Center.

Stakeholder
Participation

■ Key administrative personnel will form a
quality committee

■ Nursing staff will identify processes in
which most medication errors occur

■ Pharmacists should ensure strict
compliance of stocking and dispensing
policies

■ Board members will ensure transparency
and efficiency

■ Patients and family members will provide
feedback for improvement

The key administrative personnel establish role accountability, articulate the
organization’s quality improvement norms, and regularly strengthen a culture of
safety among the staff. A quality committee comprised of key administrative
personnel can ensure an exchange of expertise between members of the committee
and nursing staff and better monitoring of strategy implementation. This committee
will ensure that the medical, nursing, emergency care, and pharmacy staff adhere to
federal and state quality and safety benchmarks (Parand et al., 2014). The
multidisciplinary committee should also involve the main nursing staff as they have
firsthand experience in dealing with medication administration problems. They will
be able to recognize the shortfalls that lead to errors. Additionally, pharmacists can
cross-check with prescribers for discrepancies in medication orders while receiving
prescriptions (The Health Foundation, 2012; Ferencz, 2014).

References (1)
Agency for Healthcare Research and Quality. (2017). Guide to patient and family engagement in hospital quality and

safety. https://www.ahrq.gov/professionals/systems/hospital/engagingfamilies/index.html

Centers for Medicare & Medicaid Services. (n.d.). Guidance for performing failure mode and effects analysis with

performance improvement projects. https://cms.gov/Medicare/Provider-Enrollment-and-

Certification/QAPI/downloads/GuidanceForFMEA.pdf

Centers for Medicare & Medicaid Services. (2017). Patient safety standards. https://www.cms.gov/Medicare/Quality-

Initiatives-Patient-Assessment-Instruments/QualityInitiativesGenInfo/ACA-MQI/Patient-Safety/MQI-Patient-Safety.html

Code of Maryland Regulations. (n.d.). Hospital patient safety program.
http://qups.org/med_errors.php?c=internal&id=172

Darwesh, B. M., Machudo, S. Y., & John, S. (2017). The experience of using an automated dispensing system to improve

medication safety and management at King Abdul aziz University Hospital. Journal of Pharmacy Practice and Community

Medicine 3(3), 114–119. http://doi.org/10.5530/jppcm.2017.3.26

Elden, N. M. K., & Ismail, A. (2016). The importance of medication errors reporting in improving the quality of clinical care

services. Global Journal of Health Science, 8(8), 243–251. https://doi.org/10.5539/gjhs.v8n8p243

Ferencz, N. (2014). Safety of automated dispensing systems. U.S. Pharmacist.

https://www.uspharmacist.com/article/safety-of-automated-dispensing-systems

Institute for Healthcare Improvement. (n.d.). Failure modes and effects analysis.

http://ucdenver.edu/academics/colleges/medicalschool/facultyAffairs/moc/Forms/Documents/MOCPAP/FailureModes

andEffectsAnalysis_IHI.pdf

References (2)
Kavanagh, C. (2017). Medication governance: Preventing errors and promoting patient safety. British Journal of Nursing,

26(3), 159–165. http://doi.org/10.12968/bjon.2017.26.3.159

Parand, A., Dopson, S., Renz, A., & Vincent, C. (2014). The role of hospital managers in quality and patient safety: A

systematic review. BMJ Open, 4(9). http://doi.org/10.1136/bmjopen-2014-005055

Rochais, É., Atkinson, S., Guilbeault, M., & Bussières, J.-F. (2014). Nursing perception of the impact of automated

dispensing cabinets on patient safety and ergonomics in a teaching health care center. Journal of Pharmacy Practice,

27(2), 150–157. https://doi.org/10.1177/0897190013507082

Rodriguez-Gonzalez, C. G., Herranz-Alonso, A., Escudero-Vilaplana, V., Ais-Larisgoitia, M. A., Iglesias-Peinado, I., & Sanjurjo-
Saez, M. (2019). Robotic dispensing improves patient safety, inventory management, and staff satisfaction in an

outpatient hospital pharmacy. Journal of Evaluation in Clinical Practice, 25(1), 28–35.

https://www.ncbi.nlm.nih.gov/pubmed/30136339

Rovers, J. P., & Mages, M. D. (2017). A model for a drug distribution system in remote Australia as a social determinant of

health using event structure analysis. BMC Health Services Research, 17(1), 677.

https://www.ncbi.nlm.nih.gov/pubmed/28946918

The Health Foundation. (2012). Evidence scan: Reducing prescribing errors.

https://health.org.uk/sites/default/files/ReducingPrescribingErrors.pdf

Weant, K. A., Bailey, A. M., & Baker, S. N. (2014). Strategies for reducing medication errors in the emergency department.

Open Access Emergency Medicine, 6, 45–55. https://doi.org/10.2147/OAEM.S64174

7/12/22, 10:30 AM Building Buy-In and Communicating with Stakeholders Transcript

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Riverbend City ® Activity

Building Buy–In and
Communicating with
Stakeholders

Introduction
SAMC Clinical Unit
Non-Clinical Stakeholders
Conclusion

Introduction
Your policy proposal was well received by the senior leadership
at St Anthony Medical Center, and now they would like you to
prepare a presentation for one of the stakeholder groups
affected by your proposed ideas. The purpose of this
presentation will be to inform the group about the future of
organizational policy and practices, the current performance
shortfalls, and a rationale for why the new policy and practices
are needed.

As you move through this simulation, think about the responsibilities and
needs for the various roles. Some of these needs may conflict with other
stakeholder groups’ needs. How can these conflicts be reconciled? What
does leadership need to understand about the different stakeholder
needs?

SAMC Clinical Unit

Clinical Stakeholders

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Some stakeholder needs may conflict with those of other groups. Be sure
to consider how or if these conflicts can be reconciled.

Comments
Harold Liss
Physician
I’ve got to tell you, the last thing physicians want to hear about is more
metrics or targets or benchmarks. We’re getting buried under metrics and
they always seem to be about squeezing more out of us. Burnout is a real
problem and that actually has serious implications for quality and patient
safety. Physician compensation structures are just focused on requiring or
entreating physicians to do more, more, more. That kind of thinking
contributes to a lot of the problems we’re seeing in terms of wasteful
practices. Most doctors are going to do the right thing most of the time,
but the environment is becoming one where decisions are driven by profit
over quality care and the culprit is often the fee-for-service system.

Janie Poole
Clinical Nurse
You won’t find a nurse in this organization who doesn’t support quality
improvement efforts, but I’ll be honest, most of the nurses I know feel like
these initiatives just mean more work for nurses. If you are proposing
changes to a clinical procedure or workflow, you will need to be very clear
about how it actually imrproves on the current process. Are you solving a
real problem or something that just looks like a problem?

Another thing to consider is staffing. We talk about staffing ratios all the
time and the fact of the matter is that if you want to see improvements in
quality, do something about staffing. That’s the most important area you
could target.

The nursing profession has been looking at quality assurance for
decades. We’re trained to be particularly sensitive to those aspects of
patient care where the quality of nursing care delivered has a clear impact
on patient outcomes. That’s why nursing unions and professional

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organizations are so focused on staffing levels. We know that nurses are
the front line for patient care, but we need to have an environment that
supports our ability to provide quality care.

Tara Jennings
Nurse Informatics
Consider something like an EHR dashboard that provides real time
clinical indicators for a particular unit. These indicators might include fall
risk; pressure ulcer risk; medication information… there are so many
indicators that could be tracked. The point is that individual nurses, unit
nurses, and nurse managers all benefit from these kinds of solutions, but
they also need to be part of designing and developing clinical processes
because they are so close to the actual workflow.

Vickie Vasquez
Care Coordinator
Obviously, the details of your plan are important, but in general, you
should know that care coordination can often be a key strategy for quality
improvement. Care coordination — particularly for conditions like COPD
or diabetes — has the potential to improve the effectiveness, safety, and
efficiency of a person’s experience with a health system. Well-designed
care coordination can deliver improvements, not only for patients, but also
for the health care system, the insurance providers, and other third-party
payers.

Now that you’ve
spoken with some
clinical stakeholders,
answer the following
questions:
Who seems to be the best audience for your presentation?

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Your response:

yes
The person who would be the best audience for your presentation will be
highly dependent on the focus of your policy proposal in earlier
assessments. In general, the best person to present to will be the
stakeholder who is both the target audience of your policy proposal and in
a position to champion your proposal.

For example, if your policy proposal focused on improving patient flow
within the hospital, then Vickie Vasquez might be your best choice.
Ultimately, when choosing stakeholders to present to, what is important is
that you are able to identify what their stake in your policy proposal is,
how they could help you to champion it, and how you can craft your
message to best appeal to their views.

What are the areas of significant difference between stakeholders?

Your response:

yes
There are a number of areas of difference between the stakeholders.
Some of those areas are:

Harold Liss wants fewer metrics, while Tara Jennings is pushing for
a new or wider utilization of an EHR dashboard.
While both Janie Pool and Vickie Vasquez are seeking quality
improvements, Janie thinks that quality should be addressed with
improved staffing ratios, whereas Vickie proposes pursuing care
coordination improvements.
Tara Jennings proposes that nurses at all levels should be involved
in designing and developing any new dashboards. Janie Pool might
argue that dashboards are not necessarily solving a real problem,
but what looks like a problem.

SAMC Offices

Non-Clinical
Stakeholders

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What should Vila Health leadership understand about the issues these
stakeholders are raising?

Comments
Deborah McNary
Community Advocate
First and foremost, thank you for talking with me about this! So much of
my work is centered around reacting to health care systems rather than
working with the people within those systems. So my primary focus is
elder care, so knowing how your policies and focus affect your older
patients is important. It’s also important for us to be able to communicate
with you as you’re shaping policies and policy changes. Even if it doesn’t
seem apparent that there’s a connection to community health advocates,
there might be. Are there metrics you’re tracking that perhaps we could
help support, such as eye exams or foot care for diabetic patients? Could
care coordination efforts for behavioral and mental health patients be
looked at from another angle? The biggest issue, in my opinion, is that the
health care system be willing to extend the conversation outside the
organization — but before the decisions are made, not after.

Ruby Young
Board Member
The thing to remember when looking at any of these issues is that the
governing boards often have very complex obligations. Board members
are expected to put measures in place to track and respond to the
organization’s quality of care performance, obviously. But we are also
expected to track and lead efforts around cost reduction, reimbursement,
and reasonable levels of care. So, fiduciary responsibility is— much as
people don’t want to hear this — as important an issue for the board as is
patient care. We’re expected to balance these things, to preserve the
integrity of the organization.

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Now that you’ve
spoken with some
non-clinical
stakeholders, answer
the following
questions:
Should either of these stakeholders be considered for the presentation?

Your response:

Yes
Whether or not either Deborah or Ruby should see your presentation will
largely depend on the focus of your policy proposal from previous
assessments.

If your policy focuses on the elderly, or community or public health
concerns, even tangentially, then it might be worth presenting to Deborah.
If the policy change is more internally focused, it might not be as valuable.

If your policy has, or could use, a fiduciary viewpoint, it might be valuable
to present to Ruby Young. This is both from a buy-in and feedback
standpoint.

What areas of significant difference are there between these stakeholders
and those in the first group?

Your response:

Yes
There are a number of areas of difference between this group of
stakeholders and the first. Some of those areas are:

This group of stakeholders seems to have broader views on health
care and the organization than the first group.
This group could help champion and give feedback on your policy
proposal. However, it is unlikely that they would be directly involved
with its implementation.

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If your proposal needs financial resources, Ruby Young is likely the
only stakeholder who could mobilize those resources.

Conclusion

As you’ve seen, the issues you’re exploring affect various stakeholder
roles in very different ways. As you prepare your presentation, consider
why you chose to focus on the group you selected and how their needs
relate to the needs of the other stakeholder groups you heard from. You
should also consider how to create buy-in from the chosen stakeholder
group, perhaps by highlighting how your policy and guidelines will benefit
their work. You may find it helpful to download the responses you made in
this activity for later reference.

Licensed under a Creative Commons Attribution 3.0 License
(https://creativecommons.org/licenses/by-nc-nd/3.0/)

https://creativecommons.org/licenses/by-nc-nd/3.0/

Professional Presentation
Guidelines

Date

Name (Presenter)

Capella University

School of Nursing and Health Sciences

Course

This presentation is designed as a model to help you develop professional-quality PowerPoint presentations, and will take you through the parts of a typical presentation. On your title slide, in addition to the title, please be sure to include the date, your name, Capella University, and the course name. The title should reflect your topic and not the assignment name.

Microsoft PowerPoint

Disseminates information

Can add visuals such as illustrations or graphs

Can add film clips, sound, and animation

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Presentation development is an important skill for your Capella program and will enhance your communication and presentation skills in your daily practice settings. Professional presentations enable you to share information and visual representations with your audience, whether in a course, a meeting, or as part of an educational opportunity.

There are some rules for presenters that will help you create powerful and professional presentations. At Capella, it is also important that you develop the skill of adding audio to your presentation. The guidelines presented here are designed to help you set up a slide deck. You can also add links to film clips, animations, and graphics to the presentation.

Remember that references should be included for your sources and should follow APA guidelines. Your reference list will appear at the end of the presentation. On the slide itself, provide a citation with authors and year of publication, as you would in an APA paper. It may be in smaller type. Make certain your references are scholarly, fewer than 5 years old, and peer reviewed. You do not have to provide the citation on the slide and in the speaker’s notes; one or the other is usually sufficient.

Getting Started

Create a topic outline based on grading rubric

Do not use complete sentences for headings

Choose a slide design

Consider contrast of text and background

Create a slide or two as needed

Address each criterion in the rubric

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When creating a presentation for an assignment, be sure to read through and understand the instructions for your presentation as well as the grading criteria.

Try to limit your title to a single line, and remember to use a short descriptive phrase rather than a sentence.

The grading rubric serves as a good guide for your slides. Try to create one or two slides for each criterion of the rubric.

Be sure you look at the time frame for the presentation and the number of slides you should include in the presentation. When using the grading rubric as an outline, look at the topics for ideas.

While your Capella audience will view your presentation from a computer screen, you do need to think about what your slides would look like on a big screen in a classroom, boardroom, or from a stage.

Be sure to choose a background that is visually pleasing with a contrasting color for the text. Consider that some viewers may be color-blind, and rely on light-to-dark contrast for legibility. Use a solid color or choose a design from your software—or make one yourself. Be careful to avoid overly complex backgrounds; the message is what matters. Refer to the MS Office link on the Resources slide to learn how to ensure that your presentations are accessible.

General Guidelines

5–7 Rule

Limit words to 5–7 per line

Limit lines to 5–7 per slide

Typography

Headline type should be 24–28 points

Bullet or body type should be 14–18 points for readability

Avoid decorative type: use Arial or Times

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Blank background (“white space”) keeps the information clear, easy to read, and memorable. The 5–7 rule is a helpful guideline. Use short phrases and you won’t find yourself reading your slides to the audience. Use speaker’s notes for details.

Some experts recommend using only sans-serif typefaces such as Arial or Helvetica to avoid the “jaggy” look that may be visible in the “feet” of serif typefaces such as Times New Roman. With the availability of high-resolution monitors, this is less of a concern than in the past. Make sure to follow the requirements in your assignment.

When submitting presentations for class, remember to include a transcript. Kaltura provides captioning in about 24 hours that you can use to create your transcript or you may write your own. Be sure to find out your faculty member’s preferred transcript format.

Extras: Typographic Elements

Word Art

Fancy lettering for titles: best for flyers or posters

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Any graphical elements you use should be in service of the message. Avoid inappropriate decorative typefaces, unprofessional color choices, or too much of anything. This is not to discourage you from using text as a design element, but to caution you to use it wisely. The next slide provides a good example.

Also, be consistent in your use of end punctuation. Use periods throughout or not at all. Because most bullets should be short phrases, periods are probably not needed.

Extras: Graphic Support Elements

Smart Art

More interesting than a table

A good way

Add text in or out
of the grid

To present points with flair

Don’t overdo it!

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While you want to be engaging, resist the urge to add too much to your slides. Use graphics to demonstrate, clarify, or emphasize your points. Tables and charts can provide helpful information—but only if their content is easily and quickly read.

Extras: Illustrations

Avoid low-resolution or copyrighted art and photos

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Graphics can add a cue for visual learners, but again, too many can distract the audience. Try to use a consistent visual approach throughout your presentation for the charts and images you use as well as for the slides themselves. Make sure images are crisp and not overly detailed; the viewer should understand what is going on immediately.

You can use photos, illustrations, or clip art. If you use graphics from the Internet, Microsoft Office, or a stock image service, be sure to adhere to applicable copyright laws in addition to any terms of use. Obtain permission to use copyrighted art, which may include adding references on the slide. The Resources slide at the end of the presentation includes a link to instructions for citing images in APA style.

Remember to insert versus pasting any images into your file to maintain resolution. Copying and pasting will result in a blurry image.

Speaker’s Notes

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Use speaker’s notes (as we have here) to provide detail and a transcript as needed.

Your faculty will be looking for your speaker’s notes when grading assignments—especially if you cannot be heard for some reason. If there is no audio in the presentation, speaker’s notes are vital to communicating your points.

Recorded Presentations: Kaltura

Using Kaltura Campus resource

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There are various options available for you to record a presentation. Kaltura and Adobe Connect are discussed here because they are available through Capella and are supported by Capella IT.

Kaltura, which is available in all courserooms, can be used in several ways: you can share the screen with or without a webcam, record yourself presenting on the webcam, or record only the slides with or without voice-over. Kaltura automatically generates captioning in about 24 hours; note that you must still include speaker’s notes.

On the Resources slide at the end of the presentation are links to two useful Campus resources for Kaltura: Using Kaltura, which provides detailed instructions (as shown in this screen shot), and a video tutorial, Kaltura Basics.

Recorded Presentations: Adobe Connect

Adobe Connect Quick Start Tutorial

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Adobe Connect is another option. While it’s most often used for hosting and attending online meetings, it can also be used to record presentations. There are several Campus tutorials available on Adobe Connect depending on your needs; links to Using Adobe Connect [PDF] and the Adobe Connect Quick Start Tutorial video are on the Resources slide at the end of this presentation.

Finishing the Presentation

Proofread

Proofread again

Run spell check

Read it aloud

Ask someone to read it to you

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Polish your work. Correct any spelling, grammar, or punctuation errors and remove any extra spaces in the slides and the speaker’s notes. A professional-quality presentation will help you feel more confident as a presenter, and will encourage your audience to have confidence in your message too.

Recap

Summary

Introduction

Tell audience what you will tell them

Body

Present the content

Conclusion/Summary

Review briefly what you have covered

Questions

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These bullets represent the parts of a basic presentation. Include a wrap-up slide like this one. Ask the audience if they have any questions and/or provide a summary.

Resources

Using Adobe Connect

Adobe Connect Quick Start Tutorial

Using Kaltura

Kaltura Basics
Tutorial

Microsoft Office Software

Guidelines for Effective PowerPoint Presentations [PPTX]

How Do I Cite an Image in a PowerPoint Presentation? (APA Style)

PowerPoint Presentations Capella Library Guide

Microsoft Office: Create or Remove a Hanging Indent in PowerPoint

Microsoft Office: Make Your PowerPoint Presentations Accessible

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You are encouraged to take advantage of the various resources Capella has assembled for learners. This slide contains links to the resources mentioned in the presentation as well as some additional helpful links.

Thank You!

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We hope this presentation is a helpful resource as you prepare professional and scholarly presentations.