TRAINING SESSION FOR POLICY IMPLEMENTATION 1

Training Session for Policy Implementation

Student Name

Institution

Date
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1. Summary of strategies

The strategies implemented during this training session aim to improve patient care and

enhance clinical effectiveness. According to a goal set by the Institute of Medicine, 90% of all

clinical decisions by 2020 must adhere to the basic principles of truthful, up-to-date, and

appropriate clinical information that reflects verified evidence (Lehane et al., 2018). For this

reason, the training session for policy implementation seeks to adhere to this goal by adopting

some strategies that are feasible and sensible when it comes to improving diabetic leg exams at

the Mercy Medical Facility to help create buy-in among the group. Some of the policy

propositions include educating the staff and the healthcare providers and notifying them of the

importance of performing diabetic leg exams. Previous studies have documented that education

increases patient care and quality of life (Praxel et al., 2011). In addition, a policy on

standardization of documentation is crucial and will need to be implemented to ensure proper

tracking, accurate medical records, and observation of diabetic legs. The use of IT to enable a

notification system is another strategy the training will implement for the group. The

notifications are meant to remind care providers to fill out a form or notify them when a patient

is due to help avoid missing appointments.

The target of improving quality and patient outcomes has also been factored in as one of

the strategies. The strategy seeks to combat underperformance by incorporating vigilance and

diminishing bias to ensure that the services of diabetic-leg exams are always to the maximum

possible standards. Moreover, some specialists, including nurses, wound care specialists, IT

personnel, and podiatrist, are involved with patients with diabetic legs. For this reason, the

strategy of collaborative functioning among teams is preferred for the group. The group will
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meet the national benchmark and all other factors by functioning as a team. These are some of

the best strategies for working with this paper’s role group based on available evidence.

How This Training Session Will Help Prepare the Group to Succeed In Implementing Your

Proposed Policy and Practice Guidelines

Training the select group on the importance and necessity of implementing the proposed

policies will help them understand the level of positive changes that will happen in their work

environments. Moreover, the care providers will understand the patients' problems and visualize

how to curb them using the laid down strategies, thus increasing their chances of buying in. The

participants will also become more responsive to the needs of patients. For instance, the IT

reminders will ensure that the group is constantly in touch with the patients and that no patients

miss their necessary services. On the other hand, quality improvement and outcomes aim to

reduce incompetency and underperformance when examining a person with diabetes: this will

improve the quality of care by physicians and the quality of life for the patients.

The chosen group includes senior medical practitioners, nurses, podiatrists, wound care

experts, and other caregivers commonly involved in examining the diabetic wound. This group

was selected because of their constant contact with the patient discharging critical services

relating to the issue. Hence, acceptance of buying in and adopting the policies and guidelines of

the group will lead to success because the implemented changes will make the patients feel the

impact of the changes immediately. Generally, that will increase their satisfaction levels:

measuring patient satisfaction is one of the ways through which success will be measured. Their

seniority also implies that training them instantly impacts the juniors because changes or policies

are usually implemented from the top down. As a result, the seniors will enforce the policies and

guidelines from the top-down with little resistance to change because of the order of an authority.
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Besides change resistance, the chosen group possesses invaluable experience in their fields and

exceptional skills. For this reason, they are likely to command respect and obedience owing to

their expert authority.

2. Annotated Agenda for a Two-Hour Training Session

Time: 17th July 2022 (10 a.m. to noon) Activity

10.00 – 10.05 a.m. Brief introductory session
10.05 – 10.20 a.m. Background and understanding of the
issues facing the Mercy Medical facility.
10.20 – 10. 50 a.m. Exploring possible solutions and
alternatives, how the group can intervene,
and considering the group's role in patient
care and promoting quality in healthcare.
10.50 – 11.00 a.m.
11.00 - 11.10 a.m. Understanding the impact of educating
care providers and other staff.
11.10 – 11.20 a.m. Understanding the role of standardized
documentation.
11.20 - 11.25 a.m. Understanding the notification system.
11.25 – 11.30 a.m. Understanding the importance of quality
outcomes and the role of the group in the
improvement of quality outcomes
11.30 – 11.40 a.m. Understanding team collaboration
strategies
11.40 – 11.55 a.m. Questions & Answer section
11.55 – 12.00 p.m. Recap and final remarks

The agenda indicates the activities the group will discuss during the training: they range

from introduction sessions espousing the proposed policies to educate care providers and staff to

team collaboration strategies, among others. The strategies are the best because they prepare the

group to receive the changes without much resistance. As Kurt Lewin explains his change model,

the first step involves unfreezing, where the participants are ready to accept change and are

notified about it (Hussain et al., 2018). In this case, the caregivers and staff are first educated

where they are informed of the impending changes, their probable effects, and the reasons why
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they are necessary. Doing that smothers resistance to the policies and guidelines intending to

cause changes to the status quo.

Firstly, the strategies are effective because they select the right and the most experienced

specialist group to lead the implementation. Doing this ensures that the implementation will be

led by skilled professionals that tend to be more effective due to their long-term experience.

Additionally, involving the specialists will ensure only individuals close to the patients and those

who understand the needs of patients will lead the implementation of the guidelines. As a result,

the patients are likely to experience the effects firsthand.

Incidences such as reduced incidences of negligence, correct dosing, improved patient

satisfaction levels, and improving patient condition will all be indicators of success. The policies

will play the role of making the work of nurses and other care providers seamless. For instance,

the reminder will ensure that the patients are attended to, as they should. On the other hand,

education imparts the necessary skills to ensure progressive development of the clinicians and

betterment of the quality of care. The selected group is best placed to lead the implementation

because of their authority, experience, and proximity to patients. They are likely to thwart

resistance to the new policies. The training will empower the group by demonstrating how the

policies will improve their work, and make it easier hence appealing to their buy-in, which is

critical to implementing the policies and guidelines. For instance, the collaboration policy will

make the selected group's work enjoyable and easy.

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References

Hussain, S., Lei, S., Akram, T., Haider, M., Hussain, S., & Ali, M. (2018). Kurt Lewin's change

model: A critical review of the role of leadership and employee involvement in

organizational change. Journal of Innovation &Amp; Knowledge, 3(3), 123-127.

https://doi.org/10.1016/j.jik.2016.07.002

Lehane, E., Leahy-Warren, P., O’Riordan, C., Savage, E., Drennan, J., O’Tuathaigh, C., &

Lynch, H. (2019). Evidence-based practice education for healthcare professions: an

expert view. BMJ evidence-based medicine, 24(3), 103-108.

Praxel, T., Ford, T., & Vanderboom, E. (2011). Improving the Efficiency and Effectiveness of

Performing the Diabetic Foot Exam. American Journal of Medical Quality, 26(3), 193-

199. https://doi.org/10.1177/1062860610383166