final proj
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files (5)finalprojectrubric.docx
finalproject.docx
ImprovingTimelyandCompleteClinicalSessionDocumentationThrough1.pptx
- video1730871913.mp4
- ThePDC-HS.docx
finalprojectrubric.docx
Final Project Rubric
Grading Rubric (100 Points)
Presentation (5 points)
Speaker is audible and presentation submitted on time.
· 5 pts: All criteria met
· 3 pts: One criterion met
· 0 pts: No criteria met
Title Slide (5 points)
· 5 pts: Name and presentation title included
· 3 pts: One element missing
· 0 pts: Missing required elements
Scenario Slide (10 points)
Includes relevant contextual information such as:
· Setting
· Relationships between individuals
· Environmental variables
· 10 pts: All criteria met
· 5 pts: At least 50% met
· 0 pts: Less than 50% met
Pinpoint Slide (20 points)
Provides a clear, measurable, observable behavior definition.
· 20 pts: High-quality pinpoint provided
· 10 pts: Partially developed pinpoint
· 0 pts: Poor or incorrect pinpoint
PDC-HS Analysis (20 points)
Includes four slides addressing:
· Training
· Task Clarification and Prompting
· Resources, Materials, and Processes
· Performance Consequences, Effort, and Competition
· 20 pts: All slides present and supported
· 10 pts: Partial completion or limited support
· 0 pts: Slides missing or unsupported
Intervention Plan (20 points)
Includes:
· List of resources needed
· Task analysis describing implementation
· 20 pts: Comprehensive and well-developed
· 10 pts: Partial plan or incomplete resources
· 0 pts: Intervention plan missing or weak
Measuring Success (20 points)
Provides a clear behavior-analytic measurement and data collection plan.
· 20 pts: Clear, replicable measurement plan
· 10 pts: Partially developed plan
· 0 pts: Measurement plan missing or unclear
finalproject.docx
In this course, you will complete a final project that identifies and resolves supervisee/trainee performance issues in the workplace. The objective of this assignment will be to create a brief presentation that demonstrates your ability to pinpoint performance issues, identify potential solutions, and measure the success of an intervention.
For this project, you will either:
· Report a real-life performance issue experienced by yourself or colleagues, or
· Create a hypothetical scenario of a performance issue in the workplace
Using the Performance Diagnostic Checklist – Human Services (provided to you during Module 7), you will analyze a pinpointed supervisee/trainee behavior from your situation/scenario and determine a potential intervention to implement and strategy for measuring success.
You will present your assessment and intervention process via a 5-10 minute PowerPoint (or similar) presentation. You may choose to present via recording or live during your Module 9 virtual live class. Both recorded and live presenters must submit their presentation in Canvas and presentations must be submitted at least 24 hours before the Module 9 live class.
Each student will be provided one peer’s presentation to review the following week and must submit the feedback as soon as possible.
Example project provided here - you cannot use this concern/pinpoint for your project.
Components
Title Slide
Should include your name and general title of your presentation (e.g., Repeated Delay in Data Collection)
Scenario Slide
Describe a staff performance issue you’ve observed or experienced or write a hypothetical scenario of a staff performance issue in the workplace. Include contextual information, including the setting, relevant relationships between individuals in the scenario/situation, and environmental variables that will help inform your PDC-HS process later.
Pinpoint Slide
Pinpoint the staff behavior of interest for increase or decrease. Ensure that your definition follows all the requirements of a high-quality pinpoint (measurable, observable, passes the “dead person’s” test, not a non-behavior, etc.) Please review content in Module 3 for a refresher on appropriate pinpoints.
PDC-HS Slides (x4):
Conduct a mock PDC-HS related to your scenario and briefly describe your findings for each section on separate slides. You should have a slide each for:
· Training
· Task Clarification and Prompting
· Resources, Materials, & Processes
· Performance Consequences, Effort, and Competition
Intervention Slide
Select the intervention that you believe will have the greatest impact on the behavior of the supervisee/trainee member. Provide a list of resources needed to implement the intervention (including people, time, funding, etc.), and a task analysis of the steps you would take to put the intervention in place.
Measuring Success Slide
Describe what data you would collect to determine if the intervention was successful and how you would collect those data. For a refresher on measurement strategies, please review the content from Module 3.
It is expected that the presenter will speak clearly, so that all words are audible. It is also expected that the presenter will be prepared and articulate the information on the slides in a smooth and controlled manner (i.e., deliver pertinent information without long pauses or repetition of filler words).
Peer Review Component
Students are expected to provide their peers with meaningful and substantial feedback. The following questions must be answered in narrative format:
Scenario Clarity & Context
Identify one specific detail from the Scenario Slide that meaningfully helps explain the performance issue, and one missing detail that would improve the functional understanding of the situation. Explain why that missing piece matters.
Pinpoint Quality Check
Evaluate the Pinpoint Slide using behavioral criteria (observable, measurable, passes the dead person’s test, etc.). Which criterion is best met, and which (if any) is weakest? Provide a revised version of the pinpoint if improvement is needed.
PDC-HS Alignment
Select one PDC-HS domain (Training, Task Clarification, Resources, or Performance Consequences) and explain whether the presenter’s conclusions are logically supported by the scenario. Cite a specific example from their slides to justify your evaluation.
Intervention
Does the chosen intervention clearly align with the performance problem identified in the PDC-HS? Point to one element of the intervention that directly addresses the problem and one aspect that may be mismatched, missing, or unnecessary.
Measurement & Data Validity
Evaluate the Measuring Success Slide: What type of data is being collected, and is it appropriate for the pinpointed behavior? Suggest one specific improvement to increase the reliability or validity of the measurement system.
ImprovingTimelyandCompleteClinicalSessionDocumentationThrough1.pptx
Improving Timely and Complete Clinical Session Documentation Through Performance Diagnostic Assessment
Student Name: Course: Instructor: Date:
1
Scenario
A community-based outpatient behavioral health clinic that focuses on children and adolescents.
There is a registered behavioral therapist who will record the electronic session at the conclusion of appointments.
The documentation rates have reduced in the past eight weeks.
Late records affected the billing, continuity of treatment, and supervisor examination.
Increased caseload and conflicting administrative work seemed to have a performance effect.
In my community behavioral health clinic, I noticed that the speed of documentation by a behavioral therapist who was to complete electronic clinical notes had been on a steady decreasing trend. The records on sessions were usually provided after the due dates and did not necessarily contain all the required information on treatments. I found that the consequences of these delays were the reimbursement processes and the reduction of provider continuity. Recent staffing changes have led to increased work expectations. The motivation of the employees was not further assessed, as it seemed that the influence of the environmental factors was the one that had to be evaluated further with the assistance of the PDC-HS framework.
2
Pinpoint
There were incomplete electronic session notes within 24 hours following each client session.
Notes should have all the necessary clinical and administrative elements.
Performance, expressed as a percentage of notes completed on time.
Behavior can be tracked based on electronic submissions timestamps.
Target is a behavioral deficit that can be enhanced (Carr et al., 2013).
I have chosen the target behavior to enhance the timeliness and completeness of clinical documentation at the end of each clinical session with a client. I chose this behavior as it can be directly observed and objectively measured with the help of electronic records. The definition fails to include the general terms, like professionalism or responsibility, but concentrates on specific actions. The target behavior falls within the parameters of behavioral quality because it needs the active execution of the staff to accomplish it. Such behavior will also likely be improved, and thus the overall organizational outcomes will be improved (Carr et al., 2013).
3
PDC-HS Analysis: Training
Onboarding and documentation training of the employee was carried out.
There were no opportunities for guided practice once training was over.
Employee correctly established documentation requirements
Previous achievement of task completion was documented.
The problem is not likely to be caused by a training shortage.
The results of my assessment indicated that training was not the major impediment to performance. The formal training was already provided as part of onboarding and involved a demonstration and the opportunity for mentored activities. I ensured that the standards of documentation were known to the therapist, and he was able to explain what was required to accomplish the documentation properly. The past experiences revealed that the therapist had completed the task in the past. This implication of the results was that retraining as a concept will not be adequate to deal with performance.
4
PDC-HS Analysis: Task Clarification and Prompting
The time of documentation was addressed verbally.
Standards of written documentation were not always available.
There was no formal reminder system in case of a busy working schedule.
Employees were given limited prompts when it came to imminent deadlines.
Clarification and prompting were moderate barriers to performance (Carr et al., 2013).
Task clarification review revealed that there were weaknesses in the environment that could have contributed to slow documentation. Regardless of the expectations, I learnt that there were variations in communication and reinforcement of the expectations in work demands. The working process did not always include the incorporation of structured reminders and job aids. The competing tasks would be likely to be delayed to a later date, and documentation would be delayed. Therefore, dynamic prompting, along with task support, could contribute to performance consistency (Carr et al., 2013).
5
PDC-HS Analysis: Resources, Materials, and Processes
The Electronic Health Records system required a lot of manual interventions and entries.
Documentation of the sessions with the scheduling and communication activities.
Staff shortage increased the workload of documentation (Chapman et al., 2022).
Unnecessary efforts in the reaction to the existing workflow.
The most significant obstacles were resources and process design.
I identified resources and the conditions of the workflow to be the most efficient factors in the performance issue. The documentation was not completed with ease because the documentation system had to be typed in on a few occasions and go through a sequence of procedures. The time to conduct documentary activities was less due to administrative responsibilities. The shortage of staff was a stress factor for the clinical staff and heightened the response effort (Chapman et al., 2022). Based on these findings, I determined that the most significant change was most likely to be brought about by workflow redesign.
6
PDC-HS Analysis: Performance Consequences, Effort, and Competition
Supervisor monitoring was performed once a month through an audit.
Feedback was late and was primarily on errors.
The workers barely demonstrated good outcomes of prompt documentation.
Competing tasks were more immediately reinforced.
Sustained weak documentation had poor performance in consequence systems.
I found that the other area of difficulty that now held significance to me was performance consequences. The staff members were not provided with feedback regularly, and in most instances, when there had been a buildup of documentation problems. Compliments were rarely provided immediately after a good performance or supported. First, the demands of the operations would be frequently prioritized because they would be more receptive in the short run for the supervisors and clients. I settled on the fact that effective performance feedback and supporting consequence systems must be strengthened to achieve long-term improvement.
7
Intervention Plan
Integrate redesign process, task clarification, and performance feedback.
Staff: supervisors' time for coaching and dedication of clinicians to attend.
Technology: dashboard configuration: automation of reminder and documentation.
Resources: documentation checklists, templates, and visual workstations templates.
Time management: protected recorded time of 30 minutes on each working day for documentation.
Since I was able to determine the barriers in several PDC-HS areas, I chose an intervention package that includes process redesign, clarification of tasks, and performance feedback, which are structured. Other resources that would be necessary to implement the program are time for supervisor coaching, an electronic reminder, visual documentation skills, and a secure daily documentation time for clinicians. To help with treatment fidelity, I have created a five-step task analysis that identifies the implementation process in a definite sequence. I will start with the streamlining of the workflow, systematic support and assistance tools, and then start to organize clarification meetings and coaching. The ongoing tracking and data analysis of the intervention will be done continuously and will inform the changes of all the elements of the intervention that will be applied during the process.
8
Measuring Success and Conclusion
Measure the proportion of complete session notes in 24 hours of the session.
Check the completeness of the session notes with the documentation quality checklist.
Collection of the maintenance, intervention, and baseline data.
Make weekly visual performance trend analysis.
Assess the sustainability regarding the gradual decrease in support.
I have planned to measure success using the objective measures, which directly relate to the behavior identified. The electronic timestamp data would be the data measure of timeliness, and the documentation checklist would be the data measure of completeness. Measures of the data would be based on the baseline, intervention, and maintenance to assess the long-term behavior change. The weekly performance trends of the company would be taken into account, and support would be provided where necessary. This project shows that a strategic environmental assessment may be used to enhance staff work as well as service quality.
9
References
Carr, J. E., Wilder, D. A., Majdalany, L., Mathisen, D., & Strain, L. A. (2013). Performance Diagnostic Checklist-Human Services [Database record]. APA PsycTests. https://doi.org/10.1037/t32807000
Chapman, J. E., Schoenwald, S. K., Sheidow, A. J., & Cunningham, P. B. (2022). Performance of a Supervisor Observational Coding System and an Audit and Feedback Intervention. Administration and Policy in Mental Health and Mental Health Services Research. https://doi.org/10.1007/s10488-022-01191-5
