Introduction
Within the American healthcare system, African Americans endure misery and suffering. The healthcare condition of people of color and their general wellness are adversely affected by the disparities that define the healthcare systems. In general, the effects of these disparities extend beyond the laws and guidelines that govern the healthcare industry. In other terms, they lead to inconsistencies in medical insurance coverage and disparities in access to care, which has a negative impact on the health of some communities (Chunara et al., 2021). To identify and solve racial and ethnic health disparities and to promote excellent health for all Americans, the American Department, in a cooperation with other government authorities and social organizations should launch statewide awareness campaigns. The improvement goal of the program is to detect concrete increases in the level of education regarding medicine for Black communities among healthcare personnel. Preventive and educational program implementation initiatives are required to lessen or eradicate racial and ethnic challenges and drawbacks in health status, as well as racism and acts of discrimination against the Black population.
Implementation Plan
Measuring Change and Reaching Improvement Goal
The solution that should be determined and would be most effective in resolving the stated problem, which is inadequate healthcare services provision to the Black people, is related to elaborating a preventative and educational program. In practice, the preventative and educational program, designed primarily for healthcare and nursing specialists, should be linked to the social-ecological model and conception to abolish Black healthcare inequality. When developing strategies and guidelines the social ecology theory takes into account social, financial, governmental, and environmental variables. Since it connects people and their surroundings to institutional, social, and political factors, this ecological conception has affected global health research and practice (Doll, 2018). In this scenario, change in education methodologies should me measured and documented utilizing separate testing or interview result with medical or nursing workers. It is necessary to provide quantifiable results that will interpret the advancements in education. Thus, the degree of reaching the improvement goal will be determined with the help of analyzing testing and interviewing results. In case a major shift in knowledge and awareness among healthcare and nursing specialists is identified, then it is feasible to state that improvement is evident.
List of Outcomes and Responsibility
Considering the list of outcomes required to reach the implementation goal, it is possible to firstly highlight a rise in testing results among healthcare professionals and nursing workers. The topic and content of such a testing procedure should include the process of recognizing whether the specialists were able to enhance their knowledge on medical services for the Black population. Another outcome is connected to the feedback of officials and people in the positions of authority regarding the outcomes of their interviews. After interviewing nurses and healthcare personnel, the interviewers should clearly confirm that a person interviewed demonstrated their knowledge on how to deal with Black people and societies. For the first outcome, the role of the responsible for the result individual should be assigned to a data analyst that will be able to collect, systematize, and evaluate testing information and responses. For the second outcome, it is obligatory to engage an accountable person who is involved in designing the whole preventive and educational program, for instance, an individual from the medical sphere.
Actions Needed
For both outcomes, as they are strongly interrelated, it is needed to talk to the educators and instructors in the field of healthcare and nursing; hence, the departments involved include human resources and personnel training. Therefore, the stakeholders are healthcare and nursing workers, their supervisors, human resource and training departments, and the initiators of the educational program; consequently, it is compulsory to decide what type of stakeholder communication is preferable. The resources should encompass technical equipment, software, staff, database, and an online or offline workplace; thus, the budget should be adequate for all of the actions, but cost-reduction is additionally essential. For personnel, supplies, and equipment, it is mandatory to determine what particular positions are important for the program, for example, data analysts and healthcare specialists, and identify what is needed for tests and interviews. The milestones for the progress should incorporate three stages: development of the educational program, gathering the results of the tests and interviews, and performing the assessment of feedback; the progress should be checked weekly.
Time Frame, Risk Management, Organizational Aspects
The overall time frame for the project implementation should be estimated as one year since all of the processes, including tests, interviews, and data gathering, are to be organized during a complete time period. The potential setbacks can encompass dissatisfying educational program results or major technical delays on each stage. A risk management plan should be connected to eliminating all technical and technological drawbacks with a task of verifying whether all resources and tools are in an appropriate condition. In terms of a budget, several tens of thousands USD are required in order to have a functioning staff and technological aspects considered. Referring to responsibilities, healthcare specialists should provide consultations to the developers of the program, whereas the designers and data analysts have to elaborate the conception.
Progress Monitoring and Evaluation Plan
Monitoring progress procedures will be performed utilizing technological and digital advancements, for example, information and communication technologies and data centers, to assess the conditions automatically and repeatedly. In terms of an evidence-based practice model, a comprehensive and critical examination of secondary sources pertinent to a program is known as an evidence review, which aids in interpreting the data that is available (Halawa et al., 2020). Evidence-based practices may be implemented in a variety of healthcare settings when organizational contextual characteristics are taken into consideration (Li et al. 2018). In educational processes linked to healthcare or nursing settings, evidence-based approach, including evidence reviews, can assist in collecting exclusively relevant information (Lehane et al., 2019). The evaluation plan will define the standard of measurement, which will be documented improvements in knowledge among all specializations in nursing and healthcare.
Concerning the measurable outcomes, short-term and long-term formative assessments will be related to successful evidence of tests and interviews completion and summative assessments will be linked to overall statistics analysis and identifying major trends. Data that should be collected includes test results, interview results, feedback provisions, and all these information prior to educational program beginning. This data will be collected using reporting systems and databases, whereas the frequency and timing should be dependent on a concrete implementation stage. The evaluation points where data can be evaluated and adjustments made to the implementation plan as a result should include program launching step, tests and interviews completion, and feedback assessment.
Conclusion
To summarize, the issue of developing a preventative and instructional program is the one that has to be addressed and would be the most efficient in addressing the stated problem, which is the provision of insufficient healthcare services to Black people. In order to eliminate healthcare disparities for Black people, the corrective and educational program, intended largely for healthcare and nursing experts, should be connected to the social-ecological model and idea. The program’s improvement objective is to identify measurable improvements in healthcare professionals’ knowledge of medicine for Black populations.
References
Chunara, R., Zhao, Y., Chen, J., Lawrence, K., Testa, P. A., Nov, O., & Mann, D. M. (2021). Telemedicine and healthcare disparities: A cohort study in a large healthcare system in New York City during COVID-19. Journal of the American Medical Informatics Association, 28(1), 33-41.
Doll, K. M. (2018). Investigating Black-White disparities in gynecologic oncology: Theories, conceptual models, and applications. Gynecologic Oncology, 149(1), 78-83.
Halawa, F., Madathil, S. C., Gittler, A., & Khasawneh, M. T. (2020). Advancing evidence-based healthcare facility design: A systematic literature review. Health Care Management Science, 23(3), 453-480.
Lehane, E., Leahy-Warren, P., O’Riordan, C., Savage, E., Drennan, J., O’Tuathaigh, C., O’Connor, M., Corrigan, M., Burke, F., Hayes, M., & Lynch, H. (2019). Evidence-based practice education for healthcare professions: An expert view.BMJ Evidence-Based Medicine, 24(3), 103-108. Web.
Li, S. A., Jeffs, L., Barwick, M., & Stevens, B. (2018). Organizational contextual features that influence the implementation of evidence-based practices across healthcare settings: A systematic integrative review.Systematic Reviews, 7(1), 1-19. Web.