Design a training session presentation (8-12 slides) for one of the role groups in the organization that will be responsible for implementation.
Training and educating those within an organization who are responsible for implementing and working with changes in organizational policy is a critical step in ensuring that prescribed changes have their intended benefit. A leader in a health care profession must be able to apply effective leadership, management, and educational strategies to ensure that colleagues and subordinates will be prepared to do the work that is asked of them.
As a master’s-level health care practitioner, you may be asked to design training sessions to help ensure the smooth implementation of any number of initiatives in your health care setting. The ability to create an agenda that will ensure your training goals will be met and will fit into the allotted time is a valuable skill for preparing colleagues to be successful in their practice.
To help ensure a smooth rollout and implementation of your proposed policy and practice guidelines, design a training session presentation for one of the role groups in the organization that will be responsible for implementation.
· Provide a brief summary of your strategies for working with your chosen role group.
· Explain the impact of the new policy on the group and the importance of the change to improve quality of care.
· Explain how the group is important in implementing your proposed policy and practice guidelines and why you chose this group to pilot your proposal.
· Determine appropriate instructional content and explain to the group the learning activities and materials they should expect during the training session.
· Prepare an annotated agenda for a two-hour training session.
During this training session, you will want to ensure that the individuals you are training understand the new policy and practice guidelines. You will need them to buy into the importance of the policy in improving the quality of care or outcomes and their key role in successful policy implementation. You must help them acquire the knowledge and skills they need to be successful in implementing the policy and practice guidelines.
As outcomes of this training session, participants are expected to:
· Understand the organizational policy and practice guidelines to be implemented.
· Understand the importance of the policy to improving quality or outcomes.
· Understand that, as a group, they are key to successful implementation.
· Possess the necessary knowledge and skills for successful implementation.
The strategy summary and annotated training agenda 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 document format and length and for supporting evidence.
· Summarize evidence-based strategies for working with the role group to obtain their buy-in and prepare them to implement the new policy and apply the associated practice guidelines to their work.
. Why will these strategies be effective?
. What measures might provide early indications of success?
· Explain the impact of the new policy and practice guidelines.
. How they will be implemented?
. How will they affect the daily work routines and responsibilities of the role group?
· Justify the importance of the new policy and practice guidelines with regard to improving the quality of care or outcomes related to the role group’s work.
. How will the policy and guidelines help improve the quality of care or outcomes?
· Explain the role group’s importance in implementing the new policy and practice guidelines.
. Why is the work and buy-in of the role group important for successful implementation?
. How could you help the group feel empowered by their involvement during implementation?
· Determine appropriate and effective instructional content, learning activities, and materials for the training session.
. How will each proposed activity on your agenda support learning and skill development?
. Can you complete the training within the allotted two hours?
· Deliver a persuasive, coherent, and effective audiovisual presentation.
. Be sure that the information and arguments you present are aligned with the needs of your audience.
. Review the organization of your slides for clarity.
. Proofread your slides to minimize errors that could distract the audience or make your message more difficult to understand.
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
SoNHS Professional Presentation Guidelines [PPTX] as a template. Be sure that your slide deck includes the following slides:
· Title slide.
. Presentation title.
. Your name.
. 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 slide and references slide.
Ensure you provide speaker notes for each slide to fully address scoring guide criteria.
Cite 2–4 external sources to support your strategies for working with the group you have identified and generating their buy-in, as well as for your approach to the training session, activities, and materials.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and 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.
. Explain the impact of a new policy and practice guidelines.
· Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.
. Justify the importance of a new policy and practice guidelines with regard to improving the quality of care or outcomes related to a selected role group’s work.
· Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces.
. Summarize evidence-based strategies for working with a selected role group to promote their buy-in and prepare them to implement a new policy and apply associated practice guidelines to their work.
. Explain a selected role group’s importance in implementing a new policy and practice guidelines.
. Determine appropriate and effective instructional content, learning activities, and materials for a training session.
· Competency 5: Produce clear, coherent, and professional written work, in accordance with writing standards.
. Deliver a persuasive, coherent, and effective audiovisual presentation.
Professional Presentation Guidelines
School of nursing and health sciences
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, University NAME, and the course name. The title should reflect your topic and not the assignment name.
Can add visuals such as illustrations or graphs
Can add film clips, sound, and animation
Presentation development is an important skill for your 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. 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.
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
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 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.
Limit words to 5–7 per line
Limit lines to 5–7 per slide
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
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
Fancy lettering for titles best for flyers or posters
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
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!
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.
Avoid low-resolution or copyrighted art and photos
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.
Remember to insert versus pasting any images into your file to maintain resolution. Copying and pasting will result in a blurry image.
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.
FINISHING THE PRESENTATIONS
Run spell check
Read it aloud
Ask someone to read it to you
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.
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