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Quality Improvement for Well Child Care
Presented to the Faculty
of University of Alaska Anchorage
in Partial Fulfillment of Requirements
for the Degree of
MASTER OF SCIENCEThe American Academy of Pediatrics (AAP) Bright Futures (BF) guidelines for well child care
were designed to provide quality pediatric care. Adherence to AAP-BF guidelines improves:
screenings, identification of developmental delay, immunization rates, and early identification of
children with special healthcare needs. The current guideline set is comprehensive and includes
thirty one well child exams, thirty three universal screening exams and one hundred seventeen
selective screening exams. Many providers have difficulty meeting all guideline requirements
and are at risk of committing Medicaid fraud if a well exam is coded and requirements are not
met. The goal of this quality improvement project was to design open source and adaptable
templates for each pediatric age group to improve provider adherence to the BF guidelines. A
Plan-Do-Study-Act (PDSA) quality improvement model was used to implement the project.
Templates were created for ages twelve months to eighteen years and disseminated to a pilot
clinic in Anchorage, Alaska. The providers were given pre-implementation and postimplementation
surveys to determine the efficacy and usefulness of the templates. Templates
were determined to be useful and efficient means in providing Bright Futures focused well child
care. The templates are in the process of being disseminated on a large scale to assist other
providers in meeting BF guideline requirements.Title Page / Table of Contents / List of Tables / List of Appendices / Abstract / Introduction / Background / Clinical Significance / Current Clinical Practice / Research Question / Literature Review / Framework: Evidence Based Practice Model/ Ethical Considerations and Institutional Review Board / Methods / Implementation Barriers / Findings / Discussion / Disseminatio
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Benefits and swot analysis of iknow estudent services system
The implementation of new robust and complex overall
systems in any area is in the very least demanding,
complicated, extensive, particularized and delicate. Especially
if they are planned to be designed for almost entire higher
education system in a country. Inevitably at the beginning, the
stakeholders in the existing processes and resources will be
reluctant to radical change such as the one in the case of
iKnow system implementation, setbacks can be experienced
in the mentality shifts, workflow adjustments and adaptation,
but also in the different starting points in different institutions
for such implementations. And this is only before the
beginning of usage of the system. As with any big, ERP-like
software solution, the first period of implementation may be
the scariest, until everyone gets on board. Then the
impressions from the intuitive interface, completion of tasks
from distance, the overview of many aspects, maybe never
even considered before, and the usefulness of the reports will
kick in. That is the point from which the added value from the
iKnow eStudent Services System will start to pile up
improvements in many directions and depths. This paper can
serve as an introduction to the benefits, strengths and
opportunities that can be expected from iKnow, and food for
thought for the involved parties in the realization of the
project for its weaknesses and threats. By observing the
requirements for the system on one side, and the technical
documentation and the software itself on the other, we can
conclude that what is asked for has been delivered in the
construction area, and time will show that the objectives will
be reachable in the very least, if not completely, with timely
implementation and proper usage
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