SWOT CASE STUDY 2: Evidence Based Data Collection SELECTED FRAMEWORK: SWOT ANALYSIS PROBLEM TO SOLVE/GOAL: Monthly, move 300 Patients from the priso

/ Science / By

SWOT

CASE STUDY 2: Evidence Based Data Collection
SELECTED FRAMEWORK: SWOT ANALYSIS
PROBLEM TO SOLVE/GOAL: Monthly, move 300 Patients from the prison and back safely while the prison continues to run normally
FRAMEWORK STEP DATA POINT EVIDENCE TYPE SOURCE USE IN FRAMEWORK COMMENTS
Identify Strengths
Daily Patient Volume Requirements – X patients per day Objective Case Study Strength 1 Will help in determine required staffing
Identify Weaknesses
High propencity of pregnancy to norm – Source says 2:100 Actual is 5:199 Objective Academic Reference/Case Study Weakness 1 Assess whether higher clinical staffing ratios needed on transport
Identify Opportunities
Telehealth is Available to Prisoners for Certain Types of Visits Subjective Personal Assumption Opportunity 1 May help to reduce patient volumes if needed
Identify Threats Specific Nursing Staff May Resist 1:1 transport duties Subjective Personal Assumption Threat 1 May need support from HR if this occurs. Engage HR in advance
Specific Nursing Staff May Resist 1:1 transport duties Subjective Personal Assumption Threat 1 May need support from HR if this occurs. Engage HR in advance
Identify Missing Information If Any
Compilment of Staff Available to Use Objective Prisoner Director Counteract Threat1/Minimize Weakness 1 Need to obtain
GAP IDENTIFICATION
PROBLEM TO SOLVE/GOAL: Monthly, move 300 Patients from the prison and back safely while the prison continues to run normally
FRAMEWORK STEP DATA POINT EVIDENCE TYPE SOURCE USE IN FRAMEWORK COMMENTS
Identify Gaps
Transportation Options Not Provided Objective Gap 1 Necessary for staffing, budgetting, prisoner management
Frequency of Movement within the month not specificed Objective Gap 2 Necessary for staffing, budgetting, prisoner management
Prisoners have variety of problems. Some could be addressed in house Objective Case Study Gap 3 Discuss with Prison Director
Analyze gap

Evidence-Based Decision Making in Healthcare

What is evidence-based practice?

Good-quality decisions are based on a combination of critical thinking and the best available evidence (the quality of the evidence is at utmost importance)

According to Dawes and colleagues (2005):

Evidence-based practice is about making decisions through the conscientious, explicit, and judicious use of the best available evidence from multiple sources by

ASKING (translating a practical issue or problem into an answerable question)

ACQUIRING (systematically searching for and retrieving the evidence)

APPRAISING (critically judging the trustworthiness and relevance of the evidence)

AGGREGATING (weighting and pulling together the evidence)

APPLYING (incorporating the evidence into the decision-making process)

ASSESESING (evaluating the outcome of the decision taken) to increase the likelihood of a favorable outcome

What counts as evidence?

Evidence usually means information. It may be:

-based on numbers

-be qualitative

-be descriptive

Evidence usually comes from:

-scientific evidence

-organizational evidence

-experiential evidence

-stakeholder evidence

*Regardless of source, all evidence should be included if it is judged to be trustworthy and relevant.

Why do we need evidence-based practice?

Personal judgement alone is susceptible to systematic errors. Cognitive and information-processing limits make us prone to biases that have negative effect on the quality of decisions (Bazerman 2009; Clements 2002; Kahneman 2011; Simon 1997)

Benchmarking and “best practices” need to be critically evaluated before adaptation to a specific situation, organization, culture, time etc. Otherwise, use them only as a point of evidence and not as a deciding factor in decision making process.

Barriers to the evidence-based decision making practice

The managers need to be trained in the skills required to critically evaluate trustworthiness and relevance of information

Important organizational information may be difficult to access, the information available may be of poor quality or misleading.

Managers may not be aware of the current scientific evidence concerning the key issues in the field.

Why do barriers exist?

Practitioners pay little or no attention to scientific or organizational evidence, instead placing too much trust in personal judgement and experience, “best practices”, and the beliefs of corporate leaders. As a result, money is spent on management practices that are ineffective or harmful to organizations, their members or their clients.

Wh

CORE VALUES

One of the benefits of this process
is that it allows the team’s most
important commitments to
emerge.

For teams who work together
regularly, the first time the team
uses this process an initial set of
values will be defined. This list can
become a starting point for future
exercises, where the team’s sense
of each of these values can be
solidified, and what the values
mean for the group can be further
specified.

The group may choose to organize the value statements that
emerge in Step 5 according to themes, using the worksheet on
page 40. To do this, the group should:

Identify a value theme to the left of the detailed value
descriptions.

Group/sort the value statements according to value theme
(see Sample 2).

Use the value themes as the guiding values in the table in Step
6 (see Sample 3).

The list of values will likely
expand as the team explores
issues with slightly different
contextual features.

Over time, a set of core
commitments will emerge that can
guide the team when facing an
issue in the heat of the moment.

TIPS FOR SUCCESS

• Recognize that the challenge with value words by themselves
(such as “respect for dignity”, “efficiency”, etc.) is that different
people can interpret these terms differently. The detailed
descriptions tied to each value in Step 4 become the way that
this group specifies the meaning of that term.

• As the value word is used in the future, both within the group
and in external communication, be sure to clarify what the
group means using the more descriptive value statements.

Step 5

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© The Author(s), under exclusive license to Springer Nature Switzerland AG 2021

Good Decisions © 2021 Bashir Jiwani, PhD

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Step Synthesize Values (optiona

SAMPLE WORKSHEET

ENTRIES

In our solution it is important
that…
We build trust with the users of
our service

We promote independence in
our clients

We build a sense of community
amongst those who have to carry
out the decision

VALUES CAN BE…

Instrumental/strategic:
important because they lead
to something of greater
significance

Intrinsic/inherent: important for
their own sake

APPENDIX C

Provides a glossary of terms
which may be useful for team
members to review. The list is
not comprehensive.
Individuals and teams may
also interpret some of these
words differently from each
other and from the definition
offered. That is okay. What is
important is to be clear about
what specifically matters to
the group and to justify its
place relative to other value
statements.

In this step we describe in detail exactly what is important to us
in the issue and what we want to ensure our solution addresses.
We move from discussing the world we currently see, to the
world we want.

Brainstorm everything that the decision should live up to
(worksheet on page 37).

• Ask people to offer full ideas in answering the Key
Question established in Step 3: “Whatever our answer,
it is important that…”.

• List all considerations regardless of degree of importance.
Prioritize the list. (See techniques for prioritizing value

statements on next page.)
Review the list and confirm the prioritization.
Discuss the justification for the prioritization: why is it

reasonable to prioritize and balance in this way?
Identify values about which there was disagreement and

discuss how to address these.

The resulting list will be the criteria against which the quality of
different options will be judged.

•

•

•

•

•

Step5

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© The Author(s), under exclusive license to Springer Nature Switzerland AG 2021

Good Decisions © 2021 Bashir Jiwani, PhD

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EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 4/1/2023 11:48 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS
AN: 2655908 ; Bashir Jiwani.; Good Organizational Decisions : Ethical Decision-Making Toolkit for Leaders and Policy Makers
Account: s4264928.main.eds

SAMPLE QUESTIONS

“What should our staff
attendance policy be during a
public health emergency?”
(Instead of “should we force
staff to come to work?”)

“Where should we allocate
these scarce resources?” (As
opposed to “Should we only
give these resources to
children?”)

“How should we respond to
people who request
resources but do not use
them appropriately to
maximize the benefit from
them?” (Instead of “How do
we deal with
non-compliant users?”)

QUESTIONS AND SUB-

QUESTIONS

Some questions are actually
made up of discrete sub-
questions, all of which must be
addressed to successfully answer
the key question.

For example, any question about
resource allocation will have
three sub-questions:
1) What criteria should be used

to compare candidates for
receiving the resource?

2) Who will use the criteria and
make the decision?

3) What process will be used to
gather the information,
analyze the options, make
the decision, communicate
and implement it?

In this step we define the problem and specify exactly what question we are
trying to answer.

Determine the problem(s) the group is working to solve.

• The question you ask will determine the type and scope of answer
you get

• You want to ensure that the group is working on the same problem
and asking the best question to help solve that problem

• A sense of the key question will arise from discussions with the
requester of the process. You want to confirm and refine this with
the shared work team

List each suggestion as a possible question that the group might
tackle.

For each ask, “if we get an answer to this question, will it provide
sufficient direction for us to deal with the problem?”

Notice if there are specific smaller questions that are part of a key
question and organize these together.

Select a key question from the list.

• Many questions will present themselves; the challenge is choosing which
should be addressed in the time available

Do not get hung up on this step.

• The articulation of the problem may evolve with further discussion of
the facts

• Get enough of a shared understanding to move forward and set the
expectation you will revisit this as you move through the process

•

•

•

Step 3

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© The Author(s), under exclusive license to Springer Nature Switzerland AG 2021

Good Decisions © 2021 Bashir Jiwani, PhD

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A FACT…

Is a belief that is true about the
world. The list of facts
describes the landscape
against which the decision is
being made.

Some beliefs about reality are
good candidates for scientific
confirmation. For example, the
root cause of a situation or how
an individual or group is being or
will be impacted by a given
intervention can be studied.

For these types of beliefs, the more
evidence that we have for it, the
more likely it is a fact. The quality
of this type of belief will depend
upon the evidence we have to
support it.

Some beliefs, on the other hand,
are matters of interpretation. For
example, questions such as “What
happens when we die?”, “Is there
or isn’t there a God?”, and “Are
human beings responsible for their
actions?” are all matters that are
not very good candidates for
scientific analysis. They require a
different sort of evaluation.

It is not likely that disagreements
about these types of beliefs can
be conclusively resolved in a short
space of time. Nor is it necessary to
resolve this type of disagreement to
find common ways of moving
forward for a very large majority of
system-level questions.

This step is where we examine decision team members’ understanding
of the facts.

Using the worksheet, describe:

• What we know for sure about the context
• The evidence we have to base this on
• The information that is missing, but that we can find out (and who

will do this research)

• The information that is missing, that we probably cannot know

Develop a shared understanding of the context, including areas that may
be unsettled or controversial.

Discuss the evidence:

• Is there agreement about the sources of evidence?

• Is there agreement about how this evidence is interpreted?

Ask specifically if there are any assumptions people believe are contentious
or unclear and make these explicit.

Identify the source(s) of disagreement and explore whether consensus is
possible.

Step 4

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https://doi.org/10.1007/978-3-030-33401-7_4

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© The Author(s), under exclusive license to Springer Nature Switzerland AG 2021

Good Decisions © 2021 Bashir Jiwani, PhD

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EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 4/1/2023 11:48 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS
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This assignment will be submitted to Turnitinâ„¢.

Instructions

Course Objective for Assignment:

· Relate strategic management principles and decision logic to current complex health care management challenges and formulate effective solutions.

Continue working with the Case described in week 3. 

Review: 
Evidence-based Decision Making in Healthcare PPT

Apply the UMGC Library eBook: 
Good Organizational Decisions: Ethical Decision-Making Toolkit for Leaders and Policy Makers Permalink to eBook: 
http://ezproxy.umgc.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2655908&site=eds-live&scope=site

Complete Step 3, 4, and 5. PP.# 27-38 from the eBook – Good Organizational Decisions: Ethical Decion0Mkaing Toolkit for Leaders and Policy Makers

· Fill in the worksheet on p. 29

· Fill in the worksheet on p. 33  ***Make sure to list all types of evidence relevant to this strategic planning process. 

· Fill in the worksheet on p. 37

The worksheets are targeting the Case from week 3. Make sure to stay focused and target appropriate information and evidence. 

Complete the Table below using your selected Framework and the Case Study that is the focus of the entire class.  Make sure you think about each step in your framework and the data that you need (or lack) for each of the steps and the sources from the case study that either provide that information or enable you to believe you need additional data outside of what is provided.  You can make some assumptions as you complete the chart.  If you do, please label your assumptions in the table.  The table contains examples for three of the most popular frameworks.  But you should use the one that you selected in your previous assignment. YOU MAY USE MY EXAMPLES IN YOUR SUBMISSION BUT THEY WILL NOT COUNT TOWARD YOUR GRADE AS ORIGINAL WORK.  You will need to add your own original content. 

SWOT CASE STUDY 2: Evidence Based Data Collection SELECTED FRAMEWORK: SWOT ANALYSIS PROBLEM TO SOLVE/GOAL: Monthly, move 300 Patients from the prison and back safely while the prison continues to run normally FRAMEWORK STEP DATA POINT EVIDENCE TYPE SOURCE USE IN FRAMEWORK COMMENTS Identify Strengths Daily Patient Volume Requirements – X patients per day Objective Case Study Strength 1 Will help in determine required staffing Identify Weaknesses High propencity of pregnancy to norm – Source says 2:100 Actual is 5:199 Objective Academic Reference/Case Study Weakness 1 Assess whether higher clinical staffing ratios needed on transport Identify Opportunities Telehealth is Available to Prisoners for Certain Types of Visits Subjective Personal Assumption Opportunity 1 May help to reduce patient volumes if needed Identify Threats Specific Nursing Staff May Resist 1:1 transport duties Subjective Personal Assumption Threat 1 May need support from HR if this occurs. Engage HR in advance Specific Nursing Staff May Resist 1:1 transport duties Subjective Personal Assumption Threat 1 May need support from HR if this occurs. Engage HR in advance Identify Missing Information If Any Compilment of Staff Available to Use Objective Prisoner Director Counteract Threat1/Minimize Weakness 1 Need to obtain GAP IDENTIFICATION PROBLEM TO SOLVE/GOAL: Monthly, move 300 Patients from the prison and back safely while the prison continues to run normally FRAMEWORK STEP DATA POINT EVIDENCE TYPE SOURCE USE IN FRAMEWORK COMMENTS Identify Gaps Transportation Options Not Provided Objective Gap 1 Necessary for staffing, budgetting, prisoner management Frequency of Movement within the month not specificed Objective Gap 2 Necessary for staffing, budgetting, prisoner management Prisoners have variety of problems. Some could be addressed in house Objective Case Study Gap 3 Discuss with Prison Director Analyze gap Evidence-Based Decision Making in Healthcare What is evidence-based practice? Good-quality decisions are based on a combination of critical thinking and the best available evidence (the quality of the evidence is at utmost importance) According to Dawes and colleagues (2005): Evidence-based practice is about making decisions through the conscientious, explicit, and judicious use of the best available evidence from multiple sources by ASKING (translating a practical issue or problem into an answerable question) ACQUIRING (systematically searching for and retrieving the evidence) APPRAISING (critically judging the trustworthiness and relevance of the evidence) AGGREGATING (weighting and pulling together the evidence) APPLYING (incorporating the evidence into the decision-making process) ASSESESING (evaluating the outcome of the decision taken) to increase the likelihood of a favorable outcome What counts as evidence? Evidence usually means information. It may be: -based on numbers -be qualitative -be descriptive Evidence usually comes from: -scientific evidence -organizational evidence -experiential evidence -stakeholder evidence *Regardless of source, all evidence should be included if it is judged to be trustworthy and relevant. Why do we need evidence-based practice? Personal judgement alone is susceptible to systematic errors. Cognitive and information-processing limits make us prone to biases that have negative effect on the quality of decisions (Bazerman 2009; Clements 2002; Kahneman 2011; Simon 1997) Benchmarking and “best practices” need to be critically evaluated before adaptation to a specific situation, organization, culture, time etc. Otherwise, use them only as a point of evidence and not as a deciding factor in decision making process. Barriers to the evidence-based decision making practice The managers need to be trained in the skills required to critically evaluate trustworthiness and relevance of information Important organizational information may be difficult to access, the information available may be of poor quality or misleading. Managers may not be aware of the current scientific evidence concerning the key issues in the field. Why do barriers exist? Practitioners pay little or no attention to scientific or organizational evidence, instead placing too much trust in personal judgement and experience, “best practices”, and the beliefs of corporate leaders. As a result, money is spent on management practices that are ineffective or harmful to organizations, their members or their clients. Wh CORE VALUES One of the benefits of this process is that it allows the team’s most important commitments to emerge. For teams who work together regularly, the first time the team uses this process an initial set of values will be defined. This list can become a starting point for future exercises, where the team’s sense of each of these values can be solidified, and what the values mean for the group can be further specified. The group may choose to organize the value statements that emerge in Step 5 according to themes, using the worksheet on page 40. To do this, the group should: Identify a value theme to the left of the detailed value descriptions. Group/sort the value statements according to value theme (see Sample 2). Use the value themes as the guiding values in the table in Step 6 (see Sample 3). The list of values will likely expand as the team explores issues with slightly different contextual features. Over time, a set of core commitments will emerge that can guide the team when facing an issue in the heat of the moment. TIPS FOR SUCCESS • Recognize that the challenge with value words by themselves (such as “respect for dignity”, “efficiency”, etc.) is that different people can interpret these terms differently. The detailed descriptions tied to each value in Step 4 become the way that this group specifies the meaning of that term. • As the value word is used in the future, both within the group and in external communication, be sure to clarify what the group means using the more descriptive value statements. Step 5 B. Jiwani, Good Organizational Decisions, SpringerBriefs in Ethics, https://doi.org/10.1007/978-3-030-33401-7_6 39 © The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 Good Decisions © 2021 Bashir Jiwani, PhD C o p y r i g h t 2 0 2 1 . S p r i n g e r . A l l r i g h t s r e s e r v e d . M a y n o t b e r e p r o d u c e d i n a n y f o r m w i t h o u t p e r m i s s i o n f r o m t h e p u b l i s h e r , e x c e p t f a i r u s e s p e r m i t t e d u n d e r U . S . o r a p p l i c a b l e c o p y r i g h t l a w . EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 4/1/2023 11:49 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS AN: 2655908 ; Bashir Jiwani.; Good Organizational Decisions : Ethical Decision-Making Toolkit for Leaders and Policy Makers Account: s4264928.main.eds http://crossmark.crossref.org/dialog/?doi=10.1007/978-3-030-33401-7_6&domain=pdf Step Synthesize Values (optiona SAMPLE WORKSHEET ENTRIES In our solution it is important that… We build trust with the users of our service We promote independence in our clients We build a sense of community amongst those who have to carry out the decision VALUES CAN BE… Instrumental/strategic: important because they lead to something of greater significance Intrinsic/inherent: important for their own sake APPENDIX C Provides a glossary of terms which may be useful for team members to review. The list is not comprehensive. Individuals and teams may also interpret some of these words differently from each other and from the definition offered. That is okay. What is important is to be clear about what specifically matters to the group and to justify its place relative to other value statements. In this step we describe in detail exactly what is important to us in the issue and what we want to ensure our solution addresses. We move from discussing the world we currently see, to the world we want. Brainstorm everything that the decision should live up to (worksheet on page 37). • Ask people to offer full ideas in answering the Key Question established in Step 3: “Whatever our answer, it is important that…”. • List all considerations regardless of degree of importance. Prioritize the list. (See techniques for prioritizing value statements on next page.) Review the list and confirm the prioritization. Discuss the justification for the prioritization: why is it reasonable to prioritize and balance in this way? Identify values about which there was disagreement and discuss how to address these. The resulting list will be the criteria against which the quality of different options will be judged. • • • • • Step5 B. Jiwani, Good Organizational Decisions, SpringerBriefs in Ethics, https://doi.org/10.1007/978-3-030-33401-7_5 35 © The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 Good Decisions © 2021 Bashir Jiwani, PhD C o p y r i g h t 2 0 2 1 . S p r i n g e r . A l l r i g h t s r e s e r v e d . M a y n o t b e r e p r o d u c e d i n a n y f o r m w i t h o u t p e r m i s s i o n f r o m t h e p u b l i s h e r , e x c e p t f a i r u s e s p e r m i t t e d u n d e r U . S . o r a p p l i c a b l e c o p y r i g h t l a w . EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 4/1/2023 11:48 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS AN: 2655908 ; Bashir Jiwani.; Good Organizational Decisions : Ethical Decision-Making Toolkit for Leaders and Policy Makers Account: s4264928.main.eds SAMPLE QUESTIONS “What should our staff attendance policy be during a public health emergency?” (Instead of “should we force staff to come to work?”) “Where should we allocate these scarce resources?” (As opposed to “Should we only give these resources to children?”) “How should we respond to people who request resources but do not use them appropriately to maximize the benefit from them?” (Instead of “How do we deal with non-compliant users?”) QUESTIONS AND SUB- QUESTIONS Some questions are actually made up of discrete sub- questions, all of which must be addressed to successfully answer the key question. For example, any question about resource allocation will have three sub-questions: 1) What criteria should be used to compare candidates for receiving the resource? 2) Who will use the criteria and make the decision? 3) What process will be used to gather the information, analyze the options, make the decision, communicate and implement it? In this step we define the problem and specify exactly what question we are trying to answer. Determine the problem(s) the group is working to solve. • The question you ask will determine the type and scope of answer you get • You want to ensure that the group is working on the same problem and asking the best question to help solve that problem • A sense of the key question will arise from discussions with the requester of the process. You want to confirm and refine this with the shared work team List each suggestion as a possible question that the group might tackle. For each ask, “if we get an answer to this question, will it provide sufficient direction for us to deal with the problem?” Notice if there are specific smaller questions that are part of a key question and organize these together. Select a key question from the list. • Many questions will present themselves; the challenge is choosing which should be addressed in the time available Do not get hung up on this step. • The articulation of the problem may evolve with further discussion of the facts • Get enough of a shared understanding to move forward and set the expectation you will revisit this as you move through the process • • • Step 3 B. Jiwani, Good Organizational Decisions, SpringerBriefs in Ethics, https://doi.org/10.1007/978-3-030-33401-7_3 27 © The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 Good Decisions © 2021 Bashir Jiwani, PhD C o p y r i g h t 2 0 2 1 . S p r i n g e r . A l l r i g h t s r e s e r v e d . M a y n o t b e r e p r o d u c e d i n a n y f o r m w i t h o u t p e r m i s s i o n f r o A FACT… Is a belief that is true about the world. The list of facts describes the landscape against which the decision is being made. Some beliefs about reality are good candidates for scientific confirmation. For example, the root cause of a situation or how an individual or group is being or will be impacted by a given intervention can be studied. For these types of beliefs, the more evidence that we have for it, the more likely it is a fact. The quality of this type of belief will depend upon the evidence we have to support it. Some beliefs, on the other hand, are matters of interpretation. For example, questions such as “What happens when we die?”, “Is there or isn’t there a God?”, and “Are human beings responsible for their actions?” are all matters that are not very good candidates for scientific analysis. They require a different sort of evaluation. It is not likely that disagreements about these types of beliefs can be conclusively resolved in a short space of time. Nor is it necessary to resolve this type of disagreement to find common ways of moving forward for a very large majority of system-level questions. This step is where we examine decision team members’ understanding of the facts. Using the worksheet, describe: • What we know for sure about the context • The evidence we have to base this on • The information that is missing, but that we can find out (and who will do this research) • The information that is missing, that we probably cannot know Develop a shared understanding of the context, including areas that may be unsettled or controversial. Discuss the evidence: • Is there agreement about the sources of evidence? • Is there agreement about how this evidence is interpreted? Ask specifically if there are any assumptions people believe are contentious or unclear and make these explicit. Identify the source(s) of disagreement and explore whether consensus is possible. Step 4 B. Jiwani, Good Organizational Decisions, SpringerBriefs in Ethics, https://doi.org/10.1007/978-3-030-33401-7_4 31 © The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 Good Decisions © 2021 Bashir Jiwani, PhD C o p y r i g h t 2 0 2 1 . S p r i n g e r . A l l r i g h t s r e s e r v e d . M a y n o t b e r e p r o d u c e d i n a n y f o r m w i t h o u t p e r m i s s i o n f r o m t h e p u b l i s h e r , e x c e p t f a i r u s e s p e r m i t t e d u n d e r U . S . o r a p p l i c a b l e c o p y r i g h t l a w . EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 4/1/2023 11:48 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS AN: 2655908 ; Bashir Jiwani.; Good Orga This assignment will be submitted to Turnitinâ„¢. Instructions Course Objective for Assignment: · Relate strategic management principles and decision logic to current complex health care management challenges and formulate effective solutions. Continue working with the Case described in week 3.  Review:  Evidence-based Decision Making in Healthcare PPT Apply the UMGC Library eBook:  Good Organizational Decisions: Ethical Decision-Making Toolkit for Leaders and Policy Makers Permalink to eBook:  http://ezproxy.umgc.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2655908&site=eds-live&scope=site Complete Step 3, 4, and 5. PP.# 27-38 from the eBook – Good Organizational Decisions: Ethical Decion0Mkaing Toolkit for Leaders and Policy Makers · Fill in the worksheet on p. 29 · Fill in the worksheet on p. 33  ***Make sure to list all types of evidence relevant to this strategic planning process.  · Fill in the worksheet on p. 37 The worksheets are targeting the Case from week 3. Make sure to stay focused and target appropriate information and evidence.  Complete the Table below using your selected Framework and the Case Study that is the focus of the entire class.  Make sure you think about each step in your framework and the data that you need (or lack) for each of the steps and the sources from the case study that either provide that information or enable you to believe you need additional data outside of what is provided.  You can make some assumptions as you complete the chart.  If you do, please label your assumptions in the table.  The table contains examples for three of the most popular frameworks.  But you should use the one that you selected in your previous assignment. YOU MAY USE MY EXAMPLES IN YOUR SUBMISSION BUT THEY WILL NOT COUNT TOWARD YOUR GRADE AS ORIGINAL WORK.  You will need to add your own original content. 

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