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University Behavioral Center

University Behavioral Center . By: Alicia Beardsley, Buddi Mae Bryant, Tiffany Fletcher, Andre Noble & Samantha Vasquez . University Behavioral Center.

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University Behavioral Center

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  1. University Behavioral Center By: Alicia Beardsley, Buddi Mae Bryant, Tiffany Fletcher, Andre Noble & Samantha Vasquez

  2. University Behavioral Center University Behavioral Center (UBC) opened in 1989 as an accredited Class III Psychiatric Hospital for children and adolescents. It is a 112-bed facility with an intense cognitive- behavioral treatment approach.

  3. Need for Continuous Quality Improvement • Every organization is in need of continuous improvement efforts. • Bridges is a unit within UBC comprised of children aged 4-17 who have severe behavioral problems or suicidal ideations. These children normally come in as Baker Acts. • An issue identified within the Bridges unit is the high amount of readmissions back into the unit, which is thought to be due to the doctor not identifying the right treatment plan for the child. • With only one Psychiatrist who oversees all of the Bridges unit,this is of concern. • Communication is also another main concern. Families are not able to reach their children in the facility. Treatment plans are also not communicated well with the families and therefore quality is being jeopardized.

  4. Why the need for Improvement? • Every organization needs to follow the mission, visions, and goals that have been set forth by the facility. • Improvement is needed to help the children overcome what they need to and to make sure parents and family members are involved in the whole process. • Because of the lack of communication, parents are not able to effectively continue treatment once they have been discharged and this leads to readmissions. • UBC is not meeting standards compared with other facilities owned by Universal Health Services. They fall short on patient satisfaction and quality care.

  5. Organizational Design The organizational design may be broken down into 4 core principles (Department of H.R., n.d.) : Customer focus: the understanding of needs of both external and internal customers. Internal customers are the Bridges patients and the external customers are their families. Communication is the main issue and needs to be assessed to gain quality. Employee involvement: Providing employees the tools they need to make a difference. Unit meetings and education can be used to give better quality care. Results-based decision-making: developing and improving services to improve quality outcomes. This would include implementing new system upgrades to improve the internal and external operations of the organization. Integrated quality improvement: creating an environment to empower employees to follow continuous improvement efforts. This requires leadership to communication with staff on the mission and vision of the facility to ensure quality.

  6. Theoretical Framework Total Quality Management (TQM) Factors of Total Quality Management: Visionary leadership Leadership commitment and support Employee involvement Internal and external cooperation Process management Employee fulfillment Customer satisfaction Employee empowerment Teamwork • The framework that can be used for UBC is Total Quality Management, fathered by Edward Deming. • TQM includes processes and activities related with quality and that pertains to the coordination and administration required to improve quality management. • The foundations that will be most important to UBC according to TQM will be focusing on customers, the ability of employees to see the function of the organization as a system, employee involvement, teamwork, and data-driven decision making (Routhieaux & Gutek, 1998).

  7. Assessments and Tools Used • Surveys were conducted by the parents of the patients and used to assess the quality. • The results of these surveys concluded that communication was the main concern because it scored significantly lower than the other categories. • The lack of communication caused many issues, such as no communication between departments, shift changes, or between the facility and the patients’ family. • It was found that communication had a direct effect on readmissions of the patients.

  8. Recommendations for Achieving Improvements • The strongest recommendation for improvement for University Behavioral Center is the PDCA, or Plan-Do-Check-Act, process. • The PDCA process begins with planning an objective. Next is to carry out the plan to document and record data, and analyze the results. Next is to study or check the results against goals and predictionsand determine changes that need to be made. Finally, the cycle ends with acting upon what has been learned by implementing changes and identifying gaps. • The PDCA is also a top recommendation for the quality improvement of University Behavioral Center as it fits with the TQM framework. • If UBC adopts a structured PDCA process that is kept up to date and followed through completely, they will have the potential to improve their current communication issue and avoid recurrent issues in the future. • Control charts would help UBC analyze statistical data and will make statistical analysis easier for the facility to use towards yearly comparisons or future benchmark tools. • If UBC implements the PDCA process, a control chart would be the ideal tool to monitor improvement over time.

  9. Our Proposed Solutions Solutions Maintaining Improvement Results will be communicated with the CEO and COO. UBC plans to continue surveying parents and keep family members up to date on treatment progress plans. UBC also plans to try to decrease the gap in communication that is hindering quality care. Goals will be implemented for the purposes of communication. With the use of increased automation and empowerment, the organization will continue to succeed in the future. • Improve communication both internally and externally • Distribute patients equally among physicians • Improve communication to parents on homecare • Increase the amount of follow-up care

  10. References • Department of Human Resources (H.R.). (n.d.) Organizational Development Guide. Retrieved June 16, 2012, from http://www.dhr.state.md.us/odpdf/odguide2e.pdf • Ransom, E., Joshi, M., Nash, D., and Ransom, S. (2008). The Healthcare Quality Book: Vision, Strategy, and Tools. Chicago: Health Administration Press. • Routhieaux, R. and Gutek, B. (1998). TQM/CQI Effectiveness at Team and Departmental Levels. Journal of Quality Management, 3(1), 39-62. doi: 10.1016/S1084-8568(99)80103-5

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