The Deadly Ebola Virus :: Ebola Hemorrhagic Fever (Ebola HF)

OUTLINE Thesis Statement: The deadly virus Ebola is killing thousands of innocent people world wide, but there are some simple steps that are being taken to prevent this coming tide of death. I. Introduction II. Outbreaks A. First two outbreaks B. 1976 outbreak C. 1995 outbreak D. 1989 U.S. outbreak III. What is Ebola A. The Ebola virus in general B. Transmission C. Symptoms D. 1 in 10 victims survive IV. No treatment V. Contraction of Ebola A. Must infect animal first B. Chimpanzees are the suspected hosts VI. What is to blame A. Poor facilities are impart to blame B. Inadequate surveillance systems C. Poor governmental quoperation VII. Prevention and what it helping A. More money B. Hospitals staffs are now better informed C. (CDC) is helping D. Prevention IIX. Conclusion Ebola, a major threat to today's society, is threatening all parts of today's culture. In this paper one will be presented with six major points of analyses. The first an outbreak timeline, the next three are a basic overview of the deadly virus. In the fifth, one will be presented with what things are being blamed for these violent outbreaks. And in the sixth and final point one will be shown what is being done to better the situation. It is over in a matter of days. The victim staggers, disoriented and exhausted, and collapses in a fever. His eyes turn bright red, and he starts vomiting blood. Within a matter of hours, he "crashes" and "bleeds out" surcumming to agonizing death with blood seeping from his eyes, ears and other orifices. At autopsy, pathologists discover, aghast, that the patients internal organs have disintegrated into an indistinguishable mass of bloodied tissue. The killer: A "hot" virus, a highly contagious and deadly microbe that has never been seen before, and has no known cure. (Bib5, CQ Researcher, 495) In 1976 the first two Ebola outbreaks were recorded. In Zaire and western Sudan five hundred and fifty people reported the horrible disease. Of the five hundred and fifty reported three hundred and forty innocent people died. Again in 1995 Ebola reportedly broke out in Zaire, this time infecting over two hundred and killing one hundred and sixty. (Bib4, Musilam, 1) Can Ebola make it to the U.S.? Well the answer to that question is yes. In fact it has, in 1989 in a rural town in Washington named Gabon.

Emergency department patient satisfaction Essay

Customer service initiatives in healthcare have become a popular way of attempting to improve patient satisfaction. The effect of clinically focused customer service training on patient satisfaction in the setting of a 62,000-visit emergency department and level 1 trauma center is investigated. The most dramatic improvement in the patient satisfaction survey came in ratings of skill of the emergency physician, likelihood of returning, skill of the emergency department nurse and overall satisfaction. These results suggest that such training may offer a substantial competitive market advantage, as well as improve the patients’ perception of quality and outcome. A practitioner’s response to the case study is also included. Customer service initiatives in healthcare have become a popular way of attempting to improve patient satisfaction. The effect of clinically focused customer service training on patient satisfaction in the setting of a 62,000-visit emergency department a nd level 1 trauma center is investigated. The most dramatic improvement in the patient satisfaction survey came in ratings of skill of the emergency physician, likelihood of returning, skill of the emergency department nurse and overall satisfaction. These results suggest that such training may offer a substantial competitive market advantage, as well as improve the patients’ perception of quality and outcome. A practitioner’s repsonse to the case study is also included. You  have requested â€Å"on-the-fly† machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Show full disclaimer Neither ProQuest nor its licensors make any representations or warranties with respect to the translations. The translations are automatically generated â€Å"AS IS† and â€Å"AS AVAILABLE† and are not retained in our systems. PROQUEST AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the translations is subject to all use restrictions contained in your Electronic Products License Agreement and by using the translation functionality you agree to forgo any and all claims against ProQuest or its licensors for your use of th e translation functionality and any output derived there from. Hide full disclaimerTranslations powered by LEC. Translations powered by LEC. Headnote visit emergency department and level I trauma center. Analysis of patient complaints, patient compliments, and a statistically verified patient-satisfaction survey indicate that (1) all 14 key quality characteristics identified in the survey increased dramatically in the study period; (2) patient complaints decreased by over 70 percent from 2.6 per 1,000 emergency department (ED) visits to 0.6 per 1,000 ED visits following customer service training; and (3) patient compliments increased more than 100 percent from 1.1 per 1,000 ED visits to 2.3 per 1,000 ED visits. The most dramatic improvement in the patient satisfaction survey came in ratings of skill of the emergency physician, likelihood of returning, skill of the emergency department nurse, and overall satisfaction. These results show that clinically focused customer service training improves patient satisfaction and ratings of physician and nurse skill. They also suggest that such training may offer a substantial competitive mar ket advantage, as well as improve the patients’ perception of quality and outcome. INTRODUCTION Recent changes in healthcare have led to increasing competition and the perceived commercialization of the healthcare provided to patients. At the same time, a need for reaffirmation of the importance of the patient-physician relationship has been expressed in the midst of such powerful forces (Laine and Davidoff 1996; Glass 1996; Pellegrino and Thomasma 1989). One aspect of the patient-physician relationship deserving further study is the role of customer service training in healthcare. While numerous customer service training tools exist in business and industry, no studies have clearly delineated the efficacy of customer service training for patients in a clinical setting. This study examines the effect of a required customer service training program taught by healthcare professionals on patient and family complaints, compliments, and satisfaction in a high-volume high-acuity emergency department. METHODS Patient Base All patients presenting to the Emergency Department at Inova Fairfax Hospital, Falls Church, Virginia, between May 1, 1994 and April 30, 1995 formed the control group, representing the period prior to emergency department customer service training. Patients presenting to the emergency department between May 1, 1995 and April 30, 1996 formed the study group, representing the period following customer service training intervention. The mechanism of patient complaint/compliment analysis and the survey criteria were identical in the control and study periods. Patient acuity was assessed by three measures: the number and percentage of patients admitted to the hospital; the number and percentage of patients with Current Procedural Terminology 1996 (CPT) evaluation and management (E/M) codes 99281-99285, (Kirschner et al. 1996); and a nursing acuity rating scale (EMERGE, Medicus Systems, Evanston, Illinois). Inova Fairfax Hospital is a 656-bed not-for-profit institution that is a teaching h ospital, regional referral center, and level I trauma center. Customer Service Training All emergency department staff involved in patient contact (physicians,  nurses, ED technicians, registration personnel, core secretaries, social workers, ED radiology, and ED respiratory therapy) were required to attend an eight-hour customer service training program. The numbers and types of staff involved in training are listed in Table 1. Because of logistic limitations, emergency medicine residents attended a focused fourhour required training course. The eight-hour program consisted of the following modules: basic customer service principles, recognition of patients and customers (Are they patients or customers?), service industry benchmarking leaders, stress recognition and management, communication skills, negotiation skills, empowerment, customer service proactivity, service transitions, service fail-safes, change management, and specific customer service core competencies. (More detailed information on the content of these modules is listed in Appendix 1.) These core comp etencies follow: making the customer service diagnosis (in addition to the clinical diagnosis) and providing the right treatment; negotiating agreement resolution of patient expectations; and building moments of truth into the clinical encounter. Following the initial required training, new physicians or ED employees were required to attend identical customer service training within four months of their initial employment. Additional mandatory customer service training updates were offered three times per year and included modules of conflict resolution, customer service skill updates, advanced communication skills, and assertiveness training. Patient Satisfaction Data Patient satisfaction data in both the control and study groups consisted of patient complaints, patient compliments, and a telephone patientsatisfaction survey conducted by an independent research firm (Shugoll Associates, Rockville, Maryland) that was blinded to the study hypothesis and course content. Patient complaints and/or compliments were systematically identified from all available means, including verbal, written, telephone, or electronic mail sources. Sources of patient complaints, data analysis, and categorization of complaints were identical in the control and study groups, which was coordinated by hospital quality improvement analysts. ED  staff were instructed to report all potential complaints and concerns, regardless of how minor, to appropriate physician or nurse managers in both the control and study periods. Complaints were logged into a central office and were investigated initially by three authors (TM, RC, DR). In cases where classification of type of complaint differed, additional information and/or clarification was sought from staff, patients, and family. Any discrepancies were resolved by group-consensus techniques. All complaints and the classification thereof were independently reviewed and verified by quality-improvement analysts. Patient complaint and compliment letters were referred for comment or clarification to appropriate ED staff in both the control and study periods. Outpatient satisfaction surveys were conducted by an independent research firm (completely blinded to the study and its hypothesis) utilizing a 50-item questionnaire to identify key factors in customer satisfaction. This survey instrument was validated on a sample of more than 3,000 patients prior to implementation in either the control or study group. The study used a telephone survey on a randomized number table basis to 100 ED outpatients per quarter (Appendix 2). Logistic regression analysis performed on these data identified 14 areas of more important/key attributes in the ED (see Table 2). Patient compliment and complaint data, as well as acuity data, were subjected to a two-tailed ttest and the Fisher Exact test. Patient satisfaction surveys were subjected to a two-tailed t-test with a 95 percent confidence level. Patient Turnaround Times Patient turnaround times (TAT) were calculated from time of initial arrival in the ED to either discharge or transfer to an inpatient unit. Turnaround times were routinely calculated on each patient and on an aggregate basis by day, month, quarter, and year. RESULTS ED Volume/Acuity Neither ED volume nor acuity changed to a statistically significant degree between the control and study periods, based on both admission percentage and nursing acuity (see Table 3). Analysis of CPT 96 Evaluation and Management Codes showed a statistically significant increase in codes 99283 and 99285, with a similar decrease in codes 99281 and 99284. The number of pediatric patients did not change in a statistically significant fashion during the study period. The only payor mix category to rise in a statistically significant fashion was managed care (p < .01), with a nearly identical decrease in commercial insurance. Neither compliments nor complaints correlated with payor category. Patient Turnaround Time Mean patient turnaround time dropped from three hours and 24 minutes (204 minutes) to three hours and seven minutes (187 minutes), but this difference was not statistically significant, nor did the percent of patients at one and two standard deviations from the mean change in a statistically significant fashion. Patient Compliments The total number of patient compliments rose from 69 in the control period to 141 in the study period, an increase of more than 100 percent (p < .00001) (see Table 3). Patient compliment letters consistently mentioned warmth, compassion, and skill of the emergency care provider as the reason for contacting management to praise the ED staff. There was no statistical difference between males and females among patient compliments. Patient Complaints Patient complaints dropped from 153 in the control period (2.5 complaints per 1,000 ED visits) to 36 in the study period (0.6 complaints per 1,000 ED visits), (p < .00001) (see Table 3). Complaints about perceived rudeness, insensitivity, or lack of compassion on the part of ED staff dropped most dramatically. Two-thirds of complaints in the study period were a result of waiting times, billing, or delays in obtaining an inpatient bed, compared to 30 percent in the control period. Nevertheless, complaints regarding waiting times, billing, and wait time for an inpatient bed still decreased 50 percent in the study period (p < .001). There were no significant differences in patient complaints based on age or sex, confirming results of the study by Hall and Press (1996). Patient Satisfaction Survey Data Baseline survey data were subjected to logistical regression analysis that indicated that 14 surveyed areas formed a core group of key satisfaction attributes. All of these 14 attributes showed increases in the study period (p < .001, see Table 2). The largest increases were in the following areas: skill of the emergency physician, skill of the nurse, likelihood of returning, overall quality of medical care, doctor’s ability to explain condition, diagnosis, and treatment options, and triage nurse’s sensitivity to pain. DISCUSSION The patient-physician and patient-nurse relationships are arguably the oldest in the history of medicine. These relationships have recently been described as being under siege because of an increase in the tension between the art and science of medicine, as well as the strains attendant to changes in the economic structure of healthcare (Glass 1996). To this list may be added a third causative factor: the lack of rigorous, formal training for healthcare professionals in the customer service fundamentals of the patient-provider relationship. The fundamentals of such training are closely tied to what has traditionally been described as the art of medicine or the concept of beneficence (Pellegrino and Thomasma 1989). Physicians have for the most part learned appropriate patient interaction skills through observing their mentors and peers during the course of graduate medical education. However, there has only recently been substantial study of this important subject (Buller and Buller 1987; Aharony and Strasser 1993). While customer service has been emphasized in American business and industry in recent years (Zeithamal, Parasuraman, and Berry 1990; Jones and Sasser 1995; Reichheld 1996; Berry and Parasuraman 1991; Berry 1995), few training modules are specifically targeted toward physicians and healthcare professionals. For this reason, the authors created an eight-hour customer  service training course for their ED providers, based on principles of adult education, benchmarks from the customer service industry (Sanders 1995; Spectre and McCarthy 1995; Carlzon 1987; Connelan 1997), experience in the clinical setting, and the existing literature on patient satisfaction (Pelligrino and Thomasma 1989; Thompson and Yarnold 1995; Thompson et al. 1996; Bursh, Beezy, and Shaw 1993; Rhee and Bird 1996; Dansk and Miles 1997; Hall and Press 1996; Eisenberg 1997). This literature emphasizes the importance of communication skills, managing information flow, actual versus perceived waiting times, and the ex pressive quality of physicians and nurses. All of these concepts were built into the training modules, including practical clinical examples of behaviors reflecting these and other concepts. Our philosophy in designing this course was simple. Customer service is a skill for which we hold our staff accountable but in which they had never formally been trained. We believed that this dilemma required, at a minimum, two sentinel events to occur. First, the department needed to have a clearly articulated and easily understood cultural transformation to a solid commitment to customer service. Second, staff members needed education in a practical, pragmatic fashion regarding precisely how such customer service principles could be applied in the clinical setting. Just as advanced cardiac life support, advanced trauma life support, and pediatric advanced life support courses can be used to improve cardiac, trauma, and pediatric resuscitation, respectively, we believed customer service outcomes could be improved by well-designed, mandatory, rigorous application of customer service training. The training was provided by active clinicians involved in day-to-day patient care activities (TAM, RJC). We believe this clinical credibility may have played an important part in the customer service transformation, inasmuch as the staff knew the trainers were well aware of the inherent problems of applying pragmatic customer service skills in a busy emergency department. The data from this study strongly support the hypothesis that clinically based, formal customer service training grounded on these principles can  dramatically decrease patient complaints, increase patient compliments, and improve patient satisfaction, at least in a high-volume, high-acuity ED. Patient complaints dropped by over 70 percent and compliments more than doubled during the study period, such that patient compliments actually exceed complaints in our 62,000 patient visit emergency department and level I trauma center. National data indicate that ED complaints average between three to five per 1,000 emergency department patients, although no data are available regarding rates of patient compliments (Culhane and Harding 1994). Our emergency department was slightly below that national standard level even during the control period. Analysis of the patient satisfaction survey data revealed an extremely important trend. Specifically, patients rated skill of the emergency physician, overall quality of medical care, and skill of the ED nurse as three of the most improved areas during the study period compared to the control period, despite the fact that there were no changes in the ED physician staff during the study and there was very little turnover among ED nurses. This strongly implies that patients rate the quality of care and the skill of the physician and nurse based on elements of the customer service interaction. These data suggest an important causal relationship between the technical component of care and the patient caregiver interaction, which has not been previously demonstrated. It is important to recognize that both customer service and technical skills are competencies to which hospitals and healthcare systems should hold their staff accountable on a daily basis. Hospitals spend substantial dollars to ensure that their staffs are technically competent to deliver quality medical care (Herzlinger 1997). However, to ensure that customer service is effective, clinically based customer service training is essential to give staff the appropriate skills in the clinical setting to deliver service competently. This concept is indirectly supported by data from Mack and colleagues (1995), who found that satisfaction with interactive aspects of emergency medical care produced higher correlations with measures of future intention to use the service than did satisfaction with medical outcomes themselves. Their study, however, did not undertake interventions to improve the interactive,  communicative aspect of healthcare in that setting. Similarly, Smith and colleagues (1995) evaluated the effect of a four-week training program, focusing on patient interviewing, somatization, patient education, and self-awareness, that was taught to first year internal medicine and family practice residents. Their data were not conclusive, but suggested that some but not all aspects of patient satisfaction could be improved by such training. This study tends to confirm the work of Thompson and colleagues (1996) that demonstrated in a much smaller sample size that expressive quality and management of informatio n flow to the patient had an effect on patient satisfaction. However, their study did not assess the impact of strategies and techniques for ED staff to improve patient satisfaction by improving expressive quality. While several studies (Thompson et al. 1996; Thompson and Yarnold 1996; Dansk and Miles 1997; Hall and Press 1996) have emphasized the importance of waiting time and exceeding patient expectations regarding length of waiting time, our study demonstrates a dramatic improvement in patient satisfaction without a statistically significant reduction in patient turnaround time. This supports the work of Bursch and colleagues (1993), who found in a study of 258 patients that the five most important variables for patient satisfaction were the amount of time it took before being cared for in the ED, patient ratings of how caring the nurses were, how organized the ED staff was, how caring the physicians were, and the amount of information provided to the patient and family. However, the study did not assess strategies to improve satisfaction based on this knowledge. All of this information was built into the training modules to assist staff with practical strategies to manage waiting time effe ctively using information flow, queuing theory, and verbal skill training. The implications of the higher ratings of the skill of the emergency physicians and nurses are intriguing and could have a far-reaching impact on healthcare. Perhaps the strongest implication is that perceived skill stands as a marker for quality and/or outcome in the mind of patients and their families. It has been shown repeatedly that patient compliance increases with confidence in the physician (Frances, Korsch, and Morris 1969;  Sharfield et al. 1981; Waggoner, Jackson, and Kern 1981; Schmittdiel et al. 1997). While our study did not directly assess improvements in outcome, quality of care, or appropriateness of care, it certainly appears that patients rated the skill of the healthcare providers as a key quality characteristic in this survey. Furthermore, the fact that ratings of quality of medical care and likelihood of returning also increased dramatically speaks to the importance that effective customer service training may have in offering a competitive market advantage to hospitals and healthcare institutions. This is particularly important as the concept of customer loyalty is closely tied to the likelihood of a patient or their family returning to that healthcare institution. As the focus on outcomes management and evidence-based medicine increases, it is important to take into account the effect that customer service skills have on patients’ perceptions of quality and outcome. This study may be subject to several criticisms. First, while statistical data on patient compliments and complaints obtained substantial statistical significance, the number of patients contacted for the outpatient satisfaction telephone survey may have resulted in sampling bias. While a larger sampling is planned in the future, the patient satisfaction survey data trends were consistent throughout all quarters and appear to be a valid statistical tool, despite the number of patients sampled. Second, it was not possible to blind those responsible for investigating and classifying complaints and compliments. However, we did attempt to reduce or eliminate possible reporting or observer bias by identifying complaints from all sources and ensuring that all complaints and their classification were reviewed and approved by an author who was not involved in ED operations and by quality improvement analysts. Third, information is not available on national or regional trends of patient compl aints and/or satisfaction during the study period. It is possible that the data in this study may reflect local, regional, or national trends toward decreased complaints and increased satisfaction, either globally throughout healthcare or in ED patients specifically. However, this is highly unlikely as no such trends have been previously reported, nor would such trends fully explain the data from this study, even if they were present. The data on patient acuity  indicated an increase in CPT codes 99283 and 99285, suggesting a slight trend toward higher patient acuity. This could mean that patients with higher levels of acuity are more satisfied and less likely to complain. No data are available to either prove or disprove this possibility, but the trend toward higher acuity would not appear to completely explain the dramatic improvement seen in this study. Furthermore, the patient-satisfaction telephone survey excluded inpatients, who comprise a larger percentage of patients in the 99285 service code. Further study is needed to delineate the relationship of ED patient acuity to satisfaction. Despite these potential limitations, this study demonstrates that clinically based customer training for ED staff can decrease patient complaints and increase patient satisfaction in a large volume, high-acuity ED, and that satisfaction is independent of patient turnaround times. Furthermore, the data support the concept that patients rate the skill of the emergency physician, overall quality of medical care, and skill of the ED nurse significantly higher after such training is provided to the ED staff. Additional studies in ED with different volumes, acuities, and geographic locations are needed to demonstrate whether these results can be duplicated. Studies of the impact of customer service training in other healthcare settings would also be of benefit. Nonetheless, clinically focused customer service training has been shown in this study to improve patient satisfaction and ratings of the skill of physicians and nurses. If verified by other studies, customer service training should be considered an important part of graduate and undergraduate medical education to improve both the art and science of the patient-physician relationship. The clinically based customer service training described in this study is now a required part of competency based orientation for all physicians, nurses, residents, and support staff in the emergency department. All professional and non-professional staff interviewed for positions in the emergency department are advised of the institution’s strong commitment to customer service training and the necessity of attending the required training course. As healthcare increasingly emphasizes accountability for customer service in its staff, it is increasingly important that practical and effective customer service training is provided. While not directly addressed in this study, the data on ratings of quality of medical care, skill of the physician and nurses, and likelihood of returning strongly suggest that effectively completing the customer service transition offers a competitive market advantage to hospitals and healthcare systems. References Aharony, L., and S. Strasser. 1993. â€Å"Patient Satisfaction: What We Know About and What We Still Need to Explore.† Medical Care Review 50 (1): 49-79. Berry, L. L. 1995. On Great Service: A Framework for Action. New York: Free Press. Berry, L. L., and A. Parasuraman. 1991. Marketing Services: Competing Through Quality. New York: Free Press. Butler, M. K., and D. B. Buller. 1987. â€Å"Physician’s Communication Style and Patient Satisfaction.† Journal of Health and Social Behavior 28 (4): 375-88. Bursh, B., J. Beezy, and R. Shaw. 1993. â€Å"Emergency Department Satisfaction: What Matters Most?† Annals of Emergency Medicine 22: 586-91. Carlzon, J. 1987. Moments of Truth: New Strategies for Today’s Customer-Driven Economy. New York: Ballinger Publishing. Connelan, T. 1997. Inside the Magic Kingdom. Austin, TX: Bard Press. Culhane, D. E., and P. J. Harding. 1994. â€Å"Quality in Customers: Great Expectations.† Presented to the American College of Emergency Physicians Management Academy, Boston, Massachusetts, May 19, 1994. Dansk, K. H., and J. Miles. 1997. â€Å"Patient Satisfaction with Ambulatory Healthcare Services: Waiting Time and Follow-up Time.† Hospitals and Health Services Administration 42 (2): 165-77. Eisenberg, B. 1997. â€Å"Customer Service in Healthcare.† Hospitals and Healthcare Services Administration 42 ( 1 ): 17-32. Frances, V, B. M. Korsch, and M. J. Morris. 1969. â€Å"Gaps in Doctor-Patient Communication. Patient’s Response to Medical Advice.† New England Journal of Medicine. 280: 535-49. Glass, R. M. 1996. â€Å"The Patient-Physician Relationship: JAMA Focuses on the Center of Medicine.† Journal of the American Medical Association 275: 147-48. Hall, M. F., and I. Press. 1996. â€Å"Keys to Patient Satisfaction in the Emergency Department: Results of a Multiple Facility Study.† Hospitals and Healthcare Administration 41 (4): 515-32. Herzlinger, R. 1997. Market-Driven Health Care. New York: Free Press. Inova Health System. 1997. â€Å"Outpatient Satisfaction Research.† Shugoll Research. Rockville, MD. Jones, T. O., and W. E. Sasser, Jr. 1995. â€Å"Why Satisfied Customers Defect.† Harvard Business Review 73: 88-99. Kirschner, C. G., R. C. Burkett, G. M. Kotowicz, et al. 1996. Physicians’ Current Procedural Terminology-CPT 96, ed 5. Chicago: American Medical Association. Laine, C., and F. Davidoff. 1996. â€Å"PatientCentered Medicine: A Professional Evolution† lournal of the American Medical Association 275: 152-56. Mack, J. L., K. M. File, J. E. Horwitz, and R. A. Prince. 1995. â€Å"The Effect of Urgency on Patient Satisfaction and Future Emergency Department Choice.† Health Care Management Review 20: 7-15. Pellegrino, E. D., and D. C. Thomasma. 1989. For the Patient’s Good: The Restoration of Beneficence in Health Care. New York: Oxford University Press. Rhee, K., and J. Bird. 1996. â€Å"Perceptions in Satisfaction with Emergency Department Care.† Journal of Emergency Medicine 14: 679-83. Reichheld, E E 1996. â€Å"Learning from Customer Defections.† Harvard Business Review 74: 56-69. Sanders, B. 1995. Fabled Service: Ordinary Acts, Extraordinary Outcomes. San Diego: Pfeiffer and Company. Schmittdiel, J., J. V. Selby, K. Grumbach, and C. P. Quesenberry. 1997. â€Å"Choice of a Personal Physician and Patient Satisfaction in a Health Maintenance Organization.† Journal of the American Medical Association 278 (19): 1596-1612. Sharfield, B., C. Wray, K. Hess, and E. M. Smith. 1981. â€Å"The Influence of Patient-Practitioner Agreement on Outcome of Care.† American Journal of Public Health 71: 127-31. Smith, R. C., J. S. Lyles, J. A. Mettler, et al. 1995. â€Å"A Strategy for Improving Patient Satisfaction by the Intensive Training of Residents in Psychosocial Medicine: A Controlled, Randomized Study† Academic Medicine 70: 729-32. Spectre, R., and P. D. McCarthy. 1995. The Nordstrom Way: The Inside Story of America’s #1 Customer Service Co mpany. New York: John Wiley and Sons. Thompson, D. A., P. R. Yarnold, D. R. Williams, and S. L. Adams. 1996. â€Å"Effects of Actual Waiting Time, Perceived Waiting Time, Information Delivery, and Expressive Quality on Patient Satisfaction in the Emergency Department† Annals of Emergency Medicine 28: 657-65. Thompson, D. A., and P. R. Yarnold. 1995. â€Å"Relating Patient Satisfaction to Waiting Time Perceptions and Expectations: The Disconfirmation Paradigm.† Academic Emergency Medicine 2: 1057-62. Thompson, D. A., P. R. Yarnold, S. L. Adams, and A. B. Spaccone. 1996. â€Å"How Accurate Are Waiting Time Perceptions of Patients in the Emergency Department?† Annals of Emergency Medicine 28: 652-56. Waggoner, D. M., E. B. Jackson, and D. E. Kern. 1981. â€Å"Physician Influence on Patient Compliance: A Clinical Trial.† Annals of Emergency Medicine 10: 348-52. Zeithamal, V. A., A. Parasuraman, and L. L. Berry. 1990. Delivering Quality Service: Balancing Customer Perceptions and Expectations. New York: Free Press. You have requested â€Å"on-the-fly† machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Show full disclaimer Neither ProQuest nor its licensors make any representations or warranties with respect to the translations. The translations are automatically generated â€Å"AS IS† and â€Å"AS AVAILABLE† and are not retained in our systems. PROQUEST AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the translations is subject to all use restrictions contained in your Electronic Products License Agreement and by using the translation functionality you agree to forgo any and all claims against ProQuest or its licensors fo r your use of the translation functionality and any output derived there from. Hide full disclaimerTranslations powered by LEC. Translations powered by LEC.

Introduction to Operation Management Essay

If you would like to choose an organization that is NOT from the above list, please consult your professor. For SLP 1, identify the following by writing a paper (with paragraphs, including an introductory, body, and concluding section): 1) The organization’s name and main line of business, 2) A specific type of operations process that takes place there (either service or product), 3) Describe the nature of the operations given your newfound understanding of operations management and productivity. 4) You may identify the strategy or global strategy of that organization. Feel free to consult background readings, browse our library to find more articles, and check the relevant websites to support your argument. Introduction An organization efficiency and effectiveness are necessary to surface in this new era of business where maintaining a competitive edge is the difference between succeeding and faltering. In this paper I will describe and analyze the operation management by describing and analyzing the different operations management perspectives and its productivity. Body The organization I have chosen to study and analyze is Wal-Mart Stores, Inc., their line of business is retail. Since Wal-Mart is one of the top supermarket chains in the country exporting to 27 countries and sells a large number of products, the company runs on multiple levels and since some products have different regulations than other obviously the operation management has tuned to the specific needs of the product. Not only has the operation management pertained not only for goods but also for services. Since 2009, The Sustainability Consortium (TSC) and Wal-Mart have worked together to create a system that measure and report the sustainability of products by developing tools to enhance the capacity to comprehend and state the environmental, social, and economic effects of products. This process of researching product sustainability is used to expand knowledge of top grossing products and find out how to improve the quality of the products. By improving the quality they can manufacture better products at a lower cost and sell it the same of higher price increasing profits. On the other hand, by testing product sustainability new eco-friendly products can be produce and lower the environmental impact while still satisfying consumer demand. The second step is researching the consumer, what they think about the product and how the product is used. This enables manufacturing companies to meet the consumer needs. After all the researcher is done, new found data is combined with new tools to produce better product quality and transparency creating a stronger trust between Wal-Mart and its customer. The nature of this operation is based on the idea of lowering costs while maintaining profits. By researching the products they learn the ins and outs of how it is made, the costs of production, and the sustainability of the product. This allows them to look into cheaper methods and materials while still maintain same safety, health and environmental standards. Furthermore when they research the consumer, they find out what the consumer really needs and provide more to fill that need. Whatever profits are saved they can invest into better tools, production equipment, or anything used to further advance the company. The global strategy (as well as general strategy) is to invest in lower prices. By expanding the types of products sold and bringing back assortments the customer base is expanded, since now the convenience of finding everything you need in one place is available. When this convenience is combined with lower prices, it makes Wal-Mart a retail juggernaut that will be nearly impossible to top. Conclusion In conclusion, operations management is a key tool in controlling all aspects of a business. By managing operations you can cut costs, accidents, or even increase profits. An example would be Wal-Mart’s product sustainability management. By investing in this process they have advanced their company in many aspects, giving them an advantage in their business. References Plenert, Gerhard J. (2002). International Operations Management. Retrieved January 17, 2013 at: http://site.ebrary.com/lib/tourou/search.action?p00=International +Operations+Management&fromSearch=fromSearch&search=Search Wal-Mart Stores, Inc. (2012) 2012 Annual Report. Retrieved on January 17, 2013 at: http://www.walmartstores.com/sites/annual-report/2012/CEOletter.aspx Wal-Mart Stores, Inc. (2012) Global Responsibility. Sustainability Index. Retrieved on January 17, 2013 at: http://corporate.walmart.com/global-responsibility/environment-sustainability/sustainability-index

5 Great Short Story Tips for Writers - Proofeds Writing Tips

5 Great Short Story Tips for Writers - Proofeds Writing Tips 5 Great Short Story Tips for Writers Short stories are a great way to hone your writing skills before setting to work on your long-planned novel. They’re also an art form in themselves. Whatever your motivation for writing, though, we have some great short story tips for authors. Read on to find out more! 1. Some Stories Are Shorter than Others A short story will typically be between 1,500 and 7,500 words long. However, some are longer and others are as short as a single sentence. It is up to you! You can see how different short stories are sometimes classified, as well as how these compare to a novel, below: Fiction Format Average Length Microfiction Under 100 words Flash fiction 100 to 1,000 words Short story 1,000 to 7,500 words Novelette 7,500 to 17,500 words Novella 17,500 to 50,000 words Novel 50,000 words or more Before you start writing, think about which format to use and set yourself a word limit. This can work as a guideline when planning your story. 2. Work with Limitations To make sure your short story doesn’t accidentally grow into a novella, set some limitations on the plot as well as the word count. These could be physical (e.g., a story that takes place in a single room) or time based (e.g., a story that takes place in a single day). You could even set a limitation on the number of characters or â€Å"scenes† that your short story will involve. Whatever limitation you choose, working with a narrower scope will help you focus on the core of your story. 3. Think About the World of the Story The best short stories feel like they belong to a larger, lived-in world. You won’t have space to explain this world fully, but you can think about how it would shape the tale you are telling. Make notes about the history of your characters and the world they belong to before you begin writing. This can give you a better sense of what they are like and how they would interact with one another. You can even hint at this by alluding to your characters’ pasts in your writing. 4. Edit Ruthlessly! Thanks to the limitations of a short story, you will almost certainly write too much on your first draft. This is completely fine. The key is to take what you’ve written and then refine it. Think about cutting anything that isn’t essential to the story you’re telling. And remember the old advice about showing, not telling: i.e., that it is better to use action to show how a character feels than telling the reader directly. In a short story, this can also help cut down on unnecessary narration. 5. Look for a Publisher If you are proud of your short story, you might want to share it with the world! Check out some of the many magazines and blogs that feature short stories. Once you find one that carries the same type or genre of writing as your own, look up their rules for submitting stories and follow these closely.

5 Powerful Words and Phrases That Make You Sound Like a Leader

5 Powerful Words and Phrases That Make You Sound Like a Leader Words have an incredible amount of power. Using the right words in the right setting can be a tool with enormous potential. Your choices in phrasing  can make you respected or reviled. Great leaders use words to inspire, intimidate, engage. Here are 5  phrases great and powerful leaders use- and you should too, if you’d like to  sound like a leader.1. â€Å"And†Saying â€Å"and† instead of â€Å"or† shows that you don’t think in terms of black and white, and you don’t limit your options. You add a third possibility to every either/or situation by adding the idea of both. Even if it doesn’t work out that way, there’s no use limiting your options just by the words you choose to delineate them.2. â€Å"Why†You know how little kids have that phase of â€Å"Why? Why? Why?†? Ask yourself why adults don’t use the word more often. It’s a great way to engage with the situation at hand, think outside the box, understand the problem, and come up with a more targeted and inspiring solution.3. â€Å"Tell me more.†Your impulse is to say â€Å"no.† How about saying â€Å"tell me more† instead? You might be missing something. Either way, you give your questioner  the chance to make a better case. If you  withhold your judgment until you have a more nuanced sense of what it is you’re judging, you’ll see more of the situation before deciding. It also signifies that you are willing to listen- even if you end up saying â€Å"no† in the end. Great leaders are good listeners.4. â€Å"Whether†We often get caught up in how we’re going to do something and bogged down in details of how to accomplish a task that might not be worth all the time and effort if examined more closely. If you remember to ask â€Å"whether† it’s worth approaching first, then you can save yourself and your team a lot of wasted resources and energy. As k â€Å"how† second.5. â€Å"What do you think we should do?†This is not just a great way of getting ideas from your colleagues, it’s a good way of thinking outside the box, seeing things through others’ eyes, and not limiting the variety of options at hand. You call can brainstorm together and bounce ideas off one another. Asking this question makes you the ultimate team player, someone who knows he needs others to get the task at hand done. Plus: discussion always encourages innovation. Everybody wins.

Commercialization of organ transplants Essay Example | Topics and Well Written Essays - 1000 words

Commercialization of organ transplants - Essay Example The commercialisation of this medical procedure has been largely promoted through the constant need for organs because in general, the supply of organs is often lower than demand. In most cases, individuals tend to shy away from donating their organs to total strangers and this has influenced those who really need the organs to offer financial incentives to encourage reluctant individuals to donate. The proponents of the commercialisation of transplants state that it makes it possible to satisfy the demand for organs in the healthcare system because individuals are often more than willing to donate their organs if they believe that they or their next of kin will likely gain some financial benefits from the procedure. Moreover, there are individuals who are often reluctant to donate their organs because of the fear of risking their health but with commercialisation; this fear tends to be put in the background because of the benefits that they are likely to receive (Budiani-Saberi and Delmonico 925). Those who are against the commercialisation of organ transplants believe that it cheapens the worth of human beings because individuals come to look upon their organs as commodities which can be used for the sake of gaining money rather than as basic parts of their bodies. Moreover, might make it possible for there to be a rise in organ trafficking because cartels will get involved i n the business which will mean that certain individuals will donate their kidneys whether they like it or not. Therefore, the commercialisation of organ transplants is a new area in the medical field whose consequences have to be carefully studied by governments all over the world so that laws regulating it can be passed to ensure accountability in the procedure. The sale of organs is an inevitable part of the medical procedures of the future and it is because of this inevitability that it should be allowed as early as possible. Allowing the sale of organs at such an early stage

Leadership and Management Assignment Example | Topics and Well Written Essays - 1500 words - 2

Leadership and Management - Assignment Example oup Problem Solving: Leadership and Motivation: The performance of different members in a business organization largely depends on the leadership style followed within the organization and the factors that motivate the employees personally. Employees may be motivated either by external factors like wages and rewards or by internal factors like their relationship with their work. Based on the different needs of different individuals, there are three motivational theories that are applicable for business organizations. These are the Maslow’s Hierarchy of Needs, Alderfer’s ERG Theory, and McClelland’s Theory of Needs (Nader n.d.). Maslow divided the needs of humans into five divisions that include their psychological needs, safety needs, relationship needs, esteem needs, and self-actualization. Psychological needs involve the basic needs of an individual like food, shelter, and clothing. Safety needs include security of jobs, a good working environment, and plans fo r pensions and insurances. Relationship needs reflect the need to socialize and have friends and companions around. Esteem needs are those that are more than the basic needs such as need for appreciation and recognition. Finally, self-actualization is the stage where an individual feels the need to pursue further to achieve something for his own. This need may completely vary from one man to another and tend to become individualistic in nature (Nader n.d.). Alderfer’s theory focused on an individual’s need for existence, thus requiring suitable conditions and materials; the need for relatedness that may be achieved through interactions and communications with others; and the need for growth reflected through their achievements and self-actualization. According to McClelland’s theory individuals feel... From the assignment presented by the researcher, it can be concluded that Lee, who was analyzed as the leadership manager of the company proved to be an effective leader as far as finding solution to the problems that were established from the start, such as customer dissatisfaction and employee motivation that was concerned. The researcher analyzed his recommendations and states that instead of ignoring the problem, the leadership manager surveyed and determined that a reward program might prove to be effective to motivate the employees towards effective performance that was lacking in the present situation. The leadership manager also proved to be a responsible leader trying to improve the performance of all the team members such that the organizational goals may be achieved. The proposal for a standardized method of recruitment that was described in the assignment can also be said to be an effective measure suggested by the manager for recruitment of effective people which is othe rwise not achieved through unstructured interview patterns. The researcher then mentiones that understanding the particular needs of employees and hence fulfilling them would be a better option for future improvement and successful work. Moreover, transformational leadership would be recommended in such cases as described in the assignment as it allows to establish better communications between the leader and the employees, thereby improving the relation and move towards more cognitive consensus for problem solving.