NHS FPX 5004 Assessment 3 Diversity Project Kickoff Presentation

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Aims of the Diversity Plan

Apart from fostering diversity and community trust in NHS FPX 5004 Assessment 3, we are also enhancing cultural competency, enhancing the quality of treatment, and developing training that will encourage and demonstrate peer feedback. These are what the initiative aims to achieve. Community members feel that their medical beliefs, practices, and attitudes are not being acknowledged. We consider input from the community when these goals have been established and resolved. Hospital ratings, hospital referrals, and client satisfaction ratings in medical professional communications will all rise with more culturally sensitive practices. Cultural competency can be as simple as enquiring about a patient being a he/she or they. By recognizing and respecting cultural variations, social capability can also help avoid misunderstandings. We’ll foster an environment where opinions and experiences are shared candidly, honestly, and pertinently.

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Arrangement of the Staff Diversity Group

To discuss the persistent issue of variety in NHS FPX 5004 Assessment 3, an office variety group will be established. The committee will consist of three teams: a community representative, office personnel, and the medical team, which will provide information on the committee’s actions. McLaney et al. (2022) state that the team needs management, interaction, problem-solving, decision-making, teamwork, and ethical knowledge. The administrative personnel will also include the board members who represent the senior executives, department

managers, and project coordinators who will make the ultimate decisions. These experts will make suggestions based on the data gathered from external and clinical sources. The locality will be drawn to the individual in the community who is related to the group. That person will be the most skilled in their public relations and the one who has access to the data and opinions of the community. This will be a person who has encountered diversity in the past and can give recommendations on how to utilize it within the workplace. The clinical team can monitor the relationship between the external members, health consultants, and data obtained in NHS FPX 5004 Assessment 3. The inside information will be provided by the clinical staff, as they will be in close contact with the patients, and therefore, they will be able to hear their concerns and report them to the team. Given their close proximity to the patients, the clinical staff will be able to listen to their concerns and communicate them to the team, making them a valuable source of inside knowledge. 

Committee members will be chosen based on their past performance, background, and experience in this kickoff presentation.> Among the membership, 55% will be women. The committee will consist of 80% members of various racial backgrounds, including African Americans, Asian Americans, Latin Americans, and Haitians. Since it would violate members’ privacy, the committee will not disclose the results of its gender expression survey. The committee will consist of individuals of all ages. About 35% of the team will be under 25, 65% will be between 26 and 65, and 5% will be elderly.

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Role of the Committee

The committee intends to collaborate with professionals from a range of fields. Every team member will create and implement diversity initiatives and exercises, determine the scope

of employee development, and verify the methods for gathering staff input. Create and manage hiring initiatives to broaden the staff’s diversity and update the hiring process to better meet this new goal. Enhance the open, honest, and transparent exchange of ideas and criticism. Ensure that the committee members possess a high level of cultural competency. Share information and expertise with the administration and all employees (Conway-Klaassen and Maness, 2017). In light of this, it might seem like a significant amount. Our plan is to meet at the Medical Center twice a day. We will then move to a weekly schedule. Although we might use Teams when necessary, these are face-to-face meetings.

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Emerging Interprofessional Teamwork

As stressed in NHS FPX 5004 Assessment 3, interprofessional collaboration would be required for a medical center that is inclusive and diverse. Establishing effective communication channels and/or offering constructive feedback are essential for successful interprofessional collaboration. The barriers to the efficient flow of correct information will be reduced as a result. If employees communicate, they can talk about their experiences more readily. By providing useful advice on how to address the identical issue, sharing this information will help medical professionals manage it. This may lead to a higher level of patient satisfaction. The committee will engage in icebreaker activities to enhance team building, promote cultural diversity, and increase team cohesiveness through training, workshops, and discussions. According to NHS FPX 5004 Assessment 3, these cooperative activities enhance informal interaction, which fosters trust in others’ abilities. Collaborative leadership promotes mutual respect, a caring environment, the sharing of expertise, and joint decision-making. Through the cooperation,

diversity gaps will be lessened, a culture of inclusivity and cultural diversity will be established, goals will be agreed upon, and daily, weekly, and monthly goals will be set.

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Features of a Diverse and Inclusive Work

A diverse and comprehensive office has many key features. The varied range of individuals, customers, and workers within the organization is crucial for a diverse and inclusive workplace. Collaboration facilitates networking and improves communication. Clear communication of all objectives is another essential element of an inclusive and diverse workplace. This promotes unity among members, adherence to diversity and inclusion principles, and tolerance and acceptance of differences. Employee views of inclusiveness have a significant impact on job performance and organizational engagement (Downey et al., 2015, p. 37).  People feel more at ease and trustworthy when they are included. Including the element of inclusion may be crucial to making employees feel appreciated and improving their health. Development and persistent team building also encompass a variety of perspectives, ideas, and cultures. Because the workplace fosters teamwork, dialogue, sensitization training, and other activities, diversity offers a constant learning opportunity. As stated in NHS FPX 5004 Assessment 3, training is conducted on a regular basis and brainstorming sessions are organized to enhance employees’ abilities.

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Assistances of a Diverse and Inclusive Office

The advantages of having a diverse workplace are numerous. It provides patients in the community with complete services, enhances patient satisfaction, and strengthens the bonds between patients and physicians. Making healthcare more accessible closes the gap in the

delivery of healthcare. The management and staff of the clinic must be diverse. Another advantage is that both the patients and the staff experience a sense of belonging and importance. Health care is provided in an unequal manner. We can accomplish more, though, if we can reduce these disparities by implementing measures to increase workplace diversity and inclusivity.

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Examples 

The aforementioned diversity and inclusivity goals are intended to meet the demands of operational hospitals. Every hospital has made progress toward a more diverse workforce as a result of the following tactics. Because of this, they are quite open to patients from different backgrounds.

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Conclusion

After thanking everyone, I would like to ask if you have any questions or suggestions.

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References

American Hospital Association, (2015) Diversity in health care: Examples from the field.https://www.aha.org/system/files/2018-01/eoc_case_studies.pdf

Ballantyne K, Porter KR, Bogdanovski K, Lessans S, Pasarica M. Cultural sensitivity and learning about healthcare equity for the underserved: Experiential learning in a student-run free clinic. Med Sci Educ. 2021;31(2):381-385. Published 2021 Feb doi:10.1007/s40670021- 01235-9

Conway-Klaassen, J. & Maness, L. (2017). Critical conversations: Cultural awareness, sensitivity and competency. Clinical Laboratory Science, 30 (1), 34-37.doi: 10.29074/ascls.30.1.34

Downey, S. N., van der Werff, L., Thomas, K. M., & Plaut, V. C. (2015). The role of diversity practices and inclusion in promoting trust and employee engagement. Journal of Applied Social Psychology, 45 (1), 35–44. https://doi.org/10.1111/jasp.12273

McLaney, E., Morassaei, S., Hughes, L., Davies, R., Campbell, M., & Di Prospero, L. (2022). A framework for interprofessional team collaboration in a hospital setting: Advancing team competencies and behaviors. Healthcare Management Forum,35(2), 112–117. https://doi.org/10.1177/08404704211063584