Educational Program on Risk Management

Educational Program on Risk Management

Educational Program on Risk Management 150 150 Peter

Educational Program on Risk Management

In this assignment, you will develop an outline for an service-style educational risk management program for employees of a particular health care organization that will then form the basis for a PowerPoint presentation in Topic 5. Select your topic for this educational session from one of the proposed recommendations or changes you suggested in the Risk Management Program Analysis – Part One assignment to enhance, improve, or secure compliance standards in your chosen risk management plan example.

Create a 500-750-word comprehensive outline that communicates the following about your chosen topic:

Introduction: Identify the risk management topic you have chosen to address and why it is important within your health care sector.

Rationale: Illustrate how this risk management strategy is lacking within your selected organization’s current risk management plan and explain how its implementation will better meet local, state, and federal compliance standards.

Support: Provide data that indicate the need for this proposed risk management initiative and demonstrate how it falls under the organization’s legal responsibility to provide a safe health care facility and work environment.

Implementation: Describe the steps to implement the proposed strategy in your selected health care organization.

Challenges: Predict obstacles the health care organization may face in executing this risk management strategy and propose solutions to navigate or preempt these potentially difficult outcomes.

Evaluation: Outline your plan to evaluate the success of the proposed risk management program and how well it meets the organization’s short-term, long-term, and end goals.

Opportunities: Recommend additional risk management improvements in adjacent areas of influence that the organization could or should address moving forward.

You are required to incorporate all instructor feedback from this assignment into Educational Program on Risk Management Part Two – Slide Presentation assignment in Topic 5. To save time later in the course, consider addressing any feedback soon after this assignment has been graded and returned to you. It may be helpful to preview the requirements for the Topic 5 assignment to ensure that your outline addresses all required elements for submission of the final presentation.

You are required to support your statements with a minimum of six citations from appropriate credible sources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Sample Paper


Organizations are capable of supervising their risks through change and development. In this case, we look at the healthcare industry and the fundamentals of supervising risks in this segment. Risk management is a procedure whereby existing functions and procedures are evaluated, highlighting the risk elements and executing procedures to handle those risks. In the healthcare segment, risk management is a crucial element since it defines the distinction between life and death (Radecki et al., 2018). The main objective of healthcare organizations is to preserve and protect lives. Risk management in the healthcare system involves the medical and administrative systems, procedures and feedback applied to identify, supervise, analyze, alleviate, and avert risks. Proper risk management measures also help safeguard the organization’s properties and their value to the immediate community in its environment (Heng et al., 2020). Advancements in healthcare risk management have concentrated on the significant responsibility of patient well-being, and the eradication of medical mistakes that affects an organization’s capacity to accomplish its objectives and stay from financial burdens (Etges et al. 2018). This research paper gives inpatient and healthcare providers education and training outline for an educational risk management program.


Patient safety is jeopardized significantly when patients experience a fall at a medical facility. Falls prevention measures can benefit greatly from a health professional and inpatient training. In many falls prevention programs, education has been used as a single intervention or as part of a multi-factor intervention. In order to provide evidence-based care in the prevention of falls, health professionals must understand the best ways to structure and deliver falls education to their staff (Heng et al., 2020). It has been overlooked that patients may have a role in avoiding hospital falls. One way to narrow the participation gap in prevention strategies is through patient education (Heng et al., 2020). In addition to clinician education, hospital systems and policies, assistive equipment, environmental adjustments, multi-disciplinary evaluations, and medication management, education helps patients self-manage their falls risk.                   


Healthcare organizations are spreading the significance of risk management across the industry and healthcare institutions are applying inpatient and healthcare provider education and training. American Society of Healthcare Risk Management (ASHRM) suggests that inpatient and healthcare providers’ education in healthcare advances an all-inclusive framework for formulating risk management decisions that optimize the significance of protection and creation by supervising risks and their associations to overall value (Heng et al., 2020). Training and education promote the use of technology to integrate risk alleviation practices across the healthcare organization and avert risks related to archived sectors and business segments (Ott, 2018). Data analytics are impacted to assist in decision making, departmental compatibility, risk rating, and resource distribution.


The following ten actions must be followed in order to put these recommendations into action at a healthcare facility. The first step is to assemble a team of change agents tasked with gathering the necessary information to assure the program’s success. The second step of action is defining the problem or the potential of change. In stage three, the goal of the education and training program is decided. The fourth stage of action is establishing an educational and training strategy. Creating a plan for measuring the intervention’s effectiveness and determining if it achieves its goals is the fifth action step. The design of an implementation plan is the six-step in the process of implementing the intervention. The seventh step is to create a strategy for enhancing the process on an ongoing basis. The primary stakeholders are informed at step eight of the process. Step nine entails formulating a strategy for putting it into effect. In the end, the proposal is offered for consideration and approval.             


Falls are a major cause of injury and death in hospitals across the world, as well as a major contributor to increased duration of stay and the need for re-admission. Hospitals and healthcare providers, insurance companies, and consumers all face significant expenditures from falls (CDC 2020). Research on treatments to prevent falls in hospitals is vast, but there is a lack of data to support their effectiveness and the effects on falls risk remain ambiguous. Only a few research have investigated the effectiveness of instructional components or their design based on educational theory in-hospital fall prevention programs (Etges et al., 2020). According to research carried out involving the inpatient and healthcare providers training and education initiative, the main worries about risks in the healthcare sector are transitions in the structure of the work environment, variations in consumer wants and liking, potential risks of catastrophic occurrences, and other compelling elements.


The evaluation process will entail several measures and methods in order to establish the success of the initiative. Questionnaires will be used to collect data for evaluation. This will mainly include feedback from inpatients as well as healthcare providers. Positive feedback from the participants and increased awareness and knowledge on fall prevention will count as successful implementation. The long-term goals are to reduce the risk of falls through enhanced knowledge and skills. Therefore, continuous monitoring of fall prevalence and incidence in the organization will be done. The end goal result is low or decreased fall incidences and prevalence.                   


Healthcare is fraught with potential dangers and pitfalls. Human blunders, complicated treatment, and a tough healthcare system guarantee that healthcare systems will encounter several problems. Healthcare organizations must implement appropriate risk management strategies to deal with vertical integration, healthcare industry system changes, and performance assessment payment schemes that affect the fundamentals (Shaw et al., 2018). Quality of care is being improved by healthcare organizations by using a continual structural approach.



CDC. (2020, September 22). Training & continuing education. Centers for Disease Control and Prevention.

Etges, A. P. B. D. S., Grenon, V., Lu, M., Cardoso, R. B., de Souza, J. S., Kliemann Neto, F. J., & Felix, E. A. (2018). Development of an enterprise risk inventory for healthcare. BMC health services research, 18(1), 1-16.

Heng, H., Jazayeri, D., Shaw, L., Kiegaldie, D., Hill, A. M., & Morris, M. E. (2020). Hospital falls prevention with patient education: a scoping review. BMC geriatrics, 20(1), 1-12.

Ott, L. D. (2018). The impact of implementing a fall prevention educational session for community‐dwelling physical therapy patients. Nursing open, 5(4), 567-574.

Radecki, B., Reynolds, S., & Kara, A. (2018). Inpatient fall prevention from the patient’s perspective: a qualitative study. Applied Nursing Research, 43, 114-119.

Shaw, L., Kiegaldie, D., & Farlie, M. K. (2020). Education interventions for health professionals on falls prevention in health care settings: a 10-year scoping review. BMC geriatrics, 20(1), 1-13.