HITT1345 Health Care Systems: Educational Budgets in Healthcare

Educational Budgets in Healthcare

Most healthcare managers and administrators assigned the area of education are faced with budgetary cuts as their major operational problems. In most instances, education budgets in institutional settings suffer the vulnerabilities of reductions despite the immense verbal support they get. The current study seeks to undertake a critical analysis on the importance of retaining educational budgets based on the significances of developing and training employees.

Access to knowledge is one of the underlying prerequisites to effective decision making and problem solving in the healthcare sector. According to Nutbeam (2018) healthcare institutions operate in environments that depict higher levels of complexity. As a consequence Rongen et al. (2014) reveal that proper education of the administrative arms and other stakeholders of these facilities such as caregivers and physicians acts as a significant way of fostering effective management of internally acquired knowledge as well as externally generated potencies as a way of availing the targeted consumer niches with the best possible services, attaining the desired levels of operational excellence and instilling the spirit of innovation. in my position as the healthcare administrator, I am committed to fostering education advancement and training of the facility’s staff based on the effective roles played by knowledge management in ensuring that the institution attains these goals.

Education in healthcare settings plays an important role as a stimulant of cultural change and innovation. Kim and Nahar (2018) explain that an educated workforce instills positive changes in the institutional culture upheld by the members of a healthcare system by allowing the advancement of frameworks that aimed at fostering free flow of ideologies and innovative philosophies. While educating the workforce on the issues of cultural change calls for inclusion of heavy budgetary investments, the firm’s leadership will be of critical essence in ensuring that the stakeholders embrace a positive mindset through training. According to Ramos et al. (2014), proper budgetary allocation for education coupled with the inclusion of an effective knowledge management initiative fosters efficient reception of the ideologies and insights of change.

To evaluate the results of reinforcing education for cultural change, decision making and problem solving, I will impose a performance audit program that will vet each organizational stakeholder based on the milestones achieved in particular areas of specialization. Members of the institution’s workforce will be evaluated based on their abilities to adopt a continuous environment of learning that is data driven as well as the effectiveness of the educational initiatives put in place in fostering positive professional development. On the other hand, caregivers will be evaluated based on their abilities to make sound decisions in solving the problems presented by the different areas of practice. Further the efficacy of the educational endeavors put in place will be assessed by vetting the extents to which practitioners embrace the habit of enhancing their abilities to increase their capacities of attaining the truly desired institutional results.

In conclusion, the study sought to undertake a critical analysis on the importance of retaining educational budgets based on the significances of developing and training employees. Education in healthcare settings plays an important role as a stimulant of cultural change and innovation. Further, education in healthcare settings plays an important role as a stimulant of cultural change and innovation. To evaluate the results of reinforcing education for cultural change, decision making and problem solving, I will impose a performance audit program that will vet each organizational stakeholder based on the milestones achieved in particular areas of specialization.

References

Kim, R. W., & Nahar, V. K. (2018). A Guide for Understanding Health Education and Promotion Programs. Health promotion practice, 19(2), 167-169.

Nutbeam, D. (2018). Health education and health promotion revisited. Health Education Journal, 0017896918770215.

Ramos, L. R., Malta, D. C., Gomes, G. A. D. O., Bracco, M. M., Florindo, A. A., Mielke, G. I., ... & Hallal, P. C. (2014). Prevalence of health promotion programs in primary health care units in Brazil. Revista de saude publica, 48, 837-844.

 Rongen, A., Robroek, S. J., Van Ginkel, W., Lindeboom, D., Altink, B., & Burdorf, A. (2014). Barriers and facilitators for participation in health promotion programs among employees: a six-month follow-up study. BMC Public Health, 14(1), 573.