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Discussion: Addressing an Unmet Need Through Strategic Planning

Challenges can seem ever present in the health care field. Problems related to the quality of patient care, financial matters, technology, and interdisciplinary collaboration, for example, are often evident in organizations and professional groups.

In your role as a nurse leader-manager, it is important to consider challenges and how these translate into unmet needs. You can then create valuable change by addressing these unmet needs through strategic planning.

Through this Discussion, you may distinguish the focus for your Course Project. Your instructor and colleagues will provide feedback to help you refine your idea as you move forward.


To prepare:

Consider the information presented by Dr. Carol Huston in this week’s media program. Think about the process of moving from the identification of an unmet need through the development, implementation, and evaluation of a strategic plan.

Reflect on the initial thinking about trends and unmet needs in nursing and health care that you addressed in Week 5.

Consider how the information in this week’s Learning Resources deepens and expands your understanding of these trends and unmet needs in relation to the strategic planning process.

Proceed with planning for your Course Project as follows:

Select an unmet need that affects a specific group, unit, or organization.

Deepen your understanding of this group, unit, or organization by examining the stated mission, vision, and values, if possible.

Analyze historical data related to the unmet need, and review the evidence in the literature. Use this information to engage in forecasting.

Consider which stakeholders should be included in the strategic planning process.

Begin to formulate a vision for addressing this need at the organizational or systems level. (Note: Although not required for this Discussion, you will need to develop a strategic goal for your Course Project.)


Post an explanation of the unmet need that affects a specific group, unit, or organization that you would like to focus on for your Course Project. Share data from your historical analysis and forecasting, and identify stakeholders who should be included in the strategic planning process. Explain your vision for addressing this need at the organizational or systems level.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Ask a probing question, substantiated with additional background information or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Validate an idea with your own experience and additional resources.


Required Readings

Balicer, R. D., Shadmi, E., Lieberman, N., Greenberg-Dotan, S., Goldfracht, M., Jana, L., . . . Jacobson, O. (2011). Reducing health disparities: Strategy planning and implementation in Israel’s largest health care organization. Health Services Research, 46(4), 1281–1299.

Retrieved from the Walden Library databases.

The authors examine the planning, implementation, and evaluation of an organization-wide strategy to address the need to reduce health care inequalities and improve quality in Israel.

Schaffner, J. (2009). Roadmap for success: The 10-step nursing strategic plan. Journal of Nursing Administration, 39(4), 152–155.

Retrieved from the Walden Library databases.

The author outlines a 10-step strategic planning process for nursing.

Strubhar, A. J. (2011). The application of an environmental scanning and strategic planning framework in an academic department of physical therapy. Journal of Physical Therapy Education, 25(3), 53–59.

Retrieved from the Walden Library databases.

The author examines strategic planning, including environmental scanning, within a physical therapy department in an academic institution.

Authenticity Consulting. (n.d.b). Basic description of strategic planning. Retrieved March 13, 2013, from http://managementhelp.org/strategicplanning/basics.htm

This online article provides an overview of the strategic planning.

Authenticity Consulting. (n.d.c). Basic overview of various strategic planning models. Retrieved March 13, 2013, from http://managementhelp.org/strategicplanning/models.htm

This online article describes different models of strategic planning, including issues-based planning.

PlanWare. (n.d.). Business planning papers: Developing a strategic plan. Retrieved March 13, 2013, from http://www.planware.org/strategicplan.htm

View the strategic planning information on this website.

Required Media

Laureate Education (Producer). (2013d). Elements of a strategic plan model [Video file]. Retrieved from https://class.waldenu.edu

Note:  The approximate length of this media piece is 6 minutes.

Dr. Carol Huston describes elements common to strategic planning models and discusses ways to approach the development of a strategic plan.


Optional Resources

Authenticity Consulting. (n.d.a). All about strategic planning. Retrieved March 13, 2013, fromhttp://managementhelp.org/strategicplanning/index.htm

NURS 6241: STRATEGIC PLANNING IN HEALTH CARE ORGANIZATIONS – Discussion 6 (Grading Rubic and Media Attached)
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A ll  c rit e ria  a re a ddre sse d w it h 5 0%  c o nta in in g g ood b re adth a nd d epth . 2 1  ( 2 1% )   ­ 2 3 ( 2 3% ) ­ M ain  p ostin g a ddre sse s m ost o f th e c rit e ria . O ne to  tw o c rit e rio n a re  n ot a ddre sse d o r s u perfic ia lly a ddre sse d. 0   ( 0 % )   ­ 2 0 ( 2 0% ) ­ M ain  p ostin g d oes n ot a ddre ss a ll  o f c rit e ria , s u perfic ia lly a ddre sse s c rit e ria . T w o o r m ore  c rit e ria a re  n ot a ddre sse d. C ours e R eq uir e m en ts a n d A tte n dan ce 2 0  ( 2 0% )   ­ 2 0 ( 2 0% ) ­ R esp onds to t w o c o lle agues’ w it h  p osts  th at a re  re fle ctiv e , a re  ju stif ie d w it h  c re dib le s o urc e s, a nd a sk q uestio ns t h at e xte nd th e D is cu ssio n. 1 8  ( 1 8% )   ­ 1 9 ( 1 9% ) ­ R esp onds to t w o c o lle agues’ w it h  p osts  th at a re  re fle ctiv e , a re  ju stif ie d w it h  c re dib le s o urc e s, a nd a sk q uestio ns t h at e xte nd th e D is cu ssio n. 1 6  ( 1 6% )   ­ 1 7 ( 1 7% ) ­ R esp onds to  a m in im um  o f t w o c o lle agues’ p osts , a re r e fle ctiv e , a nd a sk q uestio ns t h at e xte nd th e D is cu ssio n. O ne p ost is j u stif ie d b y a c re dib le  s o urc e . 1 4  ( 1 4% )   ­ 1 5 ( 1 5% ) ­ R esp onds to l e ss th an tw o c o lle agues’ p osts . P osts a re  o n to pic , m ay h ave s o m e d epth , o r q uestio ns. M ay e xte nd th e D is cu ssio n. N o c re dib le s o urc e s a re c it e d. 0   ( 0 % )   ­ 1 3 ( 1 3% ) ­ R esp onds to l e ss th an tw o c o lle agues’ p osts . P osts m ay n ot b e o n t o pic , la ck d epth , d o n ot p ose  q uestio ns t h at e xte nd th e D is cu ssio n. R ubric  D eta il   S ele ct  G rid  V ie w   o r  L is t V ie w   t o  c h ange t h e r u bric ‘s  l a yout. N am e:  N URS_6241_D is cu ssio n_R ubric E xit G rid  V ie w L is t V ie w 6 /1 /2 017 R ubric  D eta il –  B la ckboard  L earn h ttp s://c la ss.w ald enu.e du/w ebapps/b bgs­d eep­lin ks­B BLE AR N/a pp/c ours e/r u bric ?cours e_id = _16279233_1& ru bric _id = _111 208_1 2 /4   O uts ta n din g P erfo rm an ce E xcelle n t P erfo rm an ce C om pete n t P erfo rm an ce R oom  fo r I m pro vem en t P oor P erfo rm an ce S ch ola rly W ritin g Q uality 3 0  ( 3 0% )   ­ 3 0 ( 3 0% ) ­ T he m ain p ostin g c le arly a ddre sse s th e D is cu ssio n c rit e ria  a nd is w rit te n c o ncis e ly . T he m ain  p ostin g is c it e d w it h  m ore t h an tw o c re dib le r e fe re nce s th at a dhere  to  th e c o rre ct fo rm at p er th e A PA M anual  6 th E dit io n. N o s p ellin g o r g ra m matic a l e rro rs . * **T he u se  o f s ch ola rly s o urc e s o r re al l if e  e xp erie nce s n eeds to  b e i n clu ded to d eepen th e D is cu ssio n a nd e arn  p oin ts  in r e ply  to  fe llo w s tu dents . 2 7  ( 2 7% )   ­ 2 9 ( 2 9% ) ­ T he m ain p ostin g c le arly a ddre sse s th e D is cu ssio n c rit e ria  a nd is w rit te n c o ncis e ly . T he m ain  p ostin g is c it e d w it h  m ore t h an tw o c re dib le r e fe re nce s th at a dhere  to  th e c o rre ct fo rm at p er th e A PA M anual  6 th E dit io n. N o s p ellin g o r g ra m matic a l e rro rs . 2 4  ( 2 4% )   ­ 2 6 ( 2 6% ) ­ T he m ain p ostin g c le arly a ddre sse s th e D is cu ssio n c rit e ria  a nd is w rit te n c o ncis e ly . T he m ain  p ostin g is c it e d w it h  a m in im um  o f t w o c u rre nt c re dib le r e fe re nce s th at a dhere  to  th e c o rre ct fo rm at p er th e A PA M anual  6 th E dit io n. C onta in s o ne t o  tw o s p ellin g o r g ra m matic a l e rro rs . 2 1  ( 2 1% )   ­ 2 3 ( 2 3% ) ­ T he m ain p ostin g is  n ot c le arly a ddre ssin g th e D is cu ssio n c rit e ria  a nd is n ot w rit te n c o ncis e ly . T he m ain  p ostin g is c it e d w it h  le ss t h an tw o c re dib le r e fe re nce s th at m ay la ck c re dib ilit y a nd/o r d o n ot a dhere  to  th e c o rre ct fo rm at p er th e A PA M anual  6 th E dit io n. C onta in s m ore t h an tw o s p ellin g o r g ra m matic a l e rro rs . 0   ( 0 % )   ­ 2 0 ( 2 0% ) ­ T he m ain p ostin g is d is o rg aniz e d a nd h as o ne r e fe re nce  th at m ay la ck c re dib ilit y  a nd d oes n ot a dhere  to  th e c o rre ct fo rm at p er th e A PA M anual  6 th E dit io n o r h as z e ro  c re dib le r e fe re nce s. C onta in s m ore t h an tw o s p ellin g o r g ra m matic a l e rro rs . 6 /1 /2 017 R ubric  D eta il –  B la ckboard  L earn h ttp s://c la ss.w ald enu.e du/w ebapps/b bgs­d eep­lin ks­B BLE AR N/a pp/c ours e/r u bric ?cours e_id = _16279233_1& ru bric _id = _111 208_1 3 /4   O uts ta n din g P erfo rm an ce E xcelle n t P erfo rm an ce C om pete n t P erfo rm an ce R oom  fo r I m pro vem en t P oor P erfo rm an ce P ro fe ssio nal  C om munic atio n E ffe ctiv en ess 2 0  ( 2 0% )   ­ 2 0 ( 2 0% ) ­ C om munic a tio n i s  p ro fe ssio nal a nd re sp ectfu l t o  c o lle agues a nd re sp onse t o  fa cu lt y q uestio ns a re a nsw ere d if p ose d.  ­ P ro vid es c le ar, c o ncis e o pin io ns a nd i d eas e ff e ctiv e ly w rit te n in S ta ndard E dit e d E nglis h . ­ R esp onse s p oste d in  th e D is cu ssio n d em onstra te e ff e ctiv e p ro fe ssio nal c o m munic a tio n t h ro ugh d eep r e fle ctiv e d is cu ssio n w hic h  le ads to a n e xch ange o f i d eas a nd fo cu s o n th e w eekly D is cu ssio n t o pic . 1 8  ( 1 8% )   ­ 1 9 ( 1 9% ) ­ C om munic a tio n i s  p ro fe ssio nal a nd re sp ectfu l t o  c o lle agues.  ­ P ro vid es c le ar, c o ncis e o pin io ns a nd i d eas e ff e ctiv e ly w rit te n in S ta ndard E dit e d E nglis h . ­ R esp onse s p oste d in  th e D is cu ssio n d em onstra te e ff e ctiv e p ro fe ssio nal c o m munic a tio n t h ro ugh d eep r e fle ctiv e d is cu ssio n w hic h  le ads to a n e xch ange o f i d eas a nd fo cu s o n th e w eekly D is cu ssio n t o pic .  ­ R esp onse s a re c it e d w it h  a t l e ast o ne c re dib le r e fe re nce  p er p ost a nd a p ro bin g q uestio n th at e xte nds th e D is cu ssio n. A dhere s to  th e c o rre ct fo rm at p er th e A PA M anual  6 th E dit io n. N o s p ellin g o r g ra m matic a l e rro rs . 1 6  ( 1 6% )   ­ 1 7 ( 1 7% ) ­ C om munic a tio n i s  p ro fe ssio nal a nd re sp ectfu l t o  c o lle agues.  ­ P ro vid es c le ar, c o ncis e o pin io ns a nd i d eas e ff e ctiv e ly w rit te n in S ta ndard E dit e d E nglis h . ­ R esp onse s p oste d in  th e D is cu ssio n d em onstra te e ff e ctiv e p ro fe ssio nal c o m munic a tio n t h ro ugh d eep r e fle ctiv e d is cu ssio n w hic h  le ads to a n e xch ange o f i d eas a nd fo cu s o n th e w eekly D is cu ssio n t o pic .  ­ R esp onse s a re c it e d w it h  a t l e ast o ne c re dib le  a nd/o r c o nta in  p ro bin g q uestio ns th at e xte nds th e D is cu ssio n. A dhere s to  th e c o rre ct fo rm at p er th e A PA M anual  6 th E dit io n. M ay h ave  o ne to t w o s p ellin g o r g ra m matic a l e rro rs . 1 4  ( 1 4% )   ­ 1 5 ( 1 5% ) ­ C om munic a tio n i s  p ro fe ssio nal a nd re sp ectfu l t o  c o lle agues.  ­ P ro vid es o pin io ns th at m ay n ot b e c o ncis e  o r i d eas n ot e ff e ctiv e ly w rit te n in S ta ndard E dit e d E nglis h . ­ R esp onse s p oste d in  th e D is cu ssio n m ay l a ck e ff e ctiv e p ro fe ssio nal c o m munic a tio n t h at d oes n ot e xte nd th e D is cu ssio n, l e ads to  a n e xch ange o f i d eas a nd/o r n ot fo cu se d o n t h e w eekly D is cu ssio n t o pic .  ­ R esp onse s a re n ot c it e d a nd/o r d o n ot c o nta in a  p ro bin g q uestio n. M ay n ot a dhere  to t h e c o rre ct f o rm at p er th e A PA  M anual 6 th  E dit io n. M ay h ave  m ore t h an tw o s p ellin g o r g ra m matic a l e rro rs . 0   ( 0 % )   ­ 1 3 ( 1 3% ) ­ C om munic a tio n m ay la ck p ro fe ssio nal t o ne o r b e d is re sp ectfu l  to c o lle agues.  ­ P ro vid es o pin io ns th at m ay n ot b e c o ncis e  o r i d eas n ot e ff e ctiv e ly w rit te n in S ta ndard E dit e d E nglis h . ­ R esp onse s p oste d in  th e D is cu ssio n la ck e ff e ctiv e p ro fe ssio nal c o m munic a tio n t h ro ugh d is cu ssio n th at d oes n ot e xte nd th e D is cu ssio n, d o n ot le ad to  a n e xch ange o f i d eas a nd/o r n ot fo cu se d o n t h e w eekly D is cu ssio n t o pic .  ­ R esp onse s a re n ot c it e d a nd d o n ot c o nta in a  p ro bin g q uestio n. M ay n ot a dhere  to t h e c o rre ct f o rm at p er th e A PA  M anual 6 th  E dit io n. M ay h ave m ult ip le s p ellin g o r g ra m matic a l e rro rs . T im ely S ubm is sio n 0   ( 0 % )   ­ 0   ( 0 % ) A ll  c rit e ria  m et: ­ In it ia l  p ost s u bm it te d o n t im e.  ­ R esp onse  to t w o p eer in it ia l p osts .  ­ R esp onse  o n 3 s e para te  d ays. ­ 5   ( ­5 % )   ­ 0 ( 0 % ) 5  p oin ts d educte d fo r r e sp ondin g to l e ss th an tw o p eers  o r 5 p oin ts d educte d fo r r e sp ondin g le ss t h an th re e d ays. ­ 1 0  ( ­1 0% )   ­ ­5 ( ­5 % ) 5  p oin ts d educte d fo r r e sp ondin g to l e ss th an tw o p eers  a nd 5 p oin ts d educte d fo r r e sp ondin g le ss t h an th re e d ays. ­ 1 0  ( ­1 0% )   ­ ­1 0 ( ­1 0% ) 1 0 p oin ts d educte d fo r I n it ia l  p ost s u bm it te d la te . ­ 2 0  ( ­2 0% )   ­ ­1 5 ( ­1 5% ) I n it ia l  p ost s u bm it te d la te a nd 5  p oin ts d educte d fo r r e sp ondin g to l e ss th an tw o p eers  a nd/ o r 5 p oin ts d educte d fo r r e sp ondin g le ss t h an th re e d ays. T o ta l  P oin ts : 1 00 6 /1 /2 017 R ubric  D eta il –  B la ckboard  L earn h ttp s://c la ss.w ald enu.e du/w ebapps/b bgs­d eep­lin ks­B BLE AR N/a pp/c ours e/r u bric ?cours e_id = _16279233_1& ru bric _id = _111 208_1 4 /4 T o ta l  P oin ts : 1 00 N am e:  N URS_6241_D is cu ssio n_R ubric E xit