Do What are we learning as we do the standardization? Any problems encountered?
SUBJECT INDEX
437
A
Accelerating Improvement in CF CareCollaborative program, 5
Acceptance, importance of, 83 Access to care: brainstorming and
multi-voting to address, 329; change ideas to improve, 422;
fishbone diagram of, 320, 337; as the improvement global aim,
295; measured improvement in, reaching, 382; measuring and
monitoring, 361; as a metric that matters, 418; patterns of,
assessing, case study involving, 268, 269; run chart displaying,
343, 344; specific aim statement addressing, 312; as a theme
for improvement, 287, 288, 289
Access to information, 173, 185 Accountability: fostering, 54, 98;
for generating results, method for establishing, 194
Act step: in the PDSA cycle, 275, 277, 425; in the SDSA cycle,
280, 428 Action guide. See M3 Matrix
Action learning, idea of, 216 Action planning, to improve the
workplace and its staff, importance of, 119, 121–122
Action plans: case studies involving, 366, 368; clarification of, 277;
defining, 364; developing, guide for, 205; distinguishing, from
Gantt charts, 362; for educa- tion and training, developing,
403; good time to make, 362; how to write, 365; in the
improvement ramp, 240, 363; organizational, alignment of
staff development with, 107; reason for using, 364;
reporting on, 417
Action steps, in leading macrosystems, 96–99
Action strategies: formulating more effective, 95; to improve patient
safety, 175 Action taking: being prepared for,
53; and empowerment, 84; flexible approach to, impor-
tance of, 80; as a fundamental process of leading, 54, 58,
59–62; intelligent, 360; recommended, to address
common oversights and wastes, 142–143; time frame
for, 205, 206–207
Action-learning activity: creating conditions for, 98; embarking
on, example of, 36 Action-learning program: model
providing, 47; sponsoring an, 35; topics covered in,
xxxv–xxxvi; using toolkits to guide, 227
Actions taken, to know the 5 P’s, 140–141
Activating, 159 Active involvement, as requisite, 388
Activities, assessing: reason for, 406; worksheets for, 406–407
Activity occurrence example, 407 Adaptive responses, to cost-cutting
imperatives, example of, 38–39 Admission process, high-level
flowchart of, 305 Advanced information systems,
myth about, 152, 153, 154, 158