Collaborative Learning Community (CLC)

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This is a Collaborative Learning Community (CLC) assignment.
The purpose of this assignment is to create a quality improvement plan for a public health organization.
Identify one public health organization around which your group will build a quality improvement plan. Ensure that enough accessible information exists on the services the organization provides, its patient base, its invested stakeholders, and how it impacts the community. PowerPoint presentation with detailed speaker notes that addresses the following components:

1. Describe the purpose of the organization, what value it offers to the community, why it is focused on quality, and how this plan will help it to better meet patient or customer needs.
2. Describe the leadership structure of the organization, including the roles and responsibilities of involved stakeholders. Explain how these members of the organization will help to manage and monitor the quality improvement program.

3. Cite at least four references, including the textbook.
4. Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
5. While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
6. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Sample Solution

overlays and the use of electronic reading pens. One important effect of the EA is the requirement for schools to ‘advance equality of opportunity’ between pupils with disabilities and their non-disabled peers. Reasonable adjustments can be a good way of addressing this issue.

The duty of an educational institution is to determine whether their provision places a disabled student at a major disadvantage in contrast with non-disabled students. A major or a substantial disadvantage is explained in the Equality Act as one that is more than inconsequential or minor. As a result, the main objective of the duty is not to confer an inequitable advantage on disabled students, but to eliminate barriers to learning, where it is reasonable to do so. The duty imposed on an educational institution (herein after referred as EI) is anticipatory and the EI should not wait until adjustments are suggested, but to make sure, wherever possible, that adjustments or alterations to policies, procedures and practices have been made in advance to stop disabled students being at a major disadvantage. No legal defence is available for an EI for its failure to make a reasonable adjustment, and it would be regarded as discrimination under section 21 of the EA 2010.

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