Rational Contingency theory

Q1: Using the Rational Contingency Theory (RC) as a guide, provide a “Benchmark” service for a specific type of patient or resident need. Provide all the concepts within the RC, with at least specific need relating to those concepts. Indicate how the services would impact quality of care and costs, and use APA references (e.g., peer-reviewed articles or government sources) to support your service need. 

Here is an example of an answer (You do not need to provide the references for Kaluzny and Porter) but you can use these articles or reliable scholarly articles you find. I will attached a slide show, not needed if you feel competent in the topic, just provides more info on the topic.

Below is an example of a good answer:

According to Kaluzny (1980) and Porter (1994), the Rational Contingency Theory has five concepts to guide HCOs to ensure best types of care with best types of outcomes at lowest costs. When assessing specific care needs, the type of casemix is assessed, the type of structure is provided with the specific process of care, that leads to the best quality of care, and at the lowest costs. In the case of cognitive care, a revolutionary type of education and care is needed to lead to the highest levels of quality care and lowest costs (Porter, Berry, Cude, Anderson & Britt, 2018). That type of care is known as comprehensive care, that is based on the following: 1. Casemix is adjusted beyond the physical to include cognitive care, 2. Structure is created to include differentiation of care type based on cognitive care levels, not only physical, 3. Process of care includes a higher level of cognitive care education, with 4. Quality of care assessed according to cognitive care needs, and 5. Reduced costs due to lower turnover of cognitive care providers. The revolutionary aspect of the care needs for cognitive care is due to the focus on the amount and type of cognitive care as described in the Porter et al. article. The specific amount of cognitive care education is suggested at 20 hours, with a current New York state level at less than 5 hours. There is a significant amount of work to be done in the needs of the cognitively impaired before the benchmark suggested by Porter et al., is achieved! 
Reference:
Porter, R., Berry, J., Cude, K., Anderson, S., & Britt, S. (2018). Twenty five years of cognitive care education research: Time for a revolutionary change. (Links to an external site.) Educational Gerontology. Feb/Mar, Vol. 44 Issue 2/3, 82-89. DOI: 10.1080/03601277.2017.1402418.

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