Accreditation Plan Table

10443nstructions
One way an organization communicates with its constituents is by its accreditation. Your department head knows that you are in a graduate program and has asked you to assist the department head that works with accreditation and licensure in your facility. She has asked you to develop an initial plan to gain accreditation for a new facility that your organization is opening. Choose one accreditation that is appropriate for the facility. Write an introductory paragraph then follow it with the initial plan in table format and should include:

One type of accreditation needed for the facility and in 1-2 sentences, why it is needed for the facility
Estimate the amount of time it will take for the new facility to attain accreditation
What resources are needed
Estimate direct costs for accreditation
Estimate the financial impact on revenue if not earning accreditation
For example:

Type of Accreditation

Time Needed
Resources Required

Direct Costs for Accreditation Financial impact if Accreditation not Earned

Provide a paragraph under the table with conclusions and any potential limitation of this accreditation.

Please provide 3-4 references from scholarly journals and websites provided in the course.

Estimated time to complete: 4 hours

Submit your assignment by Sunday at midnight.

Rubric
NU530 Unit 6 Assignment Accreditation Plan
NU530 Unit 6 Assignment Accreditation Plan
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeTopic
NU530-CO5
10 pts
Level 5
Identifies a creative, focused, and manageable topic that addresses potentially significant aspects of the topic.
9 pts
Level 4
Identifies a creative, focused, and manageable topic that addresses important and notable aspects of the topic.
8 pts
Level 3
Identifies a focused and manageable/doable topic that appropriately addresses relevant aspects of the topic.
7 pts
Level 2
Identifies a topic that while manageable/doable, is too narrowly focused and leaves out relevant aspects of the topic.
6 pts
Level 1
Identifies a topic that is far too general and wide-ranging as to be manageable and doable.
0 pts
Level 0
Does not clearly identify a topic that is relative to the assignment.
10 pts
This criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or Views
NU530-CO5; PRICE-C; PRICE-R
20 pts
Level 5
Synthesizes in-depth information from relevant sources representing various points of view/approaches.
18 pts
Level 4
Examines in-depth information from relevant sources representing various points of view/approaches.
16 pts
Level 3
Explains in-depth information from relevant sources representing various points of view/approaches.
14 pts
Level 2
Relates information from relevant sources representing limited points of view/approaches.
12 pts
Level 1
Relates information from irrelevant sources representing limited points of view/ approaches.
0 pts
Level 0
Information is irrelevant to the topic. No clear point of view/approaches.
20 pts
This criterion is linked to a Learning OutcomeDesign Process
NU530-CO5; PRICE-P
20 pts
Level 5
All elements of the methodology or theoretical framework are skillfully developed. Appropriate methodology or theoretical frameworks may be synthesized from across disciplines or from relevant sub-disciplines.
18 pts
Level 4
Most critical elements of the methodology or theoretical framework are appropriately developed. Appropriate methodology or theoretical frameworks may be analyzed from across disciplines or from relevant sub-disciplines.
16 pts
Level 3
Some critical elements of the methodology or theoretical framework are appropriately developed, however, more subtle elements are ignored or unaccounted for.
14 pts
Level 2
Critical elements of the methodology or theoretical framework are missing, incorrectly developed, or unfocused.
12 pts
Level 1
Inquiry design demonstrates a misunderstanding of the methodology or theoretical framework.
0 pts
Level 0
The design of the paper is not based upon a clear methodology or framework.
20 pts
This criterion is linked to a Learning OutcomeAnalysis
NU530-CO1; NU530-CO5; PRICE-I
35 pts
Level 5
Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to focus.
32 pts
Level 4
Organizes and analyzes evidence to reveal insightful patterns, differences, or similarities related to focus.
28 pts
Level 3
Organizes evidence to reveal important patterns, differences, or similarities related to focus.
25 pts
Level 2
Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities.
21 pts
Level 1
Describes evidence, but it is not organized and/or is unrelated to focus.
0 pts
Level 0
Lists evidence, but it is not organized and/or is unrelated to focus.
35 pts
This criterion is linked to a Learning OutcomeConclusion
NU530-CO1; NU530-CO5; PRICE-I
10 pts
Level 5
States a conclusion that is a logical extrapolation from the inquiry findings.
9 pts
Level 4
States a conclusion that is a logical interpretation of the inquiry findings.
8 pts
Level 3
States a conclusion focused solely on the inquiry findings. The conclusion arises specifically from and responds specifically to the inquiry findings.
7 pts
Level 2
States a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings.
6 pts
Level 1
States an ambiguous or unsupportable conclusion from inquiry findings.
0 pts
Level 0
States an illogical conclusion from inquiry findings.
10 pts
This criterion is linked to a Learning OutcomeLimitations and Implications
PRICE-I
10 pts
Level 5
Insightfully discusses in detail relevant and supported limitations and implications.
9 pts
Level 4
Examines relevant and supported limitations and implications.
8 pts
Level 3
Discusses relevant and supported limitations and implications.
7 pts
Level 2
Presents relevant and supported limitations and implications.
6 pts
Level 1
Presents limitations and implications, but they are unsupported.
0 pts
Level 0
Presents limitations and implications, but they are irrelevant.
10 pts
This criterion is linked to a Learning OutcomeWriting
PRICE-I
10 pts
Level 5
The paper exhibits a superior command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.
9 pts
Level 4
The paper exhibits a strong command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling that impair the flow of communication.
8 pts
Level 3
The paper exhibits a command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.
7 pts
Level 2
The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.
6 pts
Level 1
The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.
0 pts
Level 0
The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.
10 pts
This criterion is linked to a Learning OutcomeAPA
PRICE-P; PRICE-I
10 pts
Level 5
The required APA elements are all included with correct formatting, including in-text citations and references.
9 pts
Level 4
The required APA elements are all included with minor formatting errors, including in-text citations and references.
8 pts
Level 3
The required APA elements are all included with multiple formatting errors, including in-text citations and references.
7 pts
Level 2
The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references.
6 pts
Level 1
Several APA elements are missing. The errors in formatting demonstrate a limited understanding of APA guidelines, in-text-citations, and references.
0 pts
Level 0
There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.
10 pts
Total Points: 125

Resources:

Hitt, M.A., Colella, A., Miller, C. & Triana, M. (2018). Organizational behavior. (5th ed.). Wiley Publishing.

Read – Chapters 9 & 10
Resources
Read at least two of the following articles:

Brittain, A., & Carrington, J. (2019). A concept analysis of organizational health and communication (Links to an external site.). Nursing Administration Quarterly, 43(1), 68-75. https://prx-herzing.lirn.net/login?qurl=https://ovidsp.ovid.com/ovidweb.cgi%3fT=JS%26CSC=Y%26NEWS=N%26PAGE=fulltext%26AN=00006216-201901000-00012%26LSLINK=80%26D=ovft
O’Flaherty, D. (2018). Cultivating a culture of caring and resilience (Links to an external site.). Reflections on Nursing Leadership, 44(2), 154-158. https://prx-herzing.lirn.net/login?qurl=https://search.ebscohost.com/login.aspx%3fdirect=true%26db=rzh%26AN=131812889%26site=ehost-live
Rachwal, C., Langer, T., Trainor, B., Bell, M., Browning, D., & Meyer, E. (2018). Navigating communication challenges in clinical practice: A new approach to team education (Links to an external site.). Critical Care Nurse, 38(6), 15-22. https://prx-herzing.lirn.net/login?qurl=https://search.ebscohost.com/login.aspx%3fdirect=true%26db=rzh%26AN=133112551%26site=ehost-live
Radhakrishnan, D., Jones, T., Weems, D., Knight, T., & Rice, W. (2018). Seamless Transitions: Achieving patient safety through communication and collaboration (Links to an external site.). Journal of Patient Safety, 14(1), e3-5. https://prx-herzing.lirn.net/login?qurl=https://ovidsp.ovid.com/ovidweb.cgi%3fT=JS%26CSC=Y%26NEWS=N%26PAGE=fulltext%26AN=01209203-201803000-00014%26LSLINK=80%26D=ovft
Schwartz, L., El-Banna, M., Conroy, J., & Browne, J. (2018). What’s your style? Enhanced interprofessional communication and practice using the communication wheel (Links to an external site.). Nurse Educator, 44(1), 20-24. https://prx-herzing.lirn.net/login?qurl=https://ovidsp.ovid.com/ovidweb.cgi%3fT=JS%26CSC=Y%26NEWS=N%26PAGE=fulltext%26AN=00006223-201901000-00010%26LSLINK=80%26D=ovft
Accreditation – Please read one of the following articles:

Church, C., Cosme, S., & O’Brien, M. (2019). Accreditation of transition to practice programs (Links to an external site.). Journal for Nurses in Professional Development, 35(4), 180-184. https://prx-herzing.lirn.net/login?qurl=https://ovidsp.ovid.com/ovidweb.cgi%3fT=JS%26CSC=Y%26NEWS=N%26PAGE=fulltext%26AN=01709760-201907000-00002%26LSLINK=80%26D=ovft
Kagan, I., Farkash-Fink, N., & Fish, M. (2016). Effect of joint commission international accreditation on the nursing work environment in a tertiary medical center (Links to an external site.). Journal of Nursing Care Quality, 31(4), E1-E8. https://prx-herzing.lirn.net/login?qurl=https://ovidsp.ovid.com/ovidweb.cgi%3fT=JS%26CSC=Y%26NEWS=N%26PAGE=fulltext%26AN=00001786-201610000-00014%26LSLINK=80%26D=ovft

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