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January 23, 2022

Performance Improvement Tools This section covers the following: performance improvement tools quality improvement team

Applied Sciences

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2.1 Performance Improvement Tools

This section covers the following:

  • performance improvement tools
  • quality improvement teams
  • improving patient safety 
  • utilization management
  • culture of quality

Creating a Quality Improvement Plan

 Competency 7034.1.2 — The graduate develops a quality improvement plan in a healthcare environment in order to promote patient-centered care, build effective work teams, and influence organizational change.

Objectives

  1. Manage customer satisfaction surveys and results in an      HIM department.
  2. Analyze how quality indicators are used as performance      measures quality improvement to meet organizational goals and comply with      external standards for a given healthcare situation.
  3. Compare the use of surveys with that of interviews when      measuring customer satisfaction in a given situation.
  4. Describe how the elements of the patient care process      cycle may influence the overall implementation of care in a given      situation.
  5. Explain how the work of the ORYX® initiative of the      Joint Commission on Accreditation of Healthcare Organizations impacts      outcomes review in a given healthcare organization.
  6. Describe how Joint Commission standards have impacted      the use of seclusion, restraints, or protective devices in a given      healthcare setting.

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 7: “Measuring Customer Satisfaction”

Chapter 17: "Implementing Effective Information Management Tools for Performance Improvement"

Supplemental Resource

Read the following from Introduction to Healthcare Quality Management:

Chapter 6: “Performance Improvement Tools”

2.2 Quality Improvement Teams

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 14: “Developing Staff and Human Resources”

Additional Resources

Read the following article from Agency for Healthcare Research and Quality:

Creating Quality Improvement Teams and QI Plans

2.3 Improving Patient Safety

Supplemental Resource
Read the following chapter in Introduction to Healthcare Quality Management:

Chapter 8: “Improving Patient Safety”

Additional Resources 
Read the following article from The Joint Commission: 
Facts About Patient Safety

Read the following article from AHIMA: 

HIM Functions in Healthcare Quality and Patient Safety

Visit the following website to learn more about records:

“Reconciling Records”

After reading the author’s commentary, provide a brief analysis of their opinions on the use of technology as it relates to medication errors and quality improvement. Do you agree or disagree? Submit your response for feedback from the course mentor.

2.4 Utilization Management

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 8: “Refining the Continuum of Care”

2.5 Culture of Quality

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 3: ”Identify Improvement Opportunities Based on Performance Measurement”

Supplemental Resource

Read the following from Introduction to Healthcare Quality Management:

Chapter 11: “Organizing for Quality”

2.6 Management of Quality Improvement Programs

Objectives

  1. Describe how the health information management      professional leads quality improvement projects in the health information      management department (HIM) of a given organization.
  2. Describe how the observance of specific elements of the      survey process of the Joint Commission on Accreditation of Healthcare      Organizations can influence quality improvement initiatives in a given      situation.
  3. Assess how adherence to the Centers for Medicare and      Medicaid Services Conditions of Participation influences a given      organization’s quality improvement initiatives.
  4. Evaluate the effectiveness of specified components of a      given quality improvement (QI) program.
  5. Explain how the differences between accreditation,      licensure, and certification in a given healthcare organization influence      its daily operations.
  6. Explain how application of a specified change      management technique can influence the outcome of a quality improvement      (QI) project in a given situation.
  7. Evaluate whether a given healthcare organization has      complied with specific legal requirements for implementing a quality      improvement (QI) program.

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 9: “Improving the Provision of Care, Treatment, and Services

Chapter 16: “Navigating the Accreditation, Certification, or Licensure Process”

Chapter 18: “Managing Healthcare Performance Improvement Projects”

Chapter 19: “Managing the Human Side of Change”

Supplemental Resource

Read the following from Introduction to Healthcare Quality Management:

Chapter 10: “Managing the Use of Healthcare Resources”

3.1 Quality Improvement

This section covers the following:

  • quality and quality improvement
  • performance measurement
  • evaluation and continuous improvement

Creating a Quality Improvement Plan
Competency 7034.1.2 — The graduate implements quality improvement initiatives in a healthcare environment in order to promote patient-centered care, build effective work teams, and influence organizational change.

Objectives

  1. Select appropriate types of data to support a quality      improvement (QI) initiative in a given situation.
  2. Identify the common areas of focus for quality      improvement (QI) in a given healthcare organization.
  3. Differentiate between process measures and outcomes      measures in a given healthcare organization.
  4. Compare the roles that specified teams play in      implementing quality initiatives in a given situation.
  5. Describe the qualities of an effective quality      improvement team in a given type of healthcare organization.
  6. Differentiate how skills each team member brings to a      work group will influence the work of the group.
  7. Select a data collection tool to facilitate quality      data collection for a given quality improvement (QI) task.
  8. Select a data display tool that can accurately show the      meaning of a specified type of data.
  9. Present performance activities or recommendations to a      given healthcare organization’s administrative group.
  10. Develop an organization-wide quality improvement (QI)      process in a given healthcare organization.

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 2: “Defining a Performance Improvement Model”

Chapter 15: “Organizing for Performance Improvement”

3.2 Quality

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 9: “Improving the Provision of Care, Treatment, and Services”

Supplemental Resource

Read the following from Introduction to Healthcare Quality Management:

Chapter 2: “Quality Management Building Blocks”

3.3 Measuring Performance

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 3: “Identifying Improvement Opportunities Based on Performance Measurement”

Supplemental Resource

Read the following from Introduction to Healthcare Quality Management:

Chapter 3: “Measuring Performance”

Additional Resources

Visit the Illinois Department of Public Health's "Cancer in Illinois" website and complete the following:

  1. Click on “State by Race.”
  2. Where it says “years” you will select individual years,      not ranges, when you are ready to gather your data.
  3. Select a cancer site of your choice.
  4. Select “all” for Race.
  5. Now choose years beginning with 2007, and work back      each year to 1998.
  6. Select the number for “Male Count” and the number for      “Female Count;” you will use those numbers for your spreadsheet.
  7. After gathering all the numbers, compile the results in      a spreadsheet, showing the male and female counts separately for each      year.
  8. Create a graph illustrating the trend in the cancer      cite you selected: you should have two columns of data (male and female)      for each year.

Submit your work and receive feedback.

3.4 Evaluation and Continuous Improvement

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 20: “Evaluating the Performance Improvement Program”

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    20180426165305task_2_readings.docx

  • attachment

    20180426165751quality_and_performance_management_and_methods_scenario_1_.pdf

  • attachment

    20180426170353iup_task_22.docx

  • attachment

    20180426171234iup_task_2__1116_1.doc

2.1 Performance Improvement Tools

This section covers the following:

· performance improvement tools

· quality improvement teams

· improving patient safety

· utilization management

· culture of quality

Creating a Quality Improvement Plan

Competency 7034.1.2 — The graduate develops a quality improvement plan in a healthcare environment in order to promote patient-centered care, build effective work teams, and influence organizational change.

Objectives

1. Manage customer satisfaction surveys and results in an HIM department.

2. Analyze how quality indicators are used as performance measures quality improvement to meet organizational goals and comply with external standards for a given healthcare situation.

3. Compare the use of surveys with that of interviews when measuring customer satisfaction in a given situation.

4. Describe how the elements of the patient care process cycle may influence the overall implementation of care in a given situation.

5. Explain how the work of the ORYX® initiative of the Joint Commission on Accreditation of Healthcare Organizations impacts outcomes review in a given healthcare organization.

6. Describe how Joint Commission standards have impacted the use of seclusion, restraints, or protective devices in a given healthcare setting.

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 7: “Measuring Customer Satisfaction”

Chapter 17: "Implementing Effective Information Management Tools for Performance Improvement"

Supplemental Resource

Read the following from Introduction to Healthcare Quality Management:

Chapter 6: “Performance Improvement Tools”

2.2 Quality Improvement Teams

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 14: “Developing Staff and Human Resources”

Additional Resources

Read the following article from Agency for Healthcare Research and Quality:

Creating Quality Improvement Teams and QI Plans

2.3 Improving Patient Safety

Supplemental Resource
Read the following chapter in Introduction to Healthcare Quality Management:

Chapter 8: “Improving Patient Safety”

Additional Resources
Read the following article from The Joint Commission:
Facts About Patient Safety

Read the following article from AHIMA:

HIM Functions in Healthcare Quality and Patient Safety

Visit the following website to learn more about records:

“Reconciling Records”

After reading the author’s commentary, provide a brief analysis of their opinions on the use of technology as it relates to medication errors and quality improvement. Do you agree or disagree? Submit your response for feedback from the course mentor.

2.4 Utilization Management

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 8: “Refining the Continuum of Care”

2.5 Culture of Quality

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 3: ”Identify Improvement Opportunities Based on Performance Measurement”

Supplemental Resource

Read the following from Introduction to Healthcare Quality Management:

Chapter 11: “Organizing for Quality”

2.6 Management of Quality Improvement Programs

Objectives

1. Describe how the health information management professional leads quality improvement projects in the health information management department (HIM) of a given organization.

2. Describe how the observance of specific elements of the survey process of the Joint Commission on Accreditation of Healthcare Organizations can influence quality improvement initiatives in a given situation.

3. Assess how adherence to the Centers for Medicare and Medicaid Services Conditions of Participation influences a given organization’s quality improvement initiatives.

4. Evaluate the effectiveness of specified components of a given quality improvement (QI) program.

5. Explain how the differences between accreditation, licensure, and certification in a given healthcare organization influence its daily operations.

6. Explain how application of a specified change management technique can influence the outcome of a quality improvement (QI) project in a given situation.

7. Evaluate whether a given healthcare organization has complied with specific legal requirements for implementing a quality improvement (QI) program.

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 9: “Improving the Provision of Care, Treatment, and Services

Chapter 16: “Navigating the Accreditation, Certification, or Licensure Process”

Chapter 18: “Managing Healthcare Performance Improvement Projects”

Chapter 19: “Managing the Human Side of Change”

Supplemental Resource

Read the following from Introduction to Healthcare Quality Management:

Chapter 10: “Managing the Use of Healthcare Resources”

3.1 Quality Improvement

This section covers the following:

· quality and quality improvement

· performance measurement

· evaluation and continuous improvement

Creating a Quality Improvement Plan Competency 7034.1.2 — The graduate implements quality improvement initiatives in a healthcare environment in order to promote patient-centered care, build effective work teams, and influence organizational change.

Objectives

1. Select appropriate types of data to support a quality improvement (QI) initiative in a given situation.

2. Identify the common areas of focus for quality improvement (QI) in a given healthcare organization.

3. Differentiate between process measures and outcomes measures in a given healthcare organization.

4. Compare the roles that specified teams play in implementing quality initiatives in a given situation.

5. Describe the qualities of an effective quality improvement team in a given type of healthcare organization.

6. Differentiate how skills each team member brings to a work group will influence the work of the group.

7. Select a data collection tool to facilitate quality data collection for a given quality improvement (QI) task.

8. Select a data display tool that can accurately show the meaning of a specified type of data.

9. Present performance activities or recommendations to a given healthcare organization’s administrative group.

10. Develop an organization-wide quality improvement (QI) process in a given healthcare organization.

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 2: “Defining a Performance Improvement Model”

Chapter 15: “Organizing for Performance Improvement”

3.2 Quality

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 9: “Improving the Provision of Care, Treatment, and Services”

Supplemental Resource

Read the following from Introduction to Healthcare Quality Management:

Chapter 2: “Quality Management Building Blocks”

3.3 Measuring Performance

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 3: “Identifying Improvement Opportunities Based on Performance Measurement”

Supplemental Resource

Read the following from Introduction to Healthcare Quality Management:

Chapter 3: “Measuring Performance”

Additional Resources

Visit the Illinois Department of Public Health's "Cancer in Illinois" website and complete the following:

1. Click on “State by Race.”

2. Where it says “years” you will select individual years, not ranges, when you are ready to gather your data.

3. Select a cancer site of your choice.

4. Select “all” for Race.

5. Now choose years beginning with 2007, and work back each year to 1998.

6. Select the number for “Male Count” and the number for “Female Count;” you will use those numbers for your spreadsheet.

7. After gathering all the numbers, compile the results in a spreadsheet, showing the male and female counts separately for each year.

8. Create a graph illustrating the trend in the cancer cite you selected: you should have two columns of data (male and female) for each year.

Submit your work and receive feedback.

3.4 Evaluation and Continuous Improvement

Read

Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:

Chapter 20: “Evaluating the Performance Improvement Program”

,

Quality and Performance Management and Methods Scenario

Lauren works in a small health information management (HIM) department in a sub-acute/

rehabilitation facility located in a suburb. She has an associate‟s degree in business office

management and a certified coding professional credential. She is also working toward a

bachelor‟s degree in health informatics. She is looking forward to taking the registered

health information administrator (RHIA) exam as her next professional goal. She has been

working at the rehabilitation facility for about two years.

The rehabilitation floor is the first floor and accommodates 30 patients; the second floor of

the facility has 20 beds and houses the medically compromised patients. A variety of

patients are seen for rehab: their diagnoses include cerebrovascular accident (CVA), spinal

cord injury, amputations, cardiac surgery, and total joint arthroplasty. The rehab disciplines

are composed of physical, occupational, and speech therapy, and a licensed clinical social

worker serves as a counselor and assists with case management.

The patients on the second floor are treated for serious medical conditions. There are many

patients on ventilators, others recovering after open heart surgery or new amputations, and

those with serious decubitus ulcers requiring wound care. The facility has a wound care

team and receives patients from several local nursing homes in situations when wounds

become too advanced for nursing home staff to care for. Most of the patients on the second

floor receive only nursing care or wound care, although some, as they are physically

improving, receive therapies and eventually may be moved downstairs to rehab or

discharged to their homes or a nursing home.

Lauren‟s supervisor, Betsy, RHIA, manages the small HIM departments of this facility and

three others, all owned by the facility and located within a 200-mile radius. Betsy phones in

several times a week and visits Lauren twice monthly unless there are problems. Lauren

likes having the responsibility of managing all the health records for this facility and has a

good professional relationship with all the physicians and staff.

She developed several databases in addition to her regular work, one of them for the

vascular surgeon who heads the wound care team. The surgeon was looking for a way to

track the length of stay of patients with certain types of wounds. The surgeon had also

asked for a comparative study on numbers of patients transferred in from nursing homes.

The surgeon was pleased with the results of Lauren‟s work.

The surgeon mentioned Lauren‟s work to the chief executive officer (CEO) of the company.

In a rare visit to the facility, the CEO stopped in Lauren‟s office to compliment her and tell

her what a great job she was doing. Lauren knew the CEO had an MBA and was said to be

pretty tough when it came to finances. She also knew that the CEO had a background as a

respiratory care technician before coming into the business side of healthcare, so she

thought the CEO still had a bit of a soft side.

Lauren likes working for the facility, and she would like to move up into management,

perhaps into Betsy‟s position if it ever opened. She is always looking for new opportunities

and new challenges.

This morning, as Lauren was working on some release of information documents, one of the

physical therapists, Karen, came into her office and sat down rather abruptly. “Houston,

we‟ve got a problem!” She leaned forward. Lauren laughed because it always amazed her

that therapists kept such a great sense of humor, despite how tough their jobs could be. So

many of them would stop in her office to drop off a patient chart or look for Medicare forms

and stay for a few minutes to discuss the challenges their patients were having.

Thinking the problem had something to do with patient records, Lauren immediately agreed

to help. “We‟d like you to lead a quality improvement team,” Karen stated. “We‟ve been

having problems for awhile now. Patients aren‟t being brought down for therapies on time.

The transporter goes for them but ends up waiting or coming back to the department.

Sometimes we even run down to the nurses‟ station to see what‟s going on. The nurses all

know we have a tight therapy schedule for a lot of these patients. Some of them are being

seen for physical, occupational, and speech therapy, and we‟re supposed to have a 45–60

minute session in each therapy, twice a day. The nurses know that. Therapies take up the

whole morning and afternoon for these folks sometimes. That‟s why they call it rehab.”

Lauren could sense Karen‟s agitation and began to say something she hoped would calm

Karen down. But Karen started right up again. “We‟re tired of running back and forth to the

unit, and whenever we say anything about why the nurses‟ aides can‟t get the patients up

on time, it turns into an argument. I‟m tired of hearing about how short-staffed and

overworked they are. When we get the patients late, we can‟t give full treatment because

they need to be seen by all therapists. It‟s not fair to the patients. It wouldn‟t be bad if it

happened once in awhile because we all know sometimes patients are having bad days and

it‟s hard to get them going. But it‟s happening all the time now, and yesterday was the icing

on the cake!” Karen stopped only long enough to gulp her coffee and went on.

“Late yesterday, just as we were all finishing up our documentation for the day, Ellie came

barreling out of her office.” Ellie was the rehab supervisor, and at a petite five foot one,

Lauren couldn‟t picture her barreling anywhere. “She pulled us all away from our desks and

crammed us into her office. She wanted to know why billing charges were down so much

last month, but before we could even say anything, she said she received a call from the

CEO, and the CEO was pretty mad.”

This story gets worse by the minute, thought Lauren. What next? “Apparently Mrs. Kirk

called the CEO yesterday,” said Karen, “and she wanted to know why her husband hasn‟t

been getting his full rehab sessions as he did when he started a month ago. You know,

that‟s Joe‟s wife; he‟s the really sweet guy who had the bad stroke and can‟t talk yet, and

we‟re just now getting him to stand up. She comes every day in the afternoon and then

stays to feed him supper.” Lauren nodded. She knew the patient and knew that the family

was very caring. She also knew the CEO didn‟t like getting calls like that from family

members.

Karen continued. “She told the CEO that if we couldn‟t give her husband better care than

this, she was pulling him out of here and finding another rehab place for him. The CEO

called Ellie right away and told her to find out whatever was going on and fix it. Period! So

when Ellie called us into her office and told us what was going on, we told her about the

problems we had been having with nursing. She actually was pretty calm about it, which

was scary, because her voice became very low, and she turned to me and said, „Karen, I

know I can count on you to make all of this right.‟ And then she stood up, which we all took

as our cue to leave.

“All of us thought you would be the perfect person to head this up and get it fixed, because

you know all of us, both the rehab and nursing staff, and you know the procedures, and you

wouldn‟t be biased. We need someone from the outside who knows about the inside. Does

that make sense?”

Lauren laughed because it was true. She knew all the personalities and had great respect

for all of them. She wasn‟t surprised by the problem they were having because she had

heard about it when people stopped in her office to pick up a chart or when she went by the

nurses‟ station to drop off Medicare forms. It seemed to be one of those problems everyone

knew about but didn‟t know how to change. From what she had heard, they all had a

different view on why this problem was occurring and clearly they were all becoming

frustrated with it. It definitely needed to be addressed because it was impacting patient

care.

Lauren told her she would be glad to lead the team and would be e-mailing a group of staff

members by the end of the day to set up the first meeting. Karen checked her watch,

smiled, and dashed out of the office.

Lauren sent a quick e-mail to Ellie, informing her she would be forming a quality

improvement (QI) team immediately and would be reporting to her on a weekly basis. She

told Ellie that Karen had filled her in on all the details, and she would be glad to help with

this. Then she sat back and thought about who she would bring aboard this team. She knew

enough about QI activities to know the leader had to be a good facilitator and begin positive

team building right away.

Then she thought about how she could gather objective data on the problem. So many of

the staff was reporting subjectively. But she knew that sometimes perceptions weren‟t

always accurate; although, according to Mrs. Kirk, her husband was not getting his full

treatments. And according to Ellie, the therapists were not billing out for services at their

regular rates.

Lauren would need to figure out a way to gather objective data and determine where the

breakdown in the system was occurring. Her thoughts were interrupted by her ringing

phone. It was Ellie, the rehab supervisor. “Listen,” she said, “I just had a call from the CEO

again about this problem, and the CEO will be looking for a report in about six weeks.

Include what you find out, where you got your data, and what you think needs to be done.

Also, add graphs and applicable images. I just want to let you know you need to plan for

that. It‟s easier to know up front rather than backtracking later. Good luck with this, and

keep me posted!”

Lauren thanked Ellie as they ended the call and went back to developing her list for the QI

team. This was going to be quite the project. There was clearly an opportunity for

improvement in the quality of patient care being delivered at the facility. There was also an

opportunity for team building among staff, and these problems translated into a good

professional opportunity for Lauren to work on a challenging project.

,

IUP Task 2

QUALITY & PERFORMANCE MANAGEMENT & METHODS Competency 7034.2.1: Creating a Quality Improvement Plan – The graduate develops a quality improvement plan in a healthcare environment in order to promote patient-centered care, build effective work teams, and influence organizational change.

Task 2: Quality Improvement Plan Introduction: Health information management professionals will be given opportunities to be members of quality improvement (QI) teams. Because of their expertise in health information management, they are often asked to gather data, analyze it, and present it for quality improvement activities. Understanding the quality improvement models used in healthcare administration and clinical practice from the perspectives of all types of healthcare professionals facilitates team building and achieving success in QI initiatives. Scenario: Read the attached “Quality and Performance Management and Methods Scenario” to complete this task. Requirements: Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Develop a quality improvement plan that is based on the scenario by doing the following:

A.  Discuss how to initiate a quality improvement project for this clinical problem.

1.  Identify three areas of focus for quality improvement in the scenario.

a.  Describe the types of data gathered in part A1 (e.g., quantitative data).

b.  Explain your process for gathering the data.

2.  Identify a quality improvement model that can be implemented.

a.  Describe the steps of the quality improvement model you chose.

3.  Discuss the influence external accrediting agencies have on the quality improvement process.

a.  Describe the focus of one organization that helps to drive quality standards for the department.

4.  Discuss one example of how you will use benchmarking and performance measures to monitor the progress made toward quality improvement goals.  

B.  Identify the team members who would contribute to the quality improvement team.

1.  Describe the professional roles and responsibilities of each team member identified in part B.

2.  Explain how each team member contributes to the project.

3.  Discuss the qualities the team needs in order to facilitate project success.  

C.  Summarize why a quality improvement project is needed for the given scenario.  

D.  Discuss how you would communicate your ideas for quality improvement project implementation to organizational leaders.

1.  Describe the steps you will take to implement the quality improvement project in the organization.  

E.  Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

File Attachments:

 

Quality and Performance Management and Methods Scenario link opens in new window

Web Links:

1.

IUP Task 2 Rubric

,

IUP Task 2 (1116)

Not Evident

Approaching Competence

Competent

A. Quality Improvement Project

https://lrps.wgu.edu/provision/117637026

A discussion is not provided, or the discussion makes no reference to the quality improvement project for the given clinical problem.

The discussion is illogical, does not address how to initiate a quality improvement project for the given clinical problem, or the steps are poorly supported.

The discussion is logical, addresses how to initiate a quality improvement project for the given clinical problem, and the steps are well supported.

A1. Areas of Focus https://lrps.wgu.edu/provision/117634444

The 3 quality improvement areas of focus are not identified.

The 3 identified quality improvement areas of focus are inappropriate for the given scenario.

The 3 quality improvement areas of focus are identified and appropriate for the given scenario.

A1a. Types of Data Gathered https://lrps.wgu.edu/provision/117637026

A description is not provided, or the description makes no reference to the types of data gathered in part A1.

The description of the types of data gathered is irrelevant. The description of the data is inaccurate.

The description of the types of data gathered are relevant and the description of the data is accurate.

A1b. Data Gathering https://lrps.wgu.edu/provision/117637624

An explanation is not provided, or the explanation makes no reference to the process for gathering data.

The explanation of the process for gathering data is illogical or poorly supported.

The explanation of the process for gathering data is logical and well supported.

A2. Quality Improvement Model https://lrps.wgu.edu/provision/117634444

A quality improvement model is not identified.

Not applicable.

The quality improvement model is identified.

A2a. Quality Improvement Model Steps https://lrps.wgu.edu/provision/117634076

A description is not provided, or the description makes no reference to the steps of the chosen quality improvement model.

The description contains some inaccuracies of the steps of the chosen quality improvement model. The steps presented are irrelevant or poorly supported.

The description accurately addresses the steps of the chosen quality improvement model. The steps presented are relevant and well supported.

A3. Accrediting Agencies Influence

A discussion is not provided, or the discussion makes no reference to the influence external accrediting agencies have on the quality improvement process.

The discussion of the influence external accrediting agencies have on the quality improvement process is illogical or poorly supported.

The discussion of the influence external accrediting agencies have on the quality improvement process is logical and well supported.

A3a. Organization Quality Standards https://lrps.wgu.edu/provision/117637383

A description is not provided, or the description makes no reference to 1 organization that helps to drive quality standards for the department.

The description of the focus of 1 organization that helps to drive quality standards for the department is inaccurate. The area of focus is illogical or irrelevant.

The description of the focus of 1 organization that helps to drive quality standards for the department is accurate. The area of focus presented is logical and relevant.

A4. Benchmarking and Performance Measures https://lrps.wgu.edu/provision/117634444

A discussion is not provided, or the discussion makes no reference to 1 example of how benchmarking and performance measures monitor the progress made toward quality improvement goals.

The discussion of the 1 example how benchmarking and performance measures monitor the progress made toward quality improvement goals. The reasons are poorly supported or unclear.

The discussion of the 1 example of how benchmarking and performance measures monitor the progress made toward quality improvement goals is logical and well supported.

B. Team Member Contribution https://lrps.wgu.edu/provision/117634666

The team members who contribute to the team are not identified.

Not applicable.

The team members who contribute to the team are identified.

B1. Professional Roles a

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Peer Response Within business, working professionals should become comfortable receiving and giving constructive feedback. C pick one specific subject like texting, emailing, video calling, snapchatting, etc. and how dose it positively effect commun

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At the risk of sounding immodest, we must point out that we have an elite team of writers. Ours isn’t a collection of individuals who are good at searching for information on the Internet and then conveniently re-writing the information obtained to barely beat Plagiarism Software. Who can’t do that?

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