Final Care Coordination Plan

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Final Care Coordination Plan Scoring Guide

Final Care Coordination Plan Scoring Guide

Criteria	Non-performance	Basic	Proficient	Distinguished
Design patient-centered health interventions and timelines for a selected health care problem.	Does not design patient-centered health interventions and timelines for a selected health care problem.	Designs patient-centered health intervention for a selected health care problem.	Designs patient-centered health interventions and timelines for a selected health care problem.	Designs patient-centered health interventions and timelines for a selected health care problem that includes community resources.
Consider ethical decisions in designing patient-centered health interventions.	Does not consider ethical decisions in designing health interventions.	Considers ill-defined or ambiguous ethical decisions in designing patient-centered health interventions.	Considers ethical decisions in designing patient-centered health interventions.	Considers insightful ethical decisions in designing patient-centered health interventions. These decisions are supported by the literature.
Identify relevant health policy implications for the coordination and continuum of care.	Does not identify relevant health policy implications for the coordination and continuum of care.	Identifies health policy implications that are inconsistent with the goals and objectives for the coordination and continuum of care.	Identifies relevant health policy implications for the coordination and continuum of care.	Identifies relevant health policy implications for the coordination and continuum of care, based on precise and accurate interpretations of relevant policy provisions. Makes valid, insightful inferences.
Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.	Does not describe priorities that a care coordinator would establish when discussing the plan with a patient and family member.	Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member but does not use evidence-based practice to make changes to the plan.	Describes priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.	Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice. Clearly explains the need for changes to the plan.
Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.	Does not use the literature on evaluation as a guide to compare learning session content with best practices, and does not include how to align teaching sessions to the Healthy People 2030 document.	Discusses evaluation but does not use the literature as a guide to compare learning session content with best practices, or does not include how to align teaching sessions to the Healthy People 2030 document.	Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.	Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document. Clearly explains the need for any revisions.
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.	Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.	Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing.	Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.	Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.	Does not organize content for ideas. Lacks logical flow and smooth transitions.	Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.	Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.	Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.