OMOO6 APA INTEXT CITATION GRADE A Needed
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OM006_Rubric.pdf
©2015 Walden University 1
OM006: Process Improvement and Quality: Make recommendations to improve quality in healthcare organizations based on analyses of current
processes.
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Part I: Opportunities for Improvement
Sub-Competency 1: Analyze workflow processes and identify opportunities for process improvement and cost reduction.
Learning Objective 1.1: Identify opportunities for process improvement and cost reduction in an emergency department.
Identification of opportunities for process improvement and cost reduction in an emergency department is missing.
Presentation identifies fewer than five opportunities for process improvement and cost reduction in the emergency department, or the opportunities are not relevant to the case presented. An explanation is given for how each opportunity relates to national benchmark rates. Response is not supported by references to academic/professional resources or the resources are not relevant.
Presentation clearly identifies five opportunities for process improvement and cost reduction in the emergency department in the case presented. Response is supported by references to relevant academic/professional resources.
Demonstrates the same level of achievement as “2,” plus the following: Presentation clearly identifies more than five obtainable opportunities for process improvement and cost reduction in the emergency department.
Learning Objective 1.2: Compare national benchmark rates for
Comparison of national rates for emergency room waste to specific healthcare contexts is
Presentation vaguely or inaccurately compares national averages to the rates of the five areas
Presentation clearly and accurately compares national benchmark rates to the rates of each of the
Demonstrates the same level of achievement as “2,” plus the following:
©2015 Walden University 2
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
emergency room waste to rates in specific healthcare contexts.
missing. identified for improvement in the case presented, or the rates of fewer than five areas are addressed. Presentation does not use a combination of text and graphics/charts to show comparisons between national benchmark rates and the rates in the case presented. Comparison is not supported by references to academic/professional resources and/or the resources are not relevant.
five areas identified for improvement in the case presented. Presentation uses a combination of text and graphics/charts to show comparisons between national benchmark rates and the rates in the case presented. Response is supported by references to relevant academic/professional resources.
Presentation clearly and accurately compares and contrasts national averages to the rates of more than five areas identified for improvement in the case presented. Explanations are given for why the rates in the case presented differ from the national averages.
Learning Objective 1.3: Quantify the size of waste- and cost- reduction opportunities.
Quantification of the size of waste- and cost- reduction opportunities is missing.
Response vaguely and/or inaccurately quantifies the size of three waste- and three cost- reduction opportunities, or fewer than three waste- and/or fewer than three cost- reduction opportunities are addressed. A combination of text and graphics/charts is not
Response clearly and accurately quantifies the size of three waste- and three cost- reduction opportunities. A combination of text and graphics/charts is used to convey the size of waste- and cost-reduction opportunities.
Demonstrates the same level of achievement as “2,” plus the following: Response quantifies the cumulative effect of this amount of waste continuing over time.
©2015 Walden University 3
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
used to convey the size of waste- and cost-reduction opportunities. Response does not describe the impact that amount of waste has on the emergency department and on quality in the case presented, or the description is vague.
Learning Objective 1.4: Describe the impact of process and cost inefficiencies on an emergency department and on quality.
Description of the impact of process and cost inefficiencies on an emergency department and on quality is missing.
Response describes fewer than three ways in which process and cost inefficiencies impact the emergency department and quality in the case presented, or the impact described is not clearly related to the inefficiency. Response is not supported by academic/professional resources and/or the resources are not relevant.
Response describes three ways in which process and cost inefficiencies impact the emergency department and quality in the case presented. Response is supported by references to relevant academic/professional resources.
Demonstrates the same level of achievement as “2,” plus the following: Explanation of the impact on the emergency department includes detailed examples.
Part II: Stretch Goals
Sub-Competency 2: Develop stretch goals for improving processes and lowering costs for the organization.
Learning Objective 2.1:
Development of stretch goals for process and
Response states five stretch goals but they are
Response clearly states five realistic and
Demonstrates the same level of achievement as
©2015 Walden University 4
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Develop stretch goals for process and quality improvement, and for risk and cost reduction.
quality improvement, and for risk and cost reduction is missing.
not realistic or not aligned to the cost- and waste- reduction opportunities identified in the case presented, and/or fewer than five goals were stated. Response vaguely explains the research and analysis used to develop the goals, or the explanation is missing. Response is not supported by academic/professional resources and/or the resources are not relevant.
measurable stretch goals, one for each of the cost- and waste-reduction opportunities identified in the case presented. Response clearly explains the research and analysis used to develop the goals. Response describes how at least two staff members will be involved in achieving the five goals. Response is supported by references to relevant academic/professional resources.
“2,” plus the following: Response includes a sixth realistic and measureable goal, which leverages multiple opportunity areas.
Learning Objective 2.2: Create a chart to show how stretch goals will improve processes and quality, and lower costs, for a specific healthcare context.
Creation of a chart to show how stretch goals will improve processes and quality, and lower costs, for a specific healthcare context is missing.
Chart does not address all five goals and/or it does not clearly detail improvements of processes and quality and/or reductions in cost relative to the case presented.
Chart clearly and details how and when each stretch goal will improve processes and quality, and lower costs for the case presented.
Demonstrates the same level of achievement as “2,” plus the following: Summary chart shows how the stretch goals align to national averages and includes expected trends over a 5-year period.
©2015 Walden University 5
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Learning Objective 2.3: Determine methods of measuring progress and achievement of stretch goals that target process and quality improvement.
Determination of methods of measuring progress and achievement of stretch goals that target process and quality improvement is missing.
Response describes a way to measure achievement of each stretch goal, but the method of measurement is not aligned to the goal, or methods of measurement are not given for all five goals. Response is not supported by academic/professional resources and/or the resources are not relevant.
Response describes an effective way to measure progress and achievement of each stretch goal identified. Response is supported by references to relevant academic/professional resources.
Demonstrates the same level of achievement as “2,” plus the following: Response includes a method of measurement of achievement of a sixth clear and measureable goal, which leverages multiple opportunity areas.
Part III: Continuum of Care
Sub-Competency 3: Make recommendations to eliminate redundancy and decrease quality risk in the continuum of care across the organization.
Learning Objective 3.1: Analyze opportunities to improve the continuum of care, decrease quality risks, and eliminate redundancy.
Analysis of opportunities to improve the continuum of care, decrease quality risks, and eliminate redundancy is missing.
Opportunities identified do not relate to the continuum of care, quality risk, and redundancy, or fewer than three opportunities are identified. Rationale given for targeting each of the three areas is not logical, or the rationale is missing.
Response identifies one opportunity to improve the continuum of care, one opportunity to decrease quality risk, and one opportunity to eliminate redundancy in the case presented. A logical rationale is given for targeting each of the three areas.
Demonstrates the same level of achievement as “2,” plus the following:
Response identifies an additional opportunity to improve the continuum of care, decrease quality risk, or eliminate redundancy in the case presented, and includes a logical rationale for targeting this area.
©2015 Walden University 6
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Response is not supported by academic/professional resources and/or the resources are not relevant.
Response is supported by references to relevant academic/professional resources.
Learning Objective 3.2: Recommend ways for improving the continuum of care, decreasing quality risks, and eliminating redundancy in specific healthcare context.
Recommendations for improving the continuum of care, decreasing quality risks, and eliminating redundancy in specific healthcare context are missing.
Recommendations are not aligned to the areas of opportunity identified in the case presented and/or fewer than three recommendations are made. Desired results of the recommendations are not explained in quantifiable terms, or the terms are vague and/or not supported by references to relevant academic/professional resources.
Response clearly states three recommendations for the case presented— one for each of the areas or opportunity identified for improving the continuum of care, decreasing quality risks, and eliminating redundancy. Desired results of the recommendations are explained in quantifiable terms and are supported by references to relevant academic/professional resources.
Demonstrates the same level of achievement as “2,” plus the following: Response includes a fourth recommendation.
Part IV: Culture of Accountability and Quality Excellence
Sub-Competency 4: Recommend steps to foster a culture of accountability and quality excellence in the organization.
Learning Objective 4.1: Define a culture of accountability and quality excellence.
Definition of a culture of accountability and quality excellence is missing.
Presentation provides an unclear or incomplete definition of a culture of accountability and quality excellence.
Presentation clearly and accurately defines a culture of accountability and quality excellence. Response is supported by
Demonstrates the same level of achievement as “2,” plus the following: The definition is accompanied by a brief
©2015 Walden University 7
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Response is not supported by academic/professional resources and/or the resources are not relevant.
references to relevant academic/professional resources.
scenario that exemplifies various aspects of a culture of accountability.
Learning Objective 4.2: Explain why a culture of accountability and quality excellence will lead to an improved patient experience and an improved work environment.
Explanation of why a culture of accountability and quality excellence will lead to an improved patient experience and an improved work environment is missing.
Presentation vaguely or inaccurately explains why a culture of accountability and quality excellence will lead to an improved patient experience and an improved work environment in the case presented, and/or the explanation does not relate to the case presented. Response is not supported by academic/professional resources and/or the resources are not relevant.
Presentation clearly and accurately explains why a culture of accountability and quality excellence will lead to an improved patient experience and an improved work environment in the case presented. Response is supported by references to relevant academic/professional resources.
Demonstrates the same level of achievement as “2,” plus the following: The explanation includes one or two scenario-based examples that illustrate the points presented.
Learning Objective 4.3: Recommend ways leadership teams can foster a culture of accountability and quality excellence.
Recommendation of ways leadership teams can drive a culture of accountability and quality excellence is missing.
The recommendations are unclear, or are not aligned with fostering a culture of accountability and quality excellence, or do not relate to the case presented. Response is not supported
Presentation includes three clear recommendations for how the healthcare leaders in the case presented can foster a culture of accountability and quality excellence.
Demonstrates the same level of achievement as “2,” plus the following: Response includes a fourth recommendation.
©2015 Walden University 8
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
by academic/professional resources and/or the resources are not relevant.
Response is supported by references to relevant academic/professional resources.
Learning Objective 4.4: Describe the challenges of fostering a culture of accountability and excellence in healthcare environments.
Description of the challenges of instituting a culture of accountability and excellence is missing.
Presentation vaguely describes three challenges of fostering a culture of accountability and excellence in the context of the case presented, or fewer than three challenges are described. Response is not supported by academic/professional resources and/or the resources are not relevant.
Presentation clearly describes three challenges of fostering a culture of accountability and excellence in the context of the case presented. Response is supported by references to relevant academic/professional resources.
Demonstrates the same level of achievement as “2,” plus the following: Response describes a fourth challenge.
PS001: Written Communication: Demonstrate graduate-level writing skills.
Learning Objective PS 1.1: Use proper grammar, spelling, and mechanics.
Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability.
Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability.
Writing reflects competent use of standard edited American English. Errors in grammar, spelling, and/or mechanics do not negatively impact readability.
Grammar, spelling, and mechanics reflect a high level of accuracy in standard American English and enhance readability.
Learning Objective PS 1.2:
Writing is poorly organized and incoherent.
Writing is loosely organized. Limited use of
Writing is generally well- organized. Introductions,
Writing is consistently well-organized.
©2015 Walden University 9
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Organize writing to enhance clarity.
Introductions, transitions, and conclusions are missing or inappropriate.
introductions, transitions, and conclusions provides partial continuity.
transitions, and conclusions provide continuity and a logical progression of ideas.
Introductions, transitions, and conclusions are used effectively to enhance clarity, cohesion, and flow.
Learning Objective PS 1.3: Apply APA style to written work.
APA conventions are not applied.
APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently.
APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately.
APA conventions for attribution of sources, structure, formatting, etc., are applied correctly and consistently throughout the paper. Sources are consistently cited appropriately and accurately.
Learning Objective PS 1.4: Use appropriate vocabulary and tone for the audience and purpose.
Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed.
Vocabulary and tone have limited relevance to the audience.
Vocabulary and tone are generally appropriate for the audience and support communication of key concepts.
Vocabulary and tone are consistently tailored to the audience and effectively and directly support communication of key concepts.
PS003: Technology: Use technology tools effectively.
Learning Objective PS 3.1: Use images and layout of presentations to effectively communicate content to a specific audience.
Images and layout are inappropriate, hard to read, and/or impede audience understanding of key concepts.
Images or layout provide limited support for audience understanding of key concepts.
Images and layout generally support audience understanding of key concepts.
Images and design elements are used purposefully, and they effectively support audience engagement and understanding of key concepts.
PS005: Critical Thinking and Problem Solving: Use critical-thinking and problem-solving skills to analyze professional issues and inform best practice.
Learning Objective PS 5.1:
Analysis of assumptions is missing.
Response is weak in assessing the
Response generally assesses the
Response clearly and comprehensively assesses
©2015 Walden University 10
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Analyze assumptions and fallacies.
reasonableness of assumptions in a given argument. Response does not adequately identify and discuss the implications of fallacies or logical weaknesses in a given argument.
reasonableness of assumptions in a given argument. Response identifies and discusses the implications of fallacies and/or logical weaknesses in a given argument.
the reasonableness of assumptions in a given argument. Response provides a detailed and compelling analysis of implications of fallacies and logical weaknesses in a given argument.
Learning Objective PS 5.2: Generate reasonable and appropriate assumptions.
Assumptions are missing. Response does not adequately present and discuss key assumptions in an original argument.
Response presents and discusses key assumptions in an original argument.
Response justifies the reasonableness and need for assumptions in an original argument.
Learning Objective PS 5.3: Assess multiple perspectives and alternatives.
Assessment of multiple perspectives is missing.
Response does not identify nor adequately consider multiple perspectives or alternatives.
Response identifies and considers multiple perspectives and alternatives.
Response justifies selection of chosen alternative relative to others.
Learning Objective PS 5.4: Use problem-solving skills.
Problems and solutions are not identified.
Response presents solutions, but they are ineffective in addressing the specific problem.
Response presents solutions that are practical and work in addressing the specific problem.
Response presents compelling supporting arguments for proposed solutions.
