IHP 430 Module Three Short Paper Guidelines and Rubric Overview:
This paper gives you an opportunity to refine your understanding of quality initiatives and multi-voting tools used to decide on a quality improvement initiative. Prompt: In this paper, address the following two components: 1. Select two of the quality initiatives below and determine how these lead to performance improvement for healthcare organizations: • Pay-for-performance incentives on quality, i.e., MACRA Healthcare Quality Improvement Act • Institute for Healthcare Improvement Quality 2. How are multi-voting tools utilized when deciding on a quality improvement initiative? Rubric Guidelines for Submission: Your paper should be submitted as a one- to two-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format. Critical Elements Discussion of First Quality Initiative Discussion of Second Quality Initiative Multi-voting Process Tools Articulation of Response Exemplary (100%) Meets or exceeds “Proficient” criteria and demonstrates indepth knowledge of how the quality initiative is used to lead to performance improvement for healthcare organizations Meets or exceeds “Proficient” criteria and demonstrates indepth knowledge how the quality initiative is used to lead to performance improvement for healthcare organizations Meets or exceeds “Proficient” criteria and demonstrates exceptional knowledge of how the multi-voting tools are used in deciding on a quality initiative problem analysis Submission is free of errors related to citations, grammar, spelling, and syntax and is presented in a professional and easy-to-read format Proficient (85%) Demonstrates sound knowledge of how the quality initiative is used to lead to performance improvement for healthcare organizations Needs Improvement (55%) Demonstrates partial knowledge of how the quality initiative is used to lead to performance improvement for healthcare organization Not Evident (0%) Does not demonstrate knowledge of how the quality initiative is used to lead to performance improvement for healthcare organizations Value 30 Demonstrates sound knowledge of how the quality initiative is used to lead to performance improvement for healthcare organizations Demonstrates partial knowledge of how the quality initiative is used to lead to performance improvement for healthcare organizations Does not demonstrate knowledge of how the quality initiative is used to lead to performance improvement for healthcare organizations 30 Demonstrates sound knowledge of how multi-voting tools are used in deciding on a quality initiative Demonstrates partial knowledge of how multi-voting tools are used in deciding on a quality initiative Does not demonstrate knowledge of how multi-voting tools are used in deciding on a quality initiative 30 Submission has no major errors related to citations, grammar, spelling, or syntax Submission has major errors related to citations, grammar, spelling, or syntax that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, grammar, spelling, or syntax that prevent understanding of ideas 10 Total 100%
Grid View
Excellent
Good
Fair
Poor
Main Posting
45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
10 (10%) – 10 (10%)
Posts main post by day 3.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not post by day 3.
First Response
17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Second Response
16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Participation
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
