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NURS 8302 Measurement Systems and Methods Discussion
NURS 8302 Measurement Systems and Methods Discussion
You are a DNP-prepared nurse working at a hospital focused on improving patient
satisfaction. After receiving care at your hospital, patients are provided a scorecard to
survey their patient experience. The patient surveys range in questions from wait time to
effectiveness of care, and these surveys provide your hospital with a scorecard indicating
how the hospital is performing against these metrics. Upon reviewing the scorecards, you
are able to highlight areas of improvement and areas of success, however, you find the
responses are often difficult to analyze, as there are a wide range of responses, and there
are many variables.
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The process of constructing a balanced scorecard for the tracking of patient satisfaction can be
controversial. For example, a hospital’s patient satisfaction scorecard provides a snapshot of
gathered data for the hospital, but the data may be out of context, which makes it difficult to
identify specific problems. It is evident that both scorecards and dashboards have a place in the
healthcare setting; however, will all organizations and accrediting bodies agree on the aspects of
implementation, data analysis, and levels of effectiveness?
For this Discussion, you will explore key indicators involved with the use of scorecards and
dashboards for tracking organizational performance. Reflect on a particular healthcare
organization or nursing practice with an established scorecard or dashboard measuring patient
experience.
To Prepare:
Review the Learning Resources for this week, and reflect on how a healthcare
organization or nursing practice setting uses scorecards and dashboards.
Select any healthcare organization or nursing practice setting that has an established
scorecard or dashboard measuring patient experience and improvement goals.
Be sure to obtain an example of the scorecard or dashboard from the healthcare
organization or nursing practice setting (you selected) for this Discussion.
Reflect on how these measurement systems and measurement methods may impact
organizational goal setting in the areas of overall performance and financial stability.
Explore the key indicators involved with scorecards and dashboards, as well as the
external quality standards to which they are compared.
Reflect on what the metrics used in the balanced scorecards and dashboards might mean
to your specific organization and/or nursing practice. Has your organization established
goals for these or similar metrics and are they currently being met? Why, or why not?
By Day 3 of Week 5
Post a brief description of the healthcare organization or nursing practice setting you selected.
Summarize the measures on the scorecard or dashboard in which patient experience of care is
measured, tracked, and used to set improvement goals. Be specific. Explain whether goals at
your organization are established, for these metrics you reviewed, and whether or not they are
currently being met. Then, describe the potential impacts of meeting or not meeting these metrics
for your healthcare organization, and explain why. Be specific and provide examples.
By Day 6 of Week 5
Read a selection of your colleagues’ responses and respond to at least two of your colleagues
on two different days by expanding upon your colleague’s post or offering an alternative
interpretation of the patient experience measures described by your colleague as they might
relate to your specific practice or organization.
Note: For this Discussion, you are required to complete your initial post before you will be able
to view and respond to your colleagues’ postings. Begin by clicking on the "Post to Discussion
Question" link and then select "Create Thread" to complete your initial post. Remember, once
you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously.
Please check your post carefully before clicking on Submit!
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 5 Discussion Rubric
Post by Day 3 of Week 5 and Respond by Day 6 of Week 5
To Participate in this Discussion:
Week 5 Discussion
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_8302_Week5_Discussion_Rubric
Grid View
List View
Excellent
90–100
Good
80–89
Fair
70–79
Poor
: 0–69
Main Posting:
Response to the
Discussion
question is
reflective with
critical analysis
and synthesis
representative of
knowledge
gained from the
course readings
for the module
and current
credible sources.
Points Range: 40
(40%) – 44 (44%)
Thoroughly
responds to the
Discussion
question(s).
Is reflective with
critical analysis
and synthesis
representative of
knowledge gained
from the course
readings for the
module and
current credible
sources.
No less than 75%
of post has
exceptional depth
and breadth.
Supported by at
least three current
credible sources.
Points Range: 35
(35%) – 39 (39%)
Responds to most
of the Discussion
question(s).
Is somewhat
reflective with
critical analysis
and synthesis
representative of
knowledge gained
from the course
readings for the
module.
50% of the post
has exceptional
depth and breadth.
Supported by at
least three
credible
references.
Points Range: 31
(31%) – 34 (34%)
Responds to some
of the Discussion
question(s).
One to 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.
Cited with fewer
than two credible
references.
Points Range: 0
(0%) – 30 (30%)
Does not respond
to the Discussion
question(s).
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
references.
Main Posting:
Writing
Points Range: 6
(6%) – 6 (6%)
Written clearly
and concisely.
Contains no
grammatical or
Points Range: 5
(5%) – 5 (5%)
Written concisely.
May contain one
to two
grammatical or
Points Range: 4
(4%) – 4 (4%)
Written somewhat
concisely.
May contain more
than two spelling
Points Range: 0
(0%) – 3 (3%)
Not written
clearly or
concisely.
Contains more
spelling errors.
Adheres to current
APA manual
writing rules and
style.
spelling errors.
Adheres to current
APA manual
writing rules and
style.
or grammatical
errors.
Contains some
APA formatting
errors.
than two spelling
or grammatical
errors.
Does not adhere
to current APA
manual writing
rules and style.
Main Posting:
Timely and full
participation
Points Range: 9
(9%) – 10 (10%)
Meets
requirements for
timely, full, and
active
participation.
Posts main
Discussion by due
date.
Points Range: 8
(8%) – 8 (8%)
Meets
requirements for
full participation.
Posts main
Discussion by due
date.
Points Range: 7
(7%) – 7 (7%)
Posts main
Discussion by due
date.
Points Range: 0
(0%) – 6 (6%)
Does not meet
requirements for
full participation.
Does not post
main Discussion
by due date.
First Response:
Post to
colleague's main
post that is
reflective and
justified with
credible sources.
Points Range: 9
(9%) – 9 (9%)
Response exhibits
critical thinking
and application to
practice settings.
Responds to
questions posed
by faculty.
The use of
scholarly sources
to support ideas
demonstrates
synthesis and
understanding of
learning
objectives.
Points Range: 8
(8%) – 8 (8%)
Response has
some depth and
may exhibit
critical thinking or
application to
practice setting.
Points Range: 7
(7%) – 7 (7%)
Response is on
topic and may
have some depth.
Points Range: 0
(0%) – 6 (6%)
Response may not
be on topic and
lacks depth.
First Response:
Writing
Points Range: 6
(6%) – 6 (6%)
Communication is
professional and
respectful to
colleagues.
Response to
Points Range: 5
(5%) – 5 (5%)
Communication is
mostly
professional and
respectful to
colleagues.
Points Range: 4
(4%) – 4 (4%)
Response posed in
the Discussion
may lack effective
professional
communication.
Response to
Points Range: 0
(0%) – 3 (3%)
Responses posted
in the Discussion
lack effective
communication.
Response to
faculty questions
are fully
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.
Response to
faculty questions
are mostly
answered, if
posed.
Provides opinions
and ideas that are
supported by few
credible sources.
Response is
written in
standard, edited
English.
faculty questions
are somewhat
answered, if
posed.
Few or no
credible sources
are cited.
faculty questions
are missing.
No credible
sources are cited.
First Response:
Timely and full
participation
Points Range: 5
(5%) – 5 (5%)
Meets
requirements for
timely, full, and
active
participation.
Posts by due date.
Points Range: 4
(4%) – 4 (4%)
Meets
requirements for
full participation.
Posts by due date.
Points Range: 3
(3%) – 3 (3%)
Posts by due date.
Points Range: 0
(0%) – 2 (2%)
Does not meet
requirements for
full participation.
Does not post by
due date.
Second
Response:
Post to
colleague's main
post that is
reflective and
justified with
credible sources.
Points Range: 9
(9%) – 9 (9%)
Response exhibits
critical thinking
and application to
practice settings.
Responds to
questions posed
by faculty.
The use of
scholarly sources
to support ideas
demonstrates
synthesis and
understanding of
learning
objectives.
Points Range: 8
(8%) – 8 (8%)
Response has
some depth and
may exhibit
critical thinking or
application to
practice setting.
Points Range: 7
(7%) – 7 (7%)
Response is on
topic and may
have some depth.
Points Range: 0
(0%) – 6 (6%)
Response may not
be on topic and
lacks depth.
Second
Response:
Points Range: 6
(6%) – 6 (6%)
Points Range: 5
(5%) – 5 (5%)
Points Range: 4
(4%) – 4 (4%)
Points Range: 0
(0%) – 3 (3%)
Writing Communication is
professional and
respectful to
colleagues.
Response to
faculty questions
are fully
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.
Communication is
mostly
professional and
respectful to
colleagues.
Response to
faculty questions
are mostly
answered, if
posed.
Provides opinions
and ideas that are
supported by few
credible sources.
Response is
written in
standard, edited
English.
Response posed in
the Discussion
may lack effective
professional
communication.
Response to
faculty questions
are somewhat
answered, if
posed.
Few or no
credible sources
are cited.
Responses posted
in the Discussion
lack effective
communication.
Response to
faculty questions
are missing.
No credible
sources are cited.
Second
Response:
Timely and full
participation
Points Range: 5
(5%) – 5 (5%)
Meets
requirements for
timely, full, and
active
participation.
Posts by due date.
Points Range: 4
(4%) – 4 (4%)
Meets
requirements for
full participation.
Posts by due date.
Points Range: 3
(3%) – 3 (3%)
Posts by due date.
Points Range: 0
(0%) – 2 (2%)
Does not meet
requirements for
full participation.
Does not post by
due
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- Grading Rubric
| Discussion Criteria | A (100%) Outstanding or highest level of performance |
B (87%) Very good or high level of performance |
C (76%) Competent or satisfactory level of performance |
F (0) Poor or failing or unsatisfactory level of performance |
| Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points |
Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.
16 points |
Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.
14 points |
Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.
12 points |
Minimally addresses the initial discussion question(s) or does not address the initial question(s).
0 points |
| Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points |
Integrates evidence to support your discussion from:
Sources are credited.* 12 points |
Integrates evidence to support discussion from:
Sources are credited.* 10 points |
Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.
Sources are credited.* 9 points |
Does not integrate any evidence.
0 points |
| Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points |
Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.
14 points |
Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.
12 points |
Responds to a classmate and/or instructor but does not further the discussion.
10 points |
No response post to another student or instructor.
0 points |
| Communicates in a professional manner. 8 points |
Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).
8 points |
Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).
7 points |
Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).
6 points |
Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).
0 points |
| PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T. |
0 points lost
Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. |
-5 points
Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. |
||
| PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days. |
0 points lost
Posts in the discussion at least three times AND on two different days. |
-5 points
Posts fewer than three times OR does not participate on at least two different days. |
||
| NOTES: * Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required. |
||||
| ** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites. | ||||
| *** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings. | ||||
| NOTE: A zero is the lowest score that a student can be assigned.
In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following. 1. Attendance Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required. 2. Guidelines and Rubric for Discussions PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:
Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Participation points: It is expected that you will meet the minimum participation requirement described above. If not:
3. Threaded Discussion Guiding Principles The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines. 4. Participation Guidelines You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline |
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