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Discussion: Applying Measurement Tools One example of a measurement tool is the Healthcare Effectiveness Data and Information Set (HEDIS) comprehensive care measures. Review the components of HEDIS comprehensive diabetes care; then consider the following scenario. You are a staff nurse working in a private primary care practice. It is a small practice with 2 MDs (internists), 2 nurses, 1 medical assistant, and an office staff for billing. There are approximately 1,000 patients in the practice. You have had no EHR until the last year, but all charts are manual, historically. Your physicians are starting to inquire about quality incentives, particularly regarding patients with diabetes. By Day 3 Take on the role of the staff nurse in the scenario, and post an explanation of how you would go about finding out how many diabetics are in your practice and how many meet all components of HEDIS comprehensive diabetes care. Support your response with references from the professional nursing literature. Your posts need to be written at the capstone level (see checklist). Notes Initial Post: This should be a 3-paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually ? 5 years old). (Refer to AWE Checklist, Capstone) By Day 7 Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Spath, P. (2018). Introduction to healthcare quality management (3rd ed.). Chicago, IL: Health Administration Press. Chapter 3, “Measuring Performance” (pp. 35-78) Chapter 4, “Evaluating Performance” (pp. 79-118) Yoder-Wise, P. S. (2019). Leading and managing in nursing (7th ed.). St. Louis, MO: Mosby. Chapter 23, “Managing Quality and Risk” (pp. 406-427) Chapter 24, “Translating Research Into Practice” (pp. 427-449) Perla, R. J., Provost, L. P., & Murray, S. K. (2011). The run chart: A simple analytical tool for learning from variation in healthcare processes. BMJ Quality and Safety, 20(1), 46–51. Name: NURS_4220_Week2_Discussion_Rubric Grid View List View Excellent Proficient Basic Needs Improvement Required Content 23 (46%) – 25 (50%) Initial post contains well developed and insightful analysis that brings new insight into the discussion . 20 (40%) – 22 (44%) Initial post contains reasonable analysis that brings insight into the discussion. 18 (36%) – 19 (38%) Initial post contains minimal analysis that brings limited insight into the discussion. 0 (0%) – 17 (34%) Initial post lacks analysis and/or that brings little or no insight into the discussion. Response posts 14 (28%) – 15 (30%) Response posts add substantial ideas and perspectives that invite further analysis and discussion. Participated 3 or more days in the classroom and responded to more than 2 classmates. 12 (24%) – 13 (26%) Response posts are proficient substantial and provide adequate analysis and discussion. Participated 3 days in the classroom and responds to at least two classmates. 11 (22%) – 11 (22%) Response posts are limited and provide minimal analysis and discussion. Participated less than 3 days in the classroom and/or responds to less than two classmates. 0 (0%) – 10 (20%) Response posts are inadequate and provide no analysis of discussion and/ or there is no participation in the classroom. Format and writing 9 (18%) – 10 (20%) Writer demonstrates excellence in all sentence and paragraph level skills within discussion board posts to meet the Capstone Academic Writing Expectations for this level. 8 (16%) – 8 (16%) Writer demonstrates proficiency of most sentence and paragraph level skills within discussion board posts to meet the Capstone Academic Writing Expectations for this level with only one format or writing issue needing to be addressed. 7 (14%) – 7 (14%) Writer demonstrates minimal skill in meeting sentence level and/or paragraph level skills within discussion board posts to meet the Capstone Academic Writing Expectations for this level with less than or equal to three format or writing issues needing to be addressed. 0 (0%) – 6 (12%) Writer demonstrates inadequate skill within discussion board posts to meet the sentence and/or and paragraph level skills in meeting the Capstone Academic Writing Expectations for this level with four or more format or writing issues needing to be addressed. Total Points: 50 Name: NURS_4220_Week2_Discussion_Rubric
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