Interdisciplinary Plan Proposal NURS-FPX4010

Interdisciplinary Plan Proposal NURS-FPX4010

Interdisciplinary Plan Proposal NURS-FPX4010

For this assessment, you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.

For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.

The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.

Additionally, be sure that your plan addresses the following, corresponding to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal of improving patient or organizational outcomes.

Explain a change theory and a leadership strategy supported by relevant evidence that will most likely help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.

Explain the collaboration an interdisciplinary team needs to improve the likelihood of achieving the plan’s objective. Include best practices of multidisciplinary collaboration from the literature.

Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.
Communicate the interdisciplinary plan, with clear, logically organized, and professional writing, with correct grammar and spelling, using the current APA style.

See Also:

NURS-FPX4010 Assessment 4 Stakeholder Presentation.

Interdisciplinary Plan Proposal NURS-FPX4010 Example

An interdisciplinary plan entails a series of activities created by a team of professionals from various fields, such as doctors, nurses, nutritionists, and informaticists. Healthcare institutions face problems that affect these professionals.

These include medical errors, staff shortages, the inadequacy of resources, and poor working conditions. These problems affect productivity issues, patient safety, and quality care delivery and can ruin an organization’s reputation hence the need for their management.

Interdisciplinary teams can help discuss and develop solutions to such problems. This essay evaluates an interdisciplinary plan that can help solve the staff shortage problem, and change theory, a leadership strategy, and a collaboration strategy can support the plan’s success.

Objectives and Predictions of the Interdisciplinary Plan

The interdisciplinary plan aims to reduce the consequences of staff shortages. Another objective is to balance the number of staff in the organization with the department’s needs to prevent overload in some departments and deficiency in others.

An essential objective of the interdisciplinary team is to reduce the consequences of staff shortage. According to Patel et al. (2021), staff shortage leads to an overload of the existing staff, decreased motivation and productivity, and increased nurses’ burnout and turnover.

Staff shortage is inversely proportional to patient safety and care quality. The organization may be forced to employ underqualified staff to manage the shortage, compromising care quality and patient safety. The interdisciplinary plan proposed is cross-training of healthcare professionals.

Impacting new skills will enhance diversity and increase the productivity of these healthcare professionals (Patel et al., 2021). Departments will then easily balance the nurses without significant changes in care quality and patient safety. The primary goal is to improve care quality, patient safety, and organizational performance.

Change Theory and Leadership Strategy

The best change theory to apply is Kurt Lewin’s theory. The theory entails three comprehensive stages. The first stage, unfreezing, entails defining the problem, identifying causes, explaining the need for change, and mapping the change process (Tran & Gandolfi, 2019).

The stage includes other aspects such as budgeting and resource allocation/planning. The stage entails staff support to implement the change. In this case, offering to pay for staff cross-training programs or sponsoring them halfway will help produce better outcomes.

The second stage, moving, will entail implementing the change (Hussain et al., 2018). People change their way of doing things, attitudes, and feelings. The stage will entail actual staff training, the assumption of new roles, and access to the accrued benefits of completing the program.

The last stage, refreezing, entails activities that will ensure the permanency of the change to ensure it becomes the new practice standard. Revising the organizational policy to include a clause legitimizing and favoring cross-training will be integral in this case.

Staff support/empowerment is the chosen leadership strategy that is highly likely to help improve the plan’s buy-in and implementation. Professional empowerment is done through increasing access to resources and information.

Tran and Gandolfi (2019) note that an organization that supports its staff increases productivity and retention. Sponsoring their education in various fields-cross training and providing post-training benefits such as an increase in salary or promotion will help manage the change.

Cross-training is rigorous because professionals take up intensive training while still working. The organization should put up interventions such as giving them more free time to attend lessons and physical training and studying while working is difficult hence the need for support.

Professionals try hard to balance work, studies, and family; without adequate support, they may neglect one aspect, leading to poor family relations, decreased productivity, or poor performance (Tran & Gandolfi, 2019). Thus, staff support/empowerment is the collaborative strategy of choice in this interdisciplinary plan.

Collaborative Strategy

Shared decision-making is the collaboration intervention of choice. Without interprofessional collaboration, conflicts arise, and the organization’s daily activities are stalled, leading to poor performance. Shared decision-making is an intervention that incorporates interprofessional perspectives in making decisions (Jeanne et al., 2019).

The decisions made are fair and acceptable to all involved professionals leading to better quality decisions and patient outcomes. Professionals also feel valued when involved in decision-making. Representatives from professional teams also help increase buy-in from professionals.

They will help present the interests of the professional team to the executive team hence inclusivity. Professionals will share responsibilities matching their qualifications and experience, and disruptive innovations will be easily leveraged after the professions engage in shared decision-making.

Budget and Resources Required

The hospital will begin by cross-training doctors and nurses, the healthcare professionals with the worse shortage. Training a nurse or a doctor is too expensive, and cross-training costs are significantly lower than training and hiring a new professional.

These professionals are also scarce. The hospital will liaise with a local nursing college to provide the training because running the training in an institution will be more expensive in the long run. The hospital will train 100 of the 300 nurses and 40 of the 120 physicians yearly.

The intention is to ensure optimum training and to prevent overwhelming the organization with the training needs. The hospital will invest in lecturers from various schools to teach online classes. There will also be physical lessons for clinical teaching and skills impaction.

The cost of training one nurse is estimated at $4000 and a physician $6000, an estimated total of $1.92 million for the three years. The hospital will liaise with a local university to ensure it delivers the best training accredited by institutions to the staff.

Conclusion

Cross-training staff is expensive but increases the organization’s efficiency despite the staff shortage. Cross-training also increases the professionals’ value hence a decreased need for hiring specialists, which is an expensive affair, and the specialists are scarce.

The plan will also reduce medical errors, staff turnover, and burnout related to shortages and work overload. The plan will take three years to help maintain the training costs and prevent them from overburdening the organization. The plan will lead to a better organization and will thus solve the problems arising from staff shortages.

References

Hussain, S. T., Lei, S., Akram, T., Haider, M. J., Hussain, S. H., & Ali, M. (2018). Kurt Lewin’s change model: A critical review of the role of leadership and employee involvement in organizational change. Journal of Innovation & Knowledge, 3(3), 123-127. https://doi.org/10.1016/j.jik.2016.07.002

Jeanne Wirpsa, M., Emily Johnson, R., Bieler, J., Boyken, L., Pugliese, K., Rosencrans, E., & Murphy, P. (2019). Interprofessional models for shared decision making: The role of the health care chaplain. Journal of Health Care Chaplaincy, 25(1), 20-44. https://doi.org/10.1080/08854726.2018.1501131

Patel, S., Hartung, B., Nagra, R., Davignon, A., Dayal, T., & Nelson, M. (2021). Expedited Cross-Training: An Approach to Help Mitigate Nurse Staffing Shortages. Journal for Nurses in Professional Development, 37(6), E20-E26. https://doi.org/10.1097/NND.0000000000000738

Rahman, A., Björk, P., & Ravald, A. (2020). Exploring the effects of service provider’s organizational support and empowerment on employee engagement and well-being. Cogent Business & Management, 7(1), 1767329. https://doi.org/10.1080/23311975.2020.1767329

Tran, T. T., & Gandolfi, F. (2020). Implementing Lewin’s change theory for institutional improvements: A Vietnamese case study. Journal of Management Research, 20(4), 199-210.

Interdisciplinary Plan Proposal NURS-FPX4010 Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.	Does not describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.	Identifies an objective for an evidence-based interdisciplinary plan but does not clearly explain how the objective will help achieve a specific goal related to improving patient or organizational outcomes.	Describes an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.	Describes an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes, including methods from the literature that may be used to determine success.
Explain a change theory and a leadership strategy supported by relevant evidence that will most likely help an interdisciplinary team succeed in collaborating, implementing, or creating buy-in for the project plan.	Does not explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.	Describes a change theory and a leadership strategy. Still, the relevance to the success of interdisciplinary teams in collaborating and implementing or creating buy-in for the project plan is not clearly explained, and no evidence is provided.	Explains a change theory and a leadership strategy supported by relevant evidence that will most likely help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.	Explains a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan, providing real-world examples relevant to the health care organization that is the context for the plan.
Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective, including best practices of interdisciplinary collaboration from the literature.	Does not explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Does not cite best practices of interdisciplinary collaboration from the literature.	Explains collaboration but not in terms of an interdisciplinary team or does not include best practices from the literature.	Explains the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective, including best practices of interdisciplinary collaboration from the literature.	Explains the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective, including best practices of interdisciplinary collaboration from the literature. Provides real-world examples relevant to the health care organization that is the context for the plan.
Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if nothing is done to make the improvements sought by the plan.	Does not explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if nothing is done to make the improvements sought by the plan.	Identifies organizational resources needed for the plan to succeed and the impacts on those resources if nothing is done to make the improvements sought by the plan. Does not include a financial budget.	Explains organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if nothing is done to make the improvements sought by the plan.	Explains organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if nothing is done to make the improvements sought by the plan. Provides real-world examples relevant to the health care organization that is the context for the plan.
Communicate the interdisciplinary plan with clear, logically organized, and professional writing, with correct grammar and spelling, using the current APA style.	Using the current APA style does not communicate the interdisciplinary plan with clear, logically organized, and professional writing with correct grammar and spelling.	Communicates the interdisciplinary plan with unclear or illogically ordered writing, with numerous grammar or APA style errors.	Using the current APA style communicates the interdisciplinary plan with clear, logically organized, and professional writing, correct grammar and spelling.	Communicates the interdisciplinary plan with clear, logically organized, and professional writing, with correct grammar and spelling, using the current APA style without errors.

Interdisciplinary Plan Proposal NURS-FPX4010 Resources:

Applying PDSA

• Crowfoot, D., & Prasad, V. (2017).Using the Plan-Do-Study-Act (PSDA) cycle to make change in general practice. InnovAIT, 10(7), 425–430.
  • This article details principles of PDSA, offering a variety of resources for implementing and assessing the success of change efforts.
• McNamara, D. A., Rafferty, P., & Fitzpatrick, F. (2016).An improvement model to optimise hospital interdisciplinary learning. International Journal of Health Care Quality Assurance, 29(5), 550–558.
  • This article presents a study in which the PDSA cycle was applied to drive continuous improvement in interdisciplinary learning within a health care setting.
• Institute for Healthcare Improvement. (n.d.).Plan-Do-Study-Act (PDSA) worksheet. Retrieved from http://www.ihi.org/resources/Pages/Tools/PlanDoStudyActWorksheet.aspx
  • While you are not expected to use this worksheet, it has been used in many health care organizations and is offered as a supplementary resource.
• McGowan, M., & Reid, B. (2018).Using the Plan, Do, Study, Act cycle to enhance a patient feedback system for older adults. British Journal of Nursing, 27(16), 936–941.
  • This article presents a study in which PDSA was used to refine a patient-feedback system.

·       Evidence-Based Practice and Improvement

• Conner, B. T. (2014).Differentiating research, evidence-based practice, and quality improvement. American Nurse Today, 9(6), 26–31. Retrieved from https://www.americannursetoday.com/differentiating-research-evidence-based-practice-and-quality-improvement/
  • This article provides a high-level view of the characteristics of research, evidence-based practice, and quality improvement.
• Woods, A. (n.d.).Evidence-based practice: Improving practice, improving outcomes (Part one) [Video] | Transcript. Retrieved from https://www.youtube.com/watch?v=OvenUa3Ww8o
  • This video discusses the value of, and current challenges in, implementing evidence-based practice in health care organizations.

 Budgeting

• Kolakowski, D. (2016).Constructing a nursing budget using a patient classification system. Nursing Management, 47(2), 14–16.
  • This article provides guidelines for creating a budget.
• Rundio, A. (2016).The nurse manager’s guide to budgeting & finance (2nd ed.). Indianapolis, IN: Sigma Theta International.
  • The following chapters will help you to develop a basic understanding of budgeting in health care settings.
    • Chapter 1, “Budgeting for the Nurse Manager.”
    • Chapter 4, “Budget Development.”

Staffing

• van Oostveen, C. J., Ubbink, D. T., Mens, M. A., Pompe, E. A., & Vermeulen, H. (2016).Pre-implementation studies of a workforce planning tool for nurse staffing and human resource management in university hospitals. Journal of Nursing Management, 24(2), 184–191.
  • This paper presents an analysis of a workforce planning tool prior to its implementation.
  • In addition to ideas on human resources planning, this article may prompt some things for you to consider before beginning your plan proposal.

 Interprofessional Collaboration

• CFAR, Inc., Tomasik, J., & Fleming, C. (2015).Lessons from the field: Promising interprofessional collaboration practices. Retrieved from https://www.rwjf.org/en/library/research/2015/03/lessons-from-the-field.html
  • This report, from a Robert Wood Johnson project focused on understanding interprofessional collaboration in health care, identifies five successful models for effective collaboration.
• Interprofessional Education Collaborative. (n.d.).Recommended links. Retrieved from https://www.ipecollaborative.org/recommended-links.html
  • IPEC’s recommended links include professional associations, centers for interprofessional education, supporting organizations, and a short video showing an example of interprofessional education.

   Leadership

• Robert Johnson Wood Foundation. (2014). Preparing nurses for leadership in public policy [Blog post]. Retrieved from https://www.rwjf.org/en/library/articles-and-news/2014/02/preparing-nurses-for-leadership-in-public-policy.html
  • This blog post examines ways to prepare nurses to be leaders in public policy advocacy, creation, and defense.

·       Capella Writing Center

• Introduction to the Writing Center.
  • Use the helpful resources in the Capella Writing Center to improve your writing.

APA Style and Format

• Capella University follows the style and formatting guidelines in the American Psychological Association Publication Manual, known informally as the APA manual. Refer to the Writing Center’s APA Module for tips on proper APA style and format use.

Capella University Library

• BSN Program Library Research Guide.
  • The library research guide will be helpful in guiding you through the Capella University Library, offering tips for searching the literature and other references for your assessments.

Also Read:

• NURS-FPX4010 Assessment 4 Stakeholder Presentation.

NURS-FPX4010 Assessment 3 Interdisciplinary Plan Proposal 

For this assessment you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.

The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a shared vision and team goals (Mulvale et al., 2016). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality.

You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you the opportunity to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this formative will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.

Demonstration of Proficiency

• Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
  • Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan.
• Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
  • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes.
  • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
• Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
  • Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
• Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
  • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Reference

Mulvale, G., Embrett, M., & Shaghayegh, D. R. (2016). ‘Gearing up’ to improve interprofessional collaboration in primary care: A systematic review and conceptual framework. BMC Family Practice, 17.

Professional Context

This assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment.

Scenario

Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue.

Note: You will not be expected to implement the plan during this course. However, the plan should be evidence-based and realistic within the context of the issue and your interviewee’s organization.

Instructions

For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.

The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.

Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

• Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.
• Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
• Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
• Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.
• Communicate the interdisciplinary plan, with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.

Additional Requirements

• Length of submission: Use the provided template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan.
• Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old.
• APA formatting: Make sure that in-text citations and reference list follow current APA style

Interdisciplinary Plan Proposal Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Describe an objective	Does not describe	Identifies an objective	Describes an	Describes an objective
and predictions for an	an objective and	for an evidence-	objective and	and predictions for an
evidence-based	predictions for an	based	predictions for an	evidence-based
interdisciplinary plan	evidence-based	interdisciplinary plan	evidence-based	interdisciplinary plan to
to achieve a specific	interdisciplinary	but does not clearly	interdisciplinary plan	achieve a specific goal
goal related to	plan to achieve a	explain how the	to achieve a specific	related to improving
improving patient or	specific goal	objective will help	goal related to	patient or organizational
organizational	related to	achieve a specific	improving patient or	outcomes, including
outcomes.	improving patient	goal related to	organizational	methods from the
	or organizational	improving patient or	outcomes.	literature that may be
	outcomes.	organizational		used to determine
		outcomes.		success.
Explain a change	Does not explain a	Describes a change	Explains a change	Explains a change
theory and a	change theory and	theory and a	theory and a	theory and a leadership
leadership strategy,	a leadership	leadership strategy	leadership strategy,	strategy, supported by
supported by relevant	strategy, supported	but the relevance to	supported by relevant	relevant evidence, that
evidence, that is most	by relevant	the success of	evidence, that is most	is most likely to help an
likely to help an	evidence, that is	interdisciplinary team	likely to help an	interdisciplinary team
interdisciplinary team	most likely to help	in collaborating and	interdisciplinary team	succeed in collaborating
succeed in	an interdisciplinary	implementing, or	succeed in	and implementing, or
collaborating and	team succeed in	creating buy-in for,	collaborating and	creating buy-in for, the
implementing, or	collaborating and	the project plan is not	implementing, or	project plan, providing
creating buy-in for,	implementing, or	clearly explained and	creating buy-in for,	real-world examples
the project plan.	creating buy-in for,	no evidence is	the project plan.	relevant to the health
	the project plan.	provided.		care organization that is
				the context for the plan.
Explain the	Does not explain	Explains collaboration	Explains the	Explains the
collaboration needed	the collaboration	but not in terms of an	collaboration needed	collaboration needed by
by an	needed by an	interdisciplinary team	by an interdisciplinary	an interdisciplinary team
interdisciplinary team	interdisciplinary	or does not include	team to improve the	to improve the likelihood
to improve the	team to improve	best practices from	likelihood of	of achieving the plan’s
likelihood of	the likelihood of	the literature.	achieving the plan’s	objective, including best
achieving the plan’s	achieving the		objective, including	practices of
objective, including	plan’s objective.		best practices of	interdisciplinary
best practices of	Does not cite best		interdisciplinary	collaboration from the
interdisciplinary	practices of		collaboration from the	literature. Provides real-
collaboration from the	interdisciplinary		literature.	world examples relevant
literature.	collaboration from			to the health care
	the literature.			organization that is the
				context for the plan.
Explain	Does not explain	Identifies	Explains	Explains organizational
organizational	organizational	organizational	organizational	resources, including a
resources, including	resources,	resources needed for	resources, including a	financial budget,
a financial budget,	including a	the plan to succeed	financial budget,	needed for the plan to
needed for the plan to	financial budget,	and the impacts on	needed for the plan to	succeed and the
succeed and the	needed for the plan	those resources if	succeed and the	impacts on those
impacts on those	to succeed and the	nothing is done to	impacts on those	resources if nothing is
resources if nothing	impacts on those	make the	resources if nothing is	done to make the
is done to make the	resources if	improvements sought	done to make the	improvements sought
improvements sought	nothing is done to	by the plan. Does not	improvements sought	by the plan. Provides
by the plan.	make the	include a financial	by the plan.	real-world examples
	improvements	budget.		relevant to the health
	sought by the plan.			care organization that is
				the context for the plan.

 

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Organize content so	Does not organize	Organizes content	Organizes content so	Organizes content with
ideas flow logically	content for ideas.	with some logical flow	ideas flow logically	a clear purpose.
with smooth	Lacks logical flow	and smooth	with smooth	Content flows logically
transitions; contains	and smooth	transitions. Contains	transitions; contains	with smooth transitions
few errors in	transitions.	errors in	few errors in	using coherent
grammar/punctuation,		grammar/punctuation,	grammar/punctuation,	paragraphs, correct
word choice, and		word choice, and	word choice, and	grammar/punctuation,
spelling.		spelling.	spelling.	word choice, and free of
				spelling errors.
Apply APA formatting	Does not apply	Applies APA	Applies APA	Exhibits strict and
to in-text citations	APA formatting to	formatting to in-text	formatting to in-text	flawless adherence to
and references,	headings, in-text	citations, headings	citations and	APA formatting of
exhibiting nearly	citations, and	and references	references, exhibiting	headings, in-text
flawless adherence to	references. Does	incorrectly and/or	nearly flawless	citations, and
APA format.	not use quotes or	inconsistently,	adherence to APA	references. Quotes and
	paraphrase	detracting noticeably	format.	paraphrases correctly.
	correctly.	from the content.
		Inconsistently uses
		headings, quotes
		and/or paraphrasing.