Description
TASK 1 (NURSING-QUALITY INDICATORS), TASK 2 (RCA AND FMEA), TASK 3(HEALTHCARE FINANCING)
Unformatted Attachment Preview
9/23/23, 11:48 PM
WGU Performance Assessment
SAT1 — SAT TASK 1: NURSING-QUALITY INDICATORS
ORGANIZATIONAL SYSTEMS AND QUALITY LEADERSHIP — C489
PRFA — SAT1
TASK OVERVIEW
SUBMISSIONS
EVALUATION REPORT
COMPETENCIES
734.3.1 : Principles of Leadership
The graduate applies principles of leadership to promote high-quality healthcare in a variety of settings
through the application of sound leadership principles.
734.3.2 : Interdisciplinary Collaboration
The graduate applies theoretical principles necessary for effective participation in an interdisciplinary team.
734.3.3 : Quality and Patient Safety
The graduate applies quality improvement processes intended to achieve optimal healthcare outcomes,
contributing to and supporting a culture of safety.
INTRODUCTION
National initiatives driven by the American Nurses Association have determined nursing-quality outcome
indicators that are intended to focus plans and programs to increase quality and safety in patient care. The
following outcomes are commonly used nursing-quality indicators:
• complications such as urinary tract infections, pressure ulcers, hospital-acquired pneumonia, and DVT
• patient falls
• surgical patient complications, including infection, pulmonary failure, and metabolic derangement
• length of patient hospital stay
• restraint prevalence
• incidence of failure to rescue, which could potentially result in increased morbidity or mortality
• patient satisfaction
• nurse satisfaction and staffing
SCENARIO
Mr. J is a 72-year-old retired rabbi with a diagnosis of mild dementia. He was admitted for treatment of a
fractured right hip after falling in his home. He has received pain medication and is drowsy, but he answers
simple questions appropriately.
A week after Mr. J was admitted to the hospital, his daughter, who lives eight hours away, came to visit. She
found him restrained in bed. While Mr. J was slightly sleepy, he recognized his daughter and was able to ask
her to remove the restraints so he could be helped to the bathroom. His daughter went to get a certified
nursing assistant (CNA) to remove the restraints and help her father to the bathroom. When the CNA was in
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WGU Performance Assessment
the process of helping Mr. J sit up in bed, his daughter noticed a red, depressed area over Mr. J’s lower spine,
similar to a severe sunburn. She reported the incident to the CNA who replied, “Oh, that is not anything to
worry about. It will go away as soon as he gets up.” The CNA helped Mr. J to the bathroom and then returned
him to bed where she had him lie on his back so she could reapply the restraints.
The diet order for Mr. J was “regular, kosher, chopped meat.” The day after his daughter arrived, Mr. J was
alone in his room when his meal tray was delivered. The nurse entered the room 30 minutes later and
observed that Mr. J had eaten approximately 75% of the meal. The meal served was labeled, “regular,
chopped meat.” The tray contained the remains of a chopped pork cutlet.
The nurse notified the supervisor, who said, “Just keep it quiet. It will be okay.” The nursing supervisor then
notified the kitchen supervisor of the error. The kitchen supervisor told the staff on duty what had happened.
When the patient’s daughter visited later that night, she was not told of the incident.
The next night, the daughter was present at suppertime when the tray was delivered by a dietary worker. The
worker said to the patient’s daughter, “I’m so sorry about the pork cutlet last night.” The daughter asked what
had happened and was told that there had been “a mix up in the order.” The daughter then asked the nurse
about the incident. The nurse, while confirming the incident, told the daughter, “Half a pork cutlet never
killed anyone.”
The daughter then called the physician, who called the hospital administrator. The physician, who is also
Jewish, told the administrator that he has had several complaints over the past six months from his
hospitalized Jewish patients who felt that their dietary requests were not taken seriously by the hospital
employees.
The hospital is a 65-bed rural hospital in a town of few Jewish residents. The town’s few Jewish members
usually receive care from a Jewish hospital 20 miles away in a larger city.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no
more than a 10% match to any one individual source can be directly quoted or closely paraphrased from
sources, even if cited correctly. An originality report is provided when you submit your task that can be used
as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric
aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Analyze the scenario (suggested length of 2–3 pages) by doing the following:
A. Discuss how the application of nursing-quality indicators could assist the nurses in this case in identifying
issues that may interfere with patient care.
B. Analyze how hospital data of specific nursing-quality indicators (such as incidence of pressure ulcers and
prevalence of restraints) could advance quality patient care throughout the hospital.
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WGU Performance Assessment
C. Analyze the specific system resources, referrals, or colleagues that you, as the nursing shift supervisor,
could use to resolve an ethical issue in this scenario.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or
summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,
wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:UNDERSTANDING OF NURSING QUALITY INDICATORS
NOT EVIDENT
COMPETENT
A discussion of applying nurs-
APPROACHING
COMPETENCE
ing-quality indicators is not
The discussion does not logically
dresses how the application of
provided.
address how the application of
nursing-quality indicators could
nursing-quality indicators could
assist the nurses in the scenario
assist the nurses in the scenario
with identification of issues that
with identification of issues that
may interfere with patient care.
The discussion logically ad-
may interfere with patient care.
B:ADVANCING QUALITY PATIENT CARE
NOT EVIDENT
COMPETENT
An analysis of potential
APPROACHING
COMPETENCE
advancement(s) to patient care
The analysis does not identify
nursing-quality indicators from
is not provided.
specific nursing-quality indica-
the scenario and logically dis-
tors from the scenario or does
cusses how hospital data on the
not logically discuss how hospi-
identified indicators could ad-
tal data on the identified indica-
vance quality patient care
tors could advance quality pa-
throughout the hospital.
The analysis identifies specific
tient care throughout the
hospital.
C:RESOLUTION OF ETHICAL ISSUES
NOT EVIDENT
APPROACHING
COMPETENCE
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COMPETENT
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WGU Performance Assessment
An analysis of the use of system
The analysis describes one or
The analysis describes specific
resources, referrals, or col-
more system resources, refer-
system resources, referrals, or
league for resolving ethical is-
rals, and/or colleagues that are
colleagues that are appropriate
sues is not provided.
inappropriate for the candidate
for the candidate to use in the
to use in the role of nursing shift
role of the nursing shift supervi-
supervisor to resolve the ethical
sor to resolve the ethical issue
issue from the scenario.
from the scenario.
COMPETENT
The submission does not include
APPROACHING
COMPETENCE
both in-text citations and a ref-
The submission includes in-text
citations for sources that are
erence list for sources that are
citations for sources that are
properly quoted, paraphrased, or
quoted, paraphrased, or
quoted, paraphrased, or summa-
summarized and a reference list
summarized.
rized and a reference list; how-
that accurately identifies the au-
ever, the citations or reference
thor, date, title, and source loca-
list is incomplete or inaccurate.
tion as available.
COMPETENT
Content is unstructured, is dis-
APPROACHING
COMPETENCE
jointed, or contains pervasive
Content is poorly organized, is
tail, is organized, and focuses on
errors in mechanics, usage, or
difficult to follow, or contains er-
the main ideas as prescribed in
grammar. Vocabulary or tone is
rors in mechanics, usage, or
the task or chosen by the candi-
unprofessional or distracts from
grammar that cause confusion.
date. Terminology is pertinent, is
the topic.
Terminology is misused or
used correctly, and effectively
ineffective.
conveys the intended meaning.
D:SOURCES
NOT EVIDENT
The submission includes in-text
E:PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content reflects attention to de-
Mechanics, usage, and grammar
promote accurate interpretation
and understanding.
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WGU Performance Assessment
SAT1 — SAT TASK 2: RCA AND FMEA
ORGANIZATIONAL SYSTEMS AND QUALITY LEADERSHIP — C489
PRFA — SAT1
TASK OVERVIEW
SUBMISSIONS
EVALUATION REPORT
COMPETENCIES
734.3.1 : Principles of Leadership
The graduate applies principles of leadership to promote high-quality healthcare in a variety of settings
through the application of sound leadership principles.
734.3.2 : Interdisciplinary Collaboration
The graduate applies theoretical principles necessary for effective participation in an interdisciplinary team.
734.3.3 : Quality and Patient Safety
The graduate applies quality improvement processes intended to achieve optimal healthcare outcomes,
contributing to and supporting a culture of safety.
INTRODUCTION
Healthcare organizations accredited by the Joint Commission are required to conduct a root cause analysis
(RCA) in response to any sentinel event, such as the one described in the scenario attached below. Once the
cause is identified and a plan of action established, it is useful to conduct a failure mode and effects analysis
(FMEA) to reduce the likelihood that a process would fail. As a member of the healthcare team in the hospital
described in this scenario, you have been selected as a member of the team investigating the incident.
SCENARIO
It is 3:30 p.m. on a Thursday and Mr. B, a 67-year-old patient, arrives at the six-room emergency department
(ED) of a sixty-bed rural hospital. He has been brought to the hospital by his son and neighbor. At this time,
Mr. B is moaning and complaining of severe pain to his (L) leg and hip area. He states he lost his balance and
fell after tripping over his dog.
Mr. B was admitted to the triage room where his vital signs were B/P 120/80, HR-88 (regular), T-98.6, and R32, and his weight was recorded at 175 pounds. Mr. B. states that he has no known allergies and no previous
falls. He states, “My hip area and leg hurt really bad. I have never had anything like this before.” Patient rates
pain at 10 out of 10 on the numerical verbal pain scale. He appears to be in moderate distress. His (L) leg
appears shortened with swelling (edema in the calf), ecchymosis, and limited range of motion (ROM). Mr. B’s
leg is stabilized and then is further evaluated and discharged from triage to the emergency department (ED)
patient room. He is admitted by Nurse J. Nurse J finds that Mr. B has a history of impaired glucose tolerance
and prostate cancer. At Mr. B’s last visit with his primary care physician, laboratory data revealed elevated
cholesterol and lipids. Mr. B’s current medications are atorvastatin and oxycodone for chronic back pain.
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WGU Performance Assessment
After Mr. B’s assessment is completed, Nurse J informs Dr. T, the ED physician, of admission findings, and Dr.
T proceeds to examine Mr. B.
Staffing on this day consists of two nurses (one RN and one LPN), one secretary, and one emergency
department physician. Respiratory therapy is in-house and available as needed. At the time of Mr. B’s arrival,
the ED staff is caring for two other patients. One patient is a 43-year-old female complaining of a throbbing
headache. The patient rates current pain at 4 out of 10 on numerical verbal pain scale. The patient states that
she has a history of migraines. She received treatment, remains stable, and discharge is pending. The second
patient is an eight-year-old boy being evaluated for possible appendicitis. Laboratory results are pending for
this patient. Both of these patients were examined, evaluated, and cared for by Dr. T and are awaiting further
treatment or orders.
After evaluation of Mr. B, Dr. T writes the order for Nurse J to administer diazepam 5 mg IVP to Mr. B. The
medication diazepam is administered IVP at 4:05 p.m. After five minutes, the diazepam appears to have had
no effect on Mr. B, and Dr. T instructs Nurse J to administer hydromorphone 2 mg IVP. The medication
hydromorphone is administered IVP at 4:15 p.m. After five minutes, Dr. T is still not satisfied with the level of
sedation Mr. B has achieved and instructs Nurse J to administer another 2 mg of hydromorphone IVP and an
additional 5 mg of diazepam IVP. The physician’s goal is for the patient to achieve skeletal muscle relaxation
from the diazepam, which will aid in the manual manipulation, relocation, and alignment of Mr. B’s hip. The
hydromorphone IVP was administered to achieve pain control and sedation. After reviewing the patient’s
medical history, Dr. T notes that the patient’s weight and current regular use of oxycodone appear to be
making it more difficult to sedate Mr. B.
Finally, at 4:25 p.m., the patient appears to be sedated, and the successful reduction of his (L) hip takes place.
The patient appears to have tolerated the procedure and remains sedated. He is not currently on any
supplemental oxygen. The procedure concludes at 4:30 p.m.,and Mr. B is resting without indications of
discomfort and distress. At this time, the ED receives an emergency dispatch call alerting the emergency
department that the emergency rescue unit paramedics are enroute with a 75-year-old patient in acute
respiratory distress. Nurse J places Mr. B on an automatic blood pressure machine programmed to monitor
his B/P every five minutes and a pulse oximeter. At this time, Nurse J leaves Mr. B’s room. The nurse allows
Mr. B’s son to sit with him as he is being monitored via the blood pressure monitor. At 4:35 p.m., Mr. B’s B/P is
110/62 and his O2 saturation is 92%. He remains without supplemental oxygen and his ECG and respirations
are not monitored.
Nurse J and the LPN on duty have received the emergency transport patient. They are also in the process of
discharging the other two patients. Meanwhile, the ED lobby has become congested with new incoming
patients. At this time, Mr. B’s O2 saturation alarm is heard and shows “low O2 saturation” (currently showing
a saturation of 85%). The LPN enters Mr. B’s room briefly, resets the alarm, and repeats the B/P reading.
Nurse J is now fully engaged with the emergency care of the respiratory distress patient, which includes
assessments, evaluation, and the ordering of respiratory treatments, CXR, labs, etc.
At 4:43 p.m., Mr. B’s son comes out of the room and informs the nurse that the “monitor is alarming.” When
Nurse J enters the room, the blood pressure machine shows Mr. B’s B/P reading is 58/30 and the O2
saturation is 79%. The patient is not breathing and no palpable pulse can be detected.
A STAT CODE is called and the son is escorted to the waiting room. The code team arrives and begins
resuscitative efforts. When connected to the cardiac monitor, Mr. B is found to be in ventricular fibrillation.
CPR begins immediately by the RN, and Mr. B is intubated. He is defibrillated and reversal agents, IV fluids,
and vasopressors are administered. After 30 minutes of interventions, the ECG returns to a normal sinus
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WGU Performance Assessment
rhythm with a pulse and a B/P of 110/70. The patient is not breathing on his own and is fully dependent on
the ventilator. The patient’s pupils are fixed and dilated. He has no spontaneous movements and does not
respond to noxious stimuli. Air transport is called, and upon the family’s wishes, the patient is transferred to a
tertiary facility for advanced care.
Seven days later, the receiving hospital informed the rural hospital that EEG’s had determined brain death in
Mr. B. The family had requested life-support be removed, and Mr. B subsequently died.
Additional information: The hospital where Mr. B. was originally seen and treated had a moderate
sedation/analgesia (“conscious sedation”) policy that requires that the patient remains on continuous B/P,
ECG, and pulse oximeter throughout the procedure and until the patient meets specific discharge criteria
(i.e., fully awake, VSS, no N/V, and able to void). All practitioners who perform moderate sedation must first
successfully complete the hospital’s moderate sedation training module. The training module includes drug
selection as well as acceptable dose ranges. Additional (backup) staff was available on the day of the incident.
Nurse J had completed the moderate sedation module. Nurse J had current ACLS certification and was an
experienced critical care nurse. Nurse J’s prior annual clinical evaluations by the manager demonstrated that
the nurse was “meeting requirements.” Nurse J did not have a history of negligent patient care. Sufficient
equipment was available and in working order in the ED on this day.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no
more than a 10% match to any one individual source can be directly quoted or closely paraphrased from
sources, even if cited correctly. An originality report is provided when you submit your task that can be used
as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric
aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Explain the general purpose of conducting a root cause analysis (RCA).
1. Explain each of the six steps used to conduct an RCA, as defined by IHI.
2. Apply the RCA process to the scenario to describe the causative and contributing factors that led to
the sentinel event outcome.
B. Propose a process improvement plan that would decrease the likelihood of a reoccurrence of the scenario
outcome.
1. Discuss how each phase of Lewin’s change theory on the human side of change could be applied to the
proposed improvement plan.
C. Explain the general purpose of the failure mode and effects analysis (FMEA) process.
1. Describe the steps of the FMEA process as defined by IHI.
2. Complete the attached FMEA table by appropriately applying the scales of severity, occurrence, and
detection to the process improvement plan proposed in part B.
Note: You are not expected to carry out the full FMEA.
D. Explain how you would test the interventions from the process improvement plan from part B to improve
care.
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E. Explain how a professional nurse can competently demonstrate leadership in each of the following areas:
• promoting quality care
• improving patient outcomes
• influencing quality improvement activities
1. Discuss how the involvement of the professional nurse in the RCA and FMEA processes demonstrates
leadership qualities.
F. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or
summarized.
G. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,
wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:ROOT CAUSE ANALYSIS
NOT EVIDENT
COMPETENT
An explanation of the general
APPROACHING
COMPETENCE
purpose of conducting an RCA is
The explanation does not accu-
scribes the general purpose for
not provided.
rately describe the general pur-
conducting an RCA.
The explanation accurately de-
pose for conducting an RCA.
A1:RCA STEPS
NOT EVIDENT
COMPETENT
An explanation of 6 RCA steps is
APPROACHING
COMPETENCE
not provided.
The explanation does not accu-
tifies and logically describes each
rately identify or does not logi-
of the 6 steps used to conduct an
cally describe one or more of the
RCA, as defined by IHI.
The explanation accurately iden-
6 steps used to conduct an RCA,
as defined by IHI.
A2:CAUSATIVE AND CONTRIBUTING FACTORS
NOT EVIDENT
APPROACHING
COMPETENCE
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COMPETENT
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An application of the RCA
The application of the RCA
The application of the RCA
process to the scenario is not
process to the scenario does not
process to the scenario accu-
provided.
accurately describe causative or
rately describes the causative
contributing factors that led to
and contributing factors that led
the sentinel event outcome, or
to the sentinel event outcome.
the application does not accurately differentiate between
causative and contributing
factors.
B:IMPROVEMENT PLAN
NOT EVIDENT
COMPETENT
A proposed process improve-
APPROACHING
COMPETENCE
ment plan is not provided.
The proposal does not outline a
process improvement plan and
logical process improvement
logically discusses how the pro-
plan, or the proposal does not
posed plan will decrease the like-
logically discuss how the pro-
lihood of a reoccurrence of the
posed plan will decrease the
scenario outcome.
The proposal outlines a logical
likelihood of a reoccurrence of
the scenario outcome.
B1:CHANGE THEORY
NOT EVIDENT
COMPETENT
A discussion of the application
APPROACHING
COMPETENCE
of Lewin’s change theory is not
The discussion does not logically
how each phase of Lewin’s
provided.
describe how Lewin’s change
change theory could be applied
theory could be applied to the
to the proposed improvement
proposed improvement plan, or
plan.
The discussion logically describes
the discussion does not
describe each phase of the
theory.
C:GENERAL PURPOSE OF FMEA
NOT EVIDENT
COMPETENT
An explanation of the general
APPROACHING
COMPETENCE
purpose of the FMEA process is
The explanation does not accu-
scribes a general purpose of the
not provided.
rately describe a general pur-
FMEA process and logically dis-
pose of the FMEA process, or
cusses why the FMEA process
the explanation does not logi-
would be used.
The explanation accurately de-
cally discuss why the FMEA
process would be used.
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C1:STEPS OF FMEA PROCESS
NOT EVIDENT
COMPETENT
A description of the steps is not
APPROACHING
COMPETENCE
provided.
The description of the steps of
defines each of the steps of the
the FMEA process does not ac-
FMEA process.
The description accurately
curately define each of the
steps.
C2:FMEA TABLE
NOT EVIDENT
COMPETENT
A completed FMEA table is not
APPROACHING
COMPETENCE
provided.
The FMEA table is incomplete,
propriately identifies failure
does not identify appropriate
modes related to the improve-
failure modes related to the im-
ment plan proposed in part B and
provement plan proposed in
demonstrates accurate applica-
prompt B, or does not accu-
tion of the scales of severity, oc-
rately apply the scales of sever-
currence, and detection in evalu-
ity, occurrence, and detection in
ating the identified failure
evaluating the identified failure
modes.
The completed FMEA table ap-
modes.
D:INTERVENTION TESTING
NOT EVIDENT
COMPETENT
An explanation of intervention
APPROACHING
COMPETENCE
testing is not provided.
The explanation does not de-
of the testing procedures or
scribe steps of an appropriate
practices that the candidate
testing procedure or practice
would use that are appropriate
that would be used by the candi-
for testing the interventions
date to test interventions from
from the process improvement
the process improvement plan
plan in part B. The explanation
in part B, or the explanation
logically describes how the inter-
does not logically describe how
vention testing procedures or
the intervention testing proce-
practices would improve care.
The explanation describes steps
dures or practices would improve care.
E:DEMONSTRATE LEADERSHIP
NOT EVIDENT
An explanation of how a profes-
APPROACHING
COMPETENCE
sional nurse demonstrates leadhttps://tasks.wgu.edu/student/009077330/course/10460005/task/1235/overview
COMPETENT
The explanation logically describes how a professional nurse
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ership is not provided.
WGU Performance Assessment
The explanation does not logi-
competently demonstrates lead-
cally describe how a profes-
ership in each of the given areas.
sional nurse competently
demonstrates leadership in one
or more of the given areas.
E1:INVOLVING PROFESSIONAL NURSE IN RCA AND FMEA PROCESSES
NOT EVIDENT
COMPETENT
A discussion of involvement in
APPROACHING
COMPETENCE
the RCA and FMEA processes is
The discussion does not logically
how the involvement of the pro-
not provided.
describe how the involvement of
fessional nurse in both the RCA
the professional nurse
and FMEA processes demon-
in either the RCA process or the
strates leadership qualities.
The discussion logically describes
FMEA process demonstrates
leadership qualities.
F:SOURCES
NOT EVIDENT
COMPETENT
The submission does not include
APPROACHING
COMPETENCE
both in-text citations and a ref-
The submission includes in-text
citations for sources that are
erence list for sources that are
citations for sources that are
properly quoted, paraphrased, or
quoted, paraphrased, or
quoted, paraphrased, or summa-
summarized and a reference list
summarized.
rized and a reference list; how-
that accurately identifies the au-
ever, the citations or reference
thor, date, title, and source loca-
list is incomplete or inaccurate.
tion as available.
COMPETENT
Content is unstructured, is dis-
APPROACHING
COMPETENCE
jointed, or contains pervasive
Content is poorly organized, is
tail, is organized, and focuses on
errors in mechanics, usage, or
difficult to follow, or contains er-
the main ideas as prescribed in
grammar. Vocabulary or tone is
rors in mechanics, usage, or
the task or chosen by the candi-
unprofessional or distracts from
grammar that cause confusion.
date. Terminology is pertinent, is
the topic.
Terminology is misused or
used correctly, and effectively
ineffective.
conveys the intended meaning.
The submission includes in-text
G:PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content reflects attention to de-
Mechanics, usage, and grammar
promote accurate interpretation
and understanding.
WEB LINKS
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WGU Performance Assessment
IHI FMEA Tool
Working with the IHI knowledge base
Please note: Before you engage with IHI, please be sure to review the Working with IHI knowledge base
article to assist with setting up your IHI account. PLEASE FOLLOW THE INSTRUCTIONS CLOSELY IN THE
DOCUMENT. Any deviation from the registration process may result in issues later including enrollment in
courses. We encourage all students to keep a personal copy of the certificate on their computers, as you will
need it later in your program. Please reach out to your assigned CI for assistance as needed.
SUPPORTING DOCUMENTS
FMEA Table.docx
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WGU Performance Assessment
SAT1 — SAT TASK 3: HEALTHCARE FINANCING
ORGANIZATIONAL SYSTEMS AND QUALITY LEADERSHIP — C489
PRFA — SAT1
TASK OVERVIEW
SUBMISSIONS
EVALUATION REPORT
COMPETENCIES
734.3.4 : Healthcare Utilization and Finance
The graduate analyzes financial implications related to healthcare delivery, reimbursement, access, and
national initiatives.
INTRODUCTION
It is essential that nurses understand the issues related to healthcare financing, including local, state, and
national healthcare policies and initiatives that affect healthcare delivery. As a patient advocate, the
professional nurse is in a position to work with patients and families to access available resources to meet
their healthcare needs.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no
more than a 10% match to any one individual source can be directly quoted or closely paraphrased from
sources, even if cited correctly. An originality report is provided when you submit your task that can be used
as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric
aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Compare the U.S. healthcare system with the healthcare system of England, Japan, Germany, or
Switzerland, by doing the following:
1. Identify one country from the following list whose healthcare system you will compare to the U.S.
healthcare system: England, Japan, Germany, or Switzerland.
2. Compare access between the two healthcare systems for children, people who are unemployed, and
people who are retired.
a. Discuss coverage for medications in the two healthcare systems.
b. Determine the requirements to get a referral to see a specialist in the two healthcare systems.
c. Discuss coverage for preexisting conditions in the two healthcare systems.
3. Explain two financial implications for patients with regard to the healthcare delivery differences
between the two countries (i.e.; how are the patients financially impacted).
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WGU Performance Assessment
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or
summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,
wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:COUNTRY TO COMPARE
NOT EVIDENT
COMPETENT
A country for comparison is not
APPROACHING
COMPETENCE
identified.
The identified country for com-
parison is from the given list.
The identified country for com-
parison is not from the given list.
A2:ACCESS
NOT EVIDENT
COMPETENT
A comparison of healthcare sys-
APPROACHING
COMPETENCE
tem access is not provided.
The comparison does not accu-
scribes access to healthcare sys-
rately describe access to health-
tems in both the U.S. and the
care systems in both the U.S.
country chosen in part A1 for
and the country chosen in A1
children, people who are unem-
for one or more of the given
ployed, and people who are re-
groups of people, or the compar-
tired. The comparison logically
ison does not logically
describes the similarities and dif-
describe both the similarities
ferences between access
and differences between access
to each of the healthcare systems
to each of the healthcare sys-
for all of the given groups of
tems for all of the given groups
people.
The comparison accurately de-
of people.
A2A:COVERAGE OF MEDICATIONS
NOT EVIDENT
APPROACHING
COMPETENCE
https://tasks.wgu.edu/student/009077330/course/10460005/task/
