Description
Locate and read three research articles on the topic of systems for managing quality improvement across healthcare organizations (e.g., Six Sigma, Lean manufacturing, Malcolm Baldridge National Quality Award [MBNQA], Benchmarking, ISO 9000). Two articles must be quantitative studies, and the third article must be a qualitative study.Create a concept map that compares and contrasts the characteristics of the quality improvement systems represented in each article. Your concept map may include graphics such as diagrams, tables, or charts and must provide an evaluation of the effectiveness of the systems.Your concept map should meet the following requirements:Clear and concise visual representation of the key strengths and weaknesses of each quality improvement system with cited support from the selected articles.Graphic representation of similarities and differences between each system.Evaluation of situations in which each system can and should be effectively applied.Full APA citations for articles under review. Tools you may wish to consider using to create your concept map include:MindMapleLinks to an external site.,Bubbl.usLinks to an external site., orEdrawSoftLinks to an external site..Requirements:Review the grading rubric to make sure submission/assignment is aligned.
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Title of Paper
Student Name
University
Course Code: Course Name
Instructor
Due Date
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Title of Paper
Academic essays should begin with an introduction, but do not begin your paper with an
“Introduction” heading. The introduction will provide readers with the context necessary for
understanding your argument and the body of your paper. When composing the introduction,
think about what context or background information the reader would benefit from knowing.
Once your context is established, transition from that context into your thesis statement. The
thesis statement generally comes at the end of your introduction and usually consists of a few
sentences that sum up the argument for your paper overall. Thesis statements should also provide
a roadmap for the reader so that they can navigate through the ideas present in the rest of your
paper.
Level 1 Header
Headers are useful for organizing your paper. Level 1 headers are used with broad or
general topics in your paper. Depending on the topic, length, and genre of your assignment, you
might use only Level 1 headers. Level 1 headers should be bolded and centered. The longer and
more complex your argument is, the more you might benefit from using Level 2 and Level 3
headers. Level 2 headers should be bolded and aligned with the left margin. Level 3 headers
should be bolded, italicized, and aligned with the left margin. Level 4 and Level 5 headers exist,
but they should only be used in manuscripts with many topics and subtopics. If you choose to use
headers in your paper, you should have at least two sections for each level of header. For more
information on how to use headings in your paper, see the APA Style website.
Level 2 Header
Body paragraphs should follow the MEAL structure. This structure will help your ideas
build on one another in order to support your thesis statement and to develop your argument over
the course of your essay. Each body paragraph should consist of a claim, which also functions as
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the topic sentence or the main idea of a paragraph. The claim should then be followed by
evidence. Evidence is typically source material that you either paraphrase or quote directly.
Remember, APA style guidelines prefer paraphrasing to directly quoting a source. Evidence
should provide support for your main idea in the form of examples, statistics, facts, anecdotes,
etc. Next, your paragraph should include analysis. Analysis is your explanation of the preceding
evidence and its significance. In other words, you should not let the evidence speak for itself.
Through analysis, you can show the reader exactly how you interpret the evidence, how it
supports your claim for the paragraph, and how it supports your thesis statement. Finally, each
body paragraph should end with a sentence that functions as a conclusion for the paragraph. This
sentence can rephrase the claim for the paragraph, tie back to the thesis statement, or transition to
the idea you present in the next paragraph.
Level 2 Header
Whenever you use a source, it must be cited both in text and in the references. However,
there is one exception: Personal communications that do not produce recoverable data and
cannot be located by the reader should only be cited in text and do not need to be included on the
References page. Examples of personal communications include emails, text messages, direct
messages, personal interviews, telephone conversations, letters, etc. Both your in-text citations
and references should follow APA style. In academic writing that follows APA style, it is
important to paraphrase source material whenever possible, as opposed to quoting the source
directly. When paraphrasing source material, you can use page numbers to point the reader to a
specific portion of the source, but this is optional. When paraphrasing, you should follow the
paraphrased material with an in-text citation that contains the author’s last name and the source’s
year of publication (Author, Year) or use a signal phrase to introduce the paraphrased material
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with the author and year (ex: “According to Eriksson (2015)…”). When quoting source material
directly, a page number (p. ) or page range (pp. ) is always required. When your source does not
have page numbers, you can use other information to point the reader to the part of the source
where the quotation can be found. You can use information like paragraph numbers, section
headings/names/numbers, slide numbers, and more, depending on what kind of source you are
using and how the source is organized. When citing in text, parenthetical citations should appear
as close to the source material as possible. The author’s name should never be separate from the
year of publication.
In-text citations point readers to the References page, which is a list of all the sources
used in your assignment. When formatting the References page, start a new page. At the top of
the new page, the word References should be bolded and centered. Alphabetize the references
according to the first author’s last name or by the name of the organization if there is no
individual author for a text. All references should have a hanging indent: The first line of each
reference should be aligned with the left margin, and subsequent lines should be indented.
Finally, each reference should follow APA style, and the proper formatting will change
depending on the type of source.
Level 2 Header
When writing a research essay, you may want to include visual aids such as tables or
figures. There are two different options for including these—either right after the text that
mentions the visual aid or at the end of your essay after the References Page. If you choose to
include your visual aids at the end of your essay, you should place each one on a separate page.
In this template, the example visual aid will be formatted within the text right after mentioning it.
Please look at the Table 1 below.
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Table 1
Clarkson and Associates; Income Statement; Year Ending December 31, 2012
Note. Adapted from Module 4: Introduction to Team Building, by State University, 2020,
(https://portal.university.edu). Copyright 2020 by State University.
Each table or figure should be given a number and title, as demonstrated in Table 1.
The figure or table number should be bolded and placed above the title. The title should be one
space below the table or figure number and italicized. Under the table or figure, a note is
typically included. There are three different types of notes. The first is a general note, which
may include citation information or information about abbreviations, units of measurement, or
symbols. The second type of note is called a specific note. Specific notes point out information
that is specific to one area of the figure or table. Finally, probability notes include information
about statistical significance. When including notes under your table or figure, you should type
the word “Note” with a period and italicize it. Then, you can begin writing your note directly
after that.
If you would like more information about including tables and figures in your APA
paper, please refer to the Writing Center’s page that discusses this topic. There is an additional
APA Template Paper that includes information about placing tables and figures at the end of
your essay. Be sure to remember to cite any visual aids that you use on the References Page!
Conclusion
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The last section or paragraph of your paper should be the conclusion. If you are using
headers in your paper, use a “Conclusion” heading. A conclusion should reiterate the major
points of your argument. To do this, think about developing your thesis by adding more detail or
by retracing the steps of your argument. You can recap major sections for the reader. You can
also summarize the primary supporting points or evidence you discussed in the paper. The
conclusion should not introduce any new information in order to avoid confusing the reader. To
end the paper, think about what you want your reader to do with all the information you just
presented. Explain what logical next steps might be taken in order to learn more about this topic.
Use the conclusion to establish the significance and importance of your work, motivate others to
build on what you have done in this paper, and encourage the reader to explore new ideas or
reach other conclusions.
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References
State University. (2020a). Module 4: Introduction to Team Building, Canvas.
https://portal.university.edu
State University. (2020b). Module 5: Role of ethical communication and influence in leadership
[Interactive lecture]. Canvas. https://portal.university.edu
Writing Center. (n.d.). Writing consultations.
https://university.libguides.com/writingcenter/writing_consultations
Darlin, D. (2014, August 5). How to talk about America’s newest arrivals. The New York Times.
https://www.nytimes.com/2014/08/06/upshot/how-to-talk-about-americas-newestarrivals.html
Devereaux, A. (2015). Pandemic influenza: An evolutionary concept analysis. Journal of
Advanced Nursing, 71(8), 1787–1796. https://doi.org/10.11111/jan.12654
Kinderman, P. (2019). A manifesto for mental health: Why we need a revolution in mental health
care. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-24386-9
Lundgren, B., & Holmberg, M. (2017). Pandemic flus and vaccination policies in Sweden. In C.
Holmberg, S. Blume, & P. Greenough (Eds.), The politics of vaccination: A global
history (pp. 260–287). Manchester University Press.
McWilliams, K. (2020, March 30). What’s an appendix for anyways? Writing Center Blog.
https://medium.com/@writingcenter/whats-an-appendix-for-anyways-ac73d89e8423
Wu, J., Cai, W., Watkins, D., & Glanz, J. (2020, March 22). How the virus got out [Interactive
infographic]. The New York Times.
https://www.nytimes.com/interactive/2020/03/22/world/coronavirus-spread.html
HCM520 Mod 2 CT
HCM520 Mod 2 CT
Criteria
This criterion is
linked to a
Learning
Outcome
Requirements
This criterion is
linked to a
Learning
Outcome
Content
This criterion is
linked to a
Learning
Outcome
Synthesis and
Evaluation
Ratings
15 to >12.0 pts
Meets Expectation
Includes all of the
required components,
as specified in the
assignment.
Pts
12 to >9.0 pts
Approaches Expectation
Includes most of the
required components,
as specified in the
assignment.
9 to >6.0 pts
Below Expectation
Includes some of the
required components,
as specified in the
assignment.
6 to >0 pts
Limited Evidence
Includes few of the
required components,
as specified in the
assignment.
20 to >16.0 pts
Meets Expectation
Demonstrates strong or adequate
knowledge of systems for managing
quality improvement across
healthcare organizations; correctly
represents knowledge from the
readings and chosen articles.
16 to >12.0 pts
Approaches
Expectation
Some significant but
not major errors or
omissions in
demonstration of
knowledge.
12 to >8.0 pts
Below Expectation
Major errors or
omissions in
demonstration of
knowledge.
8 to >0 pts
Limited Evidence
Fails to
demonstrate
knowledge of
the materials.
25 to >20.0 pts
Meets Expectation
Demonstrates strong or adequate
synthesis and evaluation of course
concepts in systems for managing
quality improvement across
healthcare organizations.
20 to >15.0 pts
Approaches
Expectation
Some significant but
not major errors or
omissions in synthesis
and evaluation.
15 to >10.0 pts
Below Expectation
Major errors or
omissions in
synthesis and
evaluation.
10 to >0 pts
Limited Evidence
Fails to
demonstrate
synthesis and
evaluation.
15 pts
20 pts
25 pts
HCM520 Mod 2 CT
Criteria
This criterion is
linked to a
Learning
Outcome
Sources /
Examples
Ratings
20 to >16.0 pts
Meets Expectation
Sources meet required
criteria (two quantitative
and one qualitative articles)
and are well chosen to
provide substance and
perspectives on the issue
under examination.
Pts
16 to >12.0 pts
Approaches Expectation
Sources or examples meet
required criteria but are
less‐than adequately
chosen to provide
substance and
perspectives on the issue
under examination.
12 to >8.0 pts
Below Expectation
Sources or examples
meet required criteria
and are poorly chosen to
provide substance and
perspectives on the
issue under
examination.
8 to >0 pts
Limited Evidence
Source or example
selection and
integration of
knowledge from
the course is
clearly deficient.
20 pts
HCM520 Mod 2 CT
Criteria
This criterion is
linked to a
Learning
Outcome
Demonstrates
college‐level
proficiency in
organization,
grammar and
style.
This criterion is
linked to a
Learning
Outcome
Demonstrates
proper use of
APA style
Total Points: 90
Ratings
Pts
5 to >4.0 pts
Meets Expectation
Project is clearly
organized, well written,
and in proper format as
outlined in the
assignment. Strong
sentence and paragraph
structure; few errors in
grammar and spelling.
Concept Map: Clear,
organized visual
representation of
concepts.
4 to >3.0 pts
Approaches Expectation
Project is fairly well
organized and written, and
is in proper format as
outlined in the
assignment. Reasonably
good sentence and
paragraph structure;
significant number of
errors in grammar and
spelling.
Concept Map: Reasonably
good visual representation
of concepts.
3 to >2.0 pts
Below Expectation
Project is poorly
organized; does not
follow proper paper
format. Inconsistent to
inadequate sentence
and paragraph
development; numerous
errors in grammar and
spelling.
Concept Map: Unclear
visual representation of
concepts.
5 to >4.0 pts
Meets Expectation
Project contains proper
APA formatting, with no
more than one significant
error.
4 to >3.0 pts
Approaches Expectation
Few errors in APA
formatting, with no more
than two to three
significant errors.
3 to >2.0 pts
Below Expectation
Significant errors in
APA formatting, with
four to five significant
errors.
2 to >0 pts
Limited Evidence
Project is not
organized or well
written, and is not in
proper paper format.
Poor quality work;
unacceptable in
terms of grammar
and spelling.
2 to >0 pts
Limited Evidence
Numerous errors in
APA formatting, with
more than five
significant errors.
5 pts
5 pts
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