Please follow strictly the instructions on the questions sheet and the rubric. 

The assessment has two parts PART one and Two

Part 1 should be on word pages 

Part 2 should be done on the power point template here attched.

Access the following to complete this Assessment:

·

Memorial Hospital Patient Experience Scenario

·

Academic Writing Expectations Checklist

Read the “Memorial Hospital Patient Experience Scenario”. Then, complete the following two parts:

Part I: Patient Experience and Improvement Tools

Develop a white paper that proposes a high-reliability quality program that will address the issues identified in the scenario. (10–15 pages)

Include:

· A justification for why the hospital needs to create a high-reliability quality program

· Descriptions of the elements of the patient experience to be targeted for improvement related to quality, safety, and overall satisfaction in the hospital

· Recommendations for potential resources that could be utilized for improving or maintaining safety, quality, and the overall patient experience and explanations of why these resources would be of value

· Recommend Lean Management and Six Sigma improvement tools that will be used in the high-reliability quality program

Part II: Culturally Sensitive, Patient-Centered Care

Propose a cultural sensitivity program focused on patient-centered care for the organization. Create a slide presentation to present to the board of directors of Memorial Hospital. Your presentation should be 7–12 slides and should include a title page and references on additional pages.

In the presentation:

· Provide a rationale for why a cultural sensitivity program is important for patient-centered care.

· Present an outline for a cultural sensitivity program.

· Recommend a rollout and ongoing training plan.

©2015 Walden University 1

OM003: Patient Experience and Culturally Sensitive, Patient-Centered Care: Recommend practices that provide an outstanding patient

experience, including customer service focused, culturally sensitive and patient-centered care.

Assessment Rubric

0
Not Present

1
Needs Improvement

2
Meets Expectations

3
Exceeds Expectations

Sub-Competency 1: Make recommendations for improving the patient experience and for maintaining or improving safety and quality.

Learning Objective 1.1:
Justify the need to
create a high-reliability
quality program.

Justification of need to
create a high-reliability
quality program is missing.

White paper includes a
vague or illogical
justification for why a
high-reliability quality
program is needed in the
case presented, or the
justification does not
relate to the case
presented.

Justification is not
supported by references to
academic /professional
resources or the resources
are not relevant.

White paper includes a
clear and logical
justification for why a
high-reliability quality
program is needed in the
case presented.

Justification is supported
by references to relevant
academic/professional
resources.

Demonstrates the same
level of achievement as
“2,” plus the following:

Justification includes the
perspectives of multiple
key stakeholders.

Learning Objective 1.2:
Describe the elements
of the patient
experience to be
targeted for
improvement.

Description of the
elements of the patient
experience to be targeted
for improvement is
missing.

White paper describes
fewer than five elements
of the patient experience
to be targeted for
improvement and/or the
elements are not
described clearly, and/or
they are not related to
safety, quality, and overall
patient satisfaction.

White paper clearly
describes five elements of
the patient experience to
be targeted for
improvement, including
elements related to safety,
quality, and overall patient
satisfaction.

Elements relate to the case
presented.

Demonstrates the same
level of achievement as
“2,” plus the following:

More than five elements
that related to safety,
quality, and overall patient
satisfaction are clearly
described.

©2015 Walden University 2

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

Elements to not relate to
the case presented.

Description is not
supported by references to
academic resources and
relevant examples based
on the business case.

Description is supported
by references to academic
resources and relevant
examples based on the
business case.

Learning Objective 1.3:
Recommend resources
for improving or
maintaining safety,
quality, and overall
patient experience.

Recommendation of
resources for improving or
maintaining safety, quality,
and overall patient
experience is missing.

White paper vaguely
describes five resources
recommended to improve
or maintain safety, quality,
and overall patient
satisfaction and/or fewer
than five resources are
described.

Recommended resources
are not relevant for the
case presented.

White paper clearly
describes five resources
recommended to improve
or maintain safety, quality,
and overall patient
satisfaction.

Recommended resources
are relevant for the case
presented.

Demonstrates the same
level of achievement as
“2,” plus the following:

More than five relevant
resources are
recommended and
described.

Sub-Competency 2: Apply Lean Management and Six Sigma tools to improve patient outcomes and patient experience.

Learning Objective 2.1:
Recommend Lean
Management and Six
Sigma improvement
tools to improve
patient experience.

Recommendation for Lean
Management and Six
Sigma improvement tools
is missing.

White paper includes
fewer than three
recommendations for
improvement tools (i.e.,
Lean Management and Six
Sigma) or the
recommendations are
vague or irrelevant to the
case presented.

Recommendations are not

White paper includes three
clear recommendations for
improvement tools (i.e.,
Lean Management and Six
Sigma) relevant to the case
presented.

Recommendations are
supported by references to
academic resources and
relevant examples based

Demonstrates the same
level of achievement as
“2,” plus the following:

White paper includes a
discussion of specific
challenges that the
implementation of
improvement tools will
face and provides
recommendations for how

©2015 Walden University 3

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

supported by references to
academic resources and
relevant examples based
on the case presented.

on the business case. to address these
challenges.

Sub-Competency 3: Recommend practices for ensuring cultural sensitivity in patient care.

Learning Objective 3.1:
Present a rationale for
cultural sensitivity
programs for patient-
centered care.

Presentation of the
rationale for cultural
sensitivity programs for
patient-centered care is
missing.

Slide presentation of the
rationale for cultural
sensitivity programs for
patient-centered care is
incomplete, inaccurate, or
vague within the context
of the case presented.

Justification is not
supported by references to
academic resources and
relevant examples based
on the case presented.

Slide presentation includes
a clear rationale for
cultural sensitivity
programs for patient-
centered care within the
context of the case
presented.

Justification is supported
by references to academic
resources and relevant
examples based on the
case study.

Demonstrates the same
level of achievement as
“2,” plus the following:

Rationale for cultural
sensitivity programs for
patient-centered care
includes at least three
examples of how cultural
sensitivity programs have
improved patient care and
satisfaction at other
institutions.

Learning Objective 3.2:
Propose a cultural
sensitivity program.

Proposal outline for a
cultural sensitivity
program is missing.

Slide presentation outline
for a cultural sensitivity
program is incomplete,
inaccurate, or vague within
the context of the business
case.

Program outline is not
supported by references to
academic resources and
relevant examples based
on the case presented.

Slide presentation includes
a thorough and clear
outline for a cultural
sensitivity program within
the context of the business
case.

Program outline is
supported by references to
academic resources and
relevant examples based
on the case presented.

Demonstrates the same
level of achievement as
“2,” plus the following:

Slide presentation frames
the cultural sensitivity
program in a way that is
compelling to key
stakeholders in the case
presented.

©2015 Walden University 4

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

Learning Objective 3.3:
Recommend a plan for
rollout and ongoing
training for cultural
sensitivity programs.

Recommendation for a
plan for rollout and
ongoing training for
cultural sensitivity
programs is missing.

Slide presentation
recommendation for
rollout and ongoing
training for cultural
sensitivity programs is
incomplete, inaccurate, or
vague.

Recommendation is not
supported by references to
academic resources and
relevant examples based
on the case presented.

Slide presentation includes
a relevant
recommendation for
rollout and ongoing
training for cultural
sensitivity programs.

Recommendation is
supported by references to
academic resources and
relevant examples based
on the case presented.

Demonstrates the same
level of achievement as
“2,” plus the following:

Recommendation for
rollout and ongoing
training details the types
of training to be received
by specific employee
groups and a rationale for
the training plan.

PS001: Written Communication: Demonstrate graduate-level writing skills.

Learning Objective
PS 1.1:
Use proper grammar,
spelling, and
mechanics.

Multiple major and minor
errors in grammar,
spelling, and/or mechanics
are highly distracting and
seriously impact
readability.

Multiple minor errors in
grammar, spelling, and/or
mechanics are distracting
and negatively impact
readability.

Writing reflects competent
use of standard edited
American English.

Errors in grammar,
spelling, and/or mechanics
do not negatively impact
readability.

Grammar, spelling, and
mechanics reflect a high
level of accuracy in
standard American English
and enhance readability.

Learning Objective
PS 1.2:
Organize writing to
enhance clarity.

Writing is poorly organized
and incoherent.
Introductions, transitions,
and conclusions are
missing or inappropriate.

Writing is loosely
organized. Limited use of
introductions, transitions,
and conclusions provides
partial continuity.

Writing is generally well-
organized. Introductions,
transitions, and
conclusions provide
continuity and a logical
progression of ideas.

Writing is consistently
well-organized.
Introductions, transitions,
and conclusions are used
effectively to enhance
clarity, cohesion, and flow.

Learning Objective
PS 1.3:
Apply APA style to

APA conventions are not
applied.

APA conventions for
attribution of sources,
structure, formatting, etc.,

APA conventions for
attribution of sources,
structure, formatting, etc.,
APA conventions for
attribution of sources,
structure, formatting, etc.,

©2015 Walden University 5

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

written work. are applied inconsistently. are generally applied
correctly in most
instances. Sources are
generally cited
appropriately and
accurately.

are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.

Learning Objective
PS 1.4:
Use appropriate
vocabulary and tone
for the audience and
purpose.

Vocabulary and tone are
inappropriate and
negatively impact clarity of
concepts to be conveyed.

Vocabulary and tone have
limited relevance to the
audience.

Vocabulary and tone are
generally appropriate for
the audience and support
communication of key
concepts.

Vocabulary and tone are
consistently tailored to the
audience and effectively
and directly support
communication of key
concepts.

PS003: Technology: Use technology tools effectively.

Learning Objective
PS 3.1:
Use images and layout
of presentations to
effectively
communicate content
to a specific audience.

Images and layout are
inappropriate, hard to
read, and/or impede
audience understanding of
key concepts.

Images or layout provide
limited support for
audience understanding of
key concepts.

Images and layout
generally support audience
understanding of key
concepts.

Images and design
elements are used
purposefully, and they
effectively support
audience engagement and
understanding of key
concepts.

PS005: Critical Thinking and Problem Solving: Use critical-thinking and problem-solving skills to analyze professional issues and inform best
practice.

Learning Objective
PS 5.1:
Analyze assumptions
and fallacies.

Analysis of assumptions is
missing.

Response is weak in
assessing the
reasonableness of
assumptions in a given
argument.

Response does not
adequately identify and
discuss the implications of

Response generally
assesses the
reasonableness of
assumptions in a given
argument.

Response identifies and
discusses the implications
of fallacies and/or logical

Response clearly and
comprehensively assesses
the reasonableness of
assumptions in a given
argument.

Response provides a
detailed and compelling
analysis of implications of

©2015 Walden University 6

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

fallacies or logical

weaknesses in a given
argument.

weaknesses in a given
argument.

fallacies and logical
weaknesses in a given
argument.

Learning Objective
PS 5.2:
Generate reasonable
and appropriate
assumptions.

Assumptions are missing. Response does not
adequately present and
discuss key assumptions in
an original argument.

Response presents and
discusses key assumptions
in an original argument.

Response justifies the
reasonableness and need
for assumptions in an
original argument.

Learning Objective
PS 5.3:
Assess multiple
perspectives and
alternatives.

Assessment of multiple
perspectives is missing.

Response does not identify
nor adequately consider
multiple perspectives or
alternatives.

Response identifies and
considers multiple
perspectives and
alternatives.

Response justifies
selection of chosen
alternative relative to
others.

Learning Objective
PS 5.4:
Use problem-solving
skills.

Problems and solutions are
not identified.

Response presents
solutions, but they are
ineffective in addressing
the specific problem.

Response presents
solutions that are practical
and work in addressing the
specific problem.

Response presents
compelling supporting
arguments for proposed
solutions.

Presentation Title

Your Name

Program Name or Degree Name, Walden University

COURSE XXX: Title of Course

Instructor Name

Month XX, 202X

Slide Title

Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.

Choose formatting that presents your information in the most logical way.

Use

consistent, grammatically parallel format

for bulleted lists (for example, on this slide, each element begins with an imperative verb).

You can also consult APA’s suggestions on

formatting lists

.

End bullet points consistently, either with or without a period.

Slide Title

Keep font of text consistent.

Be sure headings are consistent in their spacing, placement, size, etc.

Consider using the slide after the title slide to summarize your presentation’s points (like an

abstract for a paper

).

Slide Title

Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.

According to Smith and Cat (2020), you should make your presentation great, not just good.

Use APA style rules to format any

tables and figures

in your presentation:

Figure 1

Title Reflecting Figure Information

Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 (

https://doi.org/10.123.45/abc

). Reprinted with permission.

Slide Title
Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.
Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our presentation tips for more information!
Visit the Academic Skills Center for more tips on how to use PowerPoint or visit Microsoft’s PowerPoint help and learning website.

Slide Title
Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the Common Reference List Examples page for the correct APA format. Here are a few examples:
Jones, P. (2020). This great book. Publisher.
Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59. https://doi.org/10.123.45/abc

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