Posted: December 20th, 2021

Organizational Systems and Quality Leadership

9/5/2019 WGU Performance Assessment
https://tasks.wgu.edu/student/000545153/course/10460005/task/1233/overview 1/5
SAT1 — SAT TASK 1: NURSING-QUALITY INDICATORS
ORGANIZATIONAL SYSTEMS AND QUALITY LEADERSHIP — C489
PERFORMANCE ASSESSMENT — SAT1
COMPETENCIES
734.3.1Principles 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.
734.3.2Interdisciplinary Collaboration
The graduate applies theoretical principles necessary for effective participation in an interdisciplinary team.
734.3.3Quality 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
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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 Helpant (CNA) to remove the restraints and help her father to the bathroom. When the CNA was in 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
Yoursubmission 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.
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You must use the rubric to direct the creation of yoursubmission 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 hyperlinksto 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 Help 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.
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.
RUBRIC
A:UNDERSTANDING OF NURSING QUALITY INDICATORS
B:ADVANCING QUALITY PATIENT CARE
NOT EVIDENT
A discussion of applying nursing-quality
indicators is not provided.
APPROACHING COMPETENCE
The discussion does not logically address how
the application of nursing-quality indicators
could Help the nurses in the scenario with
identification of issues that may interfere
with patient care.
COMPETENT
The discussion logically addresses how the
application of nursing-quality indicators could
Help the nurses in the scenario with
identification of issues that may interfere with
patient care.
NOT EVIDENT
An analysis of potential advancement(s) to
patient care is not provided.
APPROACHING COMPETENCE
The analysis does not identify specific
nursing-quality indicators from the scenario
or does not logically discuss how hospital
COMPETENT
The analysis identifies specific nursing-quality
indicators from the scenario and logically
discusses how hospital data on the identified
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C:RESOLUTION OF ETHICAL ISSUES
D:SOURCES
E:PROFESSIONAL COMMUNICATION
data on the identified indicators could
advance quality patient care throughout the
hospital.
indicators could advance quality patient care
throughout the hospital.
NOT EVIDENT
An analysis of the use of system resources,
referrals, or colleague for resolving ethical
issues is not provided.
APPROACHING COMPETENCE
The analysis describes one or more system
resources, referrals, and/or colleagues that
are inappropriate for the candidate to use in
the role of nursing shift supervisor to resolve
the ethical issue from the scenario.
COMPETENT
The analysis describes specific system
resources, referrals, or colleagues that are
appropriate for the candidate to use in the
role of the nursing shift supervisor to resolve
the ethical issue from the scenario.
NOT EVIDENT
The submission does not include both in-text
citations and a reference list for sources that
are quoted, paraphrased, or summarized.
APPROACHING COMPETENCE
The submission includes in-text citations for
sources that are quoted, paraphrased, or
summarized and a reference list; however,
the citations or reference list is incomplete or
inaccurate.
COMPETENT
The submission includes in-text citations for
sources that are properly quoted,
paraphrased, or summarized and a reference
list that accurately identifies the author, date,
title, and source location as available.
NOT EVIDENT
Content is unstructured, is disjointed, or
contains pervasive errors in mechanics,
usage, or grammar. Vocabulary or tone is
unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to
follow, or contains errors in mechanics, usage,
or grammar that cause confusion.
Terminology is misused or ineffective.
COMPETENT
Content reflects attention to detail, is
organized, and focuses on the main ideas as
prescribed in the task or chosen by the
candidate. Terminology is pertinent, is used
correctly, and effectively conveys the intended
meaning. Mechanics, usage, and grammar
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promote accurate interpretation and
understanding.

9/5/2019 WGU Performance Assessment
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SAT1 — SAT TASK 2: RCA AND FMEA
ORGANIZATIONAL SYSTEMS AND QUALITY LEADERSHIP — C489
PERFORMANCE ASSESSMENT — SAT1
COMPETENCIES
734.3.1Principles 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.
734.3.2Interdisciplinary Collaboration
The graduate applies theoretical principles necessary for effective participation in an interdisciplinary team.
734.3.3Quality 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 R-32, 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
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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. 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 inhouse 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 Assessment 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, Assessment, 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
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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 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 lifesupport 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 Assessments 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
Yoursubmission 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 yoursubmission 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 hyperlinksto 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.
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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.
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.
RUBRIC
A:ROOT CAUSE ANALYSIS
A1:RCA STEPS
NOT EVIDENT
An explanation of the general purpose of
conducting an RCA is not provided.
APPROACHING COMPETENCE
The explanation does not accurately describe
the general purpose for conducting an RCA.
COMPETENT
The explanation accurately describes the
general purpose for conducting an RCA.
NOT EVIDENT
An explanation of 6 RCA steps is not
provided.
APPROACHING COMPETENCE
The explanation does not accurately identify
or does not logically describe one or more of
COMPETENT
The explanation accurately identifies and
logically describes each of the 6 steps used to
conduct an RCA, as defined by IHI.
9/5/2019 WGU Performance Assessment
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A2:CAUSATIVE AND CONTRIBUTING FACTORS
B:IMPROVEMENT PLAN
B1:CHANGE THEORY
C:GENERAL PURPOSE OF FMEA
the 6 steps used to conduct an RCA, as
defined by IHI.
NOT EVIDENT
An application of the RCA process to the
scenario is not provided.
APPROACHING COMPETENCE
The application of the RCA process to the
scenario does not accurately describe
causative or contributing factors that led to
the sentinel event outcome, or the
application does not accurately differentiate
between causative and contributing factors.
COMPETENT
The application of the RCA process to the
scenario accurately describes the causative
and contributing factors that led to the
sentinel event outcome.
NOT EVIDENT
A proposed process improvement plan is not
provided.
APPROACHING COMPETENCE
The proposal does not outline a logical
process improvement plan, or the proposal
does not logically discuss how the proposed
plan will decrease the likelihood of a
reoccurrence of the scenario outcome.
COMPETENT
The proposal outlines a logical process
improvement plan and logically discusses how
the proposed plan will decrease the likelihood
of a reoccurrence of the scenario outcome.
NOT EVIDENT
A discussion of the application of Lewin’s
change theory is not provided.
APPROACHING COMPETENCE
The discussion does not logically describe
how Lewin’s change theory could be applied
to the proposed improvement plan, or the
discussion does not describe each phase of
the theory.
COMPETENT
The discussion logically describes
how each phase of Lewin’s change theory
could be applied to the proposed
improvement plan.
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C1:STEPS OF FMEA PROCESS
C2:FMEA TABLE
D:INTERVENTION TESTING
NOT EVIDENT
An explanation of the general purpose of the
FMEA process is not provided.
APPROACHING COMPETENCE
The explanation does not accurately describe
a general purpose of the FMEA process, or
the explanation does not logically discuss why
the FMEA process would be used.
COMPETENT
The explanation accurately describes a
general purpose of the FMEA process and
logically discusses why the FMEA process
would be used.
NOT EVIDENT
A description of the steps is not provided.
APPROACHING COMPETENCE
The description of the steps of the FMEA
process does not accurately define each of
the steps.
COMPETENT
The description accurately defines each of the
steps of the FMEA process.
NOT EVIDENT
A completed FMEA table is not provided.
APPROACHING COMPETENCE
The FMEA table is incomplete, does not
identify appropriate failure modes related to
the improvement plan proposed in prompt B,
or does not accurately apply the scales of
severity, occurrence, and detection in
evaluating the identified failure modes.
COMPETENT
The completed FMEA table appropriately
identifies failure modes related to the
improvement plan proposed in part B and
demonstrates accurate application of the
scales of severity, occurrence, and detection in
evaluating the identified failure modes.
NOT EVIDENT
An explanation of intervention testing is not
provided.
APPROACHING COMPETENCE
The explanation does not describe steps of an
appropriate testing procedure or practice
that would be used by the candidate to test
COMPETENT
The explanation describes steps of the testing
procedures or practices that the candidate
would use that are appropriate for testing the
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E:DEMONSTRATE LEADERSHIP
E1:INVOLVING PROFESSIONAL NURSE IN RCA AND FMEA PROCESSES
F:SOURCES
interventions from the process improvement
plan in part B, or the explanation does not
logically describe how the intervention
testing procedures or practices would
improve care.
interventions from the process improvement
plan in part B. The explanation logically
describes how the intervention testing
procedures or practices would improve care.
NOT EVIDENT
An explanation of how a professional nurse
demonstrates leadership is not provided.
APPROACHING COMPETENCE
The explanation does not logically describe
how a professional nurse competently
demonstrates leadership in one or more of
the given areas.
COMPETENT
The explanation logically describes how a
professional nurse competently demonstrates
leadership in each of the given areas.
NOT EVIDENT
A discussion of involvement in the RCA and
FMEA processes is not provided.
APPROACHING COMPETENCE
The discussion does not logically describe
how the involvement of the professional
nurse in either the RCA process or the FMEA
process demonstrates leadership qualities.
COMPETENT
The discussion logically describes how the
involvement of the professional nurse
in both the RCA and FMEA processes
demonstrates leadership qualities.
NOT EVIDENT
The submission does not include both in-text
citations and a reference list for sources that
are quoted, paraphrased, or summarized.
APPROACHING COMPETENCE
The submission includes in-text citations for
sources that are quoted, paraphrased, or
summarized and a reference list; however,
the citations or reference list is incomplete or
inaccurate.
COMPETENT
The submission includes in-text citations for
sources that are properly quoted,
paraphrased, or summarized and a reference
list that accurately identifies the author, date,
title, and source location as available.
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G:PROFESSIONAL COMMUNICATION
WEB LINKS
IHI FMEA Tool
SUPPORTING DOCUMENTS
FMEA Table.docx
NOT EVIDENT
Content is unstructured, is disjointed, or
contains pervasive errors in mechanics,
usage, or grammar. Vocabulary or tone is
unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to
follow, or contains errors in mechanics, usage,
or grammar that cause confusion.
Terminology is misused or ineffective.
COMPETENT
Content reflects attention to detail, is
organized, and focuses on the main ideas as
prescribed in the task or chosen by the
candidate. Terminology is pertinent, is used
correctly, and effectively conveys the intended
meaning. Mechanics, usage, and grammar
promote accurate interpretation and
understanding.

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SAT1 — SAT TASK 3: HEALTHCARE FINANCING
ORGANIZATIONAL SYSTEMS AND QUALITY LEADERSHIP — C489
PERFORMANCE ASSESSMENT — SAT1
COMPETENCIES
734.3.4Healthcare 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
Yoursubmission 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 yoursubmission 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 hyperlinksto relevant portions of the course.
A. Compare the U.S. healthcare system with the healthcare system of Great Britain, 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: Great Britain, 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.
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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).
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.
RUBRIC
A1:COUNTRY TO COMPARE
A2:ACCESS
A2A:COVERAGE OF MEDICATIONS
NOT EVIDENT
A country for comparison is not identified.
APPROACHING COMPETENCE
The identified country for comparison is not
from the given list.
COMPETENT
The identified country for comparison is from
the given list.
NOT EVIDENT
A comparison of healthcare system access is
not provided.
APPROACHING COMPETENCE
The comparison does not accurately describe
access to healthcare systems in both the U.S.
and the country chosen in A1 for one or
more of the given groups of people, or the
comparison does not logically
describe both the similarities and differences
between access to each of the healthcare
systems for all of the given groups of people.
COMPETENT
The comparison accurately describes access
to healthcare systems in both the U.S. and the
country chosen in part A1 for children, people
who are unemployed, and people who are
retired. The comparison logically describes the
similarities and differences between access
to each of the healthcare systems for all of the
given groups of people.
NOT EVIDENT APPROACHING COMPETENCE COMPETENT
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A2B:REFERRAL TO SEE A SPECIALIST
A2C:COVERAGE FOR PREEXISTING CONDITIONS
A3:FINANCE IMPLICATIONS FOR HEALTHCARE DELIVERY
A discussion of medication coverage
in both healthcare systems is not provided.
The discussion of coverage is not accurate or
is not relevant to one or more of the
healthcare systems.
The discussion of coverage for medications is
accurate and relevant to both the U.S.
healthcare system and the healthcare system
of the country chosen in part A1.
NOT EVIDENT
A determination of specialist referral
requirements is not provided.
APPROACHING COMPETENCE
The submission does not accurately
determine the requirements to get a referral
to see a specialist for one or more of the
healthcare systems.
COMPETENT
The submission accurately determines the
requirements to get a referral to see a
specialist for both the U.S. healthcare system
and the healthcare system of the country
chosen in part A1.
NOT EVIDENT
A discussion of preexisting condition
coverage is not provided.
APPROACHING COMPETENCE
The discussion of coverage for preexisting
conditions is not accurate or does not relate
to one or more of the healthcare systems.
COMPETENT
The discussion of coverage for preexisting
conditions is accurate and relevant to both the
U.S. healthcare system and the healthcare
system of the country chosen in part A1.
NOT EVIDENT
An explanation of 2 financial implications for
the patient is not provided.
APPROACHING COMPETENCE
The explanation does not logically discuss 2
financial implications for the patient in
regards to healthcare delivery differences, or
the explanation does not include both the U.S.
healthcare system and the healthcare system
of the country chosen in part A1.
COMPETENT
The explanation logically discusses 2 financial
implications for the patient in regards to the
delivery differences in both the U.S.
healthcare system and the healthcare system
of the country chosen in part A1.
9/5/2019 WGU Performance Assessment
https://tasks.wgu.edu/student/000545153/course/10460005/task/1234/overview 4/4
B:SOURCES
C:PROFESSIONAL COMMUNICATION
NOT EVIDENT
The submission does not include both in-text
citations and a reference list for sources that
are quoted, paraphrased, or summarized.
APPROACHING COMPETENCE
The submission includes in-text citations for
sources that are quoted, paraphrased, or
summarized and a reference list; however,
the citations or reference list is incomplete or
inaccurate.
COMPETENT
The submission includes in-text citations for
sources that are properly quoted,
paraphrased, or summarized and a reference
list that accurately identifies the author, date,
title, and source location as available.
NOT EVIDENT
Content is unstructured, is disjointed, or
contains pervasive errors in mechanics,
usage, or grammar. Vocabulary or tone is
unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to
follow, or contains errors in mechanics, usage,
or grammar that cause confusion.
Terminology is misused or ineffective.
COMPETENT
Content reflects attention to detail, is
organized, and focuses on the main ideas as
prescribed in the task or chosen by the
candidate. Terminology is pertinent, is used
correctly, and effectively conveys the intended
meaning. Mechanics, usage, and grammar
promote accurate interpretation and
understanding.

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