Task 2 Rubric

Task 2 Rubric

RUBRIC


A:ROOT CAUSE ANALYSIS

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.

A1:RCA STEPS

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 the 6 steps used to conduct an RCA, as defined by IHI. COMPETENT The explanation accurately identifies and logically describes each of the 6 steps used to conduct an RCA, as defined by IHI.

A2:CAUSATIVE AND CONTRIBUTING FACTORS

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.

B:IMPROVEMENT PLAN

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.

B1:CHANGE THEORY

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.

C:GENERAL PURPOSE OF FMEA

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.

C1:STEPS OF FMEA PROCESS

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.

C2:FMEA TABLE

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.

D:INTERVENTION TESTING

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 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. COMPETENT The explanation describes steps of the testing procedures or practices that the candidate would use that are appropriate for testing the interventions from the process improvement plan in part B. The explanation logically describes how the intervention testing procedures or practices would improve care.

E:DEMONSTRATE LEADERSHIP

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.

E1:INVOLVING PROFESSIONAL NURSE IN RCA AND FMEA PROCESSES

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.

F:SOURCES

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.

G:PROFESSIONAL COMMUNICATION

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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