HE009 Population Health Management Case Study Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
HE009 Population Health Management Case Study Assignment
HE009: Population Health Management: Develop initiatives in collaboration with public health and community-based organizations to improve
the health of the population.
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Part I: Needs Analysis
Sub-Competency 1: Conduct a needs analysis to identify a health initiative and population within a community.
Learning Objective LO 1.1: Describe the priority community or population.
Description of the priority
community or population
is not present.
Description of the priority
community or population
is present but lacks clarity,
definition, and/or specific
boundaries and
parameters.
Description of the priority
community or population
is present.
Specific boundaries and
parameters define the
priority community or
population.
Description of the priority
community or population
aligns with other elements
of the need’s analysis.
Demonstrates the same level of achievement as “2” plus the following:
Rationale for selecting this community or population is provided.
Learning Objective LO 1.2 Compare chosen indicators to state and national levels.
Comparison is not present. Response includes fewer
than five chosen
indicators. Comparison is
to the state or national
data, but not both.
Response is not supported
by relevant
Response includes five
chosen indicators.
Comparison to both state
and national data is
thorough and accurate.
Response includes a list of
chosen indicators with
Demonstrates the same level of achievement as “2” plus the following: Comparison includes statistics spanning the past five years for the priority population.
©2014 Walden University 2
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
academic/professional
resources.
comparison to the state or
national levels.
Response is supported by
relevant
academic/professional
resources.
Learning Objective LO 1.3 Identify stakeholders
from the priority
population to serve as
community-based data
resources.
List of stakeholders is not present.
Response includes fewer
than three stakeholders.
Contains no rational
selection of stakeholders
in relation to the priority
population.
Response contains a list of at least three stakeholders (individuals, organization types, etc.) representing the priority population from which to receive feedback concerning perceived health needs. Contains an explanation of how the stakeholders are relevant to the priority population.
Demonstrates the same level of achievement as “2” plus the following: Response lists specific, real organization names that have a history of serving the priority population
Learning Objective LO 1.4: Identify the health need to be addressed in a health initiative.
Identification of the need is not present.
Identification of the need
is present but is not clearly
or succinctly stated.
Identification of the need
for a health initiative is
present but does not fully
Identification of the need
is present and is clearly
and succinctly stated.
Identification of the need
for a health initiative fully
aligns with the priority
community or population.
Demonstrates the same level of achievement as “2” plus the following: Response includes an explanation of the impetus for this initiative, i.e., existing health mandates
©2014 Walden University 3
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
align with the priority
community or population.
Identification of the need
to be addressed is based
on gaps between
indicators among
population and
state/national averages.
or community demand is addressed.
Learning Objective LO 1.5: Justify the need for a health initiative.
Justification for a health initiative is not present.
Justification for the health initiative is present but does not persuasively support the need. Need for the health initiative is not sufficiently supported by data.
Justification for the health initiative is present and persuasively supports the need. Resources that are in place
for the priority population
are described.
Needs of the priority
population that are not
being met are described.
Demonstrates the same level of achievement as “2” plus the following: Response includes a brief history of how this health need has arisen in the population is described.
Learning Objective LO 1.6: Apply research skills to obtain reliable data for determining a health need.
Response does not include resources.
Response includes less than five reliable data sources. Response is not supported
by relevant
academic/professional
resources.
Response references at least five reliable data sources. Response includes a variety of resources, including both quantitative and qualitative data.
Demonstrates the same level of achievement as “2” plus the following: Data sources include national health outcomes indicators such as those listed in Healthy People
©2014 Walden University 4
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Response is supported by
relevant
academic/professional
resources.
2020, BRFSS, or YRBSS sources.
Learning Objective LO 1.7: Describe financial and human resources, policies, and programs for a specific population.
Response does not describe all resource categories (financial and human resources, policies, programs).
Response describes some resource categories (financial and human resources, policies, programs).
Response describes all resource categories (financial, human, policies, programs) with one example for each.
Demonstrates the same level of achievement as “2” plus the following: Response includes assessing what it means to have strength in one or two chosen categories but not the others (e.g. strong financial resources, but weak policies).
PS006: Information Literacy: Apply appropriate strategies to identify relevant and credible information and data in order to effectively analyze issues and make decisions.
Professional Skill 6.2: Analyze findings from relevant sources.
Analysis is missing. Analysis superficially reflects relevance of findings to the identified problem, issue, or purpose.
Analysis clearly reflects relevance of findings to the identified problem, issue, or purpose.
Analysis clearly reflects relevance of findings to the identified problem, issue, or purpose, and synthesizes findings to generate new insights.
Part 2: Planning Model for a Health Initiative
Sub-Competency 2: Describe the planning model used for a health initiative.
©2014 Walden University 5
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Learning Objective
LO 2.1 Compose goals
and objectives for a
health initiative.
Response does not include
goals or objectives.
Response includes either
goals or objectives, but not
both, or an incomplete
number of objectives.
Response includes the goal
(at least one) and
objectives (2-3) clearly
appropriate for the health
needs of the priority
population.
Demonstrates the same level of achievement as “2” plus the following: Description of how the objectives are SMART— specific, measurable, achievable, realistic, and time bound.
Learning Objective
LO 2.2 Select a
planning model for use
with a health initiative.
Identification and
description of a planning
model is not present.
Description of a planning
model is present but is
unclear, incomplete
and/or inaccurate.
Response is not supported
by relevant
academic/professional
resources
Description of the planning
model is clear, complete
and accurate.
Description of the planning
model includes a rationale
for why it is an appropriate
choice for this health
initiative and how your
initiative addresses each
component of the model.
Response is supported by
relevant
academic/professional
resources
Demonstrates the same level of achievement as “2” plus the following: Description of the planning model includes examples of other initiatives in which the model has been successfully applied in the past.
Learning Objective LO 2.3: Identify the inputs (i.e., resources, stakeholders, agencies, and organizations) that
Inputs are not present.
Inputs are present but are incomplete and/or not in alignment with other elements of the model.
Inputs include evidence of collaboration between a public health agency and community-based organization.
Demonstrates the same level of achievement as “2” plus the following: Inputs demonstrate a comprehensive and
©2014 Walden University 6
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
will address a health initiative.
Inputs align with the needs of the health initiative. Inputs include at least four resources appropriate to the initiative.
thoughtful array of resources, stakeholders, agencies and organizations. Inputs include more than four resources appropriate to the initiative.
Learning Objective LO 2.4: Describe activities utilizing each step/phase of the planning model.
Activities are not present.
Activities may be assigned to the steps/phases of the planning model, but not all.
Activities demonstrate a connection to the guidance provided by the planning model. Activities are clearly and succinctly described. Activities align to the outcomes and goal(s) of the health initiative. Activities demonstrate a variety of approaches to reaching the priority audience. Activities demonstrate collaboration between a public health agency and community-based organization.
Demonstrates the same level of achievement as “2” plus the following: Activities are culturally
appropriate and are based
on documented cultural
competence practices or
national standards.
©2014 Walden University 7
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Learning Objective LO 2.5: Describe intended outcomes of a health initiative.
Intended outcomes are not present.
Intended outcomes may be present but are not stated completely or appropriately. Outcomes and goals may be present but do not align with Inputs, Activities, or identified community need.
Intended outcomes of a health initiative are present. Short-term, intermediate- term, and long-term outcomes clearly state sequential desired results of the initiative. Outcomes describe the overall purpose for the initiative.
Demonstrates the same level of achievement as “2” plus the following: Intended outcomes consider addressing multiple documented risk factors pertaining to the community need identified.
Part 3: Timeline for Initiating a Health Initiative
Sub-Competency 3: Develop a timeline for implementing a health initiative.
Learning Objective LO 3.1: Organize a logical sequence of events that should be included in a 1-year timeline leading to the launch of a health initiative.
A logical sequence of events is not present.
Elements listed on the timeline are incomplete. Some but not all of the timeline demonstrates a logical sequence of events.
Timeline demonstrates a complete and logical sequence of time-sensitive events. Sequence of the events on the timeline demonstrates appropriate dependencies of different milestones Timeline demonstrates an appropriate length of time between milestones.
Demonstrates the same level of achievement as “2” plus the following: Collaboration with stakeholders is evident in the timeline.
©2014 Walden University 8
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Part 4: Budget Proposal for a Health Initiative
Sub-Competency 4: Create a budget proposal for a health initiative.
Learning Objective LO 4.1: Organize projected expenses (what will need to be paid for) in a budget proposal for a health initiative.
List of expenses on the budget table template is missing.
List of expenses included on the budget table template is incomplete and/or poorly stated
List of expenses included on the budget table template in the budget proposal is complete. List of expenses included on the budget table template is well organized by categories to enhance readability and comprehension.
Demonstrates the same level of achievement as “2” plus the following: Budget table template identifies 3–4 projected expenses that present some risk and over which stakeholders have less control.
Learning Objective LO 4.2: Identify projected costs for a budget proposal.
Projected costs on the budget table template are missing.
Projected costs on the budget table template are incomplete or inaccurate.
Projected costs on the budget table template are complete and logical, and align to appropriate expenses. Total of expense categories and overall program total included.
Demonstrates the same level of achievement as “2” plus the following: Budget table template identifies 3–4 projected costs that might fluctuate significantly due to
©2014 Walden University 9
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
market changes or through the possibility of funding.
Learning Objective LO 4.3: Support a budget proposal through targeted explanation.
A budget narrative is not present.
A budget narrative is present but does not sufficiently address targeted elements of the budget proposal.
The budget narrative includes all budgeted items and appropriate rationale for targeted elements of the budget proposal.
Demonstrates the same level of achievement as “2” plus the following: Narrative addresses some risks that may impact the budget, and offers ideas for overcoming these risks should they occur.
Learning Objective LO 4.4: Recommend potential funding sources for the health initiative.
Potential funding sources are not present.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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