Writing Feedback Tool
Capella faculty use the Writing Feedback Tool to provide learners with
supplemental writing feedback and information about writing resources to develop
Writing Skills.
The Writing Feedback Tool facilitates assessment of five core writing skills, aligned
to Capella's Writing Standards. These writing skills are known as the POETS writing
skills.
1. Address assignment purpose
Related Competency: Compose a text that articulates meaning relevant to the
main topic, scope, and purpose of the prompt.
2. Develop strong organization
Related Competency: Develop text using organization, structure, and
transitions that demonstrate understanding of relationship between main
and subtopics.
3. Incorporate appropriate evidence
Related Competency: Integrate into text appropriate use of scholarly sources,
evidence, and citation style.
4. Use scholarly tone
Related Competency: Apply in text the standard writing conventions for the
discipline, including structure, voice, person and tone.
5. Develop grammatically sound sentence structure
Related Competency: Produce text with minimal grammar, usage, spelling,
and mechanical errors.
Within your courses or related to specific assignments, you may have seen these five
Writing Skills in the Writing Feedback Tool. You can use the information you receive
from the tool to create a study plan and work towards your writing goals.
Developing these five Writing Skills are important to your success.
The tables below illustrate the performance levels associated with each Writing
Skill. You may receive other feedback from your instructor in addition to the items
below.
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Purpose
Organization
Evidence
Tone
Sentence Structure
Related Competency: Produce text with minimal grammar, usage, spelling,
and mechanical errors.
Performance
Measurement
Beginning
Faculty Selection
Feedback
Text meaning is
unclear due to errors
in sentence structure,
grammar, usage,
word choice, spelling,
or mechanics in 75%
or more of text.
The majority of the ideas in this
text were not written in complete
sentences. It will be important to
participate in a grammar
refresher and to study sentence
structure guidelines
Resources
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Text meaning is
interrupted due to
sentence structure,
grammar, usage,
word choice, spelling,
or mechanical errors
in 25%-75% or more
of text.
Many of your ideas are
communicated in grammatically
unsound sentences. So that the
meaning of your messages is
communicated clearly, study
sentence structure guidelines and
practice sentence revision to
strengthen your text.
Skilled
Text conveys clear
meaning with
minimal issues in
grammar, usage,
word choice, spelling,
or mechanical errors
in 10%-25% of text.
The meaning of your text is clear
due in large part to the sound
grammatical structure of your
sentences. I saw very few issues
with grammar, usage, spelling,
and mechanical errors. To
increase readability and flow,
consider the revision step in the
writing process.
Advanced
Text complexity and
concision conveys
clear meaning, with
The meaning of your text is clear
due in large part to the grammar
and mechanics of your sentences.
Developing
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Participate in
a Grammar
Refresher
Revise Your
Sentences
Consider
Sentence
Structure and
Variety
Study
Subject-Verb
Agreement
Revise Your
Sentences
Develop
Sentence
Variety
Incorporate
Revision
Practices
Master Active
Voice
Performance
Measurement
Faculty Selection
Feedback
grammar, usage,
word choice, spelling,
or mechanical errors
in 10% or less of text.
You communicated complex ideas
with concision and with very few
errors. Continue this skill mastery
by fully understanding active
voice.
Resources
1
Interdisciplinary Plan Proposal
Write a brief introduction (2 to 3 sentences) to your proposal that outlines the issue you
are attempting to solve, the part of the organization in which the plan would be carried out, and
the desired outcome. This will set the stage for the sections below.
Objective
Describe what your plan will do and what you hope it will accomplish in one or two succinct
sentences. Also, comment on how the objective, if achieved, will improve organizational or
patient outcomes. For example:
Test a double-loop feedback model for evaluating new product risk with a small group of project
managers with the goal of reducing the number of new products that fail to launch. This
objective is aligned to the broader organizational goal of becoming more efficient taking
products to market and, if successful, should improve outcomes by reducing waste.
Questions and Predictions
For this section ask yourself 3 to 5 questions about your objective and your overall plan. Make a
prediction for each question by answering the question you posed. This helps you to define the
important aspects of your plan as well as limit the scope and check its ability to be implemented.
For example:
1. How much time will using a double-loop feedback model add to a project manager’s
workload?
a. At first, it will likely increase their workloads by 5 to 10 percent. However, as the
process is refined and project managers become more familiar and efficient, that
percentage will decrease.
2
Change Theories and Leadership Strategies
For this section, you may wish to draw upon the research you did regarding change theories and
leadership for the Interview and Interdisciplinary Issue Identification assessment. The focus of
this section is how those best practices will create buy-in for the project from an interdisciplinary
team, improve their collaboration, and/or foster the team’s ability to implement the plan. Be sure
that you are including at least one change theory and at least one leadership strategy in your
explanation. Always remember to cite your sources; direct quotes require quotation marks and a
page or paragraph number to be included in the citation.
Another way to approach your explanations in this section is to think through the following:
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What is the theory or strategy?
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How will it likely help an interdisciplinary team to collaborate, implement, and/or buy in
to the project plan?
o Make sure to frame this explanation within the organizational context of the
proposed plan, that is, your interviewee’s organization.
Team Collaboration Strategy
In this section, begin by further defining the responsibilities and actions that represent the
implementation of the plan. One strategy to defining this is to take a “who, what, where, and
when” approach for each team member.
For example:
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Project Manager A will apply the double-loop feedback model on one new product
project for a single quarter.
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Project Manager B will apply the double-loop feedback model on all new product
projects for a quarter.
Vice President A will review the workloads of project managers using the double-loop feedback
model every Thursday for one quarter.
After you have roughly outlined the roles and responsibilities of team members, you will explain
one or more collaborative approaches that will enable the team to work efficiently to achieve the
plan’s objective. As with the change theories and leadership strategies, you may draw on the
research you conducted for the Interview and Interdisciplinary Issue Identification assessment.
However, you are being asked to give a more in-depth explanation of the collaboration
approaches and look at how they will help the theoretical interdisciplinary team in your plan
proposal.
Another way to approach your explanations in this section is to think through the following:
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What is the collaboration approach?
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What types of collaboration and teamwork will best help the interdisciplinary team be
successful?
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How is the collaboration approach relevant to the team’s needs and will it help drive
success?
o Make sure to frame this explanation in terms of the subject of the plan proposal;
that is, your interviewee’s organization.
4
Required Organizational Resources
For this section, you will be making rough estimates of the resources needed for your plan
proposal to be successful. This section does not have to be exact but the estimates should be
realistic for the chosen organization.
Items you should include or address in this section:
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What are the staffing needs for your plan proposal?
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What equipment or supplies are needed for your plan proposal?
o Does the organization already have these?
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If so, what is the cost associated with using these resources?
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If not, what is the cost of acquiring these resources?
What access (to patients, departments, and so forth) is needed?
o Are there any costs associated with these?
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What is the overall financial budget request for the plan proposal?
o Staff time, resource use, resource acquisition, and access charged?
▪
Remember to include a specific dollar amount in your request.
After you have detailed your budget, make sure that you explain any impacts on organizational
resources that could happen if your plan is not undertaken and successful. In other words, if the
issue you are try to solve through your plan proposal persists or gets worse, what will be the
potential costs to the organization?
5
References
For this assessment you will create a 2-4 page plan proposal for an
interprofessional team to collaborate and work toward driving improvements in
the organizational issue you identified in the second assessment.
The health care industry is always striving to improve patient outcomes and
attain organizational goals. Nurses can play a critical role in achieving these
goals; one way to encourage nurse participation in larger organizational efforts is
to create a culture of ownership and shared responsibility (Berkow et al., 2012).
Participation in interdisciplinary teams can also offer nurses opportunities to
share their expertise and leadership skills, fostering a sense of ownership and
collegiality.
You are encouraged to complete the Budgeting for Nurses activity before you
develop the plan proposal. The activity consists of seven questions that will allow
you the opportunity to check your knowledge of budgeting basics and as well as
the value of financial resource management. The information gained from
completing this formative will promote success with the Interdisciplinary Plan
Proposal. Completing this activity also demonstrates your engagement in the
course, requires just a few minutes of your time, and is not graded.
Demonstration of Proficiency
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Competency 1: Explain strategies for managing human and financial
resources to promote organizational health.
• Explain organizational resources, including a financial budget, needed
for the plan to be a success and the impacts on those resources if
nothing is done, related to the improvements sought by the plan.
Competency 2: Explain how interdisciplinary collaboration can be used to
achieve desired patient and systems outcomes.
• Describe an objective and predictions for an evidence-based
interdisciplinary plan to achieve a specific objective related to
improving patient or organizational outcomes.
• Explain the collaboration needed by an interdisciplinary team to
improve the likelihood of achieving the plan’s objective. Include best
practices of interdisciplinary collaboration from the literature.
Competency 4: Explain how change management theories and leadership
strategies can enable interdisciplinary teams to achieve specific
organizational goals.
• Explain a change theory and a leadership strategy, supported by
relevant evidence, that are most likely to help an interdisciplinary team
succeed in collaborating and implementing, or creating buy-in for, the
project plan.
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Competency 5: Apply professional, scholarly, evidence-based communication
strategies to impact patient, interdisciplinary team, and systems outcomes.
• Communicate the interdisciplinary plan with writing that is clear,
logically organized, and professional, with correct grammar and
spelling, using current APA style.
Reference
Berkow, S., Workman, J., Aronson, S., Stewart, J., Virkstis, K., & Kahn, M. (2012).
Strengthening frontline nurse investment in organizational goals. JONA: The
Journal of Nursing Administration, 42(3), 165–169.
Professional Context
This assessment will allow you to describe a plan proposal that includes an
analysis of best practices of interprofessional collaboration, change theory,
leadership strategies, and organizational resources with a financial budget that
can be used to solve the problem identified through the interview you conducted
in the prior assessment.
Scenario
Having reviewed the information gleaned from your professional
interview and identified the issue, you will determine and present an objective for
an interdisciplinary intervention to address the issue.
Note: You will not be expected to implement the plan during this course. However, the
plan should be evidence-based and realistic within the context of the issue and
your interviewee's organization.
Instructions
For this assessment, use the context of the organization where you conducted
your interview to develop a viable plan for an interdisciplinary team to address
the issue you identified. Define a specific patient or organizational outcome or
objective based on the information gathered in your interview.
The goal of this assessment is to clearly lay out the improvement objective for
your planned interdisciplinary intervention of the issue you identified. Additionally,
be sure to further build on the leadership, change, and collaboration research
you completed in the previous assessment. Look for specific, real-world ways in
which those strategies and best practices could be applied to encourage buy-in
for the plan or facilitate the implementation of the plan for the best possible
outcome.
Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay
organized and concise. As you complete each section of the template, make sure
you apply APA format to in-text citations for the evidence and best practices that
inform your plan, as well as the reference list at the end.
Additionally, be sure that your plan addresses the following, which corresponds
to the grading criteria in the scoring guide. Please study the scoring guide
carefully so you understand what is needed for a distinguished score.
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Describe an objective and predictions for an evidence-based interdisciplinary
plan to achieve a specific goal related to improving patient or organizational
outcomes.
Explain a change theory and a leadership strategy, supported by relevant
evidence, that is most likely to help an interdisciplinary team succeed in
collaborating and implementing, or creating buy-in for, the project plan.
Explain the collaboration needed by an interdisciplinary team to improve the
likelihood of achieving the plan’s objective. Include best practices of
interdisciplinary collaboration from the literature.
Explain organizational resources, including a financial budget, needed for the
plan to succeed and the impacts on those resources if the improvements
described in the plan are not made.
Communicate the interdisciplinary plan, with writing that is clear, logically
organized, and professional, with correct grammar and spelling, using current
APA style.
Additional Requirements
Length of submission: Use the provided template. Remember that part of
this assessment is to make the plan easy to understand and use, so it is critical
that you are clear and concise. Most submissions will be 2 to 4 pages in
length. Be sure to include a reference page at the end of the plan.
• Number of references: Cite a minimum of 3 sources of scholarly or
professional evidence that support your central ideas. Resources should be no
more than 5 years old.
• APA formatting: Make sure that in-text citations and reference list follow
current APA style.
Note: Faculty may use the Writing Feedback Tool when grading this assessment.
The Writing Feedback Tool is designed to provide you with guidance and
resources to develop your writing based on five core skills. You will find writing
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feedback in the Scoring Guide for the assessment, once your work has been
evaluated.
Portfolio Prompt: Remember to save the final assessment to your ePortfolio so
that you may refer to it as you complete the final Capstone course.
Running head: INTERVIEW AND INTERDISCIPLINARY ISSUE IDENTIFICATION
Interview and Interdisciplinary Issue Identification
Student’s Name
Institutional Affiliation
Date
1
INTERVIEW AND INTERDISCIPLINARY ISSUE IDENTIFICATION
2
Interview and Interdisciplinary Issue Identification
My interview with a fellow nurse working in the intensive care unit (ICU) department in
our facility showed shocking figures about the prevalence and epidemiology of Staphylococcus
infections in inpatient population at the facility. Through the interview the colleague
demonstrated the rise of the infection of this strain of bacteria as a hospital acquired infection
among patients with weak immunity. The colleague was categorical that this rise illustrated the
need for the administration and health professionals un the facility to do something apart from
strict adherence to the set precautions and strategies to reduce infections. The standard practices
like hand hygiene, utilization of personal protective equipment and safe injection as well as
etiquettes when coughing and handling contaminated equipment were not enough to curb the
rising numbers.
The increase in the infections requires collaboration of all health care providers and
practitioners to implement evidence-based practices. All the healthcare teams in the facility were
concerned about the safety of patients, which is a core aspect of quality patient outcomes.
Collaboration is essential as it allows various teams to share knowledge, experiences, and
evidence-based practice interventions to reduce the infections and enhance patient safety and
delivery of quality outcomes (Power, 2016). The interdisciplinary collaboration implores all
providers, right from physicians to nurses and pharmacists as well as laboratory technicians to
collaborate and work together to implement solutions and reduce the prevalence of such
infections.
Integration of Evidence-Based Practice in Issue Identification
The problem of infections needs the establishment of quality improvement team to use
present or update evidence-based practice interventions. A practice becomes evidence-based
INTERVIEW AND INTERDISCIPLINARY ISSUE IDENTIFICATION
3
when meet three equally assessed factors that include its contribution to relevant research
knowledge, entails clinical expertise and patient values as well as preferences. The selected
quality improvement team needs to develop precise goals, objectives, and roles at their start of
their sessions to attain a sense of direction concerning their efforts (Leming-Lee &
Watters, 2017). For instance, the team can be led by a nurse leader and carry out extensive
studies through literature reviews of relevant and reputable journal articles on how organizations
tackle hospital-based infections. Through this approach, the team will understand the most
appropriate way and practices to address the identified issues.
Upon collecting evidence, the team needs to have a session and discuss the implications
of the evidence to various stakeholders. These include patients, health professionals in the
facility and the management as well as health care agencies. The team needs to conduct
extensive discussions with various care providers that will implement and be impacted by the
changes. The team must also consider the resources it needs, especially human and financial
resources to implement the changes. The team can also benchmark with other organizations
implementing similar changes and facing same problem.
The Role of Change Management Theories
Implementing changes in health care organizations is challenging, particularly if relevant
stakeholders do not participate or get involved in the entire process. The team mandated with the
change process should ensure that they get a buy-in from all stakeholders and implement
measures that will minimize or mitigate potential resistance since many people resist change and
want the status quo (McNicholas et al., 2019). The team must select change management
theories that facilitate communication among the various stakeholders.
INTERVIEW AND INTERDISCIPLINARY ISSUE IDENTIFICATION
4
Change management theoretical perspectives explain the change process, offer the best
means of assessing the process, cultivate a sense of accountability and enhance confidence. For
instance, the team can implement the changes to minimize hospital acquired infections through
the Plan-Do-Study-Act (PDSA) model. The approach comprises of four stages which are used
mainly to improve a certain process and bring the desired changes. for the model to work
effectively, the team should consider feedback from all stakeholders, both internal and external
users and targeted populations (Donnelly & Kirk, 2015). The model also allows researchers to
evaluate changes on a smaller level, and build on information before executing a project.
Through the model, stakeholders can be positioned better in determining the success rate of the
proposed change and respond adequately if something goes wrong. The model is viewed to be
much safer and less disruptive to all professionals.
Role of Leadership Strategies in the Process
The leadership style used by leaders in an organization impacts to a significant level the
implementation of evidence-based practice interventions. For instance, democratic leadership
style leads to better implementation of change projects when compared to authoritarian
approach. Further, transformational leadership inspires hope and success in employees and other
stakeholders and their abilities to tackle a problem (Aarons et al., 2015). Through these two
leadership, views of all stakeholders are considered when implementing organizational changes
through EBP interventions. The implication is that by using these models, change implementers
reduce potential resistance to change in organizations.
Collaborative Approaches
Inter-professional collaboration is a core component of change implementation and EBP
interventions to enhance patient outcomes. Imperatively, members of interdisciplinary team
INTERVIEW AND INTERDISCIPLINARY ISSUE IDENTIFICATION
5
should work as a unit to ensure that the identified problem is addressed sufficiently. Effective
collaboration occurs when clear-cut roles and responsibilities exist in a team (Reeves et al.,
2017). Collaborative approaches in change management and implementation include formation
of coalitions with other sectors and facilities, having formal and informal connections,
developing strategic alliance and formation of public-private partnerships (Webster, 2016). The
selection of the appropriate collaborative approach depends on several factors that include
resources availability, types of services provided by the health care organization and the goals of
the interdisciplinary team.
INTERVIEW AND INTERDISCIPLINARY ISSUE IDENTIFICATION
6
References
Aarons, G. A., Ehrhart, M. G., Farahnak, L. R., & Hurlburt, M. S. (2015). Leadership and
organizational change for implementation (LOCI): a randomized mixed method pilot
study of a leadership and organization development intervention for evidence-based
practice implementation. Implementation Science, 10(1). doi:10.1186/s13012-014-0192-y
Donnelly, P., & Kirk, P. (2015). Use the PDSA model for effective change
management. Education for Primary Care, 26(4), 279-281.
doi:10.1080/14739879.2015.11494356
Leming-Lee, S., & Watters, R. (2017). Quality Improvement Processes and Evidence-Based
Practice. Evidence-Based Practice in Nursing. doi:10.1891/9780826127594.0014
McNicholas, C., Lennox, L., Woodcock, T., Bell, D., & Reed, J. E. (2019). Evolving quality
improvement support strategies to improve Plan–Do–Study–Act cycle fidelity: a
retrospective mixed-methods study. BMJ Quality & Safety, 28(5), 356-365.
doi:10.1136/bmjqs-2017-007605
Power, B. (2016). New Ways to Collaborate for Process Improvement. Retrieved from
https://hbr.org/2011/05/new-ways-to-collaborate-for-pr
Reeves, S., Pelone, F., Harrison, R., Goldman, J., & Zwarenstein, M. (2017). Inter-professional
collaboration to improve professional practice and healthcare outcomes. Cochrane
Database of Systematic Reviews. doi: 10.1002/14651858.cd000072.pub3
Webster, A. (2016). The Health of Collaborations. Collaboration across Health Research and
Medical Care, 217-226. doi:10.4324/9781315572611-11
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