HC2668 Herzing University week 2 Clinical Quality HEDIS 2016 Summary
Due Sunday by 11:59pm Points 30Submitting a text entry box, a website url, a media recording, or a file uploadHealthcare Effectiveness Data and Information Sets (HEDIS) includes performance measures related to dozens of important health care issues. These measures are often used to determine the overall health of a population. Selected measures include, but are not limited to the following measurable data sets:Antidepressant medication managementBreast cancer screeningCervical cancer screeningChildren and adolescent access to primary care practitionersChildhood and adolescent immunization statusComprehensive diabetes careControlling high blood pressureFlu vaccinations for AdultsMedical assistance with smoking and tobacco use cessationMedication management for people with asthmaPlan all-cause readmissionsPotentially harmful drug-disease interactions in the elderlyPrenatal and postpartum careRelative Resource Use for People with COPDInstructionsVisit http://www.ncqa.org/hedis-quality-measurement/hedis-measures.Choose one of the HEDIS data sets and determine its effectiveness on the population, wellness, and cost savings (use 2016 data).Answer the following questions using data and support from your research:Does it improve the overall wellness of the population? Why/why not?Is there a cost saving with those that utilize these preventative measures? Why/Why not?Your responses should be at least 250 words per question and utilize information from the data set to support your opinions.Your responses should be in APA format with citations and references.RubricUnit 2 Assignment - HEDIS AnalysisUnit 2 Assignment - HEDIS AnalysisCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContent10.0 ptsLevel 5Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.9.0 ptsLevel 4Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.8.0 ptsLevel 3Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.7.0 ptsLevel 2Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.6.0 ptsLevel 1Demonstrates the ability to explain contextual factors but does not provide a defined statement.0.0 ptsLevel 0There is no evidence of a defined statement.10.0 ptsThis criterion is linked to a Learning OutcomeAnalysisPRICE-P10.0 ptsLevel 5Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus.9.0 ptsLevel 4Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus.8.0 ptsLevel 3Organizes and describes evidence according to patterns, differences, or similarities related to focus.7.0 ptsLevel 2Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities.6.0 ptsLevel 1Describes evidence, but it is not organized and/or is unrelated to focus.0.0 ptsLevel 0Lists evidence, but it is not organized and/or is unrelated to focus.10.0 ptsThis criterion is linked to a Learning OutcomeWriting5.0 ptsLevel 5The paper exhibits an excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.4.5 ptsLevel 4The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics or spelling with minor grammatical errors that impair the flow of communication.4.0 ptsLevel 3The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.3.5 ptsLevel 2The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.3.0 ptsLevel 1The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.0.0 ptsLevel 0The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty in discerning the meaning.5.0 ptsThis criterion is linked to a Learning OutcomeAPAPRICE-I5.0 ptsLevel 5The required APA elements are all included with correct formatting, including in-text citations and references.4.5 ptsLevel 4The required APA elements are all included with minor formatting errors, including in-text citations and references.4.0 ptsLevel 3The required APA elements are all included with multiple formatting errors, including in-text citations and references.3.5 ptsLevel 2The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references.3.0 ptsLevel 1Several APA elements are missing. The errors in formatting demonstrate a limited understanding of APA guidelines, in-text-citations, and references.0.0 ptsLevel 0There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.5.0 ptsTotal Points: 30.0