| Criteria | Non-performance | Basic | Proficient | Distinguished |
|---|---|---|---|---|
| Analyze organizational functions, processes, and behaviors in high-performing organizations. | Does not analyze organizational functions, processes, and behaviors in high-performing organizations. | Lists organizational functions, processes, and behaviors in high-performing organizations, but does not analyze these practices or how they promote organizational success. | Analyzes organizational functions, processes, and behaviors in high-performing organizations. | Analyzes organizational functions, processes, and behaviors in high-performing organizations, and identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the analysis). |
| Determine how organizational functions, processes, and behaviors support and affect outcome measures for an organization. | Does not determine how organizational functions, processes, and behaviors support and affect outcome measures for an organization. | Attempts to describe positive and negative effects of organizational practices on specific outcome measures, but fails to explain the reasons for these effects. | Determines how organizational functions, processes, and behaviors support and affect outcome measures for an organization. | Determines how organizational functions, processes, and behaviors support and affect outcome measures for an organization, and identifies assumptions and reasons on which determination is based. |
| Identify typical quality and safety outcomes and their associated measures. | Does not identify typical quality and safety outcomes and their associated measures. | Mentions typical quality and safety outcomes and their associated measures, but does not show how they are measured in a spreadsheet. | Identifies typical quality and safety outcomes and their associated measures. | Identifies typical quality and safety outcomes and their associated measures, and evaluates the quality of the data. |
| Identify performance issues or opportunities associated with particular organizational functions, processes, and behaviors and the quality and safety outcomes they affect. | Does not identify performance issues or opportunities associated with particular organizational functions, processes, and behaviors and the quality and safety outcomes they affect. | Describes specific issues or opportunities and their relationships to effects on associated outcomes, but does not explain why particular organizational functions, processes, and behaviors present these issues or opportunities. | Identifies performance issues or opportunities associated with particular organizational functions, processes, and behaviors and the quality and safety outcomes they affect. | Identifies performance issues or opportunities associated with particular organizational functions, processes, and behaviors and the quality and safety outcomes they affect, and identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty. |
| Outline a strategy for ensuring that all aspects of patient care are measured and that knowledge is shared with the staff. | Does not outline a strategy for ensuring that all aspects of patient care are measured and that knowledge is shared with the staff. | Attempts to outline a strategy for ensuring that all aspects of patient care are measured and that knowledge is shared with the staff, but fails to list the key steps needed to implement the strategy; does not use a change model; or does not explain how information, knowledge, or best practices will be shared. | Outlines a strategy, using a selected change model, for ensuring that all aspects of patient care are measured and that knowledge is shared with the staff. | Outlines a strategy, using a selected change model, for ensuring that all aspects of patient care are measured and that knowledge is shared with the staff, highlighting opportunities for interprofessional collaboration. |
| Write coherently and with purpose, for a specific audience, using correct grammar and mechanics. | Does not write coherently and with purpose, for a specific audience; does not use correct grammar and mechanics. | Writing is generally coherent, but the tone or style is inappropriate or ineffective for the intended audience, or errors in grammar and mechanics inhibit effective communication. | Writes coherently and with purpose, for a specific audience, using correct grammar and mechanics. | Writes coherently and with purpose. Grammar and mechanics are error-free. |
| Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. | Does not integrate relevant and credible sources of evidence to support assertions; does not correctly format citations and references using APA style. | Sources lack relevance or credibility, are poorly integrated, or are incorrectly formatted. | Integrates relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. | Integrates relevant, credible, and convincing sources of evidence to support assertions. Sources are current, and citations and references are error-free. |