Identify relevant health policy implications for the coordination and continuum of care.

ScenarioIn this assignment, you will evaluate the preliminary care coordination plan you developed in Unit 3 and communicate the plan in a professional, culturally sensitive, and ethical manner.Note: For this assignment: Evaluate the comprehensive care coordination plan developed in Unit 3, making changes based upon comparison to evidence-based practice.Document Format and LengthEvaluate the preliminary plan you created in Unit 3. Your final plan should be a scholarly APA formatted paper, 5–7 pages in length, not including title page and reference list.Supporting EvidenceSupport your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.Grading RequirementsThe requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.Design patient-centered health interventions and timelines for a selected health care problemAddress three patient health care issues.Design an intervention for each health issue.Identify three community resources for each health intervention.Consider the ethical decisions in designing patient-centered health interventions.Consider the practical effects of specific decisions.Include the ethical questions that generate uncertainty about the decisions you have made.Identify relevant health policy implications for the coordination and continuum of care.Cite specific health policy provisions.Describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members, making changes based upon evidence-based practice.Clearly explain the need for the changes to the plan.Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.Use the literature on evaluation as a guide to compare learning session content with best practices.
PrintFinal Care Coordination Plan Scoring GuideDue Date: End of Unit 9Percentage of Course Grade: 30%.CRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHEDDesign patient-centered health interventions and timelines for a selected health care problem.16%Does not design patient-centered health interventions and timelines for a selected health care problem.Designs patient-centered health intervention for a selected health care problem.Designs patient-centered health interventions and timelines for a selected health care problem.Designs patient-centered health interventions and timelines for a selected health care problem that includes community resources.Consider ethical decisions in designing patient-centered health interventions.16%Does not consider ethical decisions in designing health interventions.Considers ill-defined or ambiguous ethical decisions in designing patient-centered health interventions.Considers ethical decisions in designing patient-centered health interventions.Considers insightful ethical decisions in designing patient-centered health interventions. These decisions are supported by the literature.Identify relevant health policy implications for the coordination and continuum of care.16%Does not identify relevant health policy implications for the coordination and continuum of care.Identifies health policy implications that are inconsistent with the goals and objectives for the coordination and continuum of care.Identifies relevant health policy implications for the coordination and continuum of care.Identifies relevant health policy implications for the coordination and continuum of care, based on precise and accurate interpretations of relevant policy provisions. Makes valid, insightful inferences.Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.16%Does not describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, but does not make changes based upon evidence-based practice.Describes priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.Describes priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice. Clearly explains the need for changes to the plan.Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.16%Does not use the literature on evaluation as a guide to compare learning session content with best practices, and does not include how to align teaching sessions to the Healthy People 2030 document.Discusses evaluation but does not use the literature as a guide to compare learning session content with best practices, or does not include how to align teaching sessions to the Healthy People 2030 document.Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document. Clearly explains the need for any revisions.Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.5%Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing.Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.Organize content so ideas flow logically with smooth transitions; contains few errors in grammar, punctuation, word choice, and spelling.15%Does not organize content for ideas. Lacks logical flow and smooth transitions.Organizes content with some logical flow and smooth transitions. Contains errors in grammar, punctuation, word choice, and spelling.Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar, punctuation, word choice, and spelling.Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar, punctuation, and word choice, and is free of spelling errors.

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