CORRESPONDING UNIT-BASED SCORECARD EXAMPLES


Areas of Measurement for One Unit


This course is 1 Contact Hour 1. Read the Continuing Education article.


2. Go online to Nurse.com/CE to take the test for $12. If you are an Unlimited CE subscriber, you can take this test at no additional charge. You can sign up for an Unlimited CE membership at Nurse.com/UnlimitedCE for $49.95 per year.


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3. If the course you have chosen to take includes a clinical vignette, you will be asked to review the vignette and answer 3 or 4 questions. You must answer all questions correctly to proceed. If you answer a question incorrect- ly, we will provide a clue to the correct answer.


4. Once you successfully complete the short test associ- ated with the clinical vignette (if there is one), proceed to the course posttest. To earn contact hours, you must achieve a score of 75%. You may retake the test as many times as necessary to pass the test.


5. All users must complete the evaluation process to complete the course. You will be able to view a certifi- cate on screen and print or save it for your records.


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Accredited status does not imply endorsement by the provider or ANCC of any commercial products displayed in conjunction with this activity.


ContinuingEducation.com is also accredited by the Florida Board of Nursing andtheGeorgiaBoardofNurs- ing(provider # 50-1489). ContinuingEducation.com is approved by the California Board of Registered Nursing, provider # CEP16588.


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46 NURSE.com/Careers • 2016


Number of patients (as indicated by patients) receiving medications not prescribed for them


Percent of patients with CHF readmitted who did not know the need to weigh daily


Percent of patients with pneumonia admitted who did not have an- tibiotics started within four hours of admission


Percent call lights not answered within three minutes


Baseline Quarter 1


Quarter 2


Quarter 3


Quarter 4


0 131 0


7.01%


0% 5% 10% 0%


0%


4% 2% 0% 1%


0%


20% 2% 30% 20%


Ascorecard helps the organization to alignsmaller-scale activitieswith larger-scale objectives.1


A scorecard clearly demonstrates performance


metrics throughout all organizational levels, which will allow the orga- nization to direct quality improvement efforts to showcase improvement and communicate the hospital’s status to all.9


Anorganizational scorecard


is built fromunit- and service-based scorecards that allow performance improvement activities to be segmented into smaller areas and then combined into an organizational scorecard. Data need to be presented in a usefulmanner. The following includes


tips for setting up a scorecard:9 • Remember your audience. Present information in a manner that is understood readily. The data need to be understandable by anyone who may read them.


• Always begin your initial scorecard with a critical few factors of suc- cess. Focus on the most important and direct resources to achieve your goals. Compare your data against known benchmarks.


• Start with reasonable improvement goals that can be achieved within a year. Go for the “low-hanging fruit,” or the areas that you think you can see the most improvement rapidly. Setting unreasonable goals tends to discourage staff and inhibit progress toward improvement.


• Ensure that the effort is driven by senior leadership.With- out the backing and participation of senior leadership, it is difficult to target and collect data, and report efforts. All scorecards, no matter at what level they are built, must reflect the goals of the organization, and hence the goals of senior leadership, to ensure that senior leadership champions the performance measurement process.


• To ensure continuity of data collection and reporting, des- ignate one department or group to handle gathering and analysis of all data.


Performancemanagement is more than justmonitoring data; it helps to


address areasof concern and resolve them. It is notmeant as just amonitor of data but is formulated to “move” the data toward the established goals. When data are presented, an individual or organization must ask, “So what”? “What does this mean in relation to meeting our goals?” Once this is determined, the “Then what?” question must be asked: “What do we do tomove the data toward the established goals?”Many times when the solution is proposed, an organization or unit may freeze up and be reluctant to make the changes to fix the problem.When this happens,


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